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DEPARTMENT OF THE INTERIOR
OFFICE OF INDIAN AFFAIRS
COURSE OF STUDY
FOR
UNITED STATES
INDIAN SCHOOLS
PREPARED UNDER
THE DIRECTION OF
COMMISSIONER OF
INDIAN AFFAIRS
WASHINGTON
GOVERNMENT PRINTING OFFICE
1922
"To prepare us for complete living is the function which education has to discharge, and the only rational mode
of judging of an educational course is to judge in what degree it discharges such function. We must know in what way
to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a
family; in what way to behave as a citizen; in what way to use those sources of happiness which nature supplies -
how to use all our faculties to the greatest advantage of ourselves and others.' ' Herbert Spencer.
Bet.
MAR 29 1923
375179
PREFACE.
OFFICE OF INDIAN AFFAIRS,
Washington, July 1, 1922.
The accompanying Course of Study has been prepared for use throughout the Indian school
service and is to be adopted therein.
It emphasizes the study of home economics and agricultural subjects, because any attempt
to change the Indian population of this country from a dependent to an independent people
within a reasonable length of time must give special consideration to the improvement of the
Indians' homes and to the development of their lands. The usual subjects of school instruction
are not neglected, but they are coordinated with subjects which, if learned practically, lead
directly to productive efficiency and self-support.
This edition is the result of a revision of the tentative course of study which was adopted
in 1915. An extended use of that course has shown that while it was right in principle some
weaknesses were included. By eliminating these and extending the course to more nearly
parallel the public school courses the present edition has been evolved.
H. B. PEAIRS,
Chief Supervisor of Education,
Indian Service.
Approved :
CHAS. H. BURKE,
Commissioner.
KANSAS CITY, MO. PUBLIC LIBRARY
nil Aii a a
COMMITTEE ON REVISION OF THE TENTATIVE COURSE OF STUDY.
H. B. PEAIBS, Chief Supervisor of Education, Indian Service, Lawrence, Kans.
W. W. COON, Supervisor of Indian Schools, San Francisco, Calif.
E. H. HAMMOND, Supervisor of Indian Schools, Flagstaff, Ariz.
PEYTON CARTER, Supervisor of Indian Schools, Minneapolis, Minn.
S. A. M. YOUNG, Supervisor of Indian Schools, Rapid City, S. Dak.
J. H. MCGREGOR, Supervisor of Indian Schools, Helena, Mont.
R. L. SPALSBTJRY, Supervisor of Indian Schools, Lawrence, Kans.
Mrs. E. E. NEWTON, Supervisor of Indian Schools, Washington, D. C.
J. D. DEHUFF, Superintendent Indian School, Santa Fe, N. Mex.
C. M. BLAIR, Superintendent Indian School, Chilocco, Okla.
LAWRENCE CORRELL, Teacher of Agriculture, Chilocco, Okla.
Miss DAISY HYLTON, Teacher Domestic Art, Chilocco, Okla.
C. E. BIRCH, Principal and Assistant Superintendent, Haskell Institute.
Dr. L. W. WHITE, Assistant Superintendent, Haskell Institute.
Mrs. ALLACE F. WHITE, Teacher, Haskell Institute.
Mrs. F. C. WENRICH, Teacher of English, Haskell Institute.
Miss CLARA SNODDY, Teacher of English and History, Haskell Institute.
Miss HANNAH SMALL, Domestic Art Teacher, Haskell Institute.
Miss ALMA McRAE, Domestic Science Teacher, Haskell Institute.
Miss S. E. SAMPLE, Science Teacher, Haskell Institute.
Mrs. MAY STANLEY, Teacher, Haskell Institute.
J. F. STUBECK, Instructor in Drawing, Haskell Institute.
J. L. HARRIS, Superintendent of Industries, Haskell Institute.
W. C. BEDDOW, Instructor in Printing, Haskell Institute.
Acknowledgment is made at this time of the valuable help given by super
intendents, principals, and instructors, generally, throughout the service by
means of their pointed and concrete criticisms which were submitted for the
use of the committee. The list of those who responded in this manner is too
long to print as a part of this volume.
IV
TABLE OF CONTENTS.
Page.
Preface in
Committee on revision iv
Introduction 1
Division of the course 2
General suggestions 3
Health 3
Vocational guidance " 3
Student records i 4
Reports 4
School year and holidays 4
School calendar 4
Heating, ventilation, lighting, seating, etc 4
Psychology of the Indian child 4
Essentials and nonessentials 4
Lesson plans 4
Principles in making a school program 5
Oral reviews and written tests 5
Examinations 5
Certificates of promotion 6
Transfers 6
Current events 6
Use and scope of the library 7
Community meetings and returned students 7
Native industries 8
Outline of the course of study 9
Day schools
Primary division 9
Prevocational division 10
Boarding schools
Primary division : 12
Prevocational division 16
Junior vocational division 19
Senior vocational division 20
Special courses 22
Course of study:
Primary and prevocational divisions . : 27
English 27
First grade
Conversationaljandjotherjoraljexercises 30
Reading and written exercises 30
Seat work 31
How to measure the success of the work 31
Second grade
Conversation and other oral exercises 32
Reading and written exercises 32
Seat work 33
How to'measure the success of second-grade work , 33
v
VI CONTENTS.
Course of study Continued.
Primary and prevocational divisions Continued.
English Continued .
Third grade Page.
Conversation and other oral exercises 33
Reading 34
Spelling
Mechanics of language and written exercises 34
Seat work 35
How to measure the success of third-grade work 36
Fourth grade
Conversation and other oral exercises 36
Reading 36
Spelling 37
Mechanics of language and written exercises 37
Seat work 38
How to measure the success of fourth-grade work 38
Fifth grade-
Conversation and other oral exercises .' 39
Reading 39
Spelling 40
' Mechanics of language and written exercises 40
Seat work 41
" How to measure the success of fifth-grade work 41
Sixth grade
Conversation and other oral exercises 41
Reading 41
Spelling 42
Mechanics of language and written exercises 42
Seat work 43
How to measure the success of sixth-grade work '. 43
Supplementary suggestive material
First grade 44
Second grade 45
Third grade 45
Fourth grade 45
Fifth grade '. 45
Sixth grade 46
Memory gems 46
Physiology and hygiene-
First, second, and third grades 51
Health talks 51
First-aid talks 57
Fourth grade 59
Fifth grade 59
Sixth grade 60
Geography-
First grade 61
Second grade 62
Third grade 62
Fourth grade 63
Fifth grade 64
Sixth grade 65
United States history
First and second grade .' 69
Third grade 70
Fourth grade 70
Fifth grade 70
Sixth grade 71
CONTENTS. VII
Course of study Continued.
Primary and prevocational divisions Continued.
Civics Page.
First, second, and third grades 73
Fourth, fifth, and sixth grades 74
Manners and right conduct
First grade 75
Second grade 75
Third and fourth grades 75
Fifth grade 76
Sixth grade 76
Arithmetic
First grade 79
Second grade 79
Third grade 80
Fourth grade 81
Fifth grade 82
Sixth grade 82
Penmanship
Distinguishing features of the method 85
First grade ! 88
Second grade 95
Third grade 99
Fourth grade 100
Fifth grade 102
Sixth grade 104
Advance grades 105
Plates showing type studies , 107
Drawing
First grade 113
Second grade 114
Third grade 115
Fourth grade 116
Fifth grade : 117
Sixth grade 117
Vocal music
General directions ' 119
Music methods in primary grades 121
Second grade 124
Third grade 126
Fourth grade 127
Fifth grade 128
Sixth grade 129
Physical training
Group I (ages 6 to 9) 131
Group II (ages 10 to 13) 132
Group III (ages 14 and upward) 133
Group competitive games 133
Schedule for group competitive games 134
Individual athletic bar competition 134
Industrial work (day schools)
First, second, and third grades
Girls 137
Boys 138
VUI CONTENTS.
Course of study Continued.
Primary and prevocational divisions Continued.
Industrial work (boarding schools) Page.
Grades one, two, and three 141
Occupation and seat work 141
Grade one (boys and girls) 141
Grade two (boys and girls) 141
Grade three 142
Grades four, five, and six
Home training 143
Home cooking 145
Plain sewing 147
Laundering and poultry raising
Laundering 149
Poultry raising 149
Agriculture
Gardening 151
Dairying 154
Stock raising 157
Soils and soil management 159
Farm crops 160
Roads 161
Care of implements 161
Beautifying home grounds 162
Farm carpentry 162
Farm blacksmithing 162
Farm engineering 163
Farm masonry 164
Farm painting 164
Shoe and harness repairing 164
Junior vocational division 167
Schedule of industrial instruction
Girls 169
Boys 170
Synopses of courses
Home economics 169
Agriculture 170
Auto mechanics 170
Blacksmithing 170
Carpentry 170
Engineering 171
Masonry 171
Painting 171
Printing 171
English
Grammar and composition 173
First year (seventh grade) 173
Second year (eighth grade) 174
Reading, first and second years 177
Spelling, first and second years 177
Arithmetic
First year (seventh grade) 179
Second year (eighth grade) 180
Geography, first year (seventh grade) 183
History
First year (seventh grade) 185
Second year (eighth grade) 187
Civics, second year (eighth grade) 193
CONTENTS. IX
Course of study Continued.
Junior vocational division Continued. Pnee.
Physiology, first year (seventh grade) 197
Music, first and second years 199
General agriculture, second year (eighth grade) 201
Industrial courses
Cooking and home management
First year (seventh grade) ,. 203
Second year (eighth grade) 205
Domestic art
First year (seventh grade) 207
Second year (eighth grade) 209
Nursing 211
Agriculture
First year (seventh grade) 215
Second year (eighth grade) 219
Auto mechanics
First year (seventh grade) 225
Second year (eighth gcade) 225
Blacksmithing
First year (seventh grade) 227
Second year (eighth grade) 227
Carpentry
First year (seventh grade) 229
Second year (eighth grade) 229
Engineering
First year (seventh grade) 231
Second year (eighth grade) 231
Masonry
First year (seventh grade) 233
Second year (eighth grade) 233
Painting
First year (seventh grade) 235
Second year (eighth grade) 235
Printing
First year (seventh grade) 237
Second year (eighth grade) 237
Mechanical drawing
First year (seventh grade) 239
Second year (eighth grade) 239
Senior vocational division
Synopses of courses
Agriculture 243
Auto mechanics 244
Blacksmithing 245
Carpentry 246
Engineering 247
Masonry 248
Painting 249
Printing 250
Domestic art * 251
Domestic science 252
Nursing 253
English and literature 255
Freshman (ninth grade) 255
Sophomore (tenth grade) 258
Junior (eleventh grade) i 260
Senior (twelfth grade) 261
X CONTENTS.
Course of study Continued.
Senior vocational division Continued. Page.
Algebra, freshman (ninth grade) 265
Plane geometry, sophomore (tenth grade) 267
Shop mathematics, junior (eleventh grade) 269
Bookeeping, junior (eleventh grade) 271
General science, sophomore (tenth grade) , 273
Agricultural botany, sophomore (tenth grade) 275
Chemistry, junior (eleventh grade) 279
Physics, senior (twelfth grade) 283
Ancient history, freshman (ninth grade) 287
American history, junior (eleventh grade) 291
Citizenship, senior (twelfth grade) 295
Rural economics, senior (twelfth grade) 301
Commercial geography, junior (eleventh grade) 305
Industrial courses
Domestic science
Freshman (ninth grade) 309
Sophomore (tenth grade) 315
Junior (eleventh grade) 317
Senior (twelfth grade) 319
Domestic art
Freshman (ninth grade) 321
Sophomore (tenth grade) 322
Junior (eleventh grade) 323
Senior (twelfth grade) < 324
Nursing
Junior (eleventh grade) 327
Senior (twelfth grade) 328
Agriculture 331
Types and breeds of farm animals, freshman (ninth grade) 334
Horticulture, sophomore (tenth grade) 337
Stock judging, sophomore year (tenth grade) 339
Field crops, junior (eleventh grade) 340
Feeds and feeding, senior (twelfth grade) 345
Soils and soil fertility, senior (twelfth grade) 347
Experimental farm work on farm projects, junior and senior (eleventh and twelfth grades) 351
Commercial law, senior (twelfth grade) 354
Trade courses 359
Auto mechanics
Freshman (ninth grade) 361
Sophomore (tenth grade) 361
Junior (eleventh grade) 361
Senior (twelfth grade) 362
Blacksmithing
Freshman (ninth grade) 365
Sophomore (tenth grade) 365
Junior (eleventh grade) 366
Senior (twelfth grade) 366
Carpentry
Freshman (ninth grade) 367
Sophomore (tenth grade) 367
Junior (eleventh grade) 367
Senior (twelfth grade) 368
Engineering
Freshman (ninth grade) 369
Sophomore (tenth grade) 370
Junior (eleventh grade) 370
Senior (twelfth grade) 371
CONTENTS. XI
Course of study Continued.
Senior vocational division Continued.
Industrial courses Continued.
Trade courses Continued.
Masonry Page.
Freshman (ninth grade) 373
Sophomore (tenth grade) 374
Junior (eleventh grade) 374
Senior (twelfth grade) 375
Painting
Freshman (ninth grade) 377
Sophomore (tenth grade) '. . . 777
Junior (eleventh grade) 377
Senior (twelfth grade) 378
Printing
Freshman (ninth grade) 379
Sophomore (tenth grade) '. 379
Junior (eleventh grade) 380
Senior (twelfth grade) 380
Mechanical drawing
Trade courses 381
Domestic courses 383
Appendix A. Student record cards 385
B. Book lists and prescribed basal texts 407
, C. Regulations governing examinations 420
COURSE OF STUDY OUTLINED FOR UNITED STATES INDIAN SCHOOLS.
INTRODUCTION.
The need of a standard and uniform course of study for the Indian schools of the country
has long been felt. Such a course must be definite in character and yet sufficiently flexible to
make it adaptable to local conditions in an area as extended as the United States. At the
same time it is realized that an outline too general in character would be of little or no actual
value for its purpose.
Indian schools must train the Indian youth of both sexes to take upon themselves the
duties and responsibilities of citizenship. To do this requires a system of schools and an or
ganization capable of preparing the Indian young people to earn a living (1) among their own
people or (2) away from the reservation home and in competition with their white brethren.
This does not contemplate a college or university, but a practical system of schools with an
essentially vocational foundation. In other words, the Indian needs a school that will fit him
as fully as possible for the life of his immediate future and the changing conditions that may
mark his remoter future. The school should accomplish this as quickly as is compatible with
thoroughness.
The economic needs of all people of the Indian especially "demand that the schools
provide for instruction along eminently practical lines. To this end industrial schools have
been established in which the culture value of education is not neglected, but rather subordinated
to the practical needs of the child's environment. They aim to provide that form of training
and instruction which leads directly to self-support and productive efficiency. "
In our Indian schools a large amount of productive work is necessary. They could not
possibly be maintained on the amounts appropriated by Congress for their support were it not
for the fact that students are required to do the washing, ironing, baking, cooking, sewing; to
care for the dairy, farm, garden, grounds, buildings, etc. an amount of labor that has in the
aggregate a very appreciable monetary value. This plan requires the Indian student to work
half a day and to attend classroom exercises during the other half. With studies properly
adjusted to the student's mental status and with nonessentials and useless repetition eliminated
from the courses, this condition is not a handicap to the progress of the student. Indeed, it
has been demonstrated in schools for whites that pupils can complete a grade a year even when
taking academic work but half a day and doing vocational work during the other half. In his
annual report for 1913 the United States Commissioner of Education makes this statement:
Careful studies in different parts of the country and in schools of different kinds indicate that children really do
not study in school more than an average of three hours a day, whatever may be the length of the daily session. For
children in the primary grades the time is less; for the high-school grades somewhat more. This includes not only the
time children give to their studies out of class but the time when they are really attending their work in class.
This indicates the desirability of reorganizing school work in such a way as to give three hours a day for intensive sc ool
work of the ordinary type and to provide four or five hours of productive work suited to the capacities of the children
either at home, in shops under good conditions, in outdoor gardens, or in shops provided by the school.
2 COUBSE OF STUDY.
DIVISION OF THE COURSE.
The course of study is separated into four divisions: (1) Primary, (2) pre vocational, (3)
junior vocational, and (4) senior vocational. The primary division includes the first three
grades, the prevocational division includes the next three grades, the junior vocational includes
the work of the seventh and eighth grades and corresponds somewhat to the work of the junior
high school, and the senior vocational division contemplates a four-year course above the eighth
grade which corresponds to the regular high-school course. The first group is the beginning
stage, the second and third groups the finding stage, and the fourth group the fitting stage. In
the first eight years the course parallels the public-school courses in the essentials of the academic
work. During this period the principles are to be taught and the application of them is to be
made just as soon after instruction as possible. The knowledge of industrial and domestic
activities at this stage centers more or less around the conditions essential to the proper mainte
nance and improvement of the rural home. This is the period when the boys and girls, through
trying out their capacities, are finding that activity to which it is thought best to apply them
selves definitely in the vocational period. The course has been planned with the vocational
aim very clearly and positively dominant, with especial emphasis on agriculture and home
making. The character and amount of academic work has been determined by its relative
value and importance as a means of solution of the problems of the farmer, mechanic, and
housewife. All effort is directed toward training Indian boys and girls for efficient and useful
lives under the conditions which they must meet after leaving school.
In the first or primary period the Indian child comes into what is to him a strange land
with a strange tongue, strange habits, customs, and standards. He is lacking that five years or
so of fundamental home education which most white children receive in our American ways
of thinking, doing, and living. Those who have taught only white children do not always
appreciate the influence which this preliminary home training has upon the later results when
the child enters the primary grade. The Indian child comes to school lacking that important
foundation; therefore we must accomplish all that the white child has gained at home in addition
to the normal work of the primary grades.
In order that the course of study may be understood as an articulated whole, it is requested
that all instructors in day schools as well as boarding schools familiarize themselves with the
entire course.
GENERAL SUGGESTIONS.
HEALTH.
In his native state the Indian led an active life in the great out of doors. He lived close
to nature and developed great physical endurance and bodily vigor. With the coming of the
white man the Indian was forced gradually to change both his occupation and his mode of
living. Restricted to reservations he no longer follows the chase as his chief occupation or
locates at will his camp, selected and frequently changed to meet the varying demands of his
economic conditions, but he lives on a farm or in a village and the house has taken the place
of the more simple habitation, the tepee. He could move his tepee at will, but his house, no
matter how insanitary its surroundings, must remain stationary. Without a knowledge of
the laws of health and sanitation or the capacity to adjust himself properly to his new type
of home, many tribes of Indians have gradually degenerated physically until to-day we find
confronting us the great problem of restoring his health. This can best be done, perhaps,
through the medium of the schools.
This course of study contemplates the emphasizing in the schools of all subjects relating
to health and sanitation. It aims to prepare students to return to their homes with very
definite, practical ideas and with fixed habits as to correct living and good health.
VOCATIONAL GUIDANCE.
Assisting pupils to find themselves, and in the selection of the course of study leading to
a profession, business, or trade to which they are to devote themselves, and to the building
of a successful career in their chosen vocation, is of such great moment that each school is
directed to establish a vocational guidance committee which shall consist of the superintendent
as chairman, and not less than three other members appointed by him.
Pupils should be carefully guided by their instructors in their work during the prevoca-
tional division.
At the end of the prevocational course pupils should be encouraged to make a preliminary
selection of their vocation, thus narrowing it down to three trades. The vocational guidance
committee should continue to supervise the work during the junior vocational course and at
the end of this course final choice should be made. The work of the vocational guidance com
mittee is one of the most important features of the school's undertaking and must be emphasized.
Many of the failures and partial failures in life are undoubtedly due to merely drifting
into employment or to a mistake in selecting a vocation. No better service could be rendered
a pupil than assisting him to a wise selection of the work for which he is best fitted.
In order to do this work intelligently the guidance committee should be persons of such
mature judgment, wide knowledge of We, strong character, and positive personality as to
inspire confidence and respect; they should also have a good knowledge of the requirements
and conditions of success, wages, supply and demand, and advantages and disadvantages of
the different lines of industry. In addition, they should make a thorough study of the nature,
needs, and possibilities of the student which will then place the committee in a position to
guide boys and girls to the best selection of a life work.
3
4 COURSE OF STUDY.
STUDENT RECORDS.
(See rules for the Indian School Service.)
REPORTS.
Reports should be submitted promptly, giving special care to accuracy, clearness, neatness,
and conciseness.
LENGTH OF SCHOOL YEAR AND HOLIDAYS.
(See rules for the Indian School Service.)
YEARLY SCHOOL CALENDAR.
(See rules for the Indian School Service and circular letters.)
HEATING, VENTILATION, LIGHTING, SEATING, ETC.
Among the prerequisites to good classroom work are proper seating, ventilating, heating,
and lighting of the classrooms. All these are matters of great importance and will be dealt
with in detail in special bulletins.
PSYCHOLOGY OF THE INDIAN CHILD.
x- i
In dealing with all children, whether Indian or white, we must not lose sight of the fact
that interests, powers, and instincts should be utilized in the process of the child's education.
It is known that the child can be better introduced to the realm of knowledge through his own
observations and experiences than /through the agency of books. It is certain that more
children find themselves through the agency of things than through the mere reading of books.
This is but another way of stating the truism that constructive work, after all, motivates all
the other work of the school. This in itself is ample justification for the industrial and prevo-
cational activities as a most important factor hi the work of the schools.
It is not desired to emphasize any peculiar mental or other traits of the Indian, but we
must deal with ,him as he exists. His self -consciousness, bashfulness, 'and unfamiliarity with
school life often make him unduly reticent, especially during the earlier years of school life.
Due consideration must also be given to the almost unnatural sensitiveness of the Indian child
to ridicule. It will require great tact, patience, ingenuity, and enthusiasm on the part of the
teacher to inspire the Indian pupil with interest sufficient to arouse him from his self-conscious^
ness into doing things before his bashfulness inhibits the effort. Each successful effort of this
land makes easier the following one.
ESSENTIALS AND NONESSENTIALS.
Instructors should use great care in the selection of material for teaching and should
eliminate those things which are foreign to the subject, or not pertinent. The length of time
to be spent on a topic should be very carefully considered and its importance might be measured
by its effect and by its relation to ways of living, both present and future.
LESSON PLANS.
A well-planned lesson is one so simple that it can be accomplished and at the same time so
interesting that it awakens enthusiasm.
Instructors should ever bear in mind that a well-planned lesson is the continuation of
previous lessons and forms the basis for lessons to follow, as well as being correlated with other
academic and industrial subjects.
GENERAL SUGGESTIONS. 5
Instructors should have a definite purpose for each lesson and then teach the lesson with
that purpose in view. Aimless teaching never accomplishes anything and robs pupils of
valuable time.
Each lesson should be carefully planned and conform in general to the following outline :
(a) Purpose of the lesson.
(6) Subject matter.
1. From the text.
2. Supplementary.
(c) Material to be used in connection with the subject matter for illustrative purposes or for performing
experiments.
(d) Method of procedure.
(e) Application.
1. Direct value.
2. Derived value.
IMPORTANT PRINCIPLES IN MAKING A SCHOOL PROGRAM.
(a) The daily program, showing the activities of the school for one week, should provide
for study periods, as well as* recitation periods for academic and industrial work.
(&) The time for and length of each period should be shown.
(c) Definite work should be planned for each period for the pupils for each entire day.
(d) The length of the recitation periods should depend on the age of the pupils and the
relative value of the subject in the curriculum.
(e) The program must be adapted to fit the need of the particular school.
(/) Writing and drawing, which require steady nerves, should, not come immediately
after a recreation period.
(g) Those studies that require the greatest expenditure of nerve force should have the
most favorable time on the program.
(Ji) Teachers should have programs which they can faithfully follow.
(i) Where there are a large number of grades in the school the teacher can reduce the
number of recitations by combining classes, grades, and divisions, and by alternating general
lessons, classes, or subjects.
(j) A copy of the daily program should be posted in the schoolroom in a place which is
accessible to the pupils. It should also be copied in the school register.
(fc) See appendix.
ORAL REVIEWS AND WRITTEN TESTS.
In the daily work, pupils should be given frequent oral reviews, and a written review should
be given on the completion of a major topic of a subject rather than at any arbitrarily specified
time.
EXAMINATIONS.
In order to assist instructors in determining whether pupils should be promoted from the
third and succeeding grades, uniform formal examinations are to be given each grade throughout
the service.
In making averages of ratings, instructors will consider also the relative weight of the
different subjects, which may be determined -by the proportionate tune spent upon them weekly.
To find the final averages, the ratings for the pupil's daily work and the final formal examination
will be added and divided by two.
10422522 2
6 COURSE OF STUDY.
In determining whether a pupil should be promoted, instructors will consider whether he
is able to be reasonably successful in the next higher grade rather than whether he has compre
hended thoroughly everything within the grade he desires to leave.
No pupil will be promoted unconditionally who has obtained a general average of less
than 75 and who has a rating of less than 60 in any one subject.
Pupils who have obtained a final average of 75 and who have fallen below 60 in not more
than two subjects may be promoted by being conditioned in those subjects, which should be
made up during the next grade or year.
CERTIFICATES OF PROMOTION.
At the close of the work for each grade a certificate of promotion shall be issued to each
pupil giving his ratings in the academic and industrial work as well as stating whether or not he
is promoted, x
On the completion of any vocational course a diploma should be given the pupil showing his
attainments.
TRANSFERS.
(See Rules for the Indian School Service and Circular Letters.)
CURRENT EVENTS.
This subject should be emphasized hi every school organization. It widens the pupil's
horizon and develops better habits of mental perspective; it places the pupil in a direct relation
to the world's events which are actually occurring, acquainting him with current events and
the current thought of the day; it develops a general culture because of the acquaintance with
current thought and literature; it teaches discrimination in the selection of magazines, news
papers, and other forms of periodical literature and the subject matter covered by them; it
develops more regular and practical habits of reading; it develops the capacity to freely discuss
current events and problems of the day; and it inculcates the art of courteous disagreement
and the acquirement of the open mind amenable to reason.
Few Indian homes possess books and few Indians purchase books. The average Indian
home possesses few magazines. It seems very certain therefore that a large portion of the reading
at home, if done at all, will be of newspapers, though a few may read magazines. It is the duty
of the school to cultivate proper and profitable habits of reading magazines and books as well
as newspapers. The school should endeavor to develop in the pupil a liking for the better class
of newspapers and periodicals, teaching him to read chiefly those things which bear more directly
on his interests. The pupil should be trained not only to read but also to report on items read.
The work in current events can be done in connection with the general exercises of the
school; it should have a period at least once a week in the opening exercises.
Encourage the pupils to report on or discuss important news items. Discourage as far as
possible the consideration of trivial or unimportant events and especially those which are
essentially scandalous or criminal except where an immediate moral lesson is conveyed which
is very apparent even to children. Discuss:
1. Local matters of the neighborhood, town, county, and State.
2. Political, financial, and social topics.
3. Topics having historical significance.
4. Educational topics.
5. Agricultural and industrial topics.
6. Domestic topics.
7. Biographical sketches of persons of prominence.
GENERAL SUGGESTIONS. 7
The teacher may even indicate topics in advance. Pupils may be designated to keep track
of one kind of news for a definite time such as political, commercial, industrial, agricultural
news, etc., each designated pupil, or group of pupils, being encouraged to read widely with a
view to reporting on the special classes of news matter assigned. This should not only stimulate
emulation, but should also give distinct training in discrimination and selection in reading.
He who acquires such tastes and powers may continue to educate himself all through life.
Clippings may be made from periodical literature and newspapers which can be filed and used
later as reference material. Such material may be mounted in books or filed in indexed en
velopes.
USE AND SCOPE OF LIBRARY.
A school which does not possess a good working library is at a very material disadvantage.
There should be books for little people as well as for more advanced pupils, and especially for the
returned students. The library should contain not only supplemental material for the school,
but general reading matter for circulation as well. The library should extend its influence and
power for good by visiting the home.
In order to assist pupils in making wise and proper selection, teachers should make out lists
of suitable and desirable books and post them where they are accessible to the pupils. The
lists should suggest the grade for which the books are suitable so that the younger children
may not ask for books entirely beyond their comprehension.
All persons coming into direct contact with Indians, especially in their homes, can greatly
extend the work begun in the Indian schools by influencing Indians, especially returned students,
to obtain or subscribe for suitable magazines and periodicals and to read suitable books which
may be placed in their hands. Farmers and field matrons can give particularly good service
along these lines. When pupils go from school to bookless homes, they ordinarily lose simulta
neously access to a good library and also the help and inspiration of the teachers and the school
environment. Too often they lose also the stimulus to good reading.
Some Indians are able to purchase reading matter and to subscribe for periodicals and would
do so with proper encouragement. Alert and interested employees (especially matrons, farmers,
and teachers) will find a way to divert to the use of those unable to supply themselves much
good reading matter which would otherwise be of no further use. Household magazines for the
girls and farm papers or other trade papers for the boys will aid in keeping fresh in their minds
the practical lessons learned at school. General reading matter will keep them in touch with
current events and with the interests and ideals inculcated at school..
COMMUNITY MEETINGS AND RETURNED STUDENTS.
Community meetings for adult Indians should be held under the auspices of every Indian
school which has an adult Indian population accessible or tributary thereto. In fact the school
is missing one of its finest opportunities if it neglects to constitute itself as the community
center. This is particularly true of most of our day schools. The school can and should con
tribute in many ways to the success and interest of such community meetings, and often the
school can well be the host. These meetings should be regularly scheduled and as often as
suitable arrangements can be made, but in no case less often than twice a year. If frequent
community meetings can be arranged, they may be utilized for many useful purposes. The
ex-student should be especially invited and urged not only to attend these meetings but also to
take an active part in the real work of such gatherings. Community meetings should be made
bases and centers of influence for all the activities and interests of the community or in
influencing healthy and proper public sentiment toward such activities. Out of such meetings
8 COUESE OF STUDY.
should grow returned student organizations; organizations for promoting and fostering local
native industries; organizations for demonstrating improved methods of domestic life, especially
of canning surplus fruits and vegetables; and other similar general and beneficent organizations.
It can be arranged very easily to have simple and practical talks on health, temperance, farm
topics, etc. It might also be possible to arrange for exhibitions of academic, industrial, and
school garden work. In fact, the possibilities which may grow and develop from well-conducted
community meetings are almost limitless.
The Indians generally should be encouraged to interest themselves in neighborhood, local,
county, and State matters in fact, some of the work designated under " Current Events"
might be profitably undertaken in connection with community meetings. All organizations,
whatever may be their name or nature, should contribute toward the social, intellectual, and
industrial betterment of our Indian people.
In connection with community meetings, some forms of extension work might be undertaken,
especially with the returned student. The returned-student organization should afford a
peculiarly valuable medium for such work. The ex-student represents one of the direct returns
upon the investment which the Government has made in Indian education, It is an invest
ment which should be developed to its fullest extent and its development has but begun when
the student goes home after finishing his course at school. Then, if ever, the student needs
friendly interest, wise counsel, and sympathetic support to hold him to his highest ideals and
possibilities. Field matrons and farmers particularly should keep in touch with returned
students of both sexes and keep the superintendent fully advised as to progress made or not made
by them.
Schools might profitably plan their extension work in cooperation with the State university,
the State agricultural college, or other institutions, by holding institutes or a series of them where
experienced instructors could give the Indians the best experience we have along agricultural
or home economic lines or along other lines that would be of equal educational value. Where
this work has been undertaken and carefully planned and executed very good results have been
obtained.
Superintendents are instructed to make reports to the Indian Office on each ex-student.
Blanks will be supplied by the office. It is intended that such reports shall be filed finally
with the school in which the ex-pupil was last enrolled.
NATIVE INDUSTRIES.
Where native materials, such as grass, roots, fibers, etc., are available for classroom use,
Indian methods of hand weaving should be used in seat work to the exclusion of such things as
paper weaving.
Native industries differ as to locality and environment. Where such industries have been
or can be locally developed to a degree of economic importance they should undoubtedly be
encouraged; where they can not have much economic importance they may, nevertheless,
afford opportunities to capitalize odd moments of time by utilizing materials readily accessible.
OUTLINE OF COURSE OF STUDY.
DAY SCHOOLS.
PRIMARY DIVISION.
The time assigned to a subject indicates its relative importance.
First Grade:
General exercises /Munc.
(15 minutes.)
Personal experiences and observations.
Nature study.
Health.
Activities of home, school, and com
munity.
( Conversational and other oral
ercises.
(Manners and right conduct.
English
(120 minutes.)
Phonics.
Reading.
Spelling.
Writing and drawing (alternate).
(20 minutes.)
Industrial instruction.
(30 minutes.)
Occupation and study.
(85 minutes.)
Recreation.
(90 minutes.)
Second Grade:
General exercises / Music.
(15 minutes.)
\Manners and right conduct.
English
(90 minutes.)
Numbers.
(30 minutes.)
Writing and drawing (alternate).
(20 minutes.)
Industrial instruction
(30 minutes.)
Occupation work and study.
(85 minutes.)
Recreation.
(90 minutes.)
Conversational
ercises.
Reading.
Spelling.
Phonics.
[Sanitation,
j Gardening.
[ Sewing.
and other oral ex-
History.
Picture study.
Reproductions.
Stories.
Dramatization.
Numbers, etc.
Memory work.
Expand on work of first grade.
Health.
History.
Geography.
10
Third Grade:
General exercises.
(15 minutes.)
English
(100 minutes.)
Arithmetic.
(30 minutes.)
Writing and drawing (alternate).
(20 minutes.)
Industrial instruction *
(60 minutes.)
Occupation work and study.
(105 minutes.)
Recreation.
(90 minutes.)
COURSE Ol' 1 STUDY.
Music.
Civics.
Manners and right conduct.
Conversational and other oral ex
ercises.
Reading.
Spelling.
Language (written) and mechanics.
Gardening.
Repair work.
Sanitation.
Sewing.
Cooking.
Housekeeping.
PREVOCATIONAL DIVISION.
Continue work of second grade.
Health.
History.
Geography.
Gardening.
School activities, as games, industrial
work, etc.
(The extension of the course to include fourth, fifth, and sixth grades in day schools will
be authorized only where conditions warrant it.)
Fourth Grade:
General exercises jMusic.
(15 minutes.) (.Manners and right conduct.
Conversational and oral exercises
(20 minutes daily.)
English
(GO minutes daily.)
Breathing exercises and recess.
(30 minutes.)
Arithmetic.
(30 minutes.)
Reading
(20 minutes daily.)
Language, three times a week
(20 minutes.)
Spelling, twice a week.
(20 minutes.)
Review work of previous grades.
Stories of travel.
History.
Personal experience and observation
of pupils.
Dramatization.
Nature study.
Agriculture.
Games.
Picture study.
Readers.
History.
Nature study.
Agriculture.
[Mechanics of language and written
I exercises.
i All the pupils in the first and second grades who have reached the age of 10 years are to be given this work.
OUTLINE OF COURSE OF STUDY.
11
Industrial instruction.
(60 minutes.)
Fourth Grade Continued.
Geography.
(15 minutes.)
Physiology.
(15 minutes.)
Writing and drawing (three and two times per week).
(20 minutes.)
Gardening.
Farm and shop projects.
Repair work.
< Sanitation.
Sewing.
Cooking.
Housekeeping.
Occupation and study.
(115 or 85 minutes.)
Recreation.
(Noon hour.)
(60 or 90 minutes.)
NOTE 1. All chores shall be done after school.
NOTE 2. Where the teacher has no skill in any kind of manual dexterity, the industrial period shall be eliminated
and the industrial vocabulary taught instead.
NOTE 3. The time given to occupation and study and to recreation will depend upon whether a midday lunch is
served or not.
Fifth Grade:
General exercises.
jMusic.
\Manners and right conduct.
Conversational and other oral exer
cises
(Five 20-minute lessons.)
English
(60 minutes.)
Arithmetic.
(30 minutes.)
Geography.
(15 minutes.)
Physiology.
(15 minutes.)
History.
(30 minutes.)
Writing and drawing (alternate).
(20 minutes.)
Breathing exercises and receas.
(30 minutes.)
Industrial instruction.
(60 minutes.)
Reading
(Five 20-minute lessons.)
Language
(Two 20-minute lessons.)
Spelling.
(Three 20-minute lessons.)
For outline, see fourth grade.
Readers.
Classics.
History.
Nature.
Mechanics of language and written
exercises. A great deal of the de
velopment of mechanics of language
is to be taught with oral exercises.
'Sanitation.
Gardening.
Repair work.
Farm and shop projects.
Sewing.
Cooking.
.Housekeeping.
12
COURSE OF STUDY.
General exercises .
For outline, see fourth grade.
English
(60 minutes.)
Reading
(Five 20-ininute lessons.)
Fifth Grade Continued.
Occupation and Study.
(85 or 55 minutes.)
Recreation (noon hour).
(60 or 90 minutes.)
Sixth Grade:
rMusic.
'\Manners and right conduct.
Conversational and other oral exer
cises.
(Five 20-minute lessons.)
Readers.
Classics.
History.
Nature.
Language /Mechanics of language and written ex-
(20 minutes twice a week.) I ercises.
Spelling.
(20 minutes, three times a week.)
Arithmetic.
(30 minutes.)
Geography.
(15 minutes.)
History.
(30 minutes.)
Writing and drawing (alternate days.)
(20 minutes.)
Breathing exercises and recesses.
(30 minutes.)
Occupation and Study.
(85 to 55 minutes.)
Industrial instruction.
(60 minutes.)
Recreation.
(60 or 90 minutes.)
Gardening.
Farm and shop work.
Repair work.
Sanitation.
Sewing.
Cooking.
Housework.
BOARDING SCHOOLS.
PRIMARY DIVISION.
General exercises.
(25 minutes.)
The time assigned to a subject indicates its relative importance.
First Grade:
Assembly, once each week.
Music, twice each week.
Manners and right conduct, once each week.
Story hour, once each week.
Conversational and other oral exercises.
History.
Health.
Numbers.
Nature study.
Reading and written exercises.
Phonics.
English
(110 minutes.)
OUTLINE OF COURSE OF STUDY.
13
First Grade Continued.
Writing and drawing (alternate).
(20 minutes.)
Breathing exercises.
(10 minutes.)
Industrial work Small and young pupils should not be required to work full time.
(240 minutes.)
Physical training.
(60 minutes.)
Evening hour Little folks, free play. Adults, miscellaneous exercises.
(60 minutes.)
Meals, free time, extra detail.
(6 hours 15 minutes.)
Sleep.
(9 hours 10 hours for little folks.)
Second Grade:
General exercises.
(25 minutes.)
English
(90 minutes.)
Assembly, once each week.
Music, twice each week.
Manners and right conduct, once each week.
Story hour, once each week.
Conversational and other oral exercises.
History.
Health.
Reading.
' Nature study.
Mechanics of language and written exercises.
Spelling.
Phonics.
Arithmetic.
(20 minutes.)
Writing and drawing (alternate).
(20 minutes.)
Breathing exercises.
(10 minutes.)
Industrial work Small and young pupils should not be required to work full time.
(240 minutes.)
Physical training.
(60 minutes.)
Evening hour Little folks, free play. Adults, miscellaneous exercises.
(60 minutes.)
Meals, free time, extra detail.
(6 hours 15 minutes.)
Sleep.
(9 hours 10 hours for little folks.)
Third Grade:
Assembly, once each week.
Music, once each week.
< Manners and right conduct, once each week.
Current events, once each week.
Civics, once each week.
Conversational and other oral exercises.
History.
Health.
' Reading.
Geography.
Mechanics of language and written exercises.
Spelling.
General exercises.
(25 minutes.)
English
(80 minutes.)
Arithmetic.
(30 minutes.)
14
COURSE OF STUDY.
Third Grade Continued.
Writing and drawing (alternate).
(20 minutes.)
Breathing exercises.
(10 minutes.)
Industrial work.
(240 minutes.)
Physical training.
(60 minutes.)
Evening hour.
(60 minutes.)
Meals, free time, extra detail.
(6 hours 15 minutes.)
Sleep.
9 hours 10 hours for little folks.
ALTERNATIVE PRIMARY SYNOPSIS.
The time has come when the work in Indian schools must be planned so that the young pupils of the primary
grades can devote all day to academic work. Pupils in the so-called adult primary classes, however, will continue as
formerly, spending half-time in the classroom and half-time in productive industrial work. The foregoing outline,
which is the same as the one in use for the past few years, will govern in these cases.
The younger pupils of the primary division whose age and size approximate that of unretarded white children
in those grades will attend school both halves of each school day. Programs for these children will be arranged according
to the following outline. Several considerations will materially affect the installation of this scheme. Among them
we find (a) available classroom space and (b) number of instructors needed to handle the increased work. Schools which
are fortunate enough to be able to do so will put this scheme into effect at once. In other cases the work will be done
as rapidly as possible. If all three grades can not be accommodated at once, make arrangements to care for the first
and second grades, and if this is still impossible, put the first grade in school as suggested. In other words, install
aa much of this course as possible. Make your future plans looking to the eventual installation of all-day sessions
for all the pupils of these grades.
The time assigned to a subject indicates its relative importance. Time allotments for the most part, and where
logical, to be divided into two equal sections, one for the morning and one for the afternoon.
First Grade:
Music.
(20 minutes.)
Writing.
(15 minutes.)
Drawing.
(15 minutes.)
Manners.
Personal experiences and obser
vations.
Nature study.
Health.
Activities of school, home, and
community.
Industrial vocabulary.
History.
Picture study.
Reproductions.
Stories.
Dramatizations.
Numbers.
Memory work.
English
(120 minutes.)
Conversation exercises.
(60 minutes.)
Reading and spelling and written work.
(40 minutes.)
Phonics.
(20 minutes.)
OUTLINE OF COURSE OF STUDY.
15
First Grade Continued.
Occupation and Beat work :
(60 minutes.)
Breathing exercises, two periods daily.
(10 minutes.)
Recess, two periods daily.
(20 minutes.)
Supervised play (under direction of the teacher).
(30 minutes.)
Physical training.
(60 minutes.)
Evening hour Little folks, free play.
(60 minutes.)
Meals, free time, etc.
(7 hours, 10 minutes daily.)
Sleep.
(10 hours.)
Second Grade:
Music.
(20 minutes.)
Writing.
(15 minutes.)
Drawing.
(15 minutes.)
Paper-cutting, folding, and pasting.
Clay-modeling.
Weaving.
Construction work.
English
(120 minutes.)
Occupation and seat work 2 .
(60 minutes daily.)
Conversational and other oral exer
cises.
(60 minutes.)
Reading and spelling
(40 minutes.)
Phonics.
(20 minutes daily.)
Arithmetic.
(30 minutes.)
Weaving.
Spool knitting and braiding.
Bead work.
Storekeeping.
Playhouse work.
Construction work.
Breathing exercises, two periods daily.
(10 minutes.)
Recess, two periods daily.
(20 minutes.)
Supervised play (under direction of the teacher).
(30 minutes.)
Physical training.
(60 minutes.)
Evening hour Little folks, free play.
(60 minutes.)
Meals Free time, etc.
(6 hours 40 minuted daily.)
Sleep.
(10 hours.)
For outline, see first grade.
'JFor outline, sec first grade.
Occupational work to be in the classroom under the direction of the classroom teacher.
16
COURSE OF STUDY.
Third Grade:
Music.
(20 minutes.)
Writing.
(15 minutes.)
Drawing.
(15 minutes.)
English
(120 minutes.)
Conversational and other oral exer
cises.
(40 minutes.)
Reading, spelling, and phonics, in
cluding history.
(50 minutes.)
Language, mechanics of, written les-j
For outline, see first grade.
For outline, see first grade.
Occupation and seat work 2 .
(60 minutes daily.)
eons.
(30 minutes.)
Arithmetic.
(40 minutes.)
Geography.
(30 minutes.)
Weaving.
Rug and mat making.
Bead work.
Sewing.
Storekeeping.
.Construction work.
Breathing exercises, two periods daily.
(10 minutes.)
Recess, two periods daily.
(20 minutes.)
Supervised play (under direction of the teacher).
(30 minutes.)
Physical training.
(60 minutes.)
Evening hour.
(60 minutes.)
Meals, free time, and extra detail.
(7 hours.)
Sleep.
(9 hours; 10 hours for little folks.)
PREVOCATIONAL DIVISION.
The time assigned to a subject indicates its relative importance.
Fourth Grade:
/"Assembly, once each week.
,-, , . Current events, once each week.
General exercises |,, . ',
(25 minutes.)
>For outline, see first grade.
1 'Music, once each week.
Manners and right conduct, once each week.
Civics, once each week.
1 Occupation work to be in the classroom under the direction of the classroom teacher.
OUTLINE OF COURSE OF STUDY.
17
Fourth Grade Continued.
English
(GO minutes.)
Arithmetic.
(30 minutes.)
Geography
Physiology and hygiene
(30 minutes.)
Writing and drawing (alternate).
(25 minutes.)
Breathing exercises.
(10 minutes.)
Industrial work
(240 minutes.)
Physical training
(60 minutes.)
Conversational and other oral ex
ercises
(Five 20-minute lessons per
week.)
Reading
(Five 20-minute
week.)
lessons per
Review work of previous grades.
Stories of travel.
History.
Personal experiences and observation
of the pupils.
Dramatization.
Nature study.
Agriculture.
Games.
Picture study.
Readers.
Classics.
History and civics.
Nature.
Mechanics of language and written
exercises.
Evening hour
(60 minutes.)
Meals, free time, extra detail.
(6 hours.)
Sleep.
(9 hours.)
Language
(Two 20-minute lessons per
week.)
Spelling.
(Three 20-minute lessons per week
3 lessons per week.
2 lessons per week.
/Instruction, 2 hours per week.
\Production, 22 hours per week.
/Competitive group games, two or three times per week.
(.Military and gymnastic drills, two or three times per week.
Study, at least three nights each week.
Literary and debating societies. .1
Entertainments [Other nights.
Religious instruction J
Fifth Grade:
General exercises '
Assembly, once each week.
Current events, once each week.
Music, once each week.
Manners and right conduct, once each
Civics, once each week.
Conversational and other oral ex
ercises.
(Five 20-minute lessons per
week.)
Reading
week.
For outline, see fourth grade.
Readers.
Classics.
History and civics.
Nature.
Mechanics of language and written
exercises.
A great deal of the development of
mechanics of language is to be taught
with oral exercises.
(25 minutes.)
English . .
(Five 20-minute lessons per
week.)
Language
(60 minutes.)
(Two 20-minute lessons per <
week.)
Spelling.
(Three 20-minute lessons per
week.)
18
COUESE OF STUDY.
Fifth. Grade Continued.
Arithmetic.
(30 minutes.)
Geography
Physiology and hygiene
(30 minutes.)
Writing and drawing (alternate).
(25 minutes.)
Breathing exercises.
(10 minutes.)
Industrial work
(240 minutes.)
Physical training
(60 minutes.)
Evening hour
(60 minutes.)
Meals, free time, extra detail.
(6 hours.)
Sleep.
(9 hours.)
Sixth Grade:
General exercises.
(25 minutes.)
English
(60 minutes.)
Arithmetic.
(30 minutes.)
Geography
Physiology and hygiene.
(30 minutes.)
History
Writing or drawing
(25 minutes.)
Breathing exercises.
(10 minutes.)
Industrial work
(240 minutes.)
Physical training
(60 minutes.)
3 lessons per week.
2 lessons per week.
("Instruction, 2 hours per week.
\Production, 22 hours per week.
Competitive group games.
(Two or three times per week.)
Military and gymnastic drills, two or three times per week.
Study, at least three nights each week.
Literary and debating societies ]
Entertainments [Other nights.
Religious instruction J
, ,,- , .,
outline, see fourth grade.
Reading
(Five 20-minute lessons per week.)
Language
(Two 20-minute lessons per week.)
Assembly, once each week.
Current events, once each week.
Music, once each week.
Manners and right conduct, once each week.
Civics, once each week.
Conversational and other oral exercises. ,
(Five 20-minute lessons per week.)
Readers.
Classics.
Civics.
Nature.
Mechanics of language and written
exercises.
A great deal of the development of
mechanics of language is to be
taught with oral exercises.
Spelling.
(Three 20-minute lessons per week.)
3 lessons per week.
2 lessons per week.
3 lessons per week.
2 lessons per week.
. (Instruction, 2 hours per week.
\Production, 22 hours per week.
. [Competitive group games, two or three times per week.
(Military and gymnastic drills, two or three times per week.
OUTLINE OF COURSE OF STUDY.
19
Sixth Grade Continued.
Study, at least three nights each week.
Evening hour. . : Literary and debating societies
(60 minutes.) Entertainments [Other nights.
Religious instruction
Meals, free time, extra detail.
(6 hours.)
Sleep.
(9 hours.)
Industrial work for this division is prevocational, except for those who are old enough and who know what occu
pation they wish to and should follow. These pupils may enter the regular industrial classes of the vocational division.
JUNIOR VOCATIONAL DIVISION.
The time assigned to a subject indicates its relative importance.
First Year (Seventh Grade):
General exercises..
(20 minutes.)
Assembly, once each week.
Current events, once each week.
Music, once each week.
Penmanship, twice each week.
English ,
(GO minutes.)]
Arithmetic.
(40 minutes.)
Geography, first 20 weeks.
History, second 20 weeks.
(30 minutes.)
Physiology.
(30 minutes.)
Industrial work
(4 hours daily.)
Reading
(25 minutes.)
Grammar
(20 minutes.)
Spelling.
(15 minutes.)
(Classics.
Health.
History and civics.
f Mechanics of language.
"(.Composition.
Physical training
(60 minutes.)
Evening hour.
(60 minutes.)
Meals, free time, extra detail.
(6 hours, 15 minutes. )
Sleep.
(9 hours.)
Second Year (Eighth Grade):
[Mechanical drawing, 40 hours.
"| Instruction, 3 hours per week.
[Application and production, 40 weeks.
. fCompetitive group games.
I Military and gymnastic drills.
General exercises.
(20 minutes.)
English
(60 minutes.)
Assembly, once each week.
Music, once each wgek.
Current events, once each week.
Penmanship, twice each week.
'Reading
(25 minutes.)
Grammar
(20 minutes.)
Spelling.
(15 minutes.)
Classics.
Health.
Biography.
Civics or history.
fMechanics of language.
(.Composition.
20
COURSE OF STUDY.
Second Year (Eighth Grade) Continued.
Arithmetic and farm and household accounts.
(40 minutes.)
History, first 20 weeks.
Civics, second 20 weeks.
(30 minutes.)
General agriculture.
(30 minutes.)
[Mechanical drawing, 40 hours.
I Instruction, 3 hours per week.
[Application and production, 40 weeks.
Industrial work
(4 hours daily.)
Physical training f Competitive group games.
(60 minutes.) [Military and gymnastic drills.
Evening hour.
(60 minutes.)
Meals, free time, extra detail.
(6 hours 15 minutes.)
Sleep.
(9 hours.)
SENIOR VOCATIONAL DIVISION.
The time assigned to a subject indicates its relative importance.
Freshman Year (Ninth. Grade):
General exercises.
(20 minutes.)
(Assembly, once each week.
. I Music, once each week.
[Current events, once each week.
[Penmanship, twice each week.
English I
(80 minutes.)
Algebra.
(40 minutes.)
Ancient history.
(40 minutes.)
Industrial training. .
(4 hours daily.)
Reading .
Composition.
Classics.
/For critical study.
" IFor careful reading.
History of materials used in different
vocations.
Health.
History and biography.
Written work. Mechanics of language.
Spelling.
Grammar.
Rhetoric.
Physical training
(60 minutes.)
Evening hour.
(60 minutes.)
Meals, free time, extra detail.
(6 hours.)
Sleep.
(9 hours.)
Sophomore Year (Tenth Grade):
Mechanical drawing, 60 hours.
Instruction, 3 hours per week.
Application and production, 40 weeks.
Competitive group games.
Military and gymnastic drills.
General exercises.
(20 minutes.)
Assembly, once each week.
Current events, once each week.
Music, once each week.
Penmanship, twice each week.
OUTLINE OF COURSE OF STUDY.
21
Sophomore Year (Tenth Grade) Continued.
Reading.
Study materials, history of, supply,
demand, where.
(Critical study.
Classics < _ , , ,.
ICareful reading.
English II History and biography.
(40 minutes ) (.Health.
[Written work. Mechanics of language.
Composition {Grammar.
[Rhetoric.
Plane geometry.
(40 minutes.)
General science or agricultural botany.
(80 minutes.)
T , . . , , . . [Mechanical drawing, 60 hours.
Industrial training I
, . , , ., x { Instruction, 3 hours per week.
(4 hours daily.)
I Application and production, -10 weeks.
Physical training (Competitive group games.
(60 minutes.) \Military and gymnastic games.
Evening hour.
(60 minutes.)
Meals, free time, extra detail.
(6 hours.)
Sleep.
(9 hours.)
Junior Year (Eleventh Grade):
General exercises.
(20 minutes.)
English III
(40 minutes.)
Assembly, once each week.
Current events, once each week.
Music, once each week.
Penmanship, twice each week.
Reading
.Composition .
Chemistry.
(80 minutes.)
American history.
(40 minutes.)
Industrial training. .
(4 hours daily.)
Physical training
(60 minutes.)
Evening hour.
(60 minutes.)
Meals, free time, extra detail
(6 hours.)
Sleep.
(9 hours.)
10422522 3
Magazines, journals, and newspapers.
Classics /Critical study.
ICareful reading.
Written work.
Mechanics of language.
Spelling.
Grammar.
Rhetoric.
History of literature.
.Special studies for special courses.
Shop mathematics or commercial geography, 20 weeks, 40 minutes daily.
Bookkeeping, 20 weeks, 40 minutes daily.
Mechanical drawing, 60 hours.
Instruction, 3 to 5 hours per week.
Application and production, 40 weeks,
f Competitive group games.
\Military and gymnastic drills.
22
COURSE OF STUDY.
Senior Year (Twelfth Grade):
General exercises.
(20 minutes.)
Assembly, once each week.
Current events, once each week.
Music, once each week.
Penmanship, twice each week.
English IV
(40 minutes.)
Physics.
(80 minutes.)
Citizenship, 20 weeks.
Rural economics, 20 weeks.
(40 minutes.)
Literature.
Composition .
Classics .
f Short story studies.
[Present-day literature.
[Critical study.
I Careful reading.
History of.
Rhetoric.
Creative work.
Public speaking.
Spelling.
Industrial training. .
(4 hours daily.)
Physical training
(60 minutes.)
Evening hour.
(60 minutes.)
Meals, free time, extra detail.
(6 hours.)
Sleep.
(9 hours.)
[Mechanical drawing, 60 hours.
"< Instruction, 3 to 8 hours per week.
[Application and production, 40 weeks.
.f Competitive group game*.
(.Military and gymnastic drills.
SPECIAL COURSES.
At the beginning of the junior year of the senior vocational course such pupils as may
desire to do so will be permitted to specialize. In addition to various trade, home economics,
and agricultural courses, two special courses are offered.
NORMAL TRAINING.
Junior year:
Pupil pursues the regular work of the junior year for the academic half day.
During the other half day the following work will be taken up:
Elementary psychology, first half year (40 minutea).
Methods, school management, and preparation of materials, second half year (40 minutea).
Senior year:
Pupil pursues the regular work of the senior year for the academic half day.
During the other half day the following work will be taken up:
Observation, lesson plans, practice teaching.
OUTLINE OF COURSE OF STUDY. 23
BUSINESS COURSE.
In this course, students will devote their entire time to work as outlined below.
Junior year:
Business English, 40 weeks, 45 minutes daily.
Bookkeeping, 40 weeks, 60 minutes daily.
Business calculation, 40 weeks, 30 minutes daily.
Penmanship, 40 weeks, 30 minutes daily.
Business efficiency, 20 weeks, 30 to 40 minutes daily.
Commercial law, 20 weeks, 30 to 40 minutes daily.
Typewriting, 40 weeks, 45 to 60 minutes daily.
Spelling, 40 weeks, 15 minutes daily.
Shorthand, 40 weeks, 45 minutes daily.
Senior year:
Business correspondence, 40 weeks, 45 minutes daily.
Bookkeeping and accounting, 20 weeks, 60 minutes daily.
Shorthand dictation, 40 weeks, 60 minutes daily.
Typewriting, 40 weeks, 50 minutes daily.
Civil service training, 20 weeks, 45 minutes daily.
Spelling, 40 weeks, 15 minutes daily.
Penmanship, 40 weeks, 30 minutes daily (optional, if proficient).
Office practice, 3 20 weeks, 120 minutes daily.
* Students to alternate in working in administrative offices of the school. Those not so engaged will continue bookkeeping and accounting.
Last semester only.
PRIMARY AND PREVOCATIONAL DIVISIONS.
"In the place of dead books, why should we not open the living book of nature ? To instruct
the young is not to beat into theni by repetition a mass of words, phrases, sentences, and opin
ions gathered out of authors; but it is to open their understanding through things. We must
offer to the young, not the shadows of things, but the things themselves, which impress the senses
and the imagination. Instruction should commence with a real observation of things, and
not with a verbal description of them." Comenius.
25
COURSE OF STUDY.
PRIMARY AND PRE VOCATIONAL DIVISIONS.
"Power to understand rightly and use critically the mother tongue is the flower of all education." Charles Eliot.
"The farm, best home of the family; main source of national wealth; foundation of civilized society." Inscription
above the main entrance to the Union Station, Washington, B.C.
ENGLISH.
From primitive times reading, writing, and arithmetic have formed the foundation of edu
cation. Reading is placed first, then writing, these two being, in a sense, the precursors of the
science of numbers.
The need to teach to read created the need for schools. The first schools were reading
schools and the school has never gotten away from that primitive need. Reading, therefore,
is the most important study of the elementary school; it is the key that unlocks the door to the
other studies.
If one is to be guided by wisdom of the ages, the seers, poets, and the great men of action
long since dead, then must recourse be had to the written word. The past deeds and experi
ences of the world are thus added to the reader's and the records of history immeasurably
broaden the otherwise narrow horizon of individual Me.
Reading should not only confer knowledge but it should also stimulate the processes of
thought and imagination, so that they widely increase the power to create, to give, and to
receive thought. Its purely mechanical side should never be permitted to obscure the broader
and worthier functions of reading.
The make-believe phase of the imagination of childhood is one of its most characteristic
and charming qualities. Through this the child may easily be led to "play it is so" and thus
to enter into dramatization with all of the freedom and much of the ease of that spirit.
It has been quite definitely estimated that the white child at the age of 6 years is able to
use from five to six hundred words as a speaking vocabulary, and that he understands from
two to three thousand words as a hearing vocabulary. He undoubtedly has learned more
language than he will again learn in the same length of time.
The Indian child frequently comes under our care with a similar large store of information,
but in a different tongue from English, and it is our duty to get him to think of and speak of his
accumulated knowledge in English. At first it may seem that the Indian child on entering
school is thus badly handicapped, but the chief handicap is merely the lack of a knowledge of
English, and this is partly overcome by the patience of Indian children and the ease with which
they may be interested in acquiring a new vocabulary.
It is a well-recognized fact that the first impressions that a child receives are strong and
lasting, and it is almost impossible to get rid in after life of wrong or undesirable early impres-
v 27
28 COURSE OF STUDY.
sions. By repetition the child learns words and sentences as he hears them, and correct habits
of expression, like those of dress and manners, are best acquired from example, imitation, and
association. Books on grammar or on etiquette can seldom accomplish what breeding, taste
and association have not done. The only way to teach a pupil good English is to surround him
with its correct usage. The Indian child, like any other child, will form good habits or bad
habits of speech, according to his atmosphere as well as his instruction. In this larger sense
all persons who associate to any extent with Indian children are the instructors of such Indian
children in English, and it is important that all employees at Indian schools strive to have
this association beneficent rather than otherwise.
The best teaching of Indian pupils to form an English-speaking vocabulary must follow
the fundamental law of mental action, which is well illustrated by the first words that a mother
teaches her child, as "mamma," "papa," "spoon," etc. In teaching the word "spoon" the
mother places the spoon in the child's hand and says "spoon." The child sees, feels, and hears
the name of the object simultaneously. By repetition of these experiences the idea becomes
fixed, and afterwards the child is able to recall the image by any one of the above sensations.
The next step is to teach the child to recognize the written or printed name of the object by
associating the written or printed name with the real object, which is the beginning of teaching
the child to read. Action words may be taught in the same way; that is, by performing the
act and naming it at the same time. By this method the child is taught to think, to speak,
to read, and to write in English.
The great stress during the Indian child's first few years in school must be placed on giving
him a good speaking vocabulary in English. The greatest factor in obtaining such a vocabulary
is interest, for the mind always sets to work upon the thing in which it is interested.
Some children are eye-minded, some ear-minded, some muscular-minded, and still others
are vocal-minded. The more factors called into play in the mastery of a word, the more quickly
will that word be learned.
-X=, One of the principal aims in education is to have the child acquire useful habits and to
create in him a desire to follow these habits after the so-called school days are over. The
following are a few of the many valuable habits that the child should form in reading :
(a) Thought getting.
(6) Thought giving and good expression in oral reading.
(c) Selecting the best reading material.
(d) Desire to read for profit and pleasure.
(e) Love for an enjoyment of the world's best literature.
Characteristics of good stories for children:
Few characters.
Simple plot.
Rapid action.
Good climax.
Suitable vocabulary.
Repetition.
Rhythm,
tlich in imagery.
Good moral.
True to life.
Does it touch the heart of the child by appealing to his imagination, by arousing his
emotions, by suggesting and reviving his own experiences?
PRIMARY AND PREVOCATIONAL DIVISIONS. 29
Does it penetrate his world of make-believe by making those things which are not alive
become alive, active, and do things'?
Does it deal with everyday objects of the everyday world ?
Does it treat of his objects of fancy; i. e., personifying plants, flowers, trees, buildings,
stumps, sticks, stones, sun, moon, stars, water, fire, etc. ?
Is the story the result of a certain line of work; is it the beginning of a definite plan of
work, or is it appropriate to the seasonable climatic conditions or the principal
thought of the day?
Teachers should keep the following aim in reading constantly before them: In the shortest
time possible to develop in the pupil the power to get the thought and feeling of the writer and, if
called on to do so, to convey them to any audience in an intelligent manner.
Teachers should become familiar with and enjoy a selection before they attempt to teach it.
Bring out the thought by asking questions beginning with when, who, how, what, where.
Master a definite method of teaching reading in and above the third grade, as well as below
this grade.
Interest pupils in home reading, and judiciously guide them in their selection of good books.
Create a love for good literature.
Encourage pupils to read for pleasure and for profit.
Teach pupils how to determine whether a story is or is not good.
Pupils should be required to answer all questions in complete sentences when English is
the prime object of the exercise.
Teachers should make a careful study of the method of teaching and telling stories to
children. \
Have a definite plan for teaching picture-study lessons. Do not ramble.
To get originality and individuality in English the teacher should keep his hands off and
his tongue tied while each pupil tells his own seeing, feeling, imagining, and thinking, though the
teacher may later trim the flame which he has caused by kindling the fire with live coals.
Pupils should be given both oral and written spelling, as each has its particular value.
Have a definite plan to develop industrial vocabularies.
Keep complete lists of the different words taught in first, second, and third grades.
Be sure you add at least two new words a day to the child's vocabulary. Keep a list of the
new words.
Poor spelling is one of the greatest reproaches of present-day American schools. It has
therefore been necessary of late to devote special attention in most schools to this fundamental
work, even in high schools, colleges, and universities. This should sufficiently attest the need
for some special attention here.
Spelling can be made interesting. Motive can be given to the spelling lessons when the
child wants to tell something in written form, but can not until he first learns how to spell and
write the words.
Interest should be aroused in the spelling of the names of common things by gathering
them around some known center; the members of the family must be clothed and fed, so the
child may learn to spell the things a little child wears or eats.
In one week may be used the names of things found in the kitchen ; in another week those
in the dining room; and still another the things in the living room, etc., until the whole house,
the grounds, the barn, and the daily activities have become points of interest around which
words are clustered.
To add still more interest, these different groups of words may be gathered together into
booklets; an even stronger appeal is made if pictures are added.
30 COURSE OF STUDY.
The day's lesson for the primary grades should not be long. It may have 10 words, but 6 of
the 10 words are review words; two more should not present difficulties, leaving only two re
quiring study.
If spelling books for written spelling are used the following plan may be of use:
Instead of crossing or erasing the misspelled words, colored "spelling stickers" are quickly
placed over them, then the correct form of the word is written on the face of the sticker. This
keeps a neat book; it also shows at a glance which words were misspelled and need careful study,
and, best of all, it keeps before the child only correct form.
The aim has been to make this course represent minimum rather than maximum require
ments. This leaves abundant room for the employment of resource and ingenuity upon the part
of the teacher to enrich and amplify the central thought.
A great deal of the development of mechanics of language is to be taught with oral exercises, but
not more than two written language lessons per week should be given.
The experience and observation in pupil gardens will afford much familiar basic material
for use in connection with language work.
The teacher should develop memory material, memory gems, etc., in addition to those here
after suggested.
FIRST GRADE.
Almost all of the English work for the first grade should be conversational and other oral
exercises and reading.
I. Conversational and Other Oral Exercises.
(a) The personal experience and observation of the child should be the basis of conversa
tional exercises. The teacher may arouse much interest by asking questions and requesting
observations about plants, animals, birds, insects, the care of the pupil's own body, climatic
conditions, seasons, and about gardening, farming, and different industrial activities of the home,
school, and community, especially these last.
(&) Conversation lessons based on pictures.
(c) Reproduction of stories read by the pupils in their books and stories told by the teacher.
(d) Dramatization of stories told or read.
() Make the verb the center of oral lessons.
II. Reading and Written Exercises.
(a) Teach new words by object method or action method, and teach new words in sentences
by the combination of both methods.
(6) After the pupils have been taught to speak the words, show the words in their written
form on the blackboard and on pieces of cardboard. (Make and use drill cards.)
(c) Read from the blackboard sentences used in conversation between the teacher and
pupils. These sentences should be written by the teacher.
(d) Read from strips of cardboard the same and similar sentences.
(e) Continue making sentences from words taught, reading them from blackboard and
cardboard.
(/) Read from cardboard and the blackboard sentences. taken from the first pages of the
first book to be used.
(g) Supplement readings from cardboard with sentences arising from the various school
activities.
(K) Copy sentences from the blackboard the latter part of the year.
(i) Complete the basic primer and a supplementary primer,
(j) Complete the essential parts of a good number primer.
PRIMARY AND PREVOCATIONAL DIVISIONS. 31
(k) Complete the basic first reader.
(I) Boys and girls love rhythm; have them recite from memory nursery rhymes and simple
poems for rhythm, articulation, enunciation, and good expression, such as "Mother Goose" and
other common rhymes.
(ra) Drill on initial and final consonants.
(ri) Teach the position of the tongue, lips, and the lower jaw in producing the different
sounds, by having the pupils observe the teacher's mouth in producing the sound.
(o) Copy sentences from the blackboard composed by the children.
(p) Teach the use of capitals in writing their own names.
(q) Teach the use of capitals at the beginning of sentences,
(r) Teach the use of the period at the close of a sentence. (The use of capitals and the
period should be taught incidentally in connection with their other work.)
0?) Each teacher should master some one definite method of teaching phonics and use pho
nograms to assist in developing the pupil's vocabulary.
(t) Teach the pupils to spell the words used in their lessons ; do this during the last half of
the first grade.
(u) In teaching a child to spell attention ahould be given to syllabication by having the
pupils, in oral spelling, make a short pause between each syllable of a word. Dividing a word
into syllables puts it in shape to be mastered part by part and greatly assists in enunciation and
pronunciation.
(v) As phonic work is introduced it is necessary to learn the names of the letters. Have
the alphabet written at the top of the blackboard or on slips of cardboard in large letters.
Place these slips at the top of the blackboard. The children will be able in a very short time
not only to name each individual letter, but they will be able to name them in their order.
tw) Teach use of "a" and "an" before vowels.
(a;) Teach use of "is," "are," "was," and "were."
(y) Teach use of contractions and abbreviations found in the reader.
(z) Give drills in rapid recognition of words, short sentences, and phrases. (Avoid the
pointing and hesitating habits in reading.)
III. Seat Work. (
(a) Word building with letter cards.
(ft) Sentence building with word cards.
(c) Copying lists of words beginning with the same letter.
(rf) Picture puzzles.
(e) Stick laying.
(/) Block building.
(g) Copying and drawing what certain words and certain selected sentences say.
(ft) Arranging the letters of the alphabet in their order.
(?') Arranging figures in their order to 50.
(?) Using small grains or seeds in forming letter and word building.
IV. How to Measure the Success of First-Grade Work in English.
(a) Has each pupil acquired a reading vocabulary from 250 to 500 different words ?
(ft) Has pach pupil acquired a speaking and hearing vocabulary from 500 to 1,000 differ
ent words?
(c) Does the child recognize the words in the reading vocabulary readily, and is the child
able to read short sentences without pointing to the different words or hesitating on account of
not being able to grasp short sentences as a whole ?
(d) Can the pupil copy words and easy sentences from the blackboard ?
32 COURSE OF STUDY.
(e) Do pupils reply to question in short, complete sentences ?
(/) Can the pupils write their own names?
NOTE. Have I accomplished this work during the child's first year, or one and one-half
years in school ?
SECOND GRADE.
I. Conversation and Other Oral Exercises.
(a) Continue conversational lessons of first grade and broaden the field of subjects by
giving more attention to observation nature-study lessons on plants, trees, animals, insects, etc.,
and to gardening, agriculture, home industries, health, manners, right conduct, kindness to one
another and to animals, etc.
(6) Review some of the stories told in the first grade and continue work with pictures and
stories. Stories of Columbus, Franklin, and Lincoln should be used in this work along with
others.
(c) Give oral exercises to develop the imagination.
(d) Continue dramatization.
(e) Commit and recite easy poems and memory gems.
(/) Correct use of "there," "their," "has," "had," "have," "see," "saw," "seen," etc.
(</) Give special drills on forms of common verbs.
(h) Correct use of "this," "that," "these," and "those."
(i) Correct use of words, as "quickly," "slowly," etc.
(?) Use of " to, " " too, " and " two. "
(fc) Correct forms of pronouns after "is," "are," "was," and "were." Give special
drills frequently, using dialogue form.
(I) Teach sentences illustrating use of "when," "where," "how," and "why."
II. Reading and Written Exercises.
(a) Continue script reading from slips of cardboard and blackboard.
(6) Read from supplementary first readers.
(c) Complete the basic second reader.
(d) Continue phonic drills to give skill in recognition and mastery of new words.
(e) Give drills in rapid recognition of words, phrases, and sentences, thus facilitating
rapid silent reading and fluent oral reading. (Avoid the pointing and hesitating habits in
reading.)
(/) Reading of written directions for work and study.
(g) Read sentences resulting from conversational lessons.
(h) Have pupils draw with pencil or crayon pictures which certain selected sentences
suggest.
(i) Use sand board, if available, for picture formation, thus causing the children to get
thought clearly through words in order to make the picture in sand.
(j) Have children play or act the different parts in their reading lessons.
(fc) Give special attention to thought-getting in silent reading and to thought-giving in
oral reading.
(I) Give a good working knowledge of phonics and continue word-building exercises from
phonograms.
(m) Continue work in syllabication in spelling.
(ri) Teach "long" and "short" sounds of vowels.
(0) Write words used in their lessons and from basic speller.
(p) Write easy sentences from dictation, using paper and pencil and blackboard.
PRIMARY AND PREVOCATIONAL DIVISIONS. 33
(q) Continue work in abbreviations and contractions met with in their work.
(r) Compose and write simple sentences used in connection with work in school.
(s) Reproduce short stories in writing, for which pupils contributed sentences.
(t) Extend knowledge of use of capitals in beginning sentences, names of persons and places
first word of each line of poetry, names of the days of the week, months of the year, and initials.
(u) Teach the use of question mark and call attention to quotation marks when found in
their lessons.
(v) Teach punctuation used with initials and abbreviations.
(w) Teach use of comma in a series of words.
III. Seat Work.
(a) Continue work of first year that has not lost its interest to the pupils.
(&) Arrange lists of words according to phonograms, as "dig," "pig," etc.; "man," "can,"
"fan," etc.
(c) Letter writing: Copy letters written on the blackboard, on cardboard, and those found in
their books.
(d) Draw envelope from model, and copy the address upon it.
(e) Write answers to questions about their lessons which are written on the blackboard
or on slips of cardboard.
(/) Write answers to questions found in their books. *
(g) Draw map of schoolroom, school yard, and local section of country or village.
(Ji) Draw land and water forms, as island, cape, gulf, strait, etc.
IV. How to Measure the Success of Second-Grade Work in English.
(a) In the basic second reader can pupils read with some degree of readiness and fluency ?
(6) Can they read new material of the same degree of easiness as basic reader, with a fair
degree of readiness, after a few minutes silent reading?
(c) Are they forming correct habits in reading ?
(d) Is their oral reading thought-giving ?
(e) Are they making satisfactory progress in phonics ?
(/) Do they spell the words in common use in their work correctly ?
(g) Has syllabication given any assistance in clear pronunciation and helped the pupils to
spell better ?
(Ji) Have pupils added to their store of memory work a number of select poems, memory
gems, etc. ?
(i) Have they read any of the books in the library for second-grade pupils 1
(/) Can they copy sentences from the blackboard correctly?
THIRD GRADE.
I. Conversational and Other Oral Exercises.
(a) Frequent review of stories told to and read by pupils in their previous work.
(6) Longer stories from travel, history, and other stories, including Indian folk lore, which
will inculcate truthfulness, honesty, industry, perseverance, clean thoughts, loyalty, politeness,
cleanliness, good manners, etc.
(c) Personal experiences and observations of the pupils.
(d) Common forms of food and articles of clothing, how obtained.
(e) Dramatization of stories, poems, lessons in health, manners, and right conduct.
(/) Oral compositions in the form of topical recitation in reading and in other subjects.
(g) Picture lessons to have pupils talk.
34 COURSE OF STUDY.
(Ji) Farming, gardening, dairying, agriculture, sewing, cooking, shopwork, and other home
industries.
(i) The effect of seasonal changes in vegetation, animal life, home life, and life of the child.
(j) The sky appearance, sun, moon, stars, big dipper.
(fc) Distance and directions, modes of travel and transportation.
(I) Forms of water, as clouds, fog, rain, hail, snow, frost, ice.
(ra) Running water, common land forms, kinds of soil, as rock, gravel, sand, clay, loam.
II. Reading.
(a) Read suitable material from supplementary second readers.
(6) Complete the basic third reader.
(c) Select suitable supplementary reading material on nature, history, biography, geogra
phy, travel, legends, fairy stories, right conduct, etc. (All the geography and history instruc
tion given to pupils in this grade should be in connection with their English work.)
(d) Give special drill on a few of the choice selections found in the readers which bring out a
variety of expressions.
(e) Continue work in phonics and in different sounds of the letters. During the latter
half of the grade begin the teaching of diacritical marks.
(/) Special attention should be given in this grade to the formation of correct habits in
reading. (See introduction.)
(g) Pupils should be requested to pass judgment on selections read as to which they like
best and why.
1. Which paragraphs or stanzas seem the truest, and why.
2. What truth is worth remembering and in which stanza or paragraph is it
given.
3. Which part seems to have the best rhythm.
4. Which stanza or paragraph seems to form the clearest mental picture.
(7i) Select and read books from the school library.
(i) Assign carefully and definitely reading lessons to be prepared at seats, so that pupils
will be anxious to study their lessons.
III. Spelling.
(a) From reading, language, and other lessons.
(b) From the basic speller.
(c) Oral spelling in connection with reading and other lessons.
(d) In oral spelling pause between the syllables.
(e) Write easy sentences from dictation.
(/) Use each word spelled in a complete sentence which reveals the meaning of the word.
(g) Teach the use of the apostrophe.
(h) Teach the pupils- to spell and use the most common homonyms.
IV. Mechanics of language and Written Exercises.
A large amount of the work of the development of the mechanics of language should be
given with conversational and other oral exercises. Not more than two written lessons should
be given each week.
(a) Review work of the first and second grades.
(6) With the aid of the pupils, work out series of related sentences from personal observa
tions and experiences and from familiar stories. (Write these sentences on the blackboard,
calling attention to spelling, capitals, punctuation, and have pupils copy them.)
PRIMARY AND PREVOCATIONAL DIVISIONS. 35
(c) Later combine related sentences into paragraphs, and call attention to indention
of paragraphs in the different books.
(d) Begin work on the use of apostrophe to show ownership.
(e) Continue drill work in fixing correct forms and use of words.
(/) Dictate exercises calling for use of capitals and punctuation taught.
(g) Use of comma in a series and in direct address.
(h) Make a list and teach the use of the most common homonyms found in work and in
the basic speller.
( i) To write a short letter of friendship, also a short business letter, and to address the
envelopes correctly. (Consult a good primary language book.)
(j) Abbreviations for the days of the week, months of the year; also, St. Street, Ave.
Avenue, Mr. Mister, Prof. Professor, Dr. Doctor, Capt. Captain.
(Jc) The common contractions in sentences.
(I) Use of period at close of statement and in abbreviations.
(ra) Correct use of capitals, comma, period in writing dates and in letter writing. (Give
special drills in this work.)
(ri) Use of comma in direct address, and its use after "yes" and "no" in sentences answer
ing questions.
(0) Use of quotation marks, and that the first word of a direct quotation should begin
with a capital letter. Call attention to quotations and show that quotations are separated
from the remainder of the sentence or sentences.
(p) I and O when standing alone should be capitals.
(q) Correct use of "see," "saw," "seen," "eat," "ate," "eaten," "go," "went," "gone,"
"sit," "sat," "drink," "drank," "drunk," etc.
(r) Have special drill on fixing the correct use of verbs.
(s) Correct use of "most," "almost," "then," and "than" in sentences.
(f) Words of opposite meaning.
(u) Write a list of words on the board that may be made to mean more than one thing
when "s" is added. Have pupils write the words adding the "s" afterwards.
(v) Teach that sometimes we add " es " to make a word mean more than one.
(w) Give lists of words used and have them written and arranged in columns meaning (a)
one and (6) more than one.
(x) Give drills in fixing correct forms of pronouns.
(y) Teach sentence, statement, and question.
V. Seat Work.
(a) Arrange lists of words alphabetically, first, according to the first letter; second,
according to the first two letters, as preparation for use of the dictionary.
(6) Begin the use of the dictionary the latter half of this grade.
(c) Study of lessons.
(d) Assign regular period to do suitable library reading at their seats.
(e) The pupils should memorize suitable poems, memory gems, etc.
(/) Children should write answers to questions given by the teacher that require the
pupils to read and think carefully, as, What word picture do you find in the third paragraph 'i
Do you think the persons in the story did right ? Why 3
(g) Copy sentences from blackboard, reader, and other books.
(h) Draw pictures suggested from certain selected sentences and paragraphs.
(1) Have pupils from their readers or other sources write 10 words that mean one, and
10 words that mean more than one.
36 COURSE OF STUDY.
(j) Draw map of schoolroom, school grounds, and local section of the country.
(k) Draw land and water forms, as island, cape, gulf, strait, etc.
VI. How to Measure the Success of Third-Grade Work in English.
(a) Do pupils read fluently and in a thought-giving manner after a little preparatory
silent reading easy new third-grade material ?
(6) Are they forming correct habits in reading?
(c) Can they recite three or four poems learned during the past year ?
(d) Have they read at least two books from the library which are suitable to their mental
attainments ?
(e) Do the pupils know what an alphabetical list is ?
(/) Can they find words in a small dictionary?
(g) Do they syllabicate in oral spelling ?
(h) Can the pupils name any of the selections read during the year; tell the author of the
selection ?
(i) Are they cultivating a love for good literature?
(j) Do they like to read good books from the library ?
FOURTH GRADE.
A great deal more time should be spent on oral than on written English, since people talk
more than they write, and correct speech is universally recognized as a mark of an educated
mind.
I. Conversational and Other Oral Exercises.
(a) Review stories, etc., used in the third grade.
(&) Teach stories from the lives of great men and about the most important events in
history.
(e) Observations and personal experiences of the pupils. (Agriculture, health, nature
study, home industries, industrial work, manners, right conduct, and competitive group
games, etc.)
(d) Poems and choice memory gems; studied and recited from memory.
(e) Changing direct quotations to indirect, and vice versa, giving special attention to time
expressed by the verbs and the choice of words.
(/) Dramatization of the work of this grade.
(g) Oral composition by topical recitations in geography, history, and other subjects.
(h) Oral compositions by pupils on the industrial work in which each is engaged.
(i) Oral spelling.
(j) Local civics.
(fc) Frequent drills in the use of the most common irregular verbs and nouns.
(T) Drills hi the different uses of pronouns in sentences in the nominative and objective
cases. (Use dialogue form.)
II. Beading.
(a) Read as much of the suitable material from the basic reader for this grade as time
permits.
(6) Read stories from the lives of great men and women, and give special attention to
those that have influenced the different periods of United States history.
(c) Group historic events around the lives of these men and women taken up in chrono
logical order. (All the history taught in this grade should be in connection with the English
work.)
PEIMARY AND PKEVOCATIONAL DIVISIONS. 37
(d) Select suitable reading material from different books for this grade according to time
liness of interest, rather than the arrangements of stories in the books; that is, read stories
that apply to the particular seasons at hand or to the particular thought of the day. (See sug
gestive list on page .)
(e) Pupils should be taught to pass judgment on what they read with regard to truth,
to beauty in thought and in choice of words, to rhythm, and to the purpose of the lesson.
(/) Continue use of the dictionary. (The teacher should give this work special attention.
See that pupils use the dictionary.)
(g) Oral reading to the school or class, as ah audience, of choice selections at least once
each month by each pupil. (This can be done in connection with opening exercises and literary
societies.)
(h) Short, vigorous drills in the use of the organs of speech for articulation and pro
nunciation.
(i) Reading material in dramatic form appeals to the children, and should be
used extensively.
(j) After arousing appreciation in choice of selections continue work of memorizing and
reciting.
(&) Encourage reading of good literature adapted to interest and capability of pupils.
(I) Give special attention to the forming of good habits in reading.
III. Spelling.
(a) Articulation and pronunciation drills. Continue work in phonograms and sounds of
letters if not mastered in previous grades.
(&) Diacritical marks.
(c) Special drills in use of the dictionary.
(d) Dictation exercises giving attention to the use of capitals, apostrophe, and punctuation
marks.
(e) Oral spelling from textbooks.
(f) Use a good spelling book, as the basic one, and master the portions suitable for this grade.
(g) Continue careful attention to syllabication. Have pupils mark the accented syllables.
(h) Have spelling matches, using words from the readers and other sources of the lower
grades.
(i) Have both oral and written spelling.
IV. Mechanics of Language and Written Exercises.
A large amount of the work of the development of the mechanics of language should be
given with conversational and other oral exercises. Not more than two written lessons should
be given each week.
(a) Review work of previous grades immediately before continuing further work along the
same line.
(6) Teach sentence; statement, question, command, exclamation, and how to punctuate
each.
(c) Develop a paragraph arid call attention to the indention of paragraphs.
(d) Develop outline for short compositions.
(e) Written composition work should be extended and based on conversational and oral
exercises.
(f) Write compositions, following oral lessons on industrial work in which each pupil is
engaged.
(g) Work for and encourage originality. Do not require long compositions.
(Ji) Teach use of the hyphen at the end of a line in dividing a word.
10422522 4
38 COURSE OF STUDY.
(i) Use of capitals in titles and names of the Deity.
(f) Abbreviations for the different States.
(fc) Review and give special drills to emphasize the correct use of punctuation marks,
apostrophe, capital letters occurring in the different subjects.
(I) Reproduction of short stories used in conversation and in oral exercises.
(ra) Dictation exercises in spelling.
(ri) Write memory gems, poetry, etc., from memory.
(0) Teach pupils to write autobiography.
(p) Continue letter writing and the addressing of envelopes.
(q) Continue writing sentences using "me," "him and me," "you and me," "her and me,"
''us," "them and us."
(r) Teach the correct use of "learn," "teach," "affect," "effect," in sentences; also the
auxiliaries "shall," "will," "has," "have," "should," "could," and "would."
(s) Teach present, past, and future time.
(0 Teach the use of the following words in sentences in their proper meaning in the present,
past, and future time; Learn, teach, drink, shake., come, choose, tear, know, take, lay, lie, love,
like, 'and other verbs which the teacher finds most frequently used and misused.
(u) Use correctly in sentences such words as "tall," "taller," "tallest," "good," "better,"
'best," "little," "less," "least;" also the comparison of "old," "pretty," "large," "sweet/'
"amusing," "young," "many," "far."
(v) Teach the plurals of the most common words that are formed in an irregular way, as
mouse, mice, louse, lice, man, men.
(w) Begin the work of developing rules for the formation of plural forms of words. Make
lists of words and arrange in groups, according to the rule they follow in forming their plurals.
(x) Teach possessive singular and plural forms.
(y) Use basic text.
V. Seat Work.
(a) Study and prepare lessons for recitations in the different subjects.
(&) Reading books from the library and current events in magazines and newspapers.
(Have a definite time for this reading.)
(c) Write the names of different animals and name the young of each, as cow calf, cat
kitten, goose gosling, etc.
(d) Write names of different animals and the name of tne opposite sex, as man woman,
niece nephew, gander goose, bull cow; etc.
VI. How to Measure the Success of Work in Fourth-Grade English,
(a) Apply tests for third grade.
(6) Do pupils spell correctly most of the words taught them ?
(c) Have they read at least two books from the library ?
(d) Are pupils independent users of the dictionary ?
(e) Is the oral reading of the pupils entertaining and thought giving ?
(f) Have a number of selections been memorized ? Can pupils quote readily a number of
good memory gems ?
(</) Can they write a good business letter, as well as a friendship letter ?
(h) Are they f airly familiar with the lives of men and women who have figured extensively
i n the development of our country ?
(1) Have they a fair knowledge of the animal and plant life of the community ?
(?) Can they talk intelligently about the industries taught at school and about those of
the community ?
PRIMARY AND PREVOOATIONAL, DIVISIONS. 39
FIFTH GRADE.
I. Conversational and Other Oral Exercises.
(a) Review work of previous grades.
(6) Continue conversational lessons on school, home, and community activities, as farming,
gardening, stock raising, carpentry, printing, cooking, mending, sewing, laundering, games,
shoe and harness repairing, etc.
(c) Description of birds, animals, persons, etc.
(d) Oral reproduction of stories from United States history, and stories portraying thrift,
industry, truth, self-reliance, self-support, personal independence, clean thoughts, good man
ners, good morals, etc.
(e) Topical recitations in reading, geography, health, library reading, and other school
activities.
(/) Continue picture-study work.
(g) Continue memorizing choice selections and memory gems.
(A) Continue to have pupils tell personal experiences and observations.
(i) Report on library books read at school and at home.
(/) Have pupils tell what they have read in the newspapers and magazines.
(fc) Change direct speech to indirect and vice versa, paying strict attention to the use of
verbs and their tenses.
(I) Give drills for forming correct habits in pronouncing words commonly mispronounced
like "such," "catch," "just," "get'," etc.
(ra) Conversational lesson the post office:
1. Principal duties of postmaster.
2. What must he do to the letter before it leaves his office?
3. The necessity for each envelope to have a postage stamp.
4. Duties of postman.
5. What happens when a letter is badly or incorrectly addressed ?
6. Tell about rural delivery, parcel post, special delivery, free delivery,
registeredmail, money orders, postal savings bank.
7. Classes of mail and rates of postage.
8. Give the route of a letter from your post office to New York.
II. Reading.
(a) Begin basic reader for the grade. Read as much of the suitable material as time per
mits.
(&) Oral reading of specially prepared selections to the class.
(c) Drills in articulation, accent, emphasis, and inflection.
(d) Test the pupil's silent reading ability by having him give the thought derived therefrom.
(e) Continue work in memorizing choice prose and poetry selections, as well as memory
gems.
(/) Encourage reading for pleasure as well as for profit.
(g) Read dramatic selections and have pupils give a short play during the year.
(7i) See that pupils continue the use of the dictionary. Teach them, how to find the differ
ent tenses of the verb.
(i) Call attention to the different punctuation and other marks found in reading.
(;) Have pupils pass judgment on what they read.
(fc) Devote about one-half of the time for reading to reading history. (All the instruction
in history in this grade should be given in connection with reading.)
40 COURSE OF STUDY.
III. Spelling.
(a) Continue articulation drills and syllabication.
(6) Continue work in phonograms and sounds of letters if not mastered in former grades.
(c) Continue drills in use of dictionary, giving necessary attention to diacritical marks.
(d) Oral and written spelling from basic speller.
(e) Lists of words from other subjects and school activities.
(f) Dictation exercises.
(g) Keep lists and give drills on words frequently misspelled.
(h) Use in dictation exercise words often misspelled, homonyms, possessives, contractions,
abbreviations, etc.
(i) A few of the most common rules of spelling may be taught here.
(?) Master that portion in the basic speller suitable for this grade.
IV. Mechanics of Language and Written Exercises.
A large amount of the work of the development of the mechanics of languages should be
given with conversational and other oral exercises. Not more than two written lessons should
be given each week.
(a) The written work of this grade should be based largely on conversational and other
oral exercises.
(&) Review work of previous grades immediately before taking up further work along the
same line.
(c) Continue work in contractions.
(d) Use of hyphen in compound words.
(e) Use of apostrophe in contractions, also to show possession or ownership.
(/) How to punctuate direct, indirect, and divided quotations.
(g) Review uses of capital letters.
(7i) Continue the use of the dictionary.
(i) Short compositions based on the different activities of school and home life, personal
experiences and observations, such as farming, gardening, stock raising, shoe and harness
repairing, printing, cooking, mending, sewing, laundering, games, etc.
(j) Compositions based on study of pictures, especially those portraying industry.
(fc) Give special attention to the forming of paragraphs.
(I) Aim for and encourage originality and freedom of expression in both oral and written
exercises. Teachers should not require long compositions, seldom if ever more than 150 words.
(m) Continue work in letter writing, giving special attention to headings, salutations,
complimentary close, addressing envelopes, folding of letter for the envelope, and placing of
the postage stamps.
(n) Give drills in dictation exercises which call for a large number of the common uses of
the different punctuation marks and capital letters, also to emphasize correct uses of the pro
noun and general rules for the formation of plurals.
(o) Have pupils change direct speech to indirect, and vice versa. (Teachers should make a
thorough study of this work to enable them to direct the pupils intelligently.)
(p) Give drills in the use of irregular verb forms and special attention to the use of the
different forms of verb that give the most trouble, as "set," "sit," "be," "lie," "lay," "go,"
"get," "shall," "will," "may," "can," etc. (Illustrate the correct use of the different forms of
these words in sentences.)
(q) Continue drill work in the uses of the different forms of those words which admit of
comparison and those which change their forms to express number.
PRIMARY AND PREVOCATIONAL DIVISIONS. 41
(r) Teach use of such words as "there/' "their," "herd," "heard," "do," "dew," "due,"
"flower," "flour," "beet," "beat," "meat," "meet," "week," "weak," "deer," "dear," "wood,"
"would," "son," "sun," "feet," "feat," "steel," "steal," "our," "hour," "ate," "eight,"
"no," "know," "lye," "lie," "not," "knot," "nose," "knows," "sow," "sew," "so," "new,"
"knew," "right," "write," "rite," "rain," "rein," "reign," "sent," "cent," "scent," "fair,"
"fare," "sea," "see," "o'er," "oar," "here," "hear," "hair," "hare," "stair," "stare," "by,"
"buy," "vale," "veil," etc.
(s) Give drills for the purpose of correcting common errors of speech heard on the school
grounds, but avoid the use of incorrect forms of expressions.
(f) Use basic text.
V. Seat Work.
(a) Study and prepare lessons for the different recitations.
(&) Read books from library and current events in magazines, periodicals, and newspapers.
(c) Make extended lists of synonyms, homonyms, and use in sentences. (Consult the
dictionary frequently for spelling and meaning of words.)
VI. How to Measure the Success of Fifth-Grade Work in English.
(a) Do pupils read readily and intelligibly from the readers they have been using ?
(6) Can they read with a fair degree of readiness new material suitable for fifth grade,
after a few minutes of silent preparation?
(c) Are pupils forming correct habits in reading ?
(d) Can they recite from memory two or three choice selections learned during the year ?
(e) Have they added to their stock of memory gems ?
(/) Can they recite some of the selections learned in the previous grades ?
(g) Have they read during the year at least two books from the library ?
(fi) Can they name a number of the selections read and give the authors of each ?
(i) Can they give the principal lessons taught in a number of the selections read during
the year ?
(j) Can they spell orally and write correctly a majority of the common words used during
the year ?
SIXTH GRADE.
I. Conversational and Other Oral Exercises.
(a) Stories to be read or told by the teacher or one of the pupils and reproduced by the
pupils. These stories may be selected from history (United States, English, and world).
(6) Oral composition on the industrial work pursued by the pupils. Each pupil should
recite on a different topic in connection with the industrial work in which he is engaged.
(c) Topical recitations on the different subjects studied during the year.
(d) Oral reports on current events and on library books read in school and at home.
(e) Study and commit to memory choice poems and prose selections.
(/) Picture-study conversation, especially on pictures portraying industry.
(g) Dramatization.
(li) Talks on personal experiences and observations, such as farming, gardening, stock
raising, shoe and harness repairing, printing, cooking, mending, sewing, laundering, play,
games, etc.
II. heading.
(a) Read as much of the suitable material in the basic reader as time permits.
(&) Read suitable articles from newspapers and magazines. (Assign special work in
this line.)
42 COURSE OF STUDY.
(c) Read orally to the class some specially prepared selections.
(d) Have dramatic reading.
(e) Give special drills on articulation, accent, emphasis, and inflection.
(/) Teach incidentally the resources of the dictionary, such as:
1. Where to find the names of noted persons and places in fiction.
2. Pronouncing gazetteer.
3. Biographical supplement.
4. Pictorial illustrations.
5. Additional words and definitions.
6. Abbreviations and contractions.
7. Signs in writing and printing.
(g) Teach what "n.," "v.," "v. t.," "v. i.," "adv.," "adj.," etc., mean when placed after
a word in the dictionary.
III. Spelling.
(a) Review work of previous grades.
(&) Complete the appropriate work in the basic speller.
(c) Test pupils hi their industrial vocabularies.
(d) Have oral and written spelling from the different subjects.
(e) Give dictation exercises bringing in the use of the words taught in the oral and written
exercises.
Of) Have dictation exercises based on conversations and the mechanics of language,
bringing in the different uses of capitals and punctuation marks.
(g) The teacher should keep lists of misspelled and mispronounced words that are common
to the class and give drills in the use of these words until they are mastered.
(fi) Have pupils keep individual lists, properly spelled, of misspelled and mispronounced
words and have each drill on their own words.
(i) Teach the principal rules for spelling.
(j) Make lists of prefixes and suffixes and have contests to see who can make the most
words out of three or four root words.
(fc) Have spelling and pronunciation contests.
(I) Emphasize and give drills in articulation, accent, syllabication, and the correct use
of words.
(m) Continue use of the dictionary.
IV. Mechanics of language and Written Exercises.
A large amount of the work of the development of the mechanics of language should be
given with conversational and other oral exercises. Not more than two written lessons should
be given each week.
(a) Short compositions based on conversational and oral exercises, especially those on
industrial activities.
(&) Reproduction of stories told and read.
(c) Original work suggested by experiences and observations.
(d) Have pupils write on topics suggested by themselves.
(e) Short compositions in connection with current events, history, civics, geography,
hygiene, games, books, periodicals, and magazines.
(/) Story writing from pictures, especially those illustrating economic life.
(</) Prose selections and poems written from memory. Compare work with the original
and correct errors in spelling, capitalization, and punctuation.
PRIMARY AND PREVOCATIONAL DIVISIONS. 43
(ti) Write a constitution for a society or club of any kind.
(i) Study and write telegraphic messages.
(j) Give special attention to the formation of paragraphs, margins, and indentions.
(fc) Pay strict attention to accuracy, clearness, and completeness of expression.
(I) Use in sentences, also in dialogue form: "He and I," "she and I," "you and I," "you
and me," "him and me," "her and me," and "them and me."
(m) Teach in sentences the correct use of: "Who," "whom," "awfully," "terribly,"
"fearfully," "either or," "neither nor," "except," "accept," "effect," "affect," "advice,"
"advise," "any," "anyone," "no," "none," "no one," "each," "every," "each other," "one
another."
(n) Illustrate and drill on the correct use of "in," "into," "on," "upon," "between,"
"among," "to," "at," "of," "off" "by," "with," "till," and "until."
(o) Use correctly in sentences: About, across, after, against, above, along, around, before,
behind, below, beneath, beside, down, during, for, from, over, through, toward, under, and up.
(p) Review and continue the correct use of "lie," "lay," "laid," "went," "gone," "saw,"
"seen," "eat," "ate," "run," "ran," "set," "sit," "sat," "bit," "bitten," "may," "can,"
"shall," "will," "should," "could," and "would."
(q) Continue drills to fix habits in the correct use of irregular verbs, pronouns, adjectives,
adverbs, and prepositions.
(r) In letter writing observe carefully the use of the stamp, headings, salutations, closing
phrases, envelope, addressing envelope, folding letter for the envelope.
(s) Write business letters, friendship letters, applications, telegrams, invitations, accept
ance, regrets, etc.
(t) Review uses of capital letters and punctuation marks.
(u) Use basic text.
V. Seat Work.
(a) Study English lessons and other lessons.
(6) Make lists of adjectives, give the comparison and use in sentences.
(c) Make lists of nouns that form their plurals in different ways, arrange in groups, and
write the plurals.
(d) Make lists of homonyms and synonyms.
(e) Make lists of words denoting sex, write the opposite sex, also the names of their little
ones.
(/) Make lists of words frequently misused and use correctly in sentences.
(g) Contests in using prefixes and suffixes in making words from a few well-selected root
words.
(Ji) Have pupils write letters, invitations, etc.
VI. How to Measure the Success of Work in Sixth- Grade English.
(a) Can pupils read new material suitable for this grade after a few moments of preparation
with a fair degree of fluency and thought giving ?
(6) Can they read fluently, using right breathing, right pronunciation, clear enunciation,
and correct articulation, the selections they have studied during the year ?
(c) Are the pupils able to recite from memory three or four good poems or other selections
of real value learned during the year ?
(d) Have they added to their stock of memory gems and quotations ?
(e) Have pupils acquired a knowledge of the resources of the dictionary and are they in the
habit of using them ?
44
COURSE OF STUDY.
(/) Have pupils read this year at least two books from the library ?
(gr) Do they read newspapers and magazines ?
(h) Do they enjoy reading ?
(i) Have they become acquainted with some good literature, and do they indicate a prefer
ence for it ?
(7) Do pupils spell correctly the words in their written work ?
(fc) Are the pupils able to write good business letters, letters of friendship, invitations,
acceptances, regrets, etc. ?
(I) Are the pupils able to direct persons inquiring their way?
(m) Have the pupils secured a sufficient command of English to be able to express them
selves with fluency and facility ?
SUPPLEMENTARY SUGGESTIVE MATERIAL.
Most of the suggestive material may be found in the readers or library books in the schools
FIRST GRADE.
Stories to be read or told to the children:
Little Red Hen and The Grain of Wheat.
Three Bears.
The Discontented Pine Tree.
Tommy Tinkers' Charm String and other stories from
The Mother Goose Village, Bigham.
Gingerbread Boy.
Shoemaker and Elves in Stories to Tell, Bryant.
Cinderella, Grimm.
Three Pigs, in How to Tell Stories, Bryant.
Three Goats.
Ugly Duckling, Anderson.
The Old Woman and Her Pig.
Henny Penny.
Town Musicians.
How the Robin's Breast Became Red.
Little Black Sambo, Bannerman.
Peter Rabbit, Beatrix Potter.
The Pig Brother, Richards.
Story of Seed, Dowy, Von Rydingsvard.
Mrs. Grasshopper Gay, Bigham.
Epaminondas, How to Tell Stories, Bryant.
Raggizlug, How to Tell Stories, Bryant.
Pot of Gold, Wilkins.
Squirrels' Harvest.
Giant and the Fairy.
Birds' Concert.
The Night Before Christmas, Moore.
A Lesson of Mercy, Alice Cary.
I Like Little Pussy, Jane Taylor.
Three Bugs in a Basket, Alice Cary.
Fables:
Hare and the Tortoise.
The Lion and the Mouse.
Country Mouse and City Mouse.
Dog and His Shadow.
Lark and the Farmer.
Wolf, Wolf, in Animal Stories.
Clytie.
Fables Continued.
Little Miss Apple.
Three Bears.
Mother Goose rhymes:
Baa! Baa! Black Sheep!
Little Bo-Peep.
Little Jack Horner.
Humpty Dumpty.
Mistress Mary.
Little Boy Blue.
This Little Pig Went to Market.
Dickery, Dickery, Dock.
I have a Little Sister.
Peter Piper.
Peter, Peter, Pumpkin Eater.
Little Nancy Etticoat.
Jack Be Nimble.
Old Mother Hubbard.
Hi Diddle Diddle.
The House that Jack Built.
Sing a Song of Sixpence.
There was an Old Woman Who Lived in a Shoe.
In explanation of holidays:
Story of First Thanksgiving.
Story of the Christ Child.
Fairy New Year's Gift, in Child World.
Saint Valentine's Birthday, Plan Book.
Washington's Birthday.
Stories of the Flag, from Child Garden.
Poems to be memorized:
The Rain, Stevenson.
Time to Rise.
The Swing.
The Cow.
Little Birdie, Tennyson.
At Easter time.
Songs of the Tree Top and Meadow, Mother Goose
Rhymes.
PRIMARY AND PREVOCATIONAL DIVISIONS.
SECOND GRADE.
Poems:
The Rock a By Lady, Field.
Wynken, Blynken and Nod, Field.
Little Boy Blue, Field.
The Night Wind, Field.
Windy Nights, Stevenson.
The Land of Story Books, Stevenson.
Bed in Summer, Stevenson.
The Land of Counterpane, Stevenson.
September, Helen Hunt Jackson.
October, Helen Hunt Jackson.
How the Leaves Came Down, Susan Coolidge.
All Things Bright and Beautiful, Miss C. F. Alex
ander.
The Sugar Plum Tree, Field.
The Cooky Moon, Edmund Vance Cook.
The Rainbow Fairies, Lizzie M. Hadley.
Poems Continued .
Who Stole the Bird's Nest? Lydia Maria Child.
The Swing, Stevenson.
My Shadow, Stevenson.
Don't Kill the Birds, DanieJ A. Colesworthy.
Thanksgiving Day, Lydia Maria Child.
If I Knew, Maud Wyman.
Song of the Wind, Helen M. Beckwith.
We Thank Thee, Margaret Sangster.
God Takes Care, Anon.
The Two Squirrels, Anon.
The Song of the Thrush, Lucy Larcom.
The Bluebird, Mrs. Emily Huntington Miller.
All Happy in Spring, Anon.
Who Likes the Rain? Anon.
A Busy Day, Anon.
THIRD GRADE.
Poems:
The Wind, Stevenson.
A Visit from St. Nicholas, Clement C. Moore.
Hiawatha's Friends, Longfellow.
Seed, in McMurry & Cook's Song of Tree Top.
Good-Night, Victor Hugo.
The Wonderful World, William Brighty Rands.
Sweet and Low, Tennyson.
Daisies, Sherman.
Marjorie's Almanac, Thomas Bailey Aldrich.
America.
Poems Continued .
Hiawatha's Childhood, Longfellow.
Hiawatha's Sailing, Longfellow.
Seven Times One, Jean Ingelow.
Four Leaf Clover, Mrs. Ella Higginson.
The Year's at the Spring, from "Pippa Passes,"
Browning.
Pied Piper of Hamelin, Browning.
I Live for Those Who Love Me, G. Linnahis Banks.
The Brown Thrush, Lucy Larcom.
Wishing, William Allingham.
FOURTH GRADE.
Poems:
The Gladness of Nature, Bryant.
The Night Wind, Field.
The Mountain and the Squirrel, Emerson.
The Village Blacksmith, Longfellow.
A Fable, Emerson.
The Barefoot Boy, Whittier.
The Fountain, Lowell.
September, Helen Hunt Jackson.
June Days (part in Language
through Nature, Literature and Art), Lowell.
Poems Continued.
Four-leaf Clover, Ella Higginson.
Little Sandpiper and I, Celia Thaxter.
A Child's Thought of God, Elizabeth B. Browning.
The Brook, Tennyson.
The Children's Hour, Longfellow.
The Wreck of the Hesperus, Longfellow.
Jack Frost, Hannah Gould.
Robert of Lincoln, Bryant.
"He Prayeth Best," Coleridge.
FIFTH GRADE.
Poems:
Ring Out, Wild Bells, Tennyson.
Landing of the Pilgrims, Hemans.
Each in His Own Tongue, Carruth.
Evening at the Farm, Trowbridge.
The Planting of the Apple Tree, Bryant.
Aladdin, Lowell.
The World Wants Men, Anon.
To-Day, Carlyle.
Barbara Frietchie, Whittier.
Psalm of Life, Longfellow.
Poems Continued.
Love of Country, Scott.
Old Ironsides, Holmes.
Rainy Day, Longfellow.
Excelsior, Longfellow.
The Arrow and the Song, Longfellow.
The Day is Done, Longfellow.
A Sea Dirge, Shakespeare.
The Gladness of Nature, Bryant.
Woodman, Spare That Tree, George P. Morrie.
Driving Home the Cows, Osgood.
46
COUESE OF STUDY.
SIXTH GRADE.
Poems:
Selections from Snowbound, Whittier.
It'a Not Raining Rain to Me, Robert Loveman.
St. Christopher, Howells.
The Creation of the Birds.
The Builders, Longfellow.
One by One, Adelaide Proctor.
The Blue and the Gray, F. M. Finch.
The White-footed Deer, Bryant.
Lead Kindly Light, Newman.
Order for a Picture, Alice Gary.
Daffodils, Wordsworth.
The Flag Goes By, Bennett.
Paul Revere's Ride, Longfellow.
A Man's A Man, for a' That, Burns.
Abou Ben Adhem, Leigh Hunt.
Sheridan's Ride, T. Buchanan Read.
The First Snowfall, Lowell.
Nobility, Alice Gary.
Song of Marion's Men, Bryant.
Proverbs:
A stitch in time saves nine.
A rolling stone gathers no moss.
Where there is a will there is a way.
Proverbs Continued .
If a man cheats me once, shame on him; if he cheats
me twice, shame on me.
Follow the river and you will be to the sea.
All that glitters is not gold.
Make hay while the sun shines.
Half a loaf is better than no bread.
Practice makes perfect.
You can not eat your cake and keep it.
Waste not, want not.
You must run to win the race.
The more haste the less speed.
A penny saved is a penny earned.
Cut your coat according to your cloth.
If at first you don't succeed, try, try again.
Think before you speak.
Look before you leap.
Never put off until to-morrow what can be done to-day.
Never trouble another for what you can do yourself.
Never spend your money before you have earned it.
Never buy what you don't want because it is cheap.
Take things always by the smooth handle.
When angry count 10 before you speak; if very angry,
count a hundred.
MEMORY GEMS.
The following is only a suggestive list of memory gems. The list is given for two reasons :
(1) It may provide occasional material of this nature for those who may not have it at hand, or
(2) it may stimulate thought along parallel lines and lead to the use of even better illustrative
material.
It is a very good thing to have the child regularly acquire memory gems, thus, perhaps
unconsciously, acquiring inspiration, ideals, and ideas that may go with him through his entire
lifetime thereafter.
Heroism is simple, and yet it is rare. Everyone who does the best he can is a hero. Josh Billings.
He who has learned to obey will know how to command. Solon.
The year's at the spring,
And day's at the morn;
Morning's at seven;
The hillside's dew-pearled;
The lark's on the wing;
The snail's on the thorn;
God's in His heaven
All's well with the world.
Robert Browning.
Boughs are daily rifled
By the gusty thieves,
And the book of Nature
Getteth short of leaves.
Thomas Hood.
'Tis easy enough to be pleasant
When life flows along like a song,
But the man worth while is the man who will smile
When everything goes dead wrong.
Ella Wheeler Wilcox.
PRIMARY AND PREVOCATIONAL DIVISIONS. 47
There IB the national flag: He must be cold indeed who can look upon its folds rippling in the breeze without
pride of country * * *. White is for purity, red for valor, blue for justice, and all together bunting, stripes, stars,
and colors blazing in the sky make the flag of our country to be cherished by all our hearts, to be upheld by all our
hands. Charles Sumner.
If I were a cobbler, I would make it my pride
The best of all cobblers to be;
If I were a tinker, no tinker besides
Should mend an old kettle like me.
If "ifs" and "ands"
Were old tin cans
They'd be of no use to tinkers.
Work for some good, be it ever so slowly;
Cherish some flower, be it ever so lowly;
Labor, all labor, is noble and holy.
Mrs. F. S. Osgood.
There are as many pleasant things,
As many pleasant tones,
For those who dwell by cottage hearths
As those who sit on thrones.
Phoebe Gary.
Just a little every day ;
That's the way
Children learn to read and write,
Bit by bit and mite by mite.
Never anyone, I say,
Leaps to knowledge and its power.
Slowly, slowly hour by hour
That's the way;
Just a little every day.
Ella Wheeler Wilcox.
If you're told to do a thing,
And mean to do it really,
Never let it be by halves;
Do it fully, freely.
Phoebe Gary.
Great works are performed, not by strength but by perseverance. Samuel Johnson.
The heights by great men reached and kept
Were not attained by sudden flight;
But they, while their companions slept,
Were toiling upward through the night.
Longfellow.
Oh, many a shaft at random sent
Finds mark the archer little meant;
And many a word at random spoken
May soothe or wound a heart that's broken.
Scott.
Hearts, like doors, will ope with ease
To very, very little keys;
And dont forget that two are these:
"I thank you, sir," and "If you please."
Knowledge is proud that he has learned so much;
Wisdom is humble that he knows no more.
Cowper.
48 COURSE OF STUDY.
Boys flying kites haul in their white-winged birds;
You can't do that way when you're flying words.
"Careful with fire" is good advice, we know;
"Careful with words" is ten times doubly so.
Thoughts unexpressed may sometimes fall back dead;
But God Himself can't kill them when they're said.
Will CarletoTi.
It is hard to fail, but it is worse never to have tried to succeed. Theodore Roosevelt.
Laugh and the world laughs with you;
Weep and you weep alone;
For this brave old earth must borrow its mirth ;
It has trouble enough of its own.
Ella Wheeler Wilcox.
There are no fragments so precious as those of time, and none so heedlessly lost by people who can not make a
moment, and yet can waste years. Montgomery.
The height of my ambition is only to find my place, though it were but a sweeper of chimneys. Charles Kingsley.
.Four things a man must learn to do,
If he would make his calling true
To think without confusion clearly,
To love his fellow men sincerely,
To act from honest motives purely,
To trust in God and heaven securely.
Henry Van Dyke.
I would be true, for there are those who trust me;
I would be pure, for there are those who care;
I would be strong, for there is much to suffer;
I would be brave, for there is much to dare.
I would be friend of all the foe the friendless;
I would be giving and forget the gift;
I would be humble, for I know my weakness;
I would look up, and laugh, and love, and lift.
Dare to be true; nothing can need a lie;
A fault which needs it most grows two thereby.
George Herbert.
Not what we give, but what we share,
For the gift without the giver is bare;
Who gives himself with his alms feeds three
Himself, his hungering neighbor, and me.
Lowell.
He that can not think is a fool; he that will not think is a bigot; he that dare not is a slave. Carnegie.
My son, observe the postage stamp! Its usefulness depends upon its ability to stick to one thing until it gets
there. Josh Billings.
But whatever you are, be true, boys I
Be visible through and through boys!
Leave to others the shamming,
The cheating and palming,
In fun and in earnest, be true, boys.
Mackay.
There is always hope in a man that actually and earnestly works. In idleness alone is there perpetual despair.
Carlyle.
You can not dream yourself into a character; you must forge one. -Carter.
PRIMARY AND PREVOCATIONAL DIVISIONS. 49
Men and things are valuable only as they are serviceable.
We want no kings but kings of toil
No crowns but crowns of deeds;
Not royal birth, but sterling worth,
Must mark the man who leads.
Ella Wheeler Wilcox.
In the lexicon of youth which fate reserves for a bright manhood there is no such word as fail. Lytton.
Every man must educate himself. His books and teacher are but helps; the work is his. Webster.
Character is what God and the angels know of us; reputation is what men and women think of us. Horace Mann.
Be noble! And the nobleness that lies
In other men, sleeping, but never dead,
Will rise in majesty to meet thine own.
Lowell.
To be polite is to do and say
The kindest things in the kindest way.
The fisher who draws in his net too soon
Won't have any fish to sell;
The child who shuts up his book too soon
Won't learn any lessons well.
A thing is worth precisely what it can do for you, not what you choose to pay for it. Ruskin.
Everthing comes to hijn who waits and hustles while he waits.
A man of words and not of deeds
Is like a garden full of weeds.
Plow deep while sluggards sleep
And you'll have corn to sell and keep.
Franklin.
Lost, somewhere between sunrise and sunset, two golden hours, each set with sixty diamond minutes. No reward
is offered, for they are lost forever. Horace Mann.
So here hath been dawning
Another blue day.
Think ! Wilt thou let it
Slip useless away?
Out of Eternity
This new day is born;
Into Eternity
At night doth return.
Behold it beforehand
No eye ever did;
So soon it forever
From all eyes is hid.
Here hath been dawning
Another blue day.
Think ! Wilt thou let it
Slip useless away?
Carlyle.
A soft answer turneth away wrath; but grievous words stir up anger. Solomon.
Good manners can not be put on at pleasure, like an outside coat, but must belong to us.
50 COURSE OF STUDY.
I shall pass this way but once. Any good thing, therefore, that I can do, or any kindness that I can show to any
human being, let me do it now. Let me not defer it or neglect it, for I shall not pass this way again. Gilpin.
Use dispatch. * * * Ask me for whatever you please, except time; that is the only thing which is beyond
my power. Napoleon.
Be a man?
Bear thine own burden; never think to thrust
Thy fate upon another.
Robert Browning.
No fountain is so small but that heaven may be imaged in its bosom. Hawthorne.
Cleanliness may be defined to be the emblem of purity of mind.- Addison.
One flag, one land,
One heart, one hand,
One nation evermore.
Holmes.
Beware of little extravagances; a small leak may sink a big ship. Franklin.
If you are idle you are on the road to ruin, and there are few stopping places upon it. Henry Ward Beecher.
Learn something beautiful, see something beautiful, do something beautiful each day of your life. Alice Freeman
Palmer's Three Rules of Happiness.
It is well to think well; it is divine to act well. Horace Mann.
Who shoots at the mid-day sun, though he be sure he shall never hit the mark, yet as sure he is he shall shoot
higher than he who aims at a bush. Sir Philip Sidney.
The man who has not anything to boast of but his illustrious ancestors is like a potato the only good belonging
to him is underground. Sir Thomas Overbury.
A man should never be ashamed to own he has been in the wrong, which is but saying in other words that he is
wiser to-day than he was yesterday. Alexander Pope.
Men love to hear of their power, but have an extreme disrelish to be told their duty. Edmund Burke.
Bad company is like a nail driven into a post, which after the first or second blow may be drawn out with little
difficulty; but being once driven up to the head, the pincers can not take hold to draw it out, but which can only be
done by the destruction of the wood. St. Augustine.
Education begins the gentleman; but reading, good company, and reflection must finish him. John Locke.
If we work upon marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will
crumble into.dust; but if we work upon immortal minds, if we imbue them with right principles, with the just fear of
God and love of our fellow men, we engrave on those tablets something which will brighten to all eternity. Daniel
Webster.
He that can not forgive others breaks the bridge over which he must pass himself, for every man has need to be
forgiven. Lord Herbert.
Opportunity has hair in front, behind she is bald; if you seize her by the forelock you may hold her, but if suffered
to escape not Jupiter himself can catch her again. From the Latin.
PHYSIOLOGY AND HYGIENE.
FIRST, SECOND, AND THIRD GRADES.
The "health talks" herein given are intended to cover the lessons pertaining to care of the
body, formation of correct habits of living, home sanitation, etc.; they should be given each
year to all pupils in the three grades.
The work is to be given in connection with oral English, one lesson per week, and in day
schools, where there is only one teacher for all the grades, it may be best to combine the three
classes in these subjects, or at least to have only two classes for the three grades.
The outlines are not intended to be followed slavishly, and the talks need not even be given
in the exact sequence in which they are here arranged, though it is believed that this sequence
is natural and logical.
These lessons should be given with elaboration adapted to the intelligence of the pupils. The
matters outlined are fundamental and can hardly be presented too often or too plainly and
carefully.
Of course repetition should not be allowed to become perfunctory and mechanical, but given
unflagging zest and interest on the part of the teacher, it will be found that children usually
enjoy a lesson more, and profit more by it, after it has been given to them a few tunes than they
do when it is first presented, just as if they are well told they usually prefer stories with which they
are familiar to new ones.
In addition to the health talks, a few first-aid suggestions of a simple character are given.
These are largely for the information of teachers, and no definite place is made for them in
program of primary work; but it is believed that teachers will find opportunity to familiarize
their more intelligent pupils, even in these grades, with such lessons. Many of them can be
taught by drill in imaginary cases.
I. HEALTH TALKS.
The body. A very wonderful machine. Important to keep it in good order. If it gets out
of order we are sick and do not enjoy ourselves. If it is very badly out of order we can not work
or play or go where we may want to nor enjoy life at all. If some parts of it get broken, such as
arms or legs, we are crippled temporarily or permanently. If our eyes are injured or sore we are
partly or wholly blind. If our ears get badly out of order they hurt us seriously and sometimes
we become deaf, etc.
The health talks are going to teach us to take care of our bodies so that we may be strong
and healthy and may enjoy life.
How to carry the body. Correct ways of standing, walking, sitting, standing at attention,
etc. Why these are important. Bad effects of getting round shoulders and habits of slouchiness
in sitting at desks and standing in recitations. We look better and feel better when we have
our shoulders thrown back and are sitting or standing properly. Easy when we get used to it.
Our bones and muscles then grow properly and our lungs get plenty of ah-. Have physical drills
in connection with this lesson and occasionally refer to the lesson in connection with the regular
calisthenics, etc., given daily.
Personal cleanliness. Why we should keep our bodies clean. To keep ourselves healthy;
to avoid being offensive to others. Mention clean hands and faces, teeth, finger nails, neck, and
51
52 COTJBSE OF STUDY.
ears, feet, clothing, etc. Why bathing is necessary and enjoyable. Different ways of bathing.
Special efforts of cold, hot, and tepid baths. Brief mention of functions of skin. Talk of soap,
individual towels, individual basins, etc.
Habit, Habit is a result of doing things several tunes. Very important. We will have
several lessons about it. We all have many habits. Most of them we do not think of and hardly
know that we have. They have a great deal to do with our health and happiness or sickness and
unhappiness. They even affect our appearance and whether people like us or not. Refer to
lesson 2. Habits are easy to form; hard to break. Youth the time to acquire good habits.
Very hard for old people to change their habits. Boys and girls can if they want to and will try.
Some special health habits. Personal cleanliness. Trying to keep surroundings clean.
Breathing through nose. Eat moderately and chew food well. Don't put pencils, etc., in mouth.
Don't rub eyes with dirty hands or dirty handkerchiefs. Don't spit on floors nor swallow
sputum. Drink a good deal of pure water between meals. Sleep regularly. Don't stay up
all night at dances, etc.
Mealtime habits. Wash hands and face with soap and water and comb hair before eating.
Do not eat nor drink greedily nor noisily. Chew food well. Brush teeth.
Nature halits. Habits the body forms to keep itself well. The body likes to have regular
tunes for doing things, such as going to bed, getting up, eating, working, resting, playing, getting
rid of wastes, etc. Such habits are of much importance, and we should consciously assist the
body in forming them and not break into them except for quite important reasons.
This will be largely a repetition of matter given in other lessons, but functional habits are
of so much importance that they may well be given emphasis in a lesson specially devoted to them.
Breathing. Definition or explanation of breathing. Brief mention of lungs and explanation
of their function. We are breathing all the time, mostly unconsciously. Ought always to be
breathing good air. Air not good if we or others have used it before; very bad if it has been used
over and over, as in unventilated bedrooms or any poorly ventilated rooms with people in them.
Air not good if loaded with smoke or dust. House dust especially bad. Why ? Should breathe
through nose. Dangers of mouth breathing. See doctor if it is hard for you to breathe through
your nose. Periodical deep breathing very refreshing. Impossible to breathe well unless we
keep our shoulders thrown back.
TJie Ireath. Breath is air that has been in the lungs. Bad breath is disagreeable to those
around us; makes them want to keep away from us. It indicates that something is wrong with
us. Maybe our mouths are filthy. Our teeth may be decaying. Or our stomachs may be out
of order, or our bowels may be clogged. Possibly we have diseased tonsils. If we know we
have bad breath, and merely brushing our teeth carefully and washing our mouths thoroughly
will not remedy the trouble, we should see a doctor or a dentist, or both. This will be a good
lesson in which to emphasize the importance of oral hygiene and of good habits with reference
to eating and drinking.
Ventilation. Definition; different means of securing by windows, doors, pipes, fireplaces.
Amount needed. How to ventilate by windows without causing harmful drafts.
Outdoor sleeping; how practiced; beneficial in certain wasting diseases and for the purpose
of preventing such diseases.
Disease. Nothing happens without a cause. When you are sick there is a cause; perhaps
you have caught the disease from some one else. For a long time it has been known that many
diseases could be gotten by one person from another; but until within a few years past it was
not known just how they were carried. Now it is known that such diseases are caused by little
things called germs. Germs are so small that we can not see them without using strong micro
scopes, which make them seem much larger than they really are. They look like little specks
PRIMARY AND PREVOCATIONAL DIVISIONS. 53
or dots, but are much smaller than any speck or dot you ever saw. Some are round; some are
the shape of rods or cylinders, and some are curved or bent. Generally several are grouped
together. Each of the diseases has its own germ, and the germ of a disease will cause a person
to have the disease if he gets the germ into his body and the body is not strong enough to kill it.
Germs get from one person to another. The best protection against them is good health, because
well, strong people conquer and get rid of them better than weak, unhealthy people. Germs
flourish in dirt and darkness. Sunshine'and 'cleanlinessjkill them.
How germs enter the body. Nearly all disease germs that enter the body do so through the
mouth or nose or through wounds. They come from the bodies of other people, and are found
in the waste and secretions. Filth helps to develop them, and people get them by getting little
particles of the filth onto their hands or into the air they breathe or the food they eat, or in other
ways. Insects carry them to persons. Biting insects get them directly into the blood. Others
get them into food.
To prevent the spread of diseases, all wastes from the bodies of the sick should be destroyed.
Other important rules for protecting ourselves from diseases are to keep wounds very
clean and protect them as doctors will show us how to; to be very careful about the food we
eat, the water we drink, and the air we breathe; and to make war on dirt.
Spitting. A filthy habit. Never spit on floors or walks; it may cause disease. It is bad
manners to spit in the presence of others. On the part of well people, spitting and clearing the
throat are largely matters of habit. If you are well and keep your teeth clean and breathe
through your nose, you will very seldom need to spit. If you are sick and must cough and
spit, spit where the sputum can be destroyed by disinfectants or by burning. Never swallow
such sputum. Beware of houses and even yards where sick people are careless about where
they spit. They are dangerous.
Coughing and sneezing. Fine particles of moisture may be coughed or sneezed into the
faces of others and cause disease. The particles may be so small that the person does not feel
them when they strike him, and yet they may contain many disease germs and be very dangerous.
Besides it is bad manners to cough or sneeze in such position that .particles of moisture can be so
carried to other people. No matter where you are, if others are with you or if you are in a
house in which people live, protect your mouth or nose with a handkerchief when you cough or
sneeze. Be exceedingly particular to do this if at a table on which there is food, and also turn
your head away from the table.
(Show pupils how to do this and have them practice the motions.)
Dust. Definition. Source. Why irritating and harmful. May cause serious diseases.
Tell how germs of disease get into it and then get into the air and are breathed, and into food
and are eaten. Sprinkling reasons for. Use of sweeping compounds. How to sweep dusty
rooms. How to clean dusty furniture. Why dust should be washed off hands and face before
eating. Mention dust to be found in dirty clothing and bedding; also in rugs, curtains, etc.
Frequent airing, dusting, and washing advisable.
Call attention to particles of dust to be seen in a sunbeam.
The housefly.- One of the most dangerous enemies we have; filthy habits; carrier of disease;
how it soils its feet and wings ; kinds of diseases it spreads ; its breeding places and how to destroy
them; great importance of destroying them and of destroying the first flies of the season. Use
of screens, poisons, traps, sticky fly papers, and swatters. All these important. Neighborhood
work in the eliminating of breeding places necessary.
In season organize work on all these lines.
Mosquitoes. Tell life history in simple language. Carriers of disease, especially malaria
and yellow fever. Remedy for malaria. Prevention better than remedy. How to prevent.
10422522 5
54 COURSE OF STUDY.
Breeding places of mosquitoes; how to destroy. Killing the young mosquitoes; killing grown
up mosquitoes; smudge fires; screens, etc.
Experiment: After explaining how mosquito larvae come to surface of water to breathe,
show how scum can be formed over quiet water by adding a little kerosene. (Pour a little water
in a saucer or other container and add a few drops of kerosene. Mention effect on larvas.)
Tell briefly how it was proved that mosquitoes carry yellow fever and malaria, and the
story of the cleaning up of the Panama Canal Zone.
Body worms. To^liave worms inside the body is filthy and unhealthful. There are five
kinds of worms that are found in the intestines, namely, eelworms, pinworms, whipworms,
tapeworms, and hookworms. The first three named are always worms of filth, and the presence
of any one of them is a sure sign that the person having it has eaten a worm egg that has passed
through the body of another person. The tapeworm is taken into the body by eating beef,
pork, or^fish not sufficiently*cookedf(dangerous to eat raw or half-cooked meat). Hookworms
enter^the body through the skin, usually the skin of the feet.
Tell all that it is important for the pupils to know about these various worms; also how to
avoid getting them; and send them to physicians if they show any symptoms of having any of
them.
The five senses. Sight, hearing, touch, taste, smell.
Develop the lesson on these simply and inspirationally, by questions and conversation.
Quite unconsciouly the child has already acquired much information as to each of the special
senses. Elicit and amplify it. Call attention to the immeasurable value of each to us and the
importance of taking proper care of the organs of each sense.
The eye. In the simplest possible language tell a little as to the structure of the eye and its
surroundings the bony cavity in which it is located; the eyeball, the pupil, the lid, the lashes.
Explain functions of these briefly. Mention tears and explain function.
Emphasize extreme importance of taking the best possible care of the eyes; how to take care
of them; how diseases of the eye are spread, etc. Importance of not straining them by overuse
in poor light or light received from wrong direction. Teach how to remove small foreign
bodies for self or others.
As an interesting experiment showing the effect of light on the pupil of the eye, have one of
the class stand before the others with eyes closed for a few moments and then suddenly open
them. Have class watch the pupils of his eyes.
The ear. Purpose of the ears. Necessity of taking good care of them. Foreign bodies in
the ears. Water in ears when swimming. Dangers of discharging ears; why they should be
treated. How to clean the ears no hard substance should be used.
Test hearing by means of ticking of watch, one ear to be closed by index finger of pupil.
The teetli. Importance of having good teeth. Temporary teeth; number. Should be
filled when decayed; not to be removed until very loose.
Permanent teeth; number. Importance of keeping repaired; decay spreads from one to
another. Danger in biting hard substances or cracking nuts.
Toothbrush; how to use; how to keep clean. Never use one belonging to another. Use of
toothpick; do not use in company; kinds of toothpicks; metal toothpicks objectionable injure
teeth.
Great importance of keeping teeth and mouth clean.
TJie hair and the finger nails. Hair as a protection; serves as clothing for animals. Those
in warm climates have short hair, those in cold climates long hair.
Dandruff causes baldness; is communicable. Brushing, combing, and washing the hair.
Natural oil of hair. Hair needs fresh air. Why Indians have good hair.
PRIMARY AND PREVOCATIONAL DIVISIONS. 55
Lice dangerous and filthy.
How the finger nails grow. What happens when injured or lost by accident. Injury by
biting or trimming to the quick. Bad appearance if dirty; attractive if clean and neat.
Examine nails of pupils.
Food. Purpose of. All plants and animals require food to live. Our bodies made up of
what we take into them in the way of food and drink. To have healthy bodies we must eat good
food and drink pure water. Food should be fresh or properly preserved. Much danger in eating
decayed food or food to which flies and other insects have had access. Food should be kept
covered, protected from both dust and insects. Milk, eggs, and fish very easily spoiled especially
fish. All meat should be well cooked before eaten. Food can easily be contaminated by being
touched with dirty hands. Cooks should be very clean and neat. Most food should be handled
with knife and fork or spoon.
Digestion. Definition. Important part takes place in the mouth when food is chewed.
Perfect chewing makes whole process easy. We can not control digestion after food is swallowed,
but can while it is still in our mouths. Good digestion means health and happiness.
Name organs of digestion, beginning with teeth. Speak of mouth digestion, stomach diges
tion, and intestinal digestion. When food is well chewed there is less waste and smaller quantity
is required.
Aids to digestion: Good temper, good cooking, good company, fresh air, regularity of meals.
Indigestion. Definition. Effects.
Causes : Overeating, fast eating, irregularity in eating, too much fluids at meals, poor cook
ing, alcohol, tobacco, anger, worry.
Plain food, easy to digest, most wholesome; gives strength to body and does not cause
illness. Impossible for people with poor digestion to be very happy. Pastries and highly sea
soned food not very wholesome; should be eaten very sparingly, if at all.
Tobacco. Tobacco prevents food from digesting, produces nervousness, injures heart,
weakens muscles, weakens eyes, stunts growth, dulls intellect, weakens moral sense. Is espe
cially bad for the young; not quite so bad for adult people, but bad for anyone. It also an expen
sive habit.
NOTE. Judge Lindsey, of the juvenile court of Denver, Colo., says that the use of tobacco
is responsible for more crime among boys than any other one thing.
Alcohol. Alcohol probably the worst enemy of the race. Is injurying the Indians more
than any other one thing. Has all the bad effects of tobacco and more. (Mention as impres
sively as possible its physical, social, and economic effects.)
Body heat and clothing. Normal body heat. Abnormal body heat fever. Develop this
subject conversationally.
Why clothing is necessary; clothing of animals; how clothing protects the body; dangers
from wet clothing, wet shoes, dirty clothing; why clothing should be changed frequently. Kinds
of clothing best to wear. Kinds of shoes best to wear.
Discuss materials from which clothing is made and sources from which obtained.
Tuberculosis. A very common disease, especially among Indians. Curable. Great im
portance of early treatment. Medicines do not cure; patent medicines nearly always injurious.
Far more easily preventable than curable. Clean, sunny, well-ventilated houses, good habits,
good food, prevention of spitting, prevention of dust, and proper methods of caring for those who
have the disease the best means of preventing others from getting it.
Destruction of sputum of those having it very important; also use of separate beds, eating
utensils, etc. Sunlight the best germ killer.
56 COURSE OF STUDY.
Remedies: Rest, good food, out-of-door life, and ventilation of living rooms and sleeping
rooms. (Tell how to make sputum cups of paper for sick.)
Smallpox and typlwid fever. Both of these dangerous diseases. Smallpox may produce
blindness and disfigurement even when not fatal. Is now preventable by vaccination. Ex
amine pupils as to vaccination scars and advise vaccination of those not having them. Tell
history of this disease.
Typhoid fever one of the most serious of all diseases. Is a disease of filth; always spread
by wastes from sick persons usually by contaminated water. Emphasize importance of
protecting water supply, and of drinking only boiled water when typhoid is prevalent. Tell
of the feasibility of protection by inoculation. Mention United States Army history and
present practice as to this:
Exercise and health. The body needs, exercise or use. Aids digestion; develops muscles;
makes body strong and healthy. Contrast results of exercise and lack of it. When and how
to exercise. Importance of regularity. Do not cool off hi drafts after exercising, nor too
suddenly. Swimming said to be best exercise. Walking very good. Most kinds of work and
play very good. Exercise in open air much better than in rooms. Have children learn and
repeat a few simple rules as to exercise.
Home sanitation. Clean, well-kept homes exceedingly important. Health always en
dangered in dirty, untidy homes. Really a pleasure to keep homes in good condition. Good
homes always admired and enjoyed by all who see them. Both houses and premises should be
kept neat and clean. Dust the most dangerous thing in the house, particularly if old dust from
persons and clothing of people. Good cupboards very important; also, well-screened windows
and doors. Floor coverings not of first importance. Rugs better than carpets; keep well
cleaned; air frequently. Importance of clean beds and bedding, etc.
Importance and beauty of clean, neat premises. Stables, etc., should not be too close to
house. All members of family should cooperate in keeping houses and premises clean. Chil
dren can easily help a great deal.
Home gardens as factors in good living. Subject has only indirect relation to that of hygiene
and sanitation, but the relation is real and important. Every family should raise a good garden
each year; otherwise it is nearly certain not to have many vegetables and health will suffer.
Strictly fresh vegetables of many kinds much superior to those not so fresh obtained from
hucksters or in stores. Much cheaper to raise than to buy. Convenience in having at hand
important. Gardening very healthful work; also, work which yields much pleasure and
valuable education to those who do it, if they do not consider it drudgery. Nearly all Indian
families could have good gardens; many do. Study best methods of gardening. Learn to like
many vegetables, etc.
Milch cows, poultry, etc., as aids to good living. Milk is one of the very best foods, particu
larly for young people. Butter also is a valuable food; also, some other milk products. All
are expensive to buy and are things which become contaminated easily. Very desirable to
keep a cow and have milk and butter at home if possible; also, a great economy if on a farm, or
where feed and pasture can be had at reasonable cost. One should treat cow well, keep her
clean, keep stable clean, milk regularly and carefully, and take very good care of milk. Keep
utensils scrupulously clean. Pleasure as well as work in doing all this.
Poultry also profitable. A pleasure to raise and keep. Eggs a valuable food. Poultry
should be well housed, provided with clean food and water, and otherwise well cared for. An
especially good thing for girls to raise.
Everything that contributes to good living contributes to good health and happiness.
PRIMARY AND PREVOCATIONAL DIVISIONS. 57
II. FIRST-AID TALKS.
Bandages. Material; cleanliness; purpose; reason for rolling; overlapping; reversing.
Compresses Definition and purpose.
Practical exercise: Bandage imaginary wounds; stop imaginary bleeding by compresses,
using stick to tighten bandage.
Bleeding. Cause of; blood in jets; steady blood; color of arterial blood, of venous blood.
Where to apply pressure to stop bleeding; danger of shutting off blood by bandages for more
than an hour. Pressure with thumb or finger while waiting for bandages.
Practical exercise: Demonstrate application of bandage, compress, and thumbs to stop
bleeding.
Bleeding from the nose: Sit erect, head slightly backward; use damp cloth to soak up
blood; ice or cold water at back of neck; cold cloths over nose and forehead; may hold nose
and breathe through mouth; plug nose with cotton or soft rag if necessary, attach string to
plug to remove.
Broken bones. Handle carefully so that the broken ends will not cut the soft parts; do
not touch the place of injury, especially if there is an open wound. If necessary to handle
injured person, broken bone must be supported by boards or hands, so that the ends of the bone
will not cut muscles, blood vessels, and nerves. Never drag injured person. Splint, definition
and use of. Call a doctor.
Practical exercise: Apply splint and protective support to imaginary broken limb.
Burns. Burns produced by fire, hot objects, and certain medicines. Apply vaseline,
lard, or soda, or equal parts of lime water and linseed oil.
Burns caused by escaping steam or hot water are called scalds; treatment the same.
Bruises. Bruises are caused by blows with blunt instrument. Parts swell and become
black or blue, owing to bursting blood vessels. Apply cloths wrung out of warm or cold water.
Change often. Keep parts at rest.
Choking. Definition; danger; prevention; articles that may cause death; danger of put
ting objects in mouth.
Treatment: Blows between shoulders; remove object with finger or bent spoon handle.
When hard objects, like tacks, keys, and pins are swallowed, eat plenty of oatmeal, bread,
potatoes, and hard-boiled eggs to prevent injury to intestines.
Convulsions or spasms. Usually seen in children under 5 years of age.
Causes: Indigestible food, such as nuts, fruits, and other things that are not well chewed;
constipation and worms also are causes.
Symptoms: Jerking of head and twitching of muscles of body; violent struggles followed
by unconsciousness.
What to do: Place feet and legs in warm water; apply cloth wrung out of cold water to
forehead and temples, changing the cloth every minute or two, so as to keep the head as cool
as possible; cause the bowels of patient to move.
Cuts and nail wounds. Cuts made by rusty or dirty knives and deep punctured wounds made
by nails are very dangerous; should be allowed to bleed freely to wash out dirt and germs;
wash wound with boiled water; danger of tetanus.
Fainting. Causes: Pain, fatigue, loss of blood, bad ventilation, objectionable sights, as
flowing of blood.
Symptoms: Face pale, lips white, breathing quickened, cold sweat on brow and palm of
hands.
What to do: Lay sick person flat on floor or bed; open doors and windows; loosen clothing;
sprinkle cold water on face; give cold water or milk when able to swallow.
58 COURSE OF STUDY.
Fits. Symptoms: Person unable to control muscles and throws arms and legs in all direc
tions; froths at the mouth; face dark and veins of neck distended. (Condition commonly
known as epilepsy.)
What to do: Loosen collar; place handkerchief or clothespin between the teeth to prevent
biting the tongue; rest in a darkened room.
Frostbites. Caused by intense cold, which interferes with circulation; usually affects cars,
fingers, and toes; very painful condition; may last for several weeks.
What to do : Rub affected parts with snow or ice water in cold room until tingling sensation
is felt. This sensation shows that the circulation, which had stopped, has returned. Patient
may then be brought nearer a fire or stove. The sore of a frostbite should be kept clean and
treated as any other sore.
Sunstroke. Causes : Fatigue and exposure to the rays of the sun during hot weather.
Symptoms: Dizziness, weakness, sick stomach; may become sleepy and partly uncon
scious; eyes red; skin hot and dry.
What to do: Keep patient cool by applying cold water to head, neck, and chest, or by
wrapping patient in sheets wrung out of cold water; wrap ice in flannel and apply to head.
Heat exhaustion. Causes: Exposure to excessive heat, other than the rays of the sun, as
the heat of boiler room, etc.
Symptoms: Skin cold and pale, giddiness, weakness, and sick stomach
What to do: Do not use cold applications, as skin is cold and pale; free ventilation, perfect
quiet, cup of strong coffee when able to swallow.
Clothing on fire. Do not run; lie down, use blankets or coat as wrap; roll over and over
to put out the flames; dangerous to stand, as flame will reach face and be breathed through
mouth and nose.
Note: Protect face as much as possible in passing through a burning building.
Artificial breathing. The bite of a poisonous snake, electrical shocks, the effects of certain
drugs, anesthetics, and partial drowning may cause the muscles of respiration to cease acting
and make it necessary to use some artificial means to make the air pass into and out of the lungs
until the nervous system can recover from the shock and normal breathing be established.
Several methods may be employed, but for general purposes the following seems to be
the most effective: The patient is immediately turned face downward and a heavy folded coat
or a piece of wood is laid under the chest and upper part of the abdomen. The operator, then
standing astride and facing the head of the subject, places his hands, one on either side, over the
lowest parts of the ribs. By slowly bending forward and thus pressing on the thorax the air is
driven out, and by gradually relaxing the pressure without removing the hands from their
places the air is drawn into the lungs. These movements should be performed about 12 or 14
time a minute and kept up from a half to two hours.
Except in cases of partial drowning, where the first thing is to get the water out of the
lungs and clear the air passages of mucus, another method is to place the patient on his back
and put a pillow or folded coat or a bundle of weeds or grass under the shoulders to throw the
chest out; loosen the clothing at the neck and waist and start artificial respiration by grasping
the patient's arms and pulling them up far over the head while the operator counts one, two.,
three. The arms are then brought down to the sides and firm pressure exerted against the
chest walls, so as to force the air out of the lungs; these movements are kept up from a half to
two hours at the rate of 12 or 14 times a minute. When there are two or more persons to care
for the patient, one should press the abdomen and chest when the arms are brought down to
the sides in such a way as to force the abdominal organs and diaphragm upward.
The position with the patient on his back has the disadvantage of requiring the tongue to
be drawn out of the mouth and held so as not to obstruct breathing.
PRIMARY AND PREVOCATIONAL DIVISIONS. 59
Practical exercise: Drill in reviving supposed cases of apparent drowning and in producing
artificial respiration in other cases.
Droivning. Definition: Suffocation caused by entrance of water into the lungs.
Symptoms: Evidence of body having been in water; swollen, discolored face, mouth
usually open, nostrils closed by mucus.
What to do: Cleaning out nostrils and throat with finger; artificial respiration; strong
coffee when able to swallow; rest in bed for several days.
Practice exercise: NOTE. In every case of drowning in which the body has not been in
the water more than an hour try to revive, and continue efforts for two hours before giving up.
Snake bites. Suck poison out of wound if mouth is not sore. Apply bandage or handker
chief above wound, if on limb, and, with stick, make firm pressure. Leave in position until
physician comes.
Practical exercise: Drill in applying bandage and tightening by means of stick.
Suffocation from yas. May be caused by escaping illuminating gas in a closed room or from
coal stoves where there is no chimney draft or open windows.
What to do: Let plenty of fresh air into room. Loosen all tight clothing. Use artificial
respiration; strong coffee when able to swallow.
FOURTH GRADE.
Two lessons per week.
Food and drink. Personal hygiene :
Cooking and eating. Care of teeth, skin, eyes, nose, ears, throat,
Digestion and exercise. hands, and feet.
Teeth. Care of clothing.
Communicable diseases : Public health :
Common kinds. Location of buildings.
Causes. Care of grounds.
Methods of spread. Disposal of garbage, sewage, etc.
Symptoms. Water supply.
Treatment. Milk.
Prevention. Flies and mosquitoes'.
Circulation :
Breathing.
Exercise.
Ventilation.
NOTE. Definite assignment of work in textbooks.
FIFTH GRADE.
i
Two lessons per week.
Brief study of the framework of the body. Nervous system.
Muscles and exercise. Voice.
Skin. Self-government:
Emergencies, and what to do: Value of good habits.
Cuts, bruises, burns, sprains, fractures, Temperance in all things,
bites, stings. Early to bed.
Foreign bodies in eyes. Control of appetites, temper.
Poisons. Tobacco, cigarettes.
Sunstroke, drowning, freezing. Alcohol.
Brain.
NOTE. Definite work should be assigned in textbooks.
60 COURSE OF STUDY.
SIXTH GRADE.
Two lessons per week.
Digestion and absorption. Home sanitation:
Circulation. Care of wooden floors.
Respiration ventil ation . Ven til ation .
Voice. Care of kitchen, living room, bedroom
Communicable diseases: (giving special attention to bedding).
Causes, symptoms, methods of spread, Privy.
treatment and prevention of; tuber- Barn.
culosis, trachoma, diarrheal diseases, Milk.
colds, tonsilitis, skin diseases, lice, Water supply.
smallpox, diphtheria, pneumonia, ty- Flies.
phoid fever, scarlet fever, malaria, School sanitation.
whooping cough, measles, mumps, etc. Review work of previous grades.
NOTE. Definite work should be assigned in textbooks. .
GEOGRAPHY.
No other study in the curriculum should appeal so strongly to the Indian as geography.
The boundaries of his known world are so very small that there is a vast expanse of mystery
outside. Taking advantage of this fact, the resourceful teacher can lead the pupil from his
little-known world to the great unknown in such a manner that his eyes will always be big with
wonder.
It should be kept in mind that in geography the subject should be so presented that pupils
will learn not merely to observe but also to observe accurately the phenomena in nature as well
as how the powers of nature are adapted to the use of man.
Pupils can thus be brought to appreciate how geography has determined and changed the
locations of people and influenced their mode of living. The Indian race once lived in this
country largely as a people of the chase, because of the sparse settlement and abundance of
game; but with a more dense population, the vanishing of the buffalo and the deer, a complete
change in the manner of life must obtain.
Begin with what the pupil knows, his home, the school, treating direction, distances,
subdivisions of land and water, the climate and seasons, with their influence upon life and
industry and the distribution of population. Bear in mind that a close relationship exists
between history and geography and let each subject assist in the consideration of the other.
FIRST GRADE.
Is a part of the oral English.
Nature's preparation for winter. Migration of birds, falling of leaves, ripening of seeds,
maturing of bulbs. Study the birds that remain through the year, as the sparrow, crow, black
birds, or others of the neighborhood.
Study of seeds. Learn to recognize the common ones, as corn, cotton, wheat, oats, pump
kin, pea, and bean.
Fall flowers. Recognition of such fall flowers as the goldenrod, sunflower, or others of the
neighborhood.
Animals. Give attention to the barnyard fowls, as chickens, ducks, geese, guineas, peacocks.
Their appearance, habits, and uses should be considered.
Winter. Its effect upon plants such as deciduous and evergreen trees, annual and perennial
plants. Influence of the season upon the clothing, games, and work of the pupil, the farmer,
and other persons of the community. Consider frost, ice, snow as to being winter forms of
water; their appearance and their uses.
Opening of spring. Influence upon the life, habits, work, and games of the community.
Effect upon the flowers, leaves, and birds.
Spring flowers. Learn to recognize those of common occurrence.
Birds of spring. Learn to recognize those that have been away as they return. Observe
their mating and nesting.
Trees. For recognition study the common trees, as the cottonwood, sycamore, elm, maple,
pine, and spruce. Pay attention only to those belonging to the locality, including fruit trees
and vines. Note their characteristics as to size, shape, leaves, bark, and seeds.
61
62 COUBSE OF STUDY.
SECOND GRADE.
Is a part of the oral English.
Trees. Further practice in recognition. Make blue prints of leaves. Note the parts
root, stem, and leaves. Buds: What are they? Note their arrangement and provision for
their protection.
Distribution of seeds. By winds, animals, water, man, propulsion. Make a collection in
order to recognize them.
Germination of seeds. Discuss and practice the germination of seeds belonging to the
economic life of the locality as corn, cotton, pumpkins, beans. Boxes should be provided for
the purpose.
Bud development. Observe the opening bud and its development into the leaf, flower, and
fruit.
Birds. Divide into groups of those that help and those that hinder the farmer.
Animals. Study those that belong to the home and farm. The cat, dog, horse, mule,
cow, pig, sheep, goat. The common wild animals, as the rabbit, squirrel, prairie dog, rat. Pay
attention to the proper methods of caring for or protecting against them.
Location. Learn north, south, east, and west.
Weather observations. Throughout the year note and record temperature. Study the
seasons; weather changes and their influence; clouds, their formation and color; the sun as
the source of light and heat, its rising and setting making day and night, its relation to life.
Winds. Force, direction, and effect.
The earth. Learn hill, plain, valley, mountain, creek, river, pond, lake, island, rocks,
gravel, sand, and soil.
THIRD GRADE.
Is a part of the oral English.
Home geography should be studied in this grade in a very informal manner. Some simple
text should be used as a guide, and read both for drill in reading and for the sake of its subject
matter.
The earth. Its shape and size. Designed to be the home of man. Surrounded by the
air which supports life. Its surface divided into land and water.
Water. Forms: Clouds, fog, dew, rain, hail, snow, ice. Bodies: Creeks, rivers, ponds,
lakes, oceans. Uses: To support plant and animal life; an aid to commerce. Tell the story of
a drop of water.
Land. Forms: Rock, gravel, sand, soil. Elevations: Hills, valleys, plains, mountains.
Divisions: Islands, continents.
Seasons. Contrast the four seasons as to temperature, plant life, and human activities.
The advantage of having the seasons. What causes the seasons ? Position of the sun observed
and length of day and night.
Productions. Name the leading products of your locality, such as corn, wheat, oats, barley,
cotton, alfalfa, and tell briefly how and why they are grown. Make a list of them in the order
of their importance. Name different vegetables and fruits and consider in the same manner.
Transportation. Wagons and horses, automobiles, trains, boats. Why are products carried
from one place to another? The postal system.
Your town. What determined its location. Its size. What useful articles are produced
there. The need of cities and towns. The city government, officers, health regulations.
Maps. Develop the idea of a map as a kind of picture which shows a very large area within
very small boundaries. Have a map made of the school grounds or farm, locating streams,
PRIMARY AND PREVOCATIONAL DIVISIONS. 63
ponds, fields, buildings, etc., and indicating the points of the compass. Show that maps are
made to a scale in order that proper proportions may be maintained.
Weather. Keeping a weather record throughout the year will do much toward keeping
interest alive.
FOURTH GRADE.
An elementary textbook should be used and studied for the purpose of obtaining informa
tion rather than as a reader. Discuss each day with the class the lesson for the next day, and
after study require recitations.
I. The earth.
(a) Size.
(6) Shape.
(c) Grand division of land and water.
(d) The zones, latitude and longitude.
(e) Review mountains, lakes, rivers, islands.
II. Globe study:
The globe should be suspended from the ceiling to admit of its being raised and lowered.
Strive to acquaint the pupil with these points as to the earth:
(a) Size and shape.
(&) Land and water distribution.
(c) Poles, climatic circles, latitude, longitude.
III. North America :
(a) Position.
1. In zones.
2. In hemispheres.
3. In relation to bounding waters.
4. In relation to other continents.
(6) Form as determined by the principal indentations and prolongations, which should
be mentioned,
.(c) Physical features.
1. Highlands.
2. Lowlands.
3. Drainage. (Use a relief map.)
(d) Climate.
1. Heat belts.
2. Temperature.
3. Rainfall.
4. Winds.
(e) Vegetation and animal life.
1. Distribution as determined by climate.
(/) Resources, products, and industries of the various sections.
(g) Draw an outline map.
64 COURSE OF STUDY.
IV. The United States:
Make use of relief maps and show the relation between physical features and vegetation,
climate, density of population, and industries.
Make detailed study of the country by sections, using as a model the outline given below,
(a) New England States.
1. Position in the United States.
2. Climate.
3. Surface.
4. Drainage, river systems.
5. Production.
6. Occupations of the people.
7. Boston, the commercial, educational, and historic center.
(6) Draw outline map of the United States locating principal rivers, mountain systems,
lakes, cities, and industries. A large skeleton outline map on the wall on which to
show products will stimulate interest.
FIFTH GRADE.
I. South America, Europe, Asia, Africa:
Construct a relief map of South America or Europe a relief or physical map being before
the pupil as he works.
Each continent should be studied by means of an outline like the one below.
South America:
(a) Position in hemisphere, zones, relation to North America.'
(&) Size in comparison with North America.
(c) Boundaries, including principal indentations and prolongations of coast line.
(d) Surface.
Locate mountain system; a few lofty peaks, highlands; lowlands and great plains.
(Use relief map.)
(e) Drainage.
River systems.
Lakes.
(/) Climate.
Heat belts.
Rainfall.
Prevailing winds.
(g) Principal animals.
(h) Vegetable life and products.
(i) Mineral life.
(/) Races of people and their occupations,
(fc) Chief cities.
(I) Draw an outline map.
Begin now the use of the last book of the series going more exhaustively into the subjects
treated than in the lower grades. Be careful, however, not to load the pupil's memory
with a lot of geographical facts that do not touch his life and are learned only to be
forgotten.
PRIMARY AND PREVOCATIONAL DIVISIONS. 65
II. Physical geography:
(a) Size and shape of the earth.
(6) Movements.
1. On its axis.
Day and night.
2. Around the sun.
The year and seasons.
(c) Latitude and longitude.
(d) Continents and oceans.
(e) Rivers and river valleys.
(/) Plains, plateaus, and mountains.
(?) Life.
1. Plant.
2. Animal.
3. Races of men.
III. North America :
Study the continent as a whole treating of
(a) Size and position.
(&) Coast line.
1. Oceans.
2. Gulfs and bays.
3. Capes and peninsulas.
(c) Surface.
1. Atlantic coastal plain.
2. Appalachian highland.
3. Great central plain.
4. Rocky Mountain highlands.
5. Great Basin.
6. Pacific highlands.
(d) Drainage.
(e) Climate.
1. Modifiers.
2. How modifiers affect different portions of the continent.
(/) Products.
1. Animal.
2. Vegetable.
3. Mineral.
(g) People.
1. Races.
2. Occupations.
(h) Political divisions.
SIXTH GRADE.
I. United States:
(a) As a whole.
1. Size.
2. Boundaries.
3. Names of States, with capital and metropolis of each.
4. Name two seaport cities and tell for what each is noted.
QQ COURSE OF STUDY.
I. United States Continued.
(6) By sections.
1. Surface.
2. Climate.
3. Products.
4. Exports.
5. Imports.
6. Noted cities.
(c) Develop a products map.
(d) Dependencies.
1. Name and locate each.
2. Climate.
3. Surface.
4. Products.
5. Principal cities.
6. Importance to United States.
II. Canada as a whole :
(a) Location and boundaries.
(6) Surface.
(c) Climate.
(d) People.
(e) Government.
(/) Products.
(g) Important cities.
III. Mexico as a whole :
Should be studied with an outline like that of Canada.
IV. Central America as a whole :
Should be studied with an outline like that of Canada.
V. West Indies as a whole :
(a) Locate.
(6) Importance.
(c) Chief cities.
VI. South America:
(a) Size and shape compared with North America.
(6) Boundaries.
(c) Surface.
1. Three river systems.
2. Three highlands.
3. Pampas, silvas, llanos.
(d) Animal life.
(e) Products.
(/) People and occupations.
(g) Chief cities.
(fi) Brazil, Argentina, and Chile.
1. Compare with United States as to surface, climate, industries, progress.
2. Chief cities.
PRIMARY AND PREVOCATIONAL DIVISIONS. 67
VII. Europe:
(a) As a whole.
1. Location and size.
2. Long coast line.
3. Boundaries.
4. Climate.
5. Productions.
6. Manufactures.
7. Great cities.
8. People.
Races.
Occupation.
Reasons for density of population.
(&) Great Britain and dependencies; France; Germany; Spain and Portugal; Austria;
Norway, Sweden, and Denmark; Russia; Switzerland and Italy; Greece; the Balkan
Peninsula; New political divisions.
1. Surface.
2. Climate.
3. Production.
4. Chief cities.
5. People and their occupations.
UNITED STATES HISTORY.
The first three years is the story period, wherein stories are told and reproduced which
center around great characters and are illustrative of the characteristics of the people. Stories
well told and illustrated will help fix the historical facts. History, Civics, and Geography should
be correlated in the primary grades.
In the fourth, fifth, and sixth grades textbooks suitable to the advancement of the pupils
should be used. There are many well-written texts covering our national history in story form.
They have been brought within the vocabularies of the grades, and pupils by this tune should
be able to read readily and understandingly, the object in these years being not only to acquire
historical facts but to cultivate the habit of reading.
The work of the fourth and fifth grades should be largely biographical.
The work of the first half of the sixth grade should be more of a study of events touching
upon all matters of real importance in the building of our country, beginning with the period
following the Revolutionary War. The second half of this grade should be devoted to the
study of local history.
FIRST AND SECOND YEAR.
THE STORY PERIOD.
Holidays and other special days and occasions should be made the basis of the stories.
Illustrative material should be used whenever practicable. Projects may be profitably carried
out, hi which an exhibit of things made may fix certain historical facts in the stories heard.
Suggestive studies and stories to use:
Early inhabitants of America.
The story of Pocahontas, Samoset, and Squanto, and other
friendship stories.
Early schools and churches.
Thanksgiving.
Nature's preparation for winter.
A harvest feast.
Stories of the Mayflower; the Pilgrims; the story of the
famine; the story of the first winter; the story of the first
Thanksgiving.
Christmas; its various interests.
Christmas shopping.
Christmas gifts.
Decorations for the tree.
Story of the Three Wise Men and the Christ Child (the
historic setting of the sweet old story).
The children journey with_Mary and Joseph to Bethlehem,
noting the characteristics of the country, the modes of
travel, the dress and customs of the people.
Bethlehem to-day.
Christmas in other lands.
Christmas of to-day:
The Christmas spirit and how shown.
Instances of kindness and helpfulness observed and
told by pupils.
Long days and nights.
Washington's Birthday:
Stories of his bravery. (Reading texts.)
Father of his Country.
The first President.
A few suggestions for blackboard and constructive work :
Indian exhibits: Canoes, papoose cradle, bow and arrow and the like,
badges of red, white, and blue. Christmas trees, colored chains, etc.
10422522 6
Soldiers' hats, guns. Hatchets,
69
70
COURSE OF STUDY.
THIRD GRADE.
This grade is still within the story-telling period. The pupils may be provided with books
which contain suitable historical stories written within their comprehension. In these three
grades pupils will have read in their regular Reading and English work a great many stories of
historical significance. The work in this grade may supplement and round out their fragmentary
reading.
The following characters furnish the basis for work :
Benjamin Franklin.
Daniel Boone.
Eli Whitney.
Lafayette.
Columbus.
Marco Polo.
Early Life of Washington.
Israel Putnam.
Robert Fulton.
Betsy Ross.
Queen Elizabeth.
Many Lincoln stories should be used.
The following topics are suggested for study to lend interest and variety in the development
of history :
Thanksgiving.
Lincoln's Birthday.
Washington's Birthday.
Flag Day.
Fourth of July.
Primitive life:
Tree dwellers.
Cave men.
The cliff dwellers.
The Indians.
A few suggestions :
Preparing for special programs.
Drawing, coloring, and cutting things that apply to the work being studied.
FOURTH GRADE.
Read stories of the following men :
Leif Ericson.
Marco Polo.
Christopher Columbus.
Coronado.
De Soto.
John Smith and Pocahontas.
Nathaniel Bacon.
Lord Baltimore.
Henry Hudson.
Peter Stuyvesant.
William Penn.
James Oglethorpe.
Magellan.
Cortez.
Pizarro.
John Cabot.
Sir Francis Drake.
Sir Walter Raleigh.
Miles Standish.
John Winthrop.
Roger Williams.
Thomas Hooker.
Champlain.
Joliet and Marquette.
Montcalm.
FIFTH GRADE.
A continuation of the same character of work done in the fourth grade is taken up and com
pleted in the fifth grade.
Patrick Henry.
Samuel Adams.
Paul Jones.
John Barry.
George Washington.
Generals Greene, Morgan, and Marion.
Lafayette.
Steuben.
Kosciusko.
Pulaski.
DeKalb.
Daniel Boone.
James Robertson.
George Rogers Clark.
PRIMARY AND PREVOCATIONAL DIVISIONS.
71
SIXTH GRADE.
Better Government Needed.
Powers of the Continental Congress.
The Constitutional Convention.
Plans.
Constitution adopted.
Trouble with France and England.
War of 1812.
Building the West.
The Northwest Territory.
The Louisiana Purchase.
Lewis and Clark Expedition.
Purchase of Florida.
Better means of travel.
Industrial growth.
Invention: Steamboat, locomotive.
Admission of new States.
The growth of slavery.
Admission of Texas, and the Mexican War.
Discovery of gold.
The Missouri Compromise.
The struggle in Kansas.
The Civil War.
Slavery; Effect upon North and South.
Causes of the war.
The war in Virginia.
Gettysburg.
Sherman's march to the sea.
War on the sea and coast.
Lincoln, a northern statesman.
Lee, a southern general.
Emancipation proclamation.
Outcome of the war.
Rebuilding of the Southern States.
The rise of the new West.
Railroads to the Pacific.
Removal of Indians.
Immigration.
New States.
Inventions.
The uprising of the Cubans.
The destruction of the Maine.
Dewey's victory.
Annexation of the Hiawaiian Islands.
War in the Philippines.
The Panama Canal.
The World War.
Causes.
Our war with Germany.
State history (suggestions).
Early explorations of the State.
Early settlements By whom made and for
what purpose.
Unusual events in early history.
Places of historical interest.
The first newspaper.
The first railroad.
How the State was named.
Unusual physical phenomena.
Prominent men and women of the early history.
Indian reservations.
Early missions.
The Territorial government, if any.
The capital and the first governor.
The first college.
The establishment of State educational institu
tions.
Prominent men and women of later years.
Authors, poets, statesmen, philanthropists,
etc.
CIVICS.
In the first, second, and third grades the instruction in civics should be given in the general
exercises, in the oral English and incidently in the development of the reading lessons. The
following outline which may be used as a basis for talks to pupils is suggestive of the matter
to be used.
For the prevocational grades an elementary book in civics should be read and discussed
by the class. The work for these grades is to be conducted very much as one conducts a reading
class. The reading here should be for the acquisition of knowledge. Texts suitable for this
work are suggested in the appendix. A difficult text must not be used.
The formal study of civics is taken up in the second year junior vocational division where
20 weeks is devoted to it. It must be made live by connecting the study with actual govern
mental activities. In every community there are at hand examples of the government at
work the schools, townships, cities, organizations; the elections of the States; and the
Reclamation Service, pure food laws; post office, etc., of the Federal Government, all of which
must become a real part of the pupils' knowledge.
FIRST, SECOND, AND THIRD GRADES.
What a good school citizen does :
Takes care of his health.
Puts coat, cap, and rubbers on in bad weather.
Does not get his feet wet.
Does not sit in a draft.
Gets plenty of fresh air.
Is neat in person and habits.
Goes to bed early.
Avoids contagious diseases.
Covers his mouth with hand or handkerchief when coughing,
or sneezing.
Controls himself, yet takes an active part in school activi
ties.
Takes part in telling and acting stories.
Plans his own work and takes care of his own things.
Has interesting experiences to tell.
Takes part in programs.
Is responsible in performing duties and taking care of
property.
Is careful of tools and puts them back in place.
Is careful of material.
Remembers to water plants and care for them.
Does not get paint, clay, or dirt on table.
Does not soil or bend books.
Is responsible for books left on the school grounds.
Does not mark in books.
Is quiet and orderly when teacher is out of the room.
Returns borrowed articles in good condition.
Passes through the halls in order without being watched.
Washes his face, neck, ears, arms, and hands every morn
ing.
Cleans teeth every morning and after meals.
Takes care of clothing and keeps it clean.
Puts tools and materials where they belong when through
with them.
Cleans up the floor and tables after work period.
Keeps books in order.
Keeps doll home in order.
Keeps shelves in order.
Does not waste materials.
Does not waste food, clothing, etc.
Does not waste time.
Does not waste money.
Does not take advantage of substitute teachers.
Plays fair in games.
Takes turn with tools or playthings.
Does not take advantage of a weaker person.
Does not scold.
Boys are chivalrous to women and girls.
Listens carefully when some one is talking.
Does not interrupt.
Boys tip their hats to ladies.
Boys remove hats in the house.
Boys give up seats to girls and to ladies.
Picks up things dropped by older persons.
Avoids passing in front of people; if necessary, say
"Excuse me, Mr. ."
Does not make an unnecessary noise.
Waits quietly to take his turn.
73
74
COURSE OF STUDY.
Have pupils develop answers to questions similar to the following:
Whose school is this?
What kind of a school would you like it to be?
Is this a good school? Why? What can you do to make
it better?
Can each boy or girl do as he pleases in school and on the
school grounds?
What can you do to help care for school property and
school grounds?
Should things be thrown into the road?
Why is it wrong to mark or deface buildings?
Why is it wrong to come to school late?
Why should a teacher keep order in school?
Why are bad men put in jail?
Who takes bad men to jail?
Who says how long they are to stay in jail?
Who makes the rules or law for your school?
Develop such terms as, Leader, Superintendent, Policeman, President, Mayor, Chief,
Principal, Voter, Sheriff, Road Patrol, Treasurer.
FOURTH, FIFTH AND SIXTH GRADES.
The work of these grades should cover the
well-conducted reading lesson once each week:
Why we have laws.
How laws are made and enforced.
Voters and citizens.
Taxes.
Government in the town.
Government in the village.
City government: Some things it does for people.
City government: How it is carried on.
State government: How it came about. What it does for
the people.
following topics. The subject is handled as a
Government in the State: How it is carried on. The
county.
Government in the United States: How it came about.
What it does for the people.
How the United States Government is carried on.
Some rights and duties.
Going to law.
Parties and elections.
Some questions dividing the voters.
MANNERS AND RIGHT CONDUCT.
FIRST GRADE.
I. Cleanliness:
Of body.
Of dress.
Of habits.
Of surroundings.
II. Courtesy:
1. In greeting parents, older relatives, or
teacher.
2. In meeting lady or an elderly person.
3. In helping others.
4. In passing in front of a person.
5. In acknowledging a favor.
6. In giving or receiving a gift.
7. In sharing something with a friend.
8. In greeting the owner of a house to which
child is carrying a message.
9. In presence of strangers.
10. At meals.
III. Truthfulness:
1. Do not tell a lie.
NOTE. Teachers have pupils dramatize above lessons whenever possible, to gain interest
and effectiveness.
SECOND GRADE.
IV. Honesty.
1. Do .not copy from others.
2. Do not conceal your fault.
3. Do not take what is not yours.
V. Ends to be attained with little talks by the teacher.
1. Obedience.
2. Punctuality.
3. Orderliness.
4. Quiet.
VI. Play (by supervision):
1. Language (no dialects).
2. Fairness.
3. No wrangling.
VII. Picture study (talk by teacher; questions and
answers):
1. Affection.
2. Our animal friends and how to care for them.
3. Kindness.
4. Love of nature.
I. See First grade.
II. Courtesy:
1. In meeting, a question you can not answer.
2. In receiving a visitor.
3. In greeting a stranger.
II. Courtesy Continued.
4. When acknowledging a favor.
5. When asking a favor or permission to do some
thing.
Ill, IV, V, VI, VII. See First grade.
THIRD AND FOURTH GRADES.
I. Cleanliness (quotation; also inspection of Third and
Fourth grades (twice a week):
a. Of body.
6. Of habits.
c. Of surroundings.
II. Manners (quotations and picture study):
a. At home.
1. Respect.
2. Consideration.
3. Helpfulness.
4. Orderliness (dramatize).
6. At meals.
c. At school.
1. Manner of address.
2. Special cases (dramatize).
d. In church.
t. In public.
III. Cheerfulness (quotations).
NOTE. Material for quotations and poems
in appendix.
IV. Truthfulness (quotations and stories).
a. Do not tell a lie.
6. Consideration of common lies.
V. Honesty (dramatize and use quotations).
VI. Kindness (quotations and picture study):
a. To each other.
6. To animals (stories).
VII. Work (quotations):
a. Readiness for any kind of work (poem).
6. Do what you have to do at once (dramatize
and use poem).
c. Thoroughness.
d. Perseverance.
e. Determination.
VIII. Play:
a. Necessity of supervision.
b. Insistence upon English (no dialects).
c. Things to be learned at play.
referred to above may be found in texts listed
75
76
COUESE OF STUDY.
FIFTH GRADE.
(Loyalty and friendship.)
I . Loyalty to our friends (story of Damon and Pythias) .
II. Loyalty to self:
a. Shown in faithfulness in all tasks.
6. Shirking and general inefficiency,
c. Fate of the war-time "slacker. "
III. Loyalty to truth :
a. Origin of the quotation, "This above all
to thine own self be true; and it must
follow, as the night the day, thou canst
not be false to any man. "
IV. Friendship and truth :
a. Occasional conflict between courtesy and
truthfulness.
6. The true friend more dependable than the
kind one.
V. Devotion to friends:
a. Respect.
b. Reverence.
c. Forbearance.
NOTE. Teachers will find material for the
V. Devotion to friends Continued.
d. Forgiveness (heaping coals of fire on ene
mies).
e. Generosity.
VI. Loyalty to honor. (Story of Sir Galahad.)
VII. Loyalty to duty. (Story of boy at dyke, and
others.)
a. Causes other people's respect and admira
tion for that duty.
VIII. Loyalty to our school:
a. A necessity for success of school.
b. Effect at interschool games.
IX. Loyalty to our country :
a. Veneration for its flag.
b. Respect for its laws.
c. Doing our "bit' ' in good citizenship.
d. Honoring the soldiers on Memorial Day who
were loyal even unto death.
course in ethics in list of textbooks in appendix.
SIXTH GRADE.
THE TEN LAWS OF THE GOOD AMERICAN.
(Wm. J. Hutchins in the ''National Institution for Moral Instruction.")
I. The Law of Health.
The good American tries to gain and to keep
perfect health . The welfare of our country depends
upon those who try to be physically fit for their
daily work.
Therefore:
1. I will keep my clothes, my body, and my
mind clean.
2. I will avoid those habits which would harm
me, and will make and never break those
habits which will help me.
3. I will try to take such food, sleep, and exer
cise as will keep me in perfect health.
II. The Law of Self-control.
The good American controls himself. Those who
best control themsel ves can best serve their country.
Therefore:
1. I will control my tongue and will not allow
it to speak mean, vulgar, or profane words.
2. I will control my temper and will not get
angry when people or things displease me.
3. I will control my thoughts, and will not allow
a foolish wish to spoil a wise purpose.
III. The Law of Self-reliance.
The good American is self-reliant. Self-conceit
in silly, but self-reliance is necessary to boys and
girls who would be strong and useful.
Therefore:
1. I will gladly listen to the advice of older
and wiser people, but I will learn to think
for myself, choose for myself, act for my
self.
2. I will not be afraid of being laughed at.
3. I will not be afraid of doing right when the
crowd does wrong.
IV. The Law of Reliability.
The good American is reliable. Our country
grows great and good as her citizens are able more
fully to trust each other.
Therefore :
1. I will be honest in word and act. I will not
lie, sneak, pretend, nor will I keep the
truth from those who have a right to it.
2. I will not do wrong in the hope of not being
found out. I can not hide the truth from
myself, and can not often hide it from
others.
PRIMARY AND PREVOCATIONAL DIVISIONS.
77
IV. The Law of Reliability Continued.
3. I will 'not take without permission what does
not belong to me.
4. I will do promptly what I have promised to
do. If I have made a foolish promise, I
will at once confess my mistake, and I will
try to make good any harm which my mis
take may have caused. I will so speak
and act that people will find it easier to
trust each other.
V. The Law of Clean Play.
The good American plays fair. Clean play in
creases and trains one's strength, and helps one to
be more useful to one's country.
Therefore :
1. I will not cheat, nor will I play for keeps
nor for money. If I should not play fair,
the loser would lose the fun of the game,
the winner would lose his self-respect, and
the game itself would become a mean and
often a cruel business.
2. I will treat my opponent with politeness.
3. If I play in a group game, I will play, not
for my own glory, but for the success of
my team and the fun of the game.
4. I will be a good loser or a generous winner.
VI. The Law of Duty.
The good American does his duty. The shirker
or the willing idler lives upon the labor of others,
burdens others with the work which he ought to
do himself. He harms his fellow citizens and so
harms his country.
Therefore:
1. I will try to find out what my duty is, what
I ought to do, and my duty I will do,
whether it is easy or hard. What I ought
to do I can do.
VII. The Law of Good Workmanship.
The good American tries to do the right thing in
the right way. The welfare of our country depends
upon those who have learned to do in the right way
the things that ought to be done.
Therefore:
1. I will get the best possible education, and
learn all that I can from those who have
learned to do the right thing in the right
way.
2. I will take an interest in my work, and will
not be satisfied with slipshod and merely
passable work. A wheel or a rail or a nail
carelessly made may cause the death of
hundreds.
VII. The Law of Good Workmanship Continued.
3. I will try to do the right thing in the right
way, even when no one else sees or praises
me. But when I have done my best, I
will not envy those who have done better,
or who have received larger reward.
Envy spoils the work and the worker.
VIII. The Law of Teamwork.
The good American works in friendly cooperation
with his fellow workers. One man alone could not
build a city or a great railroad. One man alone
would find it hard to build a house or a bridge.
That I may have bread, men have sowed and reaped,
men have made plows and thrashers, men have
built mills and mined coal, men have made stoves
and kept stores. As we learn better how to work
together, the welfare of our country is advanced.
Therefore:
1. In whatever work I do with others, I will
do my part and will help others do their
part.
2. I will keep in order the things which I use
in my work. When things are out of place,
they are often in the way, and sometimes
they are hard to find. Disorder means
confusion, and the waste of time and
patience.
3. In all my work with others I will be cheerful.
Cheerlessness depresses all the workers and
injures all the work.
4. When I have received money for my work,
I will be neither a miser nor a spendthrift.
I will save or spend as one of the friendly
workers of America.
IX. The Law of Kindness.
The good American is kind. In America those
who are of different races, colors, and conditions
must live together. We are of many different sorts,
but we are one great people. Every unkindness
hurts the common life, every kindness helps the
common life.
Therefore:
1. I will be kind in all my thoughts. I will
bear no spites or grudges. I will not think
myself above any other boy or girl just
because I am of a different race or color
or condition. I will never despise any
body.
2. I will be kind in all my speech. I will not
gossip, nor will I speak unkindly of any
one. Words may wound or heal.
78
COURSE OF STUDY.
IX. The Law of Kindness Continued.
3. I will be kind in all my acts. I will not
selfishly insist on having my own way. I
will always be polite. Rude people are
not good Americans. I will not trouble
unnecessarily those who do work for me.
I will do my best to prevent cruelty, and
Avill give my best help to those who need
it most.
X. The Law of Loyalty.
The good American is loyal. If our America is
to become ever greater and better, her citizens
must be loyal, devotedly faithful, in every relation
of life.
Therefore:
1. I will be loyal to my family. In loyalty I
will gladly obey my parents or those who
are in their place. I will do my best to
help each member of my family to strength
and usefulness.
2. I will be loyal to my school. In loyalty
I will obey and help other pupils to
obey those rules which further the good
of all.
X. The Law of Loyalty Continued.
3. I will be loyal to my town, my State, my
country. In loyalty I will respect and
help others to respect their laws and their
courts of justice.
4. I will be loyal to humanity. In loyalty I
will do my best to help the friendly rela
tions of our country with every other
country, and to give to every one in every
land the best possible chance.
If I try simply to be loyal to my family,
I may be disloyal to my school. If I try
simply to be loyal to my school, I may be
disloyal to my town, my State, and my
country. If I try simply to be loyal to my
town, State, and country, I may be dis
loyal to humanity. I will try above all
things else to be loyal to humanity; then
I shall surely be loyal to my country, my
State, and my town, to my school and to
my family.
And he who obeys the law of loyalty
obeys all of the other nine laws of the good
American.
ARITHMETIC.
The purpose in teaching arithmetic is to train pupils to a high degree of accuracy and
rapidity in computation, to lead them to think clearly, to reason accurately, to inculcate habits
of order, neatness, perseverance, and to lead them to acquire a knowledge of facts and affairs
related to arithmetical work, so that they will be able to apply readily their knowledge of
arithmetic to everyday problems of life.
Rapidity and accuracy in computation can be secured only through much practice and
drill. Pupils should be required to get correct results and to detect and correct even the slightest
error.
Use great care in assigning work in order to eliminate nonessentials and to complete the
required work within the time limit. Impossible and improbable problems should be omitted
from all topics in arithmetic.
FIRST GRADE.
To be given with oral English, and seat work.
(a) Teach numbers and the smaller combinations with objects. Have pupils handle the
objects.
(&) Teach pupils to recognize readily at sight the number for each of the figures from to 9,
inclusive; also to make these figures.
(c) Count to 100 and read and write numbers learned.
(d) Teach the easy combination of small numbers whose sum, product, dividend, or minuend
is not greater than 12.
(e) Complete the essentials of a good number primer used as supplementary work in
English.
SECOND GRADE.
(a) Review work of first grade.
(6) Counting forward and backward to 100 by 2, 3, 4, 5, and 10.
(c) Drill in use of the 45 combinations in addition and the corresponding differences.
(d) Teach + , , = , and give seat work as follows :
6589
+2 + 4 -5 -4, etc.
(e) Teach X , -T-, and drill in combinations to 24.
(/) Use of inch, foot, yard, dozen, pint, quart, gallon, quart, peck, bushel, in practical
measurements. Have pupils use the measures.
(g) Coins in United States money.
(Ji) Days in week, weeks in month, and months in year,
(i) Roman notation to XIII.
( j) Telling the time of day by hours, half hours, and quarter hours,
(fc) Give easy, everyday, practical, concrete problems.
79
80 COURSE OF STUDY.
(Z) Drill thoroughly in addition and subtraction of abstract numbers which do not require
"carrying" or "borrowing." If the class is bright and the teacher has time, carrying and
borrowing may be taught near the close of the work for this grade.
(TO) Aim for accuracy and speed.
(ri) Give thorough drill hi all combinations taught.
(0) Complete essentials of the basic text.
How to Measure the Success of Second-Grade Work in Arithmetic.
(a) Can pupils count accurately and rapidly to 100, as well as read and write numbers
to 100 ?
(&) Can they measure their own heights accurately ?
(c) Are they able to measure a quantity of potatoes or other commodities, telling the
exact number of bushels and pecks ?
(d) Can they tell the time of day ?
(e) Are they able to find the day of the week and month on the calendar?
THIRD GRADE.
(a) Review work of first and second grades.
(6) Drill in rapid writing and reading of numbers to 100,000.
(c) Roman notation as met with in lessons or to C.
(d) Drill in rapid addition and subtraction of small numbers.
(e) Addition of numbers requiring "carrying."
(/) Subtraction of numbers requiring "borrowing."
(g) Rapid multiplication and division tables in which the multiplier or divisor is a number
from 1 to 9, inclusive.
(Ji) Multiplication, using not more than three figures in the multiplier.
(1) Addition and subtraction of United States money; also multiplication and division
to $1,000.
( j) Buying and selling, giving attention to making and counting change.
(fc) Avoirdupois weight, and have pupils weigh each other and other material.
(I) Continue work in dry measure, liquid measure, time, and length to 1 mile.
(TO) Square measure, including 1 square yard.
(ri) Square, rectangle, distance around each, and area.
(o) Measure objects about the classroom, school grounds, and school garden.
(p) Number of days in each month; write dates.
(q) Telling time to the exact minute.
(r) Fractional parts of 100; teach thoroughly.
(s) Reading the thermometer and keeping a daily record of weather conditions.
(0 Give practical problems applied to meet the needs of everyday life of the pupils. These
problems should not have more than two steps.
(u) Have pupils make problems.
(v) Near the close of the work for this grade teachers may begin long division with easy
divisors of two figures. Pupils should never be permitted to use long division when the divisor
consists of one figure only.
(w) Complete essentials of the basic text for this grade.
How to Measure the Success of Third- Grade Work in Arithmetic,
(a) Have pupils mastered the multiplication table ?
(6) Can pupils write and read numbers to 100,000 rapidly and accurately \
PRIMARY AND PRE VOCATIONAL DIVISIONS. 81
(c) Are pupils able to multiply rapidly any number to 10,000 by a digit ?
(d) Are pupils able to divide rapidly any number to 10,000 by a digit? "Short division."
(e) Have pupils mastered very thoroughly the 45 combinations in addition and their
corresponding differences ?
(/) Are pupils able to solve original practical problems involving one and two steps ?
(g) Pupils on completion of this grade should be able to add, subtract, multiply, and
divide numbers with accuracy and rapidity.
FOURTH GRADE.
(a) Give frequent drills in addition, subtraction, multiplication, and division for accuracy
and rapidity. Include United States money in this drill.
(6) Division of any number by any number.
(c) Review fractional parts of 100.
(d) Drill in rapid sight work in addition and multiplication.
(e) Prime factors to 100 and factoring by inspection.
(f) Easy tests for divisibility of large numbers.
(g) Cancellation as a short process of multiplication and division.
(ti) Continue practical problems in measures of length, time, dry measure, liquid measure,
avoirdupois weight, counting, and surface measure.
(i) Give practical problems applied to conditions of everyday life.
(j) Give problems that pupils meet with in their industrial and farm work.
(fc) Cubic measure.
(I) Area of rectangles and volumes of rectangular solids.
(m) Change fractions to equivalent higher and lower term.
(ri) Least common multiple and application in reducing fractions to a common denominator.
(o) Give concrete and abstract work in addition and subtraction of fractions.
(p) Addition and subtraction of mixed numbers. Never reduce mixed numbers to
improper fractions in addition or subtraction.
(q) Multiplication of
1. A fraction by an integer.
2. An integer by a fraction.
3. A fraction by a fraction.
4. A mixed number by a mixed number.
(r) Division of
1. An integer by a fraction.
2. A fraction by an integer.
3. A fraction by a fraction.
4. A mixed number by a mixed number.
(s) Oral analysis.
(0 Have all written work preceded by much oral drill to fix correct habits in thinking.
(u) Bills, simple accounts, and receipts.
(v) Original problems by pupils, by teacher.
(w) In concrete problems be sure that pupils understand the meaning of each before at
tempting to do the mechanical work; this saves much time and worry.
(x) Complete the essentials of the basic text.
NOTE. In teaching fractions use no denominator larger than 16.
82 COURSE OF STUDY.
How to Measure the Success of Fourth- Grade Work in Arithmetic.
(a) Are pupils able to add, subtract, multiply, and divide fractions accurately and readily ?
(&) Are pupils able to solve, readily, problems in practical measurements taught ?
(c) Can pupils make out a bill of goods, and, upon payment, receipt it properly ?
(d) Can pupils measure garden plats and mark rows and spaces for planting ?
(e) Have pupils acquired facility in the use of the ruler in determining dimensions to the
fraction of an inch ?
FIFTH GRADE.
(a) Reading and writing decimals.
(6) Changing decimals to common fractions and common fractions to decimals.
(c) Master fundamental operations of decimal fractions.
(d) Give frequent drills in addition, subtraction, multiplication, and division of fractions.
(e) Review tables of linear measure, square measure, cubic measure, and make direct
application to papering, plastering, painting, carpeting, excavations, masonry, hay in stacks
and barns, capacity of bins, cisterns, silos, etc.
(f) Review tables of weight, dry measure, liquid measure, tune, circular measure, and
apply to practical problems as writing recipes. Take one-half the amount of each quantity in
the recipe. Double the amount of the recipe. Measure vegetables, etc.
(g) Other tables may be referred to, but pupils should not be required to commit tables.
(fi) Continue practical problems hi bills, accounts, receipts.
(i) Teach pupils to keep a cash account.
(f) Applied original problems by pupils; by teacher.
(fc) Have pupils plan the furnishing of a house containing kitchen, living room, hall,
parents' room, boys' room, and girls' room. List all articles to be purchased, and to be made
and the cost of each.
(Z) Make out a bill for groceries to keep a family of four for one month.
(m) Complete the essentials of the basic text.
How to Measure the Success of Fifth-Grade Work in Arithmetic.
(a) Have pupils mastered the four fundamental operations in decimals ?
(&) Are pupils able to make direct application of measures to finishing and furnishing a
home, to gardening, to cooking, to sewing ?
(c) Can they keep a cash account ?
(d) Can pupils take one-half of, a quarter of, or double the amount of a recipe or tables of
quantities of seeds for stated areas ?
SIXTH GRADE.
(a) Review work hi common and decimal fractions.
(6) Give special attention to finding
1. A fractional part of a number.
2. What fractional part one number is of another.
3. The whole number when a fractional part of a number and its relation to the
number is given.
(c) Review denominate numbers and drill in problems applied to home, farm, and shop.
(d) Relate pupils' knowledge of common and decimal fractions to percentage.
(e) Review thoroughly the aliquot parts of a unit.
PRIMARY AND PREVOCATIONAL DIVISIONS. 83
(/) Teach thoroughly the three fundamental processes in percentage, to find
1. Any per cent of any number.
2. What per cent one number is of another.
3. The number of which a given quantity is a stated per cent.
(g) Application to practical problems.
(h] Buying and selling at marked-down prices, at a profit; at a loss. Trade discounts.
Cash discounts.
(i) Money at interest on time loans or deposits.
(y) Money at interest in savings banks.
(k) Promissory notes. Bank discount.
(1) Taxes, property real and personal; income.
(m) Insurance on property.
(ri) Commission, using only practical problems.
(o) Complete the essentials of the basic text.
How to Measure the Success of Sixth-Grade Work in Arithmetic.
(a) Are pupils able to work rapidly and at the same time carefully ?
(6) Have pupils learned to master the meaning of a problem before beginning the
mechanical operations ?
(c) Have they attained a high standard of accuracy ?
(d) Are they able to use short cuts which they have learned ?
(e) Are pupils able to make out an account between a merchant and themselves and to
receipt it properly when paid ?
(/) Are they able to compute interest on deposits in a savings bank ?
(<7) Have pupils acquired a knowledge of measures and percentage, also of facts and affairs
of everyday life, so that they can make direct application to meet the common arithmetical
problems in the home, farm, and shop ?
COURSE IN PENMANSHIP.
AN ACKNOWLEDGMENT: Special acknowledgment and thanks are due to the University Publishing Co., of Lincoln,
Nebr., for permission to use portions of the Penmanship Plan Book in this course of study.
QUOTATIONS.
There are no "doubting Thomases" in a room where a teacher writes well upon the board, because an ounce of
showing goes farther than a pound of telling. Zaner Teachers' Manual.
No pupil can constantly sit bent over the edge of the desk, with his chest hollowed in, and at the same time
breathe freely and deeply. Such a posture is detrimental to good health. Clark's Public School Penmanship.
Without conflicting with other subjects it is possible to lay the foundation for an excellent handwriting in one
school year, with but 15 to 30 minutes daily study and practice, and the employment of muscular movement in all
written work just as soon as possible. The Palmer Method of Business Writing.
Children should be taught to write upon the blackboard before attempting to write upon paper. Teach them to
find their places at the board, to stand facing the board, to hold the eraser in the left hand behind the back, to hold
the chalk in the right hand, and to stand at arm's length from the board. Zaner Teachers' Manual.
Too many pupils think they have really learned to write well when they are able to make some of the very simple
drills in correct posture at the right speed and in correct rhythm. That is really the starting point toward good pen
manship, and should be followed immediately by the practice of words and, indeed, by the use of the movement in
all written work. A. N. Palmer.
Of all the common school subjects, writing has been the one most neglected and least understood by teachers.
Psychology and Pedagogy of Writing. Thompson.
The advantages accruing from uniformity of writing instruction throughout any school or
system of schools is so apparent that there can be no question of the wisdom of limiting the
writing lessons, especially during the formative years, to one method.
This course is planned to assist the teacher in developing a good, plain, serviceable style of
writing. The sectional writing chart has been adopted as the system best suited for use in
the primary and intermediate grades of our schools.
The chart presents script forms which are (1) large enough to be seen plainly in all parts
of a classroom, (2) suitable for use as models, and (3) capable of being connected and built
into words or sentences to serve as copies or drill lessons.
It is equipped with wall holders in which to set up the copies, a supply of capitals, small
letters, digits, movement exercises, and illustrations teaching correct position and movement.
The capital letter cards present two styles of letters, one on each side of the individual cards.
The small letters have the connective feature mentioned. This is secured by providing two
kinds of joinings, high and low. Each small letter card presents the low joining on one side
and the high joining on the opposite side. The high joining is used in connecting such letters as
b, w, o, and v, with a succeeding letter. The low joining connects such letters as a, e, i, and n,
the final stroke of these letters extending from the base line upward.
It has been amply demonstrated that the use of the chart will produce excellent results
without any form of copy book.
THE DISTINGUISHING FEATURES OF THE METHOD.
1. The chart brings the services of a penmanship specialist to the schoolroom every day.
The copies are written by him. By means of the connective alphabet, any word, sentence,
or combination of letters can be placed before pupils for practice.
10422522 7 85
86 COURSE OF STUDY.
2. Uniformity of style, slant, and general appearance is secured in all models. Due
allowance is made for individuality in styles of capitals, an optional form of each being given.
3. The class is not confined to any set forms or copies. Although the pupils may not have
mastered certain combinations or letters, the use of the same copies day after day becomes
irksome. By means of the connective alphabet, it is possible to review and to repeat indefi
nitely, yet to vary the copies so as to have them fresh and interesting every day.
4. The letters are of the modified slant which succeeded the vertical. They are a sensible
compromise between the vertical and the extreme slant of the old Spencerian. The legibility
of the vertical is retained, plus the grace of the Spencerian.
5. The wall holders may be placed in any part of the room where the light is the most
favorable. If desired, the copy may be duplicated in different parts of the room.
6. While the writing is bold and strong, it does not encourage flourishing or shading.
It is plain business writing.
7. Keeping the large, clear forms before pupils, even when the penmanship class is not in
session, has a distinct advantage. The mental picture of each letter thus becomes accurately
fixed.
8. The chart may also be used to advantage in correlating writing with other subjects,
such as spelling, language, and reading.
9. The wall illustrations are clear and striking. Pupils readily grasp their significance.
10. The essential foundation movement exercises are all included. Freakish and useless
exercises are excluded. By varying the size of the exercises, appropriate preparation can be
made for the practice of any letter.
MATERIALS NEEDED.
Each pupil, after the series of blackboard lessons has been completed, should be supplied
with loose paper, pencil, and, beginning with the third year, a pen, ink, and a blotter.
The paper preferred is a sheet 7 by 8.5 inches with wide rulings, for primary grades. For
other grades a narrower ruling, and sheets 8 by 10.5 inches may be used.
Penholders should be approximately one-half an inch in diameter at the larger end. Cork
or rubber tipped penholders are the best. Plain wooden holders are good. Holders having
bright metal covering at the point of contact with the fingers should not be used. The pen
should be of medium grade, neither fine nor coarse. Very sharp points should be avoided,
especially for beginning classes.
A good grade of black or blue-black ink should be used.
A blotter should be placed under the hand to protect the paper from soiling and also to
steady the movement. (See wall chart 2 for manner of placing paper and blotter.)
POSITION AND MOVEMENT.
Good writing comes from good movement. Good movement depends largely upon good
position. Control of writing movements can be acquired only by making a great number of
repetitions under right conditions. Fundamental movement exercises are given to develop
the necessary control and technique. These movement exercises must be adapted to the forms
to be taught, must be practiced faithfully, and must be reviewed frequently. In this con
nection, chart illustrations 1, 2, 3, and 4, and the instructions given therewith, must be studied
carefully.
PRIMARY AND PREVOCATIONAL DIVISIONS. 87
TIME.
The amount of time to be given to penmanship need not be long, but must be regularly and
systematically observed. Primary classes undoubtedly need at least two short drills daily.
Intermediate classes must be given at least a 15-minute period each, daily. Advanced classes
should have at least 20 minutes each, twice a week.
THE TEACHER.
The teacher may secure reasonably good results without having had preliminary training
in arm or muscular movement writing. However, the teacher should become interested in
writing and should endeavor to acquire a fair degree of skill in this important art. Working out
the difficulties to be encountered gives the teacher an insight into the subject which can be
acquired in no other way.
THE PUPIL.
In order to secure the best results from penmanship practice, the pupil must be willing
to follow directions. Enthusiasm begets enthusiasm, hence the teacher's example is the best
means of enthusing the pupil and of securing his willing cooperation.
COUNTING.
Rhythmic counting for movement exercises and letter combinations is very helpful.
Counting steadies the movement and breaks up the tendency many pupils have to write in a
spasmodic manner. It is well to begin every lesson by counting a few minutes for some appro
priate drill. For example, the direct-oval exercise should be selected for capitals 0, A, E, C,
and D. The indirect oval should be practiced preceding the letters M, N, W, H, K, V, Y, Z,
X, and Q. For Q, L, and D the compound-oval exercise (chart 8) is good. For such letters as
J, t, d, p, and the loop letters, use the push-and-pull movement (chart 7). For small o, e, etc.,
reduce the oval exercises to the height of small letter to be written. Younger children should
not be urged to write rapidly, but as the classes improve the speed may be increased until it is
as great as it should ever be in ordinary writing. The count should be steady, without abrupt
changes in speed.
MUSIC.
An excellent substitute for counting is music of a simple rhythmic nature. A phonograph
or a piano may be used. If neither is available, almost any other musical instrument will do.
If the selection is in four-four time, the oval exercises (chart 6) should be written with eight
complete revolutions. Four n's, four u's, or four a's for example, will fit nicely. Other adap
tations, both of letters and of time, will be found easy to make.
PRIMARY WRITING.
During the first year as much of the writing as possible should be done at the blackboard.
When writing at the desks the pupils should use paper with wide rulings, and pencils. The
first aim should be healthful posture. This presupposes seats and desks of suitable character.
In order to secure freedom of movement it will be best at first to permit the use of the whole
arm and the making of large forms. There is a distinction between writing and drawing.
Drawing is slow and produces more accurate forms at first. Teachers should not let their
desire to secure good forms influence them at this time, as it is of far greater importance that
the writing muscles should be trained. Very short pencil stubs should not be used. They
compel a wrong position of the hand and fingers.
88 COURSE OF STUDY.
CHANGING TO PEN.
Pupils are rarely ready to work with pen and ink the first year. It is usually a mistake to
introduce pen and ink before the third year. Before the pen is introduced, the pupil should be
able to rest the arm on the desk and write with the pencil as described in wall chart 1.
PRIMARY SEAT WORK.
Many teachers who have crowded classes resort to assigning written lessons as seat work.
The illustration on page 90 is not an exaggeration of what may be seen in some schoolrooms.
Such writing is not supervised and it permits pupils to fall into most distressing habits of posture.
Written lessons for primary pupils, unless done at the blackboard, should be used sparingly.
Even the blackboard work will require some direction from the teacher.
THE INTERMEDIATE GRADES.
The writing period is one that pupils look forward to with pleasure, especially after correct
habits of pen holding and correct movements have been acquired. Each day the pupils can
see for themselves whether their writing is approaching the standard set by the script forms of
the chart. The writing may continue to be larger than ordinary adult writing, but a gradual
reduction is size should be made as pupils gain control of the finer movements necessary in
small writing. As an aid to this, the small letters should be emphasized. They constitute
the great body of written work. Too much practice on the larger exercises and forms develops
a movement too large for the making of small letters. Connected m's, n's, i's, e's, u's, and the
like, are particularly valuable for drill purposes.
The illustrations of position should be studied. The eyes should not be too near the writing.
While the distance may vary, but few children should have their eyes nearer to their work than
12 or 15 inches.
OUTLINE OF INSTRUCTION.
Non-English-speaking class. No work in penmanship is outlined for this year. However,
there is no doubt that some instruction can be given in the way of teaching the recognition of
letters. This may be done by showing the individual letters, selected from the chart, or by
writing them on the blackboard. Whatever is accomplished in this year will simply precede
and serve as a foundation of the work of the first grade.
FIRST GRADE.
Much of the writing in this year should be done at the blackboard. Assign no writing to
be done at the seats as "busy work."
Read: "How to measure the results," page 94; "Primary writing," page 87; "Primary seat
work," page 88 of this course.
Blackboard rulings. It is a good plan to have top and base guide lines for any blackboard
work which is to be used as a copy for primary pupils. These are indicated in the series of
blackboard copies herewith. Pupils may be taught to place these at the right height, daily, or
the lines may be painted permanently in white. For small letters the lines should be about 4
inches apart, and for capitals at least 6 inches. Vertical lines may be quickly drawn to separate
pupils at the board, if desired. Allow from 30 to 40 inches of space for each, according to the
nature of the copy to be practiced.
PRIMARY AND PREVOCATIONAL DIVISIONS.
ie position at the blackboard should be:
1. Body erect.
2. Stand with toes about 10 or 12 inches from the wall.
3. Hold crayon in the writing hand, being sure that the fingers are not cramped.
4. Hold eraser in the free hand, back of the body.
Before sending the children to the board, place a number of the letters, ovals, or whatever
the exercises may be, on the blackboard at the right height for the children to retrace. The
base line of the writing should be about level with the eyes. Take a few at a time and give
individual instruction in retracing the forms. Soon it will be possible to supervise an entire
class at the board.
After the children have been taught to recognize all of the one-space letters, cr, c, e, i, m, n,
o, r, s, u, v, w, and x, which may be done by holding them up or displaying them in the holder
as reading lessons, blackboard work should be commenced.
In order to show the proper position of the forearm and hand in writing, the accompanying
illustration was made with the forearm bare.
Points to note and study are: (1) The forearm rests on the muscles near the elbow. (2)
The elbow is slightly off the edge of the desk, giving greater freedom of movement. (3) The
third and fourth fingers rest on the desk or paper, forming a sliding base for the hand. Persons
having long fingers will probably turn them under slightly more than shown here, permitting
the fingers to slide on the nails. (4) Neither the wrist nor the palm of the hand touches the
paper or desk. (5) The position is easy and natural. There is no gripping of the penholder,
which is held in place by a very slight pressure from the first two fingers and the thumb.
(6) When writing, the point of the pen and the third and fourth fingers remain in the same
relative position, the fingers sliding whenever the pen slides, and in the same direction. (7) The
forearm rolls or moves as the writing is executed, but should not be raised from the desk and
remains practically stationary. The muscles upon which the arm rests are of sufficient elasticity
to allow the pen to be propelled in any direction and to any distance likely to be required.
(8) The fingers arc used principally for holding the pen in position, while the power to move
the pen in any direction comes from the muscles of the arm.
COURSE OF STUDY,
THE WRONG WAY.
This is the legitimate result of purely finger-movement writing. That these little folks
appear to be so intensely in earnest makes the crime against them all the greater. Using a cop}'
book in this fashion or thus toiling on ''busy work" may produce untold harm. The remedy
is to train pupils in correct position and writing movement, and to avoid long writing periods
of any sort. Arrange your work so as to give your pupils frequent changes of position, especially
the little folks who are growing fast.
THE RIGHT WAY.
Here is shown a group of pupils in good position for writing. They are sitting well back
in their seats, leaning forward slightly from the hips, loth arms resting on the desk. The position
PRIMARY AND PREVOCATIONAL DIVISIONS.
91
is easy and comfortable, permitting a free movement. In such a position there is no cramping
of the lungs or other organs, no danger of injuring the health or eyesight. Ten weeks before
this photograph was taken these boys and girls entered the first grade, the most of them speaking
little or no English.
PEAOTICE EXERCISES.
PRACTICE EXERCISE 1. man am can come some one as are is cars wear warm snow wax
now was were see saw sure ever new our me us.
see me
see us
see our car
see our new car
There is sufficient material here to keep a class busy for several weeks or months. The
one-space letters are illustrated in the following copies, showing the manner in which each
should be practiced at the blackboard. Develop them in the order given. Use the words of
the exercise practice, setting them up in the holder to serve as copies, after their component
letters have been practiced.
The ?i-copy. The first copy introduces n. Place a number of ris on the board, one for each
pupil. Show how to retrace the letters with a free, firm movement. The count may be one
for each downstroke, the final upstroke being made without count. Many teachers make it an
invariable rule to count only on downstrokes. Another plan, and frequently a better one, is
to adapt the counting plan, something like this: Round-round-up. Retrace the letters several
times. Erase. Make new letters for retracing. Continue as before. Later the children should
be encouraged to make the letters independently. When the forms are well made, they may some
times be used as the models for retracing. Do not retrace poor forms. Practice and study to
make the counting coincide with the rate which pupils of this degree of advancement are capable
of writing.
Ths second letter taught is m. Count one-one-one, or round-round-round-up. The word
round emphasizes the fact that the curved strokes should be Veil rounded at the top. Rule top
and base line as a guide. Bring last upstroke to top line.
In the third copy, a begins with the same stroke as n or m. The count may be one-one,
or one-two, a count for each downstroke, but probably a better plan is: Up-down-up-down-up.
92
COURSE OF STUDY.
The letter c resembles the first three strokes of a. The last stroke goes farther to the right,
leaving an opening. A slight pressure or dot at the joining of the first upstroke with the down-
stroke is necessary. Pause very slightly between counts for this. Up-down-up, is a good word-
description to substitute for counting.
Make a number of ovals for the preliminary practice on o. Retrace to a count of eight,
either one-two-three-four-fi ve-six-seven-eight, or one-one-one, etc. If preferred, use round-round-
round, etc. To test the ability of pupils to continue writing at the right rate of speed, stop
the counting occasionally, say after the fourth count or beat. Count the remaining strokes
mentally until eight is reached. Call the last count out clearly and ask for the hands of thos^
who came out "even." The count for the letter should be one-two-three, or up-round-turn
Give special attention to the turn. There may be a slight loop in it. It should curve downward
and come to an end at the top line. A similar turn at the ending of w and of v will be reached
soon.
The straight-line exercise preceding i and u should be practiced to a count of eight or six
teen (eight repeated). Count on the downstrokes only. For the upstroke at the beginning
the signal ready may be used. Then one-two-three-four-five-six-seven-eight, or saj^ simply
down-down-down-down, etc. See that the movement is free and firm. The letter i may be
made to up-down-up-dot ; u, to up-down-up-down-up. In combining two u's be sure to make
a wide turn between the two letters.
For the oval preceding e, say ready-round-round-round, etc. For the connected e's up-
up-up-up-up, or one-two-three-four-five.
Small s is made to three distinct counts. Avoid loops.
PRIMARY AND PREVOCATIONAL DIVISIONS.
93
Small r is similar to s and to u. Point out the similarities. Show how the first upstroke
and the downstroke must be connected by a small turn. Count may be up-turn-down-up.
In counting for x say round-round. Allow time for the lift.
Make v to round-round-turn. Be sure the second round comes at the bottom. Study the
shape and direction of the turn. There may be a very small loop in it, similar to that in o.
Notice the resemblance of w to u and to the final turn of v. From the foregoing it will be
easy to determine suitable counting for this letter.
PRACTICE EXERCISE 2. Pupils should now be taught to recognize, and possibly to write,
one or two capitals to be used in short sentences, as A and 7. The next group of letters consists
of t, d, and p. Preceding these the push-and-pull movement should be practiced. (Wall chart
(7.) The pencil or crayon should not be lifted in making this. Two straight guide lines should
be ruled. The teacher should count or tap for each downward stroke, as one-one-one, etc.
Use these words and sentences in copies built up from the chart: to do time dime up put
dot top pup tot dot ten den.
I see a top. A man.
I see a dime. A top.
I can see a dot. A top can spin.
I saw a pup.
Preliminary practice exercise may be made to eight counts for small t. The count may be
preceded by the signal, ready, for the upstroke, and followed by up for the final upstroke. Make
the letter to up-down-up-cross.
COURSE OF STUDY.
Make small d to a count of five, or up-down-up-down-up.
Small p may be written up-down-round-round. The pen may be lifted after the downstroke
and placed at the base line of writing before completing the last two movements.
Retrace the digits in the manner shown. Make 2, 3, 4, 5, 7, and 8 to a count of three.
Make 6 and 9 to a count of two. In retracing ciphers, lift the crayon or pencil at the comple
tion of each. Count one-two, or down-up.
The remaining letters of the small alphabet should now be taught in the form of reading
exercises without practicing them in writing, except to trace them in the air. The digits may
be taught similarly, if desired.
THE ZANER HANDWRITING SCALE.
A number of handwriting scales have appeared recently. These are intended to assist in
determining (1) the actual condition of a class, school, or school system with respect to the
quality of its handwriting, and (2) to determine at regular intervals whether or not the method
of writing in use is producing a satisfactory degree of improvement.
While no scale has yet appeared that is entirely satisfactory in all respects, the Zaner hand
writing scale has been selected for use in Indian schools because it takes into consideration all
of the essentials, not only form, but position, movement, and speed of execution.
In addition to the tests suggested below, see that each first-grade pupil is able to produce
work at the board or on paper equal to 60 per cent on the Zaner scale for first and second grades.
HOW TO MEASURE THE RESULTS OF THE FIRST YEAR ? S WORK.
All pupils should write with a large, free movement at the board. All should know the
small letters of the alphabet and all of the digits at sight. They should be able to pick out the
best letter from three forms written on the board, if there are appreciable differences, having
been shown the chart form for comparison. At the board they should stand erect, about a foot
from the board, holding the erasers back of them with their free hands, and execute legibly and
with free movements any of the letters assigned. They should be able to transcribe into
script simple lessons from their readers.
PRIMARY AND PREVOCATIONAL DIVISIONS. 95
SECOND GRADE.
While the blackboard writing should be continued, pencil and paper should quite largely
take its place in this grade. Use wide rulings and permit the writing to be large for a time.
The one-space letters may occupy an entire writing space on the ruled paper. Capitals may
cover two writing spaces. By degrees the size of the writing should be reduced by substituting
narrower rulings. Study the matter of position and movement very carefully here, as habits
are being formed for all future writing. Points to watch particularly are :
1. Posture in seat.
2. No gripping of pencil.
3. Laying the foundation of free movement.
For a time these things are more important than the forms of the letters. Better establish
right habits and have the forms rather unwieldy at first than to secure beauty of form at the
expense of right habits. By the end of the year both form and movement can be acquired.
The small letters should first be reviewed briefly and the pupils should be taught to rec
ognize all of the capitals. The digits may be practiced in connection with the letters which
they resemble: 1 with i; 2 with Q; 3 with B; 4 with H; 5 with G; 6 with X; 7 and 9 with g;
8 with D; and with o.
The loop letters should be briefly presented, in this order : I, h, fc, j, g, q, y, 2, b, /. The
indirect-oval movement may precede g, g, y, and z, and the direct oval may precede the other
letters of this group. Use also the straight-line or push-and-pull movement exercise (chart 7).
An effort should be made gradually to introduce smaller writing and the use of the arm rest,
described in chart 1. Some children will have greater difficulty in these matters than others,
and, some may not have sufficient muscular control to accomplish much at this time. However,
it must be kept in mind as the ultimate object of our writing instruction that legibility and ease
of execution must be acquired. Only by persistent effort can pupils reap the full benefit of
writing as the second important means of language expression.
The best exercise for the introduction of capital letters is the direct oval, and the easiest
capital is 0. A is next.
PRACTICE EXERCISE 3. Oh Ohio Arm Aim One Ora Ann Anna Ox Oxen Ask Asked Owe
Owed At And. The capitals E and C follow, using the simpler forms.
For a time the exercises may be made for a few minutes at the board before trying them at
the seat with pencils. Use the same counting and about the same speed. Practice some of the
words without counting, although if a word is short and lends itself easily to counting, it should
be introduced in this manner. Continue the method of retracing explained and developed
96
COURSE OF STUDY.
in the first grade. Show the resemblance of E to the two retraced ovals following. Make E
to a count of three. A may easily be made to a count of two, as it will hereafter be unnecessary
to count for the final upstroke. The word Aim may be written to a count of six, one for each
downstroke, or down-down-down-round-round-round. Place the dot over i after finishing
the word. Allow time to do this without count. Ohio may be made to a count of seven.
PRACTICE EXERCISE 4. Emma Cora Edna Clara Ethel Charles Effie Coral Edward Carl.
Count for the words that are short and easily followed. See that pupils write the letters and
do not draw them. Drawing is principally concerned with form, and not so much with the
manner of execution. In writing, it is necessary to establish a free movement. Encourage
pupils to keep arms on the desk and use a free rolling movement for the oval letters. Show
ing is better than telling. Enliven the lesson with illustrations and encouraging comments. It
is not a long period. Make it intensive and full of vim and go. Pupils will enjoy this.
Pages of single letters or words may be written, or four or five different words may be selected
as a copy. The teacher need not be confined to the practice words suggested here. Capitals
may be attached to succeeding letters if desired.
Capital D is generally classified as one of the direct-oval letters, but owing to its difficulty
and its resemblance to L, it is postponed until it can be practiced with L and Q.
PRACTICE EXERCISE 5. Man Noon Week Home King Up Very.
Young Zip Xury. Nine mean men are in a mine.
Man may go on and on and on. Manners Murmurs Minnows.
PRIMARY AND PREVOCATIONAL DIVISIONS.
97
The next letters to be practiced are the indirect-oval capitals, M, N, W, H, K, U, V, Y,
Z, X. These are arranged as nearly as possible in the order of their difficulty, the easiest first. /
and J might be given as indirect-oval letters, but will be given later. It is best to select the
style of capitals most nearly resembling the indirect oval first. Q will be practiced with D
and L. The indirect oval exercise should be practiced a few minutes each day while working
on this series of letters.
Observe particularly the form of the beginning oval and the first downstroke forming M, A 7 ,
etc. See that a clear space is left between this beginning oval and the first downstroke. It is
a common mistake to close this up. In making the exercises for M &nd N, count for each down-
stroke.
K, X, and Z are shown on the same line because they are alike to the base line,
the finishing portions of the letters separately before taking up the complete letters.
PRACTICE EXERCISE 6. Ida James Ira John Iva June.
Iowa Jennie.
January and June begin with J.
Irma and Ivan live in Iowa,
Practice
The indirect-oval and straight-line exercises should precede the practice of / and J.
Make capital / to a count of three. Make the left-hand turn sharp. See that the " canoe "
portion of the letter is approximately level.
J should be preceded by considerable practice on the straight-line exercise. Count eight,
one for each downstroke. Make the letter to a count of three.
Note that these two letters begin at the base line, as indicated by the arrows at the begin
ning of the copy.
PRACTICE EXERCISE 7. Delia Leslie Quincy Denver Lemon Queer.
Denver is a fine city. Denver.
Quincy is a river city. Quincy.
Laura is a lively girl. Lively.
Before practicing D, L, and Q, the oval exercises and the compound oval (chart 8) should be
reviewed.
COURSE OF STUDY.
Work on the four movement exercises before undertaking the individual letters. Note the
direction of the arrows. Use counting. Try the capitals on the board before making them
on paper. Pupils should have good forms on the board to retrace. D, L, and Q are all made
to a count of three.
PRACTICE EXERCISE 8. Paul Ben Ray Fannie Tommie Guy Susie.
Paul and Ben are running. Run. Susie and Gertie are singing. Sing.
Tom and Fred are playing. Play. Running is good fun. Running.
Practice P, B, and R as one group; Fand Tas another; G and \S as another,
pletes the capital alphabet.
Make P with three counts. R and B with four counts.
This com-
T and F {require a lift of the pen to put on the "cap.
Make T with four counts. F requires five.
Study to get the cap on straight.
Make G with four counts, and S with three or two as may be preferred,
words with the letters immediately following.
Connect G and S in
HOW TO MEASURE THE RESULTS OF THE SECOND YEAR S WORK.
The aim of the instruction has been to get the pupils to recognize the letters at sight, to make
them at the desk or board with legibility, and to secure free movement. The writing should be
smaller than in the first year. All should now apply the arm movement, with the arm resting.
All should be able to write spelling lessons and other simple lessons legibly at the board, either
from copy or from the teacher's dictation.
PKIMARY AND PREVOCATIONAL DIVISIONS. 99
The Zaner handwriting scale. Pupils should rate not less than 75 per cent on the Zaner scale
for the second grade.
THIRD GRADE.
Some blackboard and pencil work may be done in this grade, but the practice should be
principally with pen and ink. Instruction should be given in method of holding and handling the
pen before using ink. Go through some of the movement exercises with the pen dry in order to
get proper position and touch on the paper. The nibs should rest lightly, with equal weight
on each, so that there shall be no scratching. Use a medium to coarse pen, or a ball-pointed
pen for this class. Be careful to dip lightly in the ink. Keep a blotter under the hand. Instill
habits of neatness. Teach pupils to clean the pen point after using. Small squares of muslin
are suitable for this purpose.
Any tendencies toward improper posture should be studied and met. Drills may be
given to establish right habits, as: "One!" Prepare for writing. This means clear the desk
of all materials except those to be used in the lesson. "Two!" Sit well back in the seat and
lean forward from the hips. Let the arms rest on the desk at about right angles to each other.
Face the desk squarely. "Three!" Place the paper and blotter in position, as shown in
chart 2. "Four!" Hold the pen correctly. The teacher should be quick to make individual
suggestions to correct abnormal posture, but this must be done quietly so as not to cause pupils
to become self-conscious. Music will frequently help to overcome nervous tension of the
writing muscles.
Suggestions for filing specimen pages. At least one page from each exercise should be
preserved by the teacher. Other pages may be required, as the teacher may desire.
PRACTICE EXERCISE 9. Nun mum noon moon name many none minnow winnow sun
sunny summer manna canna.
Nine mean men are mining in a mine. Mamie is running and jumping.
Many men are mowing in the morning.
The pen and ink drills and copies (pp. 107-111) are given for special movement practice,
adapting the movement drills to the words to be practiced Later.
Copies 1 to 4, inclusive, should be given frequently for five minutes of brisk review. Vary
the size of these. For instance, practice the oval exercises as small as the pupils can control
the movement, making them about the height of ordinary one-space letters. In this prelim
inary drill, use counting. When pages are written to be filed, omit counting. Spend the time
in supervision and making helpful suggestions for improvement of position, pen holding, move
ment, form, etc.
Pen copies 5 to 11, inclusive, will furnish good auxiliary practice material for mastering
this exercise.
PRACTICE EXERCISE 10. run sums runners summers simmers manners murmurs rompers
jumpers.
Running and romping in the summer sun. Reading and writing and learning to
Skating and sliding in the winter snow. spell.
Use pen copies 62, 63, 66, and 67 in connection with this exercise.
PRACTICE EXERCISE 11. winning winnowing wave waver wavering weave weaver weaving
view viewing ever every.
We are reviewing and winning W.
We must make v and w many times.
Use pen copies 16, 17, and 39. It is a good idea to study a large, clear form of the letter
to be practiced, noting any pecularities. Make several copies on the board of varying degrees
of excellence. Ask pupils to select the best. Erase the others, leaving only the copies selected
in view.
100
COURSE OF STUDY.
PRACTICE EXERCISE 12. mix mixes mixers mixing wax waxes waxing tax taxes taxing
Xury Xenia.
X taxes and mixes and teachers me sixes 6666.
Use copies 50 and 51 for additional practice. Drill to count on principal strokes.
PRACTICE EXERCISE 13. come came common comma accent account accuse Cora Cameron.
C. C. Cummings, Cameron, Conn.
Copies 14 and 26 may be used as a preliminary drill.
PRACTICE EXERCISE 14. Ada Adam Addison Etta Ethel Edwards Edison.
A tiny tot led a little toddler.
Eddie said he did not do it.
Copies 24 and 25. Also review t and d and exercises given in previous grades.
PRACTICE EXERCISE 15. Pup Puppy Prop Proper pop popper papa.
Paul will pop us some popcorn.
Please play hop with us, papa.
Copies 44, 60, and 61.
PRACTICE EXERCISE 16. One, two, three, four, five, six, seven, 1234567.
Eignt, nine, ten, and then eleven, 8 9 10 11.
Use pen copy 74. Retrace to count. See previous grades for counting instructions.
PRACTICE EXERCISE 17. a bcdefgJiijklmnopqrstuvwxyz.
ABCDEFGHIJKLMNOPQRSTUVWXYZ.
Nine exercises are given for this year. If desired one exercise may be practiced each month.
Similar exercises may, of course, be added.
Spend some time reviewing and practicing the entire alphabet, both small and capital
letters. Practice singly and in connected groups of from three to five letters in a group. See
copies 7, 8, and 14 as examples.
HOW TO MEASURE THE RESULTS OF THE THIRD YEAR'S WORK.
Do all of the members of the class write easily with pen and ink ? Do they know the forms
of the letters and figures ? Can they write neat pages without resorting to finger movement ?
Do they do this when writing other lessons ? Is their writing smaller ? Are the lines smoother ?
Do they write a little more rapidly than at the beginning of the year? Do they use the blotter ?
Do they place at least one extra sheet of paper under the writing sheet ?
Zaner handwriting scale. Use the scale for grades three and four. A rating of 70 per
cent or better should be attained.
FOURTH GRADE.
So far not much emphasis has been placed on the more difficult loop letters, &, Ic, f, and z,
The next practice exercises introduce these letters and give special drill on them. Capital
letters then come in for some special work. The teacher should continue to review first prin
ciples of movement, position and posture. Do not permit lapses into finger movement. There
should be no evidence of whole arm movement in ordinary seat work. ,
PRIMARY AND PREVOCATIONAL DIVISIONS. 101
Suggestions for filing specimen pages. At least one page from each exercise should be filed.
More may be required in the discretion of the teacher.
PRACTICE EXERCISE 18. bob bobber bobbin bubble blubber.
Bob will blow his big horn.
Practice direct oval movement exercise preceding &. Note the resemblance of last stroke
to the finishing portions of v, w, and o.
It will be well to develop this letter on the blackboard, as indicated on the preceding illus
tration, before writing it at the desk.
PRACTICE EXERCISE 19. -Kick keep kiln luck like look leak king kind take talk.
Kings look and talk like others.
See preceding copy for blackboard work. Make last short downstroke of fc parallel with the
long downward stroke. Notice resemblance of finish of k to last part of R.
PRACTICE EXERCISE 20. fun funny fluffy bluff bluffed bluffer muff after sifter sifted.
Fine feathers make fine birds.
Use pen copy 72 for study of F. Illustration shows small/.
PRACTICE EXERCISE 21. zero zinnia buzz fuzzy azure Aztec Zion Zuni.
Zuni and Aztec lived beneath a blazing sun.
Pen copy 52 illustrates Z; 24 and 25 may be used for A. Practice 6 and z from the black
board illustration.
PRACTICE EXERCISE 22. Amen Omen Common Ermine Denim.
Review the capitals before practicing the words. Also pen copies 4 to 11, inclusive.
PRACTICE EXERCISE 23. Winning Warring Weapons Weaving Well Humming Harping
Heaping Hauling Hull.
Keeping Kentucky Kansas Kensington.
Review copies of W, H, and J^in grades preceding. Pen copies 39 to 42, inclusive, will also
be of assistance.
PRACTICE EXERCISE 24. Quell Quarter Quinine Quincy Quaver.
Vera Very Vivid Venture Virginia.
You Your Young Younger Youngest.
Review the capitals as presented in the preceding blackboard work. Use also pen copies 33 ,
46, and 48. Make Y to three counts.
PRACTICE EXERCISE 25. Go Going Gone Gong Gun Gunning.
Gaining in Grace Gaining in Grace.
Sum Sums Summers Simmers Swimmers.
Swimming is a splendid summer sport.
The pen copies for G and S may be used for auxiliary practice. Also pen copy 44.
PRACTICE EXERCISE 26. Turning Farming Fighting Teaching Trenches.
Thus France Taught her Fighters.
Use pen copies 70 and 72.
PRACTICE EXERCISE 27. Barring Running Punning Benton Planning.
B. R. Remington, Palmerton, Penn.
Review blackboard copies for P, B, and R. Use also copies 60 and 62. If desired, the B
used in 54 may be substituted.
PRACTICE EXERCISE 28. Mammon Minimum Norway Uruguay M. N. U.
M. M. Manners, Meridian, Mississippi.
U. U. Upland, Uppertown, Uruguay.
N. N. Nyland, Norristown, New York.
Review M, N, U, and Y in blackboard copies. Use also the pen copies for these letters.
10422522 8
102 COURSE OF STUDY.
HOW TO MEASURE THE RESULTS OF THE FOURTH YEAR ? S WORK.
Pupils who have completed the work of the fourth year should be able to write smoothly,
legibly, and with good speed. The following tests are suggested :
1. Write 36 or more small m's in one minute. Each letter should be perfectly legible.
There should be no finger movement in the execution.
2. With arm movement write legibly 48 or more small n's in one minute.
3. Write the word mum 20 times in one minute, using four lines with 5 words to a line.
See that the hand moves across the page smoothly.
4. Write any capital letter 45 times in one minute, placing 15 to the line.
5. Compare some of the written work done in other classes with that done in tests 1 to 4,
inclusive. Does it compare favorably and bear evidence of having been done with just as free a
movement ? Do all the members of the class make legible figures in their daily work in arith
metic ? Do they arrange the figures neatly ?
Consider these tests as the maximum accomplishment to be expected. Pupils doing 75
per cent of the maximum satisfactorily may be passed, providing they reach also a rating of
75 per cent on the Zaner handwriting scale, fourth year.
FIFTH GRADE.
Review the movement exercises, practicing both the large and the small exercises. It is
now even more important to practice the exercises the size of small letter than those the size
of capitals.
A thorough course in figure writing should be given during this year. It is a good plan to
practice figures in groups, as :
1111 1111 1111 1111 1111 1111 1111
1111 1111 1111 1111 1111 1111 1111
1111 1111 1111 1111 1111 1111 1111
Write on the lines, then insert a row of figures between, as indicated, arranging the figures
as for addition. Take up the figures in the following order: 1,4, 9, 7, 6, 2, 3, 5, 8, 0.
Continue the work on capital letters and review the small letters.
Give more work on sentences.
Suggestions for fling specimen pages. At least one page from each exercise should be
filed. Additional pages may be required in the discretion of the teacher.
PRACTICE EXERCISE 29. Inn Iowa Inner Inman.
Jane June January Jamestown James.
Joy, join, joiner, joining, jealous.
In January we go to join James in Iowa.
Review blackboard work on I and ,7. Use also pen copies 56 to 59, inclusive. In copy
58, make the ovals in the reverse direction, opposite to 0. Use counting quite freely for the
movement exercises.
PRACTICE EXERCISE 30. A full page of wall chart 5, direct oval, running the exercise
the full length of the line.
The same with the indirect oval.
Make pages of chart 6 in the same manner.
PRIMARY AND PREVOCATIONAL DIVISIONS. 103
Work up a page each of the direct and indirect oval, similar to the work shown in pen
copies 1 and 2. Include at least five lines on each page not higher than one-space letters.
Rule light guide lines on the paper if needed.
PRACTICE EXERCISE 31. A full page of chart 7, making full lines of the exercise.
A full page of chart 8, making six exercises to each line.
Prepare a page of the straight-line exercises, similar to pen copy 2, including five lines not
higher than the one-space letters.
PRACTICE EXERCISE 32. A full page of the small letters, with all the letters on each line.
PRACTICE EXERCISE 33. A full page of the capitals, using the form preferred, and writing
13 letters on each line.
PRACTICE EXERCISE 34. A full page of the digits and signs tastefully arranged.
PRACTICE EXERCISE 35. Ninety-nine men meet in a mine. 99.
I am working to improve my writing.
Make it plain, plainer, plainest.
Review the individual letters connected in groups, before taking the phrases and sentences
of this exercise.
PRACTICE EXERCISE 36. I have received your letter of the 30th.
Sixty days after June 5, 192- ; 60 days.
Three months after date, I promise to pay.
Review the capitals used in this exercise; also t, b, I, h, and/.
PRACTICE EXERCISE 37. singing swimming summing seeming humming drumming
tanning tinning.
Practice the suffix "ing" many times.
PRACTICE EXERCISE 38. Singing Swimming Summing Seeming Humming Drumming
Tanning Tinning.
Review the capitals here given before taking up the words. Drill vigorously to count.
PRACTICE EXERCISE 39. it at up to do my of oh go no out too did aid let set day get not
help look like join gain blue send good.
This exercise is composed of short, very common words. The appearance of any written
page depends largely on how well such words are executed. If there is time, make a page of each,
otherwise two or three may be practiced on a page. Give special attention to neatness and
arrangement on the pages.
PRACTICE EXERCISE 40. the and in that you for was is will as have with be your we
on he by but my this his which.
This continues the writing of short words of very frequent recurrence. This and the
preceding exercise contain words which make up about 40 per cent of all written or printed
matter. It is therefore important to write them well.
HOW TO MEASURE THE RESULTS OF THE FIFTH YEARNS WORK.
1. Write a line of the word minim, 4 words in 15 seconds.
2. Write the word minimum 12 times, 3 words to the line, in 1 minute, with legibility and
ease.
3. In 20 seconds, write legibly the following column of figures from dictation:
1235
4136
1257
2088
1916
3099
104 COURSE OF STUDY.
Apply the tests given above, requiring not less than 75 per cent efficiency on these. Use
also the Zaner handwriting scale for third and fourth grades. Require a standing of 80 per
cent for passing. This means at least 5 per cent improvement over the work of the preceding
year.
SIXTH GRADE.
By the end of this year the writing should become well established as to both form and
movement. Insist that it be reduced in size to the requirements of ordinary business pur
poses. A large, uncontrolled style is not wanted in any line of work. Small, neat, legible
figures must be made. A little more finger action may be permitted in the making of figures
than in ordinary writing.
After practicing the figures separately, write a page eacli of exercises 41 and 42.
Suggestions for filing specimen pages. All exercises marked (*) should be filed for reference
and for making into booklets to show progress.
PRACTICE EXERCISE 41.*
11111 22222 33333 44444 55555 66666 77777
88888 99999 00000 %%%%% $$$$$ $1.75 .005%
PRACTICE EXERCISE 42.* After reviewing the small and capital letters N and M, write
a page each of exercises 43 and 44 for filing.
PRACTICE EXERCISE 43.* Nine mean men mining in Nome.
This is a smooth, easy^ copy and should be written rather compactly. The tendency may
be to cover too much space.
PRACTICE EXERCISE 44.* Man may go on and on and on and on.
Continue this, repeating ''and on" until the end of the line is reached. Write the same
number of words on each line for the sake of better appearance.
PRACTICE EXERCISE 45.* I am gaming, gaining, gaining on g's.
Use pen copies 68 and 69 as auxiliary lesson material. Make the retracing of the beginning
oval and the completing strokes of G in 68 to a count of eight one for the first upstroke, five
times around the oval, and seven-eight for the downstroke and the final stroke.
PRACTICE EXERCISE 46.* Aiming and striving for smoothness. A.
Review capital W and the letters y and p. Practice the 'small letters in connected groups
of from 5 to 10 letters in a group.
Review capital A and the loop letters.
PRACTICE EXERCISE 47. -Watching my movement and speed. W.
Review capital W, Y, and P. Pen copies 39, 40, 42, 43, and 44. Practice the retraced
strokes to counting or music.
PRACTICE EXERCISE 48. Always be careful to write neatly. Neat.
Review l,f, and y. Also pen copies 35 and 36.
PRACTICE EXERCISE 49. Writing is worth my very best efforts.
Review capital T. Practice push-and-pull movement exercise. Review t and Ji, both
singly and in combination. Practice the words Smithsonian and Philadelphia from pen copies
61 and 67.
PRACTICE EXERCISE 50.* This is rny best penmanship on this date.
File a page of the best writing each student is capable of doing.
PRACTICE EXERCISE 51. Many men of many minds. Many m's.
Review capital R. Review pen copies 4, 5, 10, 13, 31, and 42.
PRACTICE EXERCISE 52.* Rapid, smooth, compact, legible writing.
PRIMARY AND PREVOCATIONAL DIVISIONS. 105
Use pen copies 62, 44, 49.
PRACTICE EXERCISE 53. Review movement exercises.
Review R, P, and B. Pen copies 62 and 63.
PRACTICE EXERCISE 54.* -Running hand should be plain and smooth.
PRACTICE EXERCISE 55. Ninety days after date I promise to pay.
If forms are available, write a number of promissory notes, using fictitious names.
PRACTICE EXERCISE 56.* Received of Allen C. Davis on account.
The writing of receipts and checks
PRACTICE EXERCISE 57.* Bought of E. O. Caldwell for cash.
The writing of bills and statements. Use business stationery if possible.
PRACTICE EXERCISE 58. Be sure you are right. Go ahead.
Pen copies 54, 55, and 68.
PRACTICE EXERCISE 59.* Command your hand and pen. C. C. Pen copies 7, 9, and 26.
PRACTICE EXERCISE 60.* Dear Sir: Yours Truly, Sincerely.
Write a short business letter. Consult a good work on English for the best form.
PRACTICE EXERCISE 61. Your letter dated January 1, 192-, received.
Continue business letter writing. Also practice on student's own signature.
PRACTICE EXERCISE 62.* Thanking you for your courtesy, I am.
Continue practice on signatures. Write a social letter.
PRACTICE EXERCISE 63. Business letters should be brief. B. B.
Write an invitation.
PRACTICE EXERCISE 64.* .4.4.4 BBB CCC DDD EEE FFF GGG HHH III
JJJ.
PRACTICE EXERCISE 65.* KKK LLL MMM NNN 000 PPP QQQ RRR* SSS
TTT.
PRACTICE EXERCISE 65.* UUU VVV WWW XXX YYY ZZZ 1234567
890%$.
If there is time following this series of exercises, review any of the pen copies the students
may select. Comparing specimens with the handwriting scale may reveal weaknesses that are
common to many members of the class. Select copies and exercises to correct these defects.
HOW TO MEASURE THE RESULTS OF THE SIXTH YEAR'S WORK.
Pupils finishing this year should have established a permanent, easy, legible handwriting.
It should have individuality. Further practice should be necessary only for the purpose of
improvement in form and speed.
Require a rating on the Zaner scale for grammar and high schools. Compare with the 70
per cent specimen at top of scale for movement. Also with 70 per cent at the bottom of the
scale. The student should equal these specimens in movement. In form he should equal an
approximation of the 65 per cent and 75 per cent specimens just below the center of the scale.
Note the rate of speed required.
ADVANCED GRADES.
The preceding work should have developed a legible and fairly rapid style of writing. In
order more firmly to establish such a style, and to correct any existing faults, it is recom
mended that advanced grades be given at least two 20-minute periods each week. For these
classes it is recommended that the Zaner Method Manual 144 be used, or, if preferred, the
Palmer Method of Business Writing. In either case, the teacher should follow the order of
presentation given in the text, and each student should be provided with a copy of the manual.
106 COURSE Otf STUDY.
It is a good idea at this stage to hold occasional quizzes. Advanced students who are
doing good work may be assigned to asssist in teaching those who are backward. In some
instances, it may be well to send them to other grades for this purpose.
The use of the Zaner handwriting scale should be continued, and a goal of 85 per cent should
be set before each student. Some will excel this. Maintain a penmanship "hospital" for
those who do not come up to at least 75 per cent on the scale.
BIBLIOGRAPHY.
The Zaner series of compendiums and teachers' manuals. Published by the Zaner & Bloser Co., Columbus, Ohio.
The Palmer Method of Business Writing. A. N. Palmer Co., Chicago.
Clark's Public School Penmanship. Ginn & Co., Chicago.
Thompson's Psychology and Pedagogy of Writing. Warwick & York, Baltimore, Md.
Freeman's The Teaching of Handwriting. Hough ton, Mifflin Co., Chicago.
The Business Educator (monthly periodical). Columbus, Ohio.
The American Penman (monthly periodical). 30 Irving Place, New York City.
PRIMARY AND PREVOCATIONAL DIVISIONS.
107
^t^^T^^^T^^^l^^^^
'>&fl^^^^
Movement and small-letter drills for pen practice.
COURSE OF STUDY.
Capital letters material for study and practice.
PRIMARY AND PREVOCATIONAL DIVISIONS.
109
/r
2^2^t^y^^7^
--^^^^
/ 7
/ ? < y
Capital letters for study and practice. Small letters are also carefully reviewed.
110
COURSE OF STUDY.
Capital-letter studies. Small-letter reviews.
PRIMARY AND PREVOCAT10NAL DIVISIONS.
Ill
c-F
/
\^^^^
/ 2-
/ 2-
/ 2-
7
The capital letters completed. Practice on digits.
DRAWING.
It is not intended that this outline be followed in detail. Remember that it is the child
and not the course of study which is being taught. Teachers should use judgment and common
sense in selecting material suitable to local conditions.
The selection of pictures for schoolroom and home decorations is an important subject
in the drawing course; therefore a number of pictures are suggested for students in each grade.
Pupils should be taught which are good and why, and should be made familiar with as many
of the best pictures as possible. This work might be extended to architecture.
Teachers should correlate drawing with the other subjects of the course and not confine
it to the period assigned to drawing. English lessons on nature should be illustrated by
drawings of plants, animals, etc. In arithmetic constructive designs are very helpful. Designs,
plans, and working drawings for shop and farm should be a part of the course in drawing.
Drawing can and should be used in connection with all the different subjects and courses.
FIRST GRADE.
FALL.
Drawing and painting. Use pencils, water colors, or crayons.
Grasses, sedges, leaves, trees, cat-tails, simple flowers.
Fruit, separately or in clusters.
Landscape sky and land, flat washes.
Emphasize direction and character of growth. Strive for keen observation. Teach
"taste" by making a pleasing arrangement of drawing on oblong paper, and by trimming
paper judiciously.
Imaginative drawing. Have pupils illustrate things suggested by the holidays and seasons
and by lessons in English, as "pumpkins," "turkeys," "wigwam," "going to school," "see
saw," "jumping rope," etc.
Color. -Teach color names, red, orange, yellow, green, blue, violet, by using a glass prism
throwing the colors upon the wall. Have pupils imitate the colors with water colors. Avoid
the use of too many colors. Tell the story of the "rainbow."
Construction. Illustrate Columbus Day; make Halloween cards, jack-o'-lanterns, Thanks
giving decorations; illustrate, with Dutch scenes, Pilgrim life and present-day customs. Cut
out designs and tint with water colors.
Picture study. First Steps, Millet. Interior of a Cottage, Israel. Hiawatha, Norris.
Caritas, Thayer.
WINTER.
Drawing and painting. Objects suggested by Christmas, New Year's, Lincoln's and
Washington's birthdays.
Draw simple objects and use as motifs for borders as well as for decoration of work in
construction. Colored designs may be cut out and used to illustrate work in written English.
Landscape sky, snow, mountains.
Imaginative drawing. Animals and people in action, suitable to the season and holidays.
Illustrate words, phrases, etc., from English lessons. Examples: "Coasting," "skating,"
"snowman," "a ship," "hunting," "rabbits," etc.
113
114 COURSE OF STUDY.
Construction. Make things for Christmas, New Year's, Lincoln's Birthday, Valentine
Day, Washington's Birthday.
Decorate with pencil and water colors.
Picture study. Madonna of the Chair, Raphael. Mother and Child, Brush. Holy-Night,
Correggio. Village Choir, Lins. Angels' Heads, Reynolds.
SPRING.
Drawing and painting. Spring buds, pussy-willow branches, grasses, spring flowers,
birds, etc.
Use simple nature units for simple designs.
In designs, emphasize the effect of regular spacing.
Landscape, suggested by the season, sky, river, hillside, and trees.
Imaginative drawing. Things suggested by the season, and English lessons, as "games,"
"washing day," "an April shower," "driving a hoop," "playing ball," "flying a kite," "a wind
mill," "boats," "fishing," etc.
Strive for free imagination and definite expression.
Construction. Design, make, decorate with water colors things suggested by the season,
Easter, May Day, Memorial Day, Arbor Day.
Make calendar for the spring months.
Picture study. Before the Storm, Dupre. Piper and Nut Crackers, Landseer. Two
Families, Gardner.
SECOND GRADE.
FALL.
Drawing and painting. Flowers, leaves, seed pods, cat-tails, trees, vegetables, fruit.
Cultivate " taste" by simple artistic arrangement of fruit and leaves within a frame.
Designs for decorating articles to be made for special days.
Landscape, autumn with plain and clouded sky, fields, road, distant trees in background.
(Sunset sky may be used.)
Imaginative drawing. Illustrate games, stories, and things suggested by the season, and
holidays.
Color. Continue teaching standard colors and combinations for coloring in flat washes,
fruit, leaves, flowers, landscapes, etc.
Construction. Make posters, cards, etc., for Columbus Day, Halloween, Thanksgiving,
Labor Day.
Picture study. Feeding Her Birds, Millet. The Drinking Trough, Dupre". The Cat
Family, Adam.
WINTER.
Drawing and painting. Objects suggested by winter, Christmas, New Year's, Valentine
Day, Lincoln's and Washington's birthdays.
Designs for borders, using mechanical figures, animals, and flowers as motifs for units.
Landscapes suggesting winter, sky, snow, bare trees in foreground, road and mountains in
the distance.
Japanese lanterns in gray and natural colors.
Imaginative drawing. Illustrate familiar stories, games, plays, posters, and cards for special
festivities.
Illustrate booklets for Lincoln's or Washington's Birthday.
Construction. Make posters, special cards, invitations, etc., for special days.
PRIMARY AND PREVOCATIONAL DIVISIONS. 115
Landscape calendars, blotter covers, valentines.
Picture study. Divine Shepherd, Murillo. Little Samuel, Reynolds. Dignity and Impu
dence, Landseer. Shoeing the Horse, Landseer.
SPRING.
Drawing and painting. Subjects in color appropriate for the season, Easter, Arbor Day,
May Day, Memorial Day.
Draw spring flowers and color them.
Draw butterflies, toads, birds, and color them as true to nature as possible.
Study spring landscapes, sky, road, hill, and trees, and village in distance.
Begin the study of values in color.
Imaginative drawing. Occupation, spring games, circus parades, different ways of travel,
rainy days, overall boys, sunbonnet babies, familiar stories, words, phrases, and sentences from
other lessons.
Construction. Make Easter cards, special programs, and invitations to parents for special
days.
May baskets, constructed and decorated.
Picture study. Out for a Sail, Walden. Mother and Child, Toulmouche. Strawberry
Girl, Reynolds.
THIRD GRADE.
FALL.
Drawing and painting. Make sketches of fruit, games, seed pods, flowers, branches of
fruit, vegetables, and their grouping. Paint in two tones of gray, then in natural colors.
Landscape, autumn scenes, with clouded sky or sunset.
Imaginative drawing. Playground sports, fairy stories, English lessons, posters, or booklets
for one of the holidays.
Color. Continue work in standard colors. Make a color scale. Teach application of
two tones of gray and combination of standard colors to bring out the natural colors of lessons
in drawing and painting.
Construction. Calendars illustrated, decorated bookmarks, and blotter covers, Indian
designs for bobbin lace.
Picture study. Can't You Talk ? Holmes. Pilgrims Going to Church, Boughton.
Children at Work, Geoffrey. Who'll Buy a Rabbit ? Meyer von Bremen.
WINTER.
Drawing and painting. Figure studies, action and proportion.
Study type solids; sphere, cube, prism, cylinder, pyramid, cone.
Draw select objects representing the different types. Use of table line.
Draw animals at rest and in action.
Designs, decorative and borders, for construction work.
Landscape, winter scenes.
Imaginative drawing. Illustrate stories, winter sports, personal experiences.
Construction. Indian designs for bobbin lace, Irish crochet, fillet, basket, rugs, mats,
cushions, etc.
Working drawings for things to be made in the workshop.
Printing to be used on construction work.
Simple straight-line printing.
COURSE OF STUDY.
Picture study. Sistine Madonna, Raphael. Shepherd and his Flock, Bonheur. Angel
and Mandolin, Carpaccio. An Old Monarch, Bonheur. Members of the Humane Society,
Landseer.
SPRING.
Drawing and painting. Single flowers, several flowers artistically arranged, sprays of
leaves, branches of buds, familiar birds, butterflies, frogs, insects, etc.
Menu cards for holidays.
Landscape, spring scenes, water scenes with boats, with or without clouded sky or sunset.
Imaginative drawing. Illustrate lessons in English, spring games, quotations, personal
experiences.
Construction. Plans for school and home gardens, of school yard, of school building.
Designs for industrial work.
Picture study. Girl with Cat, Hoecker. Three Children of Charles I, Van Dyck. Return
to the Farm, Troyon. Saved, Landseer. The Butter Maker, Millet.
FOURTH GRADE.
FALL.
Drawing and painting. Sketch sprays with flowers, leaves, branches with fruit, vegetables,
vases with flowers, birds and insects, use water color in tones of gray and in natural colors.
Landscape fields, trees, mountains in the distance, with autumn colors.
Imaginative drawing. Illustrate reading lessons.
Posters or booklets for use on the holidays.
Construction. Make designs for borders, corners, and all-over designs from flowers, seed
pods, etc.
Make designs for laces, pottery, baskets, etc.
Picture study. Sir Galahad, < Watts. A Kabyl, Schreyer. Brittany Sheep, Bonheur.
Three Members of a Temperance Society, Herring.
WINTER.
Drawing and painting. Vases, cups, saucers, jugs, pitchers, animals.
Printing for decorative purposes.
Landscape, winter scenes.
Imaginative drawing. Illustrate written lessons; poetry.
Designs for posters, calendars, etc.
Construction. Designs for drawing mats, rugs, baskets, cushions.
Working drawings for industrial classes.
Picture study. Return of Fishing Boats, Mesdag. Vikings, Douglas. Arrival of the
Shepherds, Lerolle. Madonna of the Chair, Dagnan-Bouveret.
SPRING.
Drawing and painting. Plants, animals, etc., for design.
Landscape suitable to the season houses or church spire in the distance; tree, road, and
water in the foreground.
Imaginative drawing. Illustrate games, poems, suitable to the season.
Construction. Make designs for lace, baskets, pottery, etc.
PRIMARY AND PREVOCATIONAL DIVISIONS. 117
Make working drawings for industrial period.
Picture study. The Balloon, Dupre". Spring, Corot. Dancing Children, Robbia. Potato
Planting, Millet.
FIFTH GRADE.
FALL.
Drawing and painting. Leaves, animals, flowers, fruit, using pencil and water colors, giving
special attention to foreshortening of leaves and flowers.
Landscape suitable to the season.
Imaginative drawing. Illustrate school activities, choice selections, lessons in English, and
other lessons.
Construction. Designs for industrial work for girls.
Working drawings by the boys for use in their industrial classes.
Picture study. The Rainbow, Millet. The Shepherdess, Lerolle. Autumn, Mauve. End
of Day, Adan.
WINTER.
Drawing and painting. Animals, homes of animals, and different races of people.
Landscape suitable to the season.
Motifs, Indian, apply to industrial work.
Imaginative drawing. Illustrate lessons and make cartoons of athletic sports.
Construction. Patterns for girls' industries.
Working drawings for boys' industries.
Picture study. The Angelus, Millet. Good-Night, Toulmouche. Oath of Knighthood,
Abbey. The Holy Family, Murillo.
SPRING.
Drawing and painting. Still life, from nature, giving special attention to complementary
colors.
Landscapes and water scenes suitable to the season.
Imaginative. Reading lessons, special occasions, holidays.
Construction. Motifs from Indian idea of nature, life, etc., applied to designs for laoe,
basketry, pottery, etc.
Working drawings for boys' industries.
Drawings and patterns for girls' industries.
Picture study. Song of the Lark, Breton. Melon Eaters, Murillo. Children Playing
Cymbals, Robbia. The Gleaners, Millet.
SIXTH GRADE.
PALL.
Drawing and painting. Flowers, seed, fruits, vegetables, still life, giving special attention
to foreshortening and giving depth to the picture. Study high lights and shadows.
Landscape and water scenes suitable to the season.
Free-hand lettering for decorative purposes.
Imaginative drawing. Illustrate lessons, athletic events, poems, short prose selections, or
booklet for one of the holidays.
Construction. Designs for girls' industries.
- 10422522 9
118 COURSE OF STUDY.
Designs for boys' industries.
Articles for special occasions.
Picture study. By the River, Lerollte. Dance of Nymphs, Corot. Queen Louise, Richter.
Pilgrim Exiles, Bough ton.
WINTER.
Drawing and painting. Still life, animals, single or in groups, vases, jars, books, chairs,
tables, glasses, cups and saucers, bowls, etc., giving special attention to bringing out the third
dimension.
Landscape suitable to the season.
Imaginative drawing. Monograms, idea of nature, life, the elements from the old Indian's
point of view.
Construction. Indian designs for industrial work for both boys and girls.
Working drawings for industrial work.
Picture study. Fog warning, Homer. Woman Peeling Apples, Ter Borch. Repose in
Egypt, Van Dyck. Christ and Doctors, Hoffman.
SPRING.
i _
Drawing and painting. Motifs of buds, flowers, leaves, geometrical figures for all-over
designs, corners, and borders.
Draw animals, birds, insects, butterflies, etc.
Landscape suitable to the season.
Imaginative drawing. Draw from memory animals, birds, flowers, etc.
Illustrate magazine covers, posters for advertising boots, shoes, dry goods, etc.
Construction. Designs, Indian, for girls' industries.
Working drawings for boys' industries.
Picture study. The Mill, Ruysdael. The Sowers, Millet. Oxen Going to Work, Tyron.
NOTE. While the cultural value of this course is not overlooked, it is intended chiefly to
develop manual dexterity and to prepare for the vocational courses.
VOCAL MUSIC.
As a means for training the senses tone study has no rival, because it synchronizes so
many of them ; in fact, the power of discrimination thus brought to eye, ear, and deeper sensory
perception is beyond that produced by any other single subject of instruction. Any scheme
of education which fails to appeal, to develop all the powers and functions of the human mind,
or which does not direct their use in ways enjoyable to the individual and helpful to the com
munity, misses its aim. Music opens the way to a new world of joy.
The first requirement for musical training in the schoolroom is to permit the pupils to hear
only good music, aiming constantly in this way to develop musical appreciation. This requires
a great deal of skill in the selections, since "rag time" has such a hold on the average individual.
The operas and oratorios offer many beautiful and not really difficult suggestions. The waltzes
from "Faust," "Traviata," "Tales of Hoffman," etc., and marches from "Lohengrin," "A'ida,"
"William Tell," Rigoletto," "Gioconda," "Tannhauser," etc., will always be enjoyed and may
often be used for rhythmic drills.
In selecting songs for the different grades, and particularly for special occasions, preference
should be given to those not under the standard set above, such as "Morning Prayer," by
Haydn; "May Songs," by Mozart; "Where Daylight Fades Away," by Beethoven; "Home
to Our Mountains," from Trovatore; "Over the Summer Sea," from Rigoletto; also the best-
known choruses from oratorios and operas, as "The Heavens Are Telling," from the Creation;
"Soldiers' Chorus," from Faust; "The Hallelujah Chorus," from the Messiah; "Good Night,"
from Martha; "Faithful and True," from Lohengrin; "Miserere," from Trovatore.
Patriotic songs, as "The Star-Spangled Banner," "Columbia, the Gem of the Ocean," and
"America" should, of course, receive special attention. The pupils should be able to sing them
from memory and at call on any occasion.
The aim of this course is to lead children to an interest in singing, to preserve the child
voice, to secure the ability to read music at sight, to develop the power to render it correctly
and pleasingly, and to cultivate enjoyment and appreciation of good music.
GENERAL DIRECTIONS.
I. Ear training. As music has, first of all, to do with the aural sense, so (1) recognition
of musical effects is the initial step in voice training. Much of the best music should be heard
by pupils whenever they can. Phonograph records, carefully chosen, can be obtained to give a
cultural education in music appreciation. However, this course must be limited to that which
is necessary for classroom work to develop the singing voice. Even here records can be obtained
to use for vocal and interval drills and for rote songs for (2) imitation, (3) distinction, or a
recognition of the differences of intervals heard, i. e., scales and chord passages follows; then
comes representation (4) or that which employs not only the ear but also the eye and hand;
in other words, written music. This work should continue throughout all grades.
II. Breathing exercises. Develop deep, quiet, sustained breathing. These exercises at
the beginning of each vocal lesson may be given with or without arm movements, the pupils
standing or remaining seated. (To save time, the vocal and interval drills may be taken in
connection with the breathing exercises.)
119
120 COURSE or STUDY.
III. Vocal drills. Always insist on a good, light, smooth tone. Teach the proper mouth
formation requisite for the production of a pure, bright, buoyant, head tone, using
Vowel sounds, as "oh," "oo," "ah," "aw," "ee," "u."
Syllables, as "tee," "nee," "pro," "mo," "no."
Words may also be used.
(a) For huskiness imitation of bells; "ding," etc.
(6) Pitch: Great care should be taken to give the right pitch and to have the pupils repro
duce a given tone correctly. Have the pitch high with tone apparently located in the front
portion of the mouth. It will be necessary in all grades to guard against untrue tones, especially
when chord work is taken up. Much individual attention must be given in the lower grades
to the eliminations of monotones. With much painstaking work, this can in most cases be
accomplished in the first or second grades. Here the foundation must be laid.
IV. Interval drills. All interval drills should be light and rapid. Use those intervals
indicated in the outlines or the difficult part of an exercise. The best time for this kind of
work is the first part of the period immediately following the vocal drill.
(c) Insist upon prompt and even "attack;" do not permit raggedness and uncertainty in
the beginning or ending of a note.
(d) Pronounce all words clearly and distinctly so that a listener can understand them,
especially final "t," "d," "e," and "ing," holding the preceding vowel until the end of the word.
V. Enunciation. Drill on the consonants, combining them with the vowel sounds, as
"oh," "oo," "ah."
Intone syllables, then words.
Exemplify words with singing tones.
VI. Rhythm. In all grades a great deal of rhythmic work should be done. The pupils
in the first three grades should be allowed to use their arms and bodies freely to acquire the
feeling of rhythm; so, whenever motions suggest themselves to the teacher they may be given
to pupils in correct time and tempo.
Picture drawing may be used to advantage.
In the higher grades rhythm is principally guided by time beats as manifested in the time
signatures which indicate the measure accents, and also the note and rest values in all musical
compositions.
(e) The tempo should be understood before beginning a song.
(/) The phrasing should be distinct.
VII. Gesture. Exemplify in dramatization games, motion songs, and plays for costuming;
avoid strenuous or noisy exercises.
VIII. Rudiments. Including knowledge of scales and chords, of musical terms, marks of
tempo and expression.
IX. Sight reading. Notes, exercises, scales, songs, etc.
X. Songs. A pupil should sing many different songs in various styles and forms. Selec
tions by rote, from numerals or by note, with or without words, in one or more parts, of various
rhythms, in different tempos, may be given to class or individually. Words and music should be
taught simultaneously. Have pupils memorize at least one patriotic song.
(<JT) Expression should be developed; much attention given to it.
XI. Story. To be told pupils, of great musical events, the biography of some noted musi
cian, or the history of some song, etc.
XII. Written work. The practice work for ear-training should be rapid and frequent, also
drills in placing notes in a new key (transposition) . Much care should be taken with the details
as clefs, sharps, flats, notes, etc.
PRIMARY AND PREVOCATIONAL DIVISIONS. 12]
(/?) In teaching pupils to read music do not have thorn sing the same song over and over
Drop for a time, then take up again, after giving something new. Do not kill interest and
spontaneity by monotony.
The above directions are suggestive only. The work will have to be chosen to fit the situa
tion and adapted to the grade or grades being taught. Success in teaching will depend as much
upon carefully planned and prepared lessons as upon the ingenuity of the teacher. A change
in the order of the exercises is often desirable.
MUSIC METHODS OF THE PRIMARY GRADES.
Music is a language, a universal language with the same syllables throughout the civilized
world. The vocabulary of song like the vocabulary of speech is acquired by imitation. Songs
learned in this manner are called rote songs.
ROTE SONGS.
Songs learned by imitation. There are two kinds. Art and observation songs. Choose
songs which are interesting to the child, and which cultivate a love for and an appreciation of the
best in music. Be sure that the melody is within the range of the child voice.
PURPOSE OF ROTE SONGS.
1. To give the children a musical vocabulary.
2. To stimulate a love for and an interest in good music.
3. To give the children an opportunity to express themselves in a musical way.
4. To secure if possible the light head tone.
5. To make a beginning in ear training.
6. To have a vocabulary of songs to be used as a basis for future observation.
ART SONGS.
Songs learned solely to be enjoyed, and to serve as mediums of emotional expression.
These songs need not be as simple in structure as the observation songs.
OBSERVATION SONGS.
" Known song," "familiar song," "work song."
1. To make a beginning in ear training.
2. To illustrate some definite musical problem. These songs should be short and simple.
Songs should be selected and classified in such order that the melodies of the first few
observation songs, about eight, shall be based upon the tonic chord; the melodies of the next
scries of observation songs shall be based upon the tonic chord with neighboring tones, then upon
recurring diatonic figures; then melodies progressing by intervals. Third point given in the
notes when it should be used.
RANGE OF THE CHILD VOICE.
The child voice is divided into two registers : Head (upper) , chest (lower) . The head voice
or upper register only must be used^by the child. The range of this grade should never be
lower than E flat (first line) or higher than E (fourth space). When necessary, transpose the
songs to meet this requirement.
HOW TO SECURE THE HEAD VOICE.
1. Train the voice from above downward.
2. Teacher uses light head tones.
122 COUKSE OF STUDY.
3. Children sing softly and sweetly.
4. Keep the class on pitch by frequent use of the pitch pipe.
5. Careful attention to pronunciation and enunciation.
HOW TO TEACH A ROTE SONG.
You should first try to draw from the children, by conversation or suggestion, the characters
or story of the song. If the song was about a cat, the question, "How many have a kitty at
home?" might be asked. Then questions about the kitty. When the children's interest is
aroused they will be eager to hear the song. You should then sing the rote song to the children
in the best possible way you can, as expression should come from the heart rather than the
head. Remember that they will imitate you, every gesture, every facial expression, every
peculiarity of tone quality. After the children's interest in a song has been aroused through
hearing it on several successive days they will be eager to learn it. You may now sing it again
as a whole, then sing the first phrase clearly and distinctly several times, asking the children
to repeat it. When the first phrase has been learned the second may be taught in the same
manner. Then the teacher will join the first two phrases, and have the children do likewise,
and so on to the end of the song. Be sure you repeat each phrase several times until the
children are able to imitate you, words and melody, as well as expression without a mistake.
If they fail to imitate a whole phrase correctly, break it into motives and figures. Now have
them sing the entire stanza. Keep the children on the pitch by constant use of the pitch pipe.
The following outline of steps in teaching rote songs may be found helpful:
1. Presentation of song so as to arouse interest and create atmosphere.
2. Teacher sings whole song.
3. Teacher sings first phrase; children imitate.
4. Teacher sings second phrase; children imitate.
5. Teacher joins the two phrases; children imitate.
6. Remaining phrases learned in same manner. .
7. Teacher sings entire stanza, to give new idea of the whole with its combined parts.
8. Children sing the entire stanza.
9. Words of remaining stanzas .taught.
10. Accompaniment added, if an instrument is available.
NOTE. The first two steps may be taken two or three days before teaching of the song
to the children.
NOTE. A musical phrase generally corresponds to a line of the song poem.
RECOGNITION OF PHRASE REPETITION.
At the end of the fifth or sixth month, review songs by singing them with "no" "loo" or
some neutral syllable. Develop the feeling for phrases by the teacher singing the first phrase,
the children the second, and alternating in this manner. Question the children about the
number of phrases in the song and compare like phrases.
TEMPO.
The proper rate of movement of songs depends upon the nature of the words and the
music, and the teacher must sing it in the correct tempo and insist upon the children singing
it that way.
ATTACK.
The teacher should be sure that the children know the first word and tone of the song;
she then blows the tone on the pitch pipe, gives a signal to begin, and sees that each member
of the class starts promptly.
PRIMARY AND PREVOCATIONAL DIVISIONS. 123
INDIVIDUAL SINGING.
When a song has been learned, let different groups of children and individuals sing it. One-
half of the time should be devoted to this phase of the work as this enables the teacher to
correct individual faulty impressions of the melodies and defects of intonation tone, quality,
and articulation.
BREATHING.
The following are a few suggestions made to the children through play to insure deep
breathing. Smelling imaginary flowers, blowing up paper bags, blowing dandelion seeds off
the stem, seeds from milkweed pods, blowing soap bubbles, etc.
TONE.
In this grade have the children work for tones which shall sound clear as bells, sweet as a
violin, round as soap bubbles, etc. Secure quality and quantity through vivid suggestions
which will produce the result required. The following are a few tone exercises. Car whistles,
car bells, cowbells, Indian yelling, birds peeping, bees humming, and barnyard animal calls.
For any single tone use pitches A flat A B flat BCD. Call cows as, "Come Boss, Come Boss"
key of C. Calling playmates, "Mary answer, I'm here" key of E flat. "Cuck-op" key of C.
SEATING THE CLASS.
Divide the class into three groups or choirs, seating the first choir the leaders or more
musical children in the rear, the second choir the less musical, in the middle, and the third
choir, the monotones, or musically defective pupils, in the front seats near the teacher.
SPECIAL HELP FOR MONOTONES.
Imitating whistles up and down the scale with oo quickly, playing Indian engine to train,
all aboard, key of C, cuckoo call, key of C, and other exercises found under "Tone." Every
child with normal hearing and a normal speaking voice can be taught to sing.
MONOTONES ARE OF FOUR CLASSES.
1. Children who do not give attention or concentrate, and are listless. We must arouse
their imagination, interest, and then enthusiasm.
2. Those who readily distinguish between songs and phrases, but who lack skill in introduc
ing them. They hear accurately but can not reproduce what they hear; they need practice
in the voluntary control of the voice, assisted by the teacher; light sweet tones must be aroused.
Often the singing of a musical child in the class will be more readily imitated than that of the
teacher.
3. Those who seem to lack a musical ear; their tonal sense is defective; they are defective in
pitch recognition. Pitch memory like memory in other lines will depend on the frequency and
recency of those melody impressions. They demand the utmost skill, patience, and persistence
on the part of the teacher. If possible, time should be given outside of the music lesson to these
children, even after school. The teacher or a musical child should sustain a tone for the mono
tone to match if possible, by bringing the voice up or down to reach the given pitch or tone.
If the child giving the tone gets out of breath, take another breath until the monotone hears
the tone a long time during which he is trying to match it.
4. Those who are abnormal or physically defective in the organs of hearing or speech or
both. These should be brought to the attention of a medical specialist.
NOTE. A monotone may be the most musical child in the class but one who has never
attempted to sing. Teaching such a child how to sing should be counted a privilege and a duty.
124 COURSE OF STUDY.
RHYTHMIC MOTIONS.
While singing the songs the children may sometimes make motions with their hand:,,
something to do with the song if possible, or playing the piano on the desk.
OBSERVATION SONGS.
(Third point referred to earlier). To be taught the third or sixth month.
3. Teach the syllables as another stanza to these songs. Teach them as you did the words.
a. Teacher sings the first phrase of a familiar song with the syllables; class repeats the phrase,
teacher calls it "Phrase the first."
&. Teacher sings the second phrase, class repeats it, and so on to end.
c. Teacher and class sing alternate phrases.
d. Two divisions of the class sing alternate phrases.
e. Individuals and class sing alternate phrases.
SECOND GRADE.
ROTE SONGS.
Art and observation. In teaching rote songs follow plan outlined tinder first grade.
OBSERVATION SONGS.
Review syllable songs taught in the first grade with words, loo and syllables, and teach
new songs the first three months, both art and observation.
EAR TRAINING.
1. Teacher sings the observation song already learned with loo, children count the phrases
and find those alike.
2. Teacher chooses a phrase, motive or figure (tone-word) from a syllable song already
learned and sings with loo. She asks children to sing with the syllables. This form of exercise,
conducted in short brisk drills, is one of the most important means for the development of a
discriminating musical ear.
A "musical phrase" generally corresponds to a line of the song-poem.
A "motive" is the smallest group of tones by which a particular musical corn-position may
be identified.
A "figure" is a group of tones which presents a distinct musical idea, though too meager in
content to point to any particular composition.
Presentation of observation songs (familiar songs) in staff notation. Here is where the child
must take the first step in eye work.
1. Write the notation of the song learned by syllables on the board. Be sure you copy the
notation of the song exactly as given in the book, even to the number of lines.
2. The teacher tells the name of the song and indicates each phrase and the syllables.
3. Recognition of familiar phrases, motives, and figures, by position in the song.
4. a. The teacher points out phrases at random, individual children sing them with syl
lables.
&. The teacher may sing a phrase at random with loo or syllables which individual children
will locate on the blackboard by inclosing it with the index fingers of both hands.
c. Children point out phrases which look alike, singing each phrase and its recurrence
with syllables. Attention should be called to the similar rhythmic notation of the recurring
phrases. The scanning of the poem by phrases or poetic lines should be associated with the
PRIMARY AND PREVOCATIONAL DIVISIONS. 125
rhythmic notation of the phrase. The longer and shorter tones should be associated with the
various kinds of notes. Repeat steps a, 6, c, finding motives and figures instead of phrases.
When the above work has been done on the blackboard the same steps should be repeated with
the book in the hands of the children.
d. Repeated association between the visual image and the aural concept is necessary to
secure instant recognition. In order to secure this, place motives and figures on the black
board which may be called a "figure board," and on perception cards, as the motives or figures
are discovered and studied in the notation of the observation songs. The teacher will sing
the first tone of the motives or figures with correct syllable and point to its notation on the
board, or expose the perception card for a fraction of a second, calling upon the class and indi
viduals to sing the entire motive or figure instantly.
Give a quick five-minute drill, class and individual, from the figure board or perception
cards every day for three months and frequently thereafter.
Simultaneously with the placing of the motives and figures on the figure board and percep
tion cards, attention should be called to the five lines and four spaces of the staff, counting
from the bottom upward, and the position of do mi sol, which is either on three consecutive
lines or in three consecutive spaces. To the eye there are only two keys, line do, and space do.
DEVELOPMENT OF NOTATION.
(Reading new songs from staff notation.)
NOTE. If using the Progressive Music Series, the teacher will observe that the songs of
Chapter VI may be compared with those of Chapter I, in that figures composed of tones of the
tonic chord are prominent. The songs of Chapter VII are similar in figure content to those
of Chapter II.
New songs to be studied from staff notation should be selected and classified in such order
that the melodies of the first few songs should be based on the "tonic chord." The melodies
of the next few upon the "tonic chord with neighboring tones." Then upon "recurring dia
tonic figures," the "melodies progressing by intervals." This is the order of sequence followed
in presenting observation songs in the first grade.
1. Preliminary to the reading of a new song from its staff notation.
a. The familiar motives and figures that occur in the song are drilled upon from the figure
board or perception cards.
&. The teacher then asks the children to find and sing the familiar figures in the first phrase
of the song in the books.
c. If the phrase contains unfamiliar figures or if the figures are connected by unfamiliar
intervals, these passages should be taught by rote.
d. The phrase as a whole should then be sung.
2. The children led by the teacher should scan (read) the poem in concert in order to get
the rhythmic flow of each phrase. Now call attention to phrases in observation songs that are
rhythmically similar to the phrases under consideration. The children scan the familiar phrase
in the rhythm of its notation, compare the notation with the similar phrase in the new song,
and then scan the phrase of the new song and sing it with syllables, this time feeling the rhythmic
swing and flow of the melody. Now sing it individually with syllables, with loo and with the
words. By this process the children learn to associate notation with the rhythmic swing and
flow of the melody.
3. The next step is to look through the song to determine whether the phrase is repeated,
and if so, to sing the recurring phrases with syllables, with loo, and with the words. Fre
quently attempt the singing of the repeated phrases immediately with the words.
126 COURSE OF STUDY.
4. The second phrase and its repetition, if any, should be studied in the same manner as
the first phrase. The other phrases should be similarly studied.
5. The various phrases now being familiar as units, the song should be sung as a whole
with syllables, with loo, and with words.
WRITTEN WORK.
Draw a staff on the blackboard, place the key signature and do and have the children
write motives or figures sung with syllables by the teacher. Later the teacher sings the motives
or figures with loo; the children supply the syllable and write the notation on the board or
paper at their seats.
MONOTONES.
For special help see suggestions in first grade notes. No child who has normal hearing and
normal vocal organs should be left unable to sing at the close of the year.
INDIVIDUAL WORK.
Fully one-half of the time should be given to the individual work both in the singing of
rote songs and in the new work.
SEATING CLASS.
At the end of the second week, seat the most musical children in the rear scats, and the
poorer singers, those needing special attention, in the front seats.
THIRD GRADE.
ROTE SONGS EMPHASIZE EXPRESSION.
Vocal drills. Before each music period have the children stand and sing from the top of
the scale downward, using the syllable ''no. " Use this drill in the keys of D or D flat on up to
F or G, starting one-half step higher each time. Insist on sweet, clear singing. Take the drill
as rapidly as possible.
Interval drills. Drill on the intervals of thirds and fourths, viz:
Thirds (ascending): Thirds (descending): Fourths (ascending): Fourths (descending):
do mi do la do fa fa do
re fa ti so re so so re
mi so la fa mi la la mi
fa la so mi fa ti ti fa
so ti fa re so do do so
la do mi do la re re la
ti re re ti ti mi mi ti
do do do do
NOTE. It is not necessary to take other intervals at this time. Fifths are inversions of
fourths, and sixths are inversions of thirds.
Rhythmic development
(a) Growth of rhythmic sense.
1. Through rote songs.
2. Through singing games.
3. Through folk dances.
(b) Study of rhythmic notation.
1. Through scanning the poem of the song.
2. Through comparison and association of the phrases of new songs with those
of familiar songs.
3. Through study of comparative note values.
PRIMARY AND PREVOCATIONAL DIVISIONS. 127
Ear training. Teacher sings simple intervals or passages with "loo," and the pupils answer
with proper "so fa" syllables. They may write them on paper or on the board also.
Pupils should be able to sing simple songs and exercises at sight reading. Give special
attention to phrase feeling and expression. Teach children how to find "do" in any song to
be used in sight reading.
1. In all sharp keys the last sharp in the signature is in "ti's" place. Count up one and
find "do."
2. In all flat keys the last flat is in "fa's" place. Count up or down the scale from that
to find "do."
FOURTH GRADE.
ART SONGS TAUGHT BY ROTE.
Ear training and written work. Follow plan outlined under third-grade notes.
Interval drill. Preparatory to singing a sight-reading song the more difficult intervals will
be studied.
Forms of notation. All forms of notation and signs used in this grade are to be carefully
taught, their function stated, and practice in reproducing them given to the class as they occur
and are then reviewed.
In the previous grades the children have learned to feel the rhythm through comparison of
phrases in observation songs that are rhythmically similar to phrases under consideration, and
through scansion of the poem. From now on we must feel the metrical pulse beat of the measure
as well as the rhythm. This must be done from the understanding of the meter signature. The
upper figure of the meter signature shows the number of beats in a measure and the lower figure
the mind of a note receiving one beat. The pulse beat is shown by the child tapping once for
every beat in all of the sight-reading songs and the notes observed that receive more than one
beat.
Quarter-note beat. Two equal tones to a beat. Teacher finds a song with the new rythm
in the textbook and teaches by rote with the words ; she then puts the notation of the songs on
the board. Now begin the observation work. Teacher sings the song with the syllables between
the two notes representing the beat, singing one when the hand goes down the other when
the hand comes up. The children will point out the notes where two tones are sung to one
beat and where the finger is placed when making the tap. Individuals may come to the board
and tap while the class sings the song. Now the children may observe the notes representing
the two equal tones to a beat. The teacher will make a point of being certain that the children
understand the meter signature that is, that the upper figure shows how many beats in a
measure, and the lower figure shows what kind of a note receives one beat. The value of two
eighth notes equaling a quarter note or one beat will be explained. Find the same song in
the book and sing.
Rhythmic drill. Two equal tones to a beat. Quarter note beat. The following rhythmic
drill should be used as you used the figure board. Just as the figures (tone-words) were made
mental pictures, so must the various rhythms be made mental pictures. Sing down the scale
both by class and individual.
Sharp chromatic tones. (a) Teacher finds a song containing sharp chromatic tones and
teaches by rote with the words. She then puts the notation of the song on the board. Now
begin the observation work. Teacher sings the song with the syllables. The children will
notice the new syllable name or names, and the chromatic tone signs will then be studied.
(6) The children should now sing do ti do, with loo on different pitches Then think the tones
do ti do, from a given pitch and sing them with these syllable names sol fi sol. Teach re di re,
mi ri mi, la si la, and ti li ti, as you did solfi sol, from do ti do.
128 COURSE OF STUDY.
NOTE. A sharp before a note means a half step higher. A cancel (natural) before a note
means a half step higher if cancel is on a staff degree which has a flat on it in the key signature.
NOTE. The sharp sharps or raises the staff degree. The syllable name for the chromatic
tone is coined from the same of the diatonic tone in whose place it is shown.
Dotted quarter and eighth notes (quarter note beat). Teacher finds a song with the new
rhythm in the textbook and teaches by rote with the words, she then puts part of the notation
of the song on the board. Now begin the observation work. Teacher sings the song with
the syllables and taps the time while the children observe. She taps twice under the dotted
quarter note singing the eighth note as the hand comes up. The children find the note repre
senting the short tone (eighth note). The eighth note is sung on the last half of the second
beat as the hand is coming up. Explain the use of the dot. A dot adds half the value of the
preceding note or rest to that note, or rest. The children come to the board and tap. Find
the same song in the book and sing.
Rhythmic drill. Dotted quarter and eighth notes (quarter-note beat). Follow plan out
lined under two equal tones to a beat.
Flat chromatic tones. (a) Teacher finds a song containing flat chromatic tones and teaches
by rote with the words. She then puts part of the notation of the song on the board. Now
begin the observation work. Teacher sings the song with the syllables. The children will
notice the new syllable name or names and the chromatic tone signs will then be studied, (b)
The children should now sing mi fa mi, with loo on different pitches. Then think the tones
mi fa mi from a given pitch and sing them with these syllable names sol le sol. Teach la te la,
re me re, and others as they are met with in the textbook, as you did sol le sol from mi fa mi.
With sol fa mi teach do te la.
NOTE. A flat before a note means a half step lower. A cancel before a note means a
half step lower, if cancel is on a staff degree which has a sharp on it in the key signature.
NOTE. The flat flats or lowers, so to speak, the staff degree. The syllable name for the
chromatic tone is coined from the name of the diatonic tone in whose place it is shown.
Phrase beginning on the eighth note before the beat. Teacher finds a song with the new
rhythm in the texbook and teaches by rote with the words; she then puts part of the notation
of the song on the board. Now begin the observation work. Teacher sings the song with the
syllables and taps the time while the children observe. As the song begins on the last half of
the beat, the children must notice which way the hand is moving as she sings the first tone.
The finger is on the board or book under the eighth note and is raised as the tone is sung.
Children tap and sing first from the board, then the books.
Rounds. Teach a number of songs by note. The class must know the song as a simple
tune before it is permitted to use the same as a round. When first used as a round the teacher
may sing against the class. Then divide the class in two groups. When the first group comes
to the second part, the second group begins the song. Sing the round through two or three
times without stopping. Later divide the class into three groups. When the first group comes
to the second part the second group begins the 'song, and whenjthe second group comes to the
second part the third group begins the song. The round is the introduction to two-part singing.
Individual work. Fully half of the work should be individual work.
FIFTH GRADE.
Interval work and other drills continued; much rapid skipping, interval practice.
Intermediate tones or chromatics in connection with the scales.
Major keys to four sharps and four flats.
Sight reading, give abundant exercise, read by groups of notes as much as possible. Two-
part work begun.
PRIMARY AND PREVOCATIONAL, DIVISIONS. 129
The greater staff, names of notes on lines and spaces, both clefs, added lines and spaces,
ie., history of the staff.
Rhythm and contrasted rhythms. The beat, multiple beat, divided beat, dotted quarter,
and eighth notes.
Written work continued, some original work.
Marks of expression, tempo, and direction.
Singing simple selections in a more finished manner-
SIXTH GRADE.
Continue interval and other drills. Sustain interest by exact and rapid drill in careful
and systematic work hi all that has been taught hitherto.
Chromatics or intermediate tones continued, minor exercises begun. Write the major
scales and the chromatic scale in C. Study modulating exercises.
Study the notes on bass staff.
Songs and exercises in two and three parts.
Syncopated rhythm begun. Show its relation to ragtime and to poor musical taste and
a low sense of musical appreciation.
Emphasize thought, feeling, and expression, having pupils understand that it is the rhythm
that gives life to music, and expression gives color, or is the "flesh and blood" of the music.
PHYSICAL TRAINING.
In outlining a course for physical training it is better to plan the work to meet the needs
of the pupils when grouped according to the stages of their physical development than to
arrange it according to the academic grades. Instructors should give those exercises and games
that meet the needs and wants of their pupils.
It should always be kept in mind that the object of physical training is to meet the needs
of all pupils and not the few who are athletically inclined. The legitimate needs of the pupils
may be enumerated under three headings, namely:
(a) Body better health, better physique, greater strength proportionately distributed,
poise, ease, and grace of movement, and recreation.
(b) Mind judgment, firmness, quickness of decision, obedience, alertness, attention, imi
tation, quickness of perception, rapid coordination between mind and body.
(c) Moral courtesy, honesty, loyalty, chivalry, kindness, sympathy, clean sport, fair play,
self-control, self-reliance.
The great value of physical training is now being recognized in the public schools throughout
the world and was recognized early by the Germans, for in 1796 a German author said, " Gymnas
tic sports are possessed of something so grand, are so heart cheering, have such power of influenc
ing national thought, to lead and guide the nation, to influence the people with patriotism, have
such power to develop their sense of justice, to raise their standard of virtue, and to diffuse even
among the lowliest classes a certain degree of culture, that I do no.t hesitate to declare them one
of the nation's best means of education."
In beginning physical training in the classrooms it is advisable to arrange pupils in the room,
drilling them in sitting, rising, standing, and resting positions and positions of the arms.
Whenever the weather permits, the pupils should be given the benefit of having all drills,
marches, games, etc., out of doors.
There is no better means of arousing sluggish children than a good, brisk, short drill out of
doors. Headaches may often be cured in this way.
If gymnastic exercises, games, etc., are given indoor, after the first exercise monitors should
open doors and windows in such manner as not to permit a draft to strike any pupil, and close
them while the pupils are being seated after the last exercise.
All marching and facing used in dismissals, changing classrooms, assemblies, etc., should
be in accordance with the United States Army drill regulations.
GROUP I (AGES 6 TO 9).
Teach sitting, standing, and resting positions; positions of the arms; and the necessary
commands as attention, forward, march, halt, position.
Stress should be placed on forming and fixing correct habits of breathing, walking, standing,
and sitting.
Give breathing exercises. All breathing exercises should be given slowly.
Daily practice should be given in the setting-up exercises used by the United States Army.
These exercises may be supplemented by suitable drills from authorized physical training manuals.
Give drills in marching. Use United States Army drill regulations.
Strict attention should be given to exercises for the correction of physical defects.
Give gymnastics for the development of the different parts of the body.
131
132
COURSE OF STUDY.
Suitable environment should be provided for free, active, and imitative plays, as follows:
Running.
Swinging.
Teetering.
Balancing.
Tumbling.
Skating.
Swimming.
Soldier.
Cowboy.
School.
Calling.
Climbing.
Jumping.
Hopping.
Wrestling.
Sliding.
Wading.
Horse.
Expressmen.
Store.
Doll play.
Party.
In a sand pile, making caves, hills, rivers, farms, villages, etc.
Games of experimentation, of chasing, throwing, hunting, etc., as-
Jumping rope.
Hopscotch.
Cat's cradle.
Stagecoach.
The belled cat.
Simon says "Thumbs up.'
Guess.
Odd or even.
Pom-pom pull away.
Drop the handkerchief.
Pussy wants a corner.
Going to Jerusalem.
Tap.
Driving hoop.
Relay races.
Town ball.
Baseball.
Bean-bag games.
Poison, or cushion dance.
Jackstones.
Hunt the key.
Blindman's buff.
Ruth and Benjamin.
Button.
Identification.
Cat and mouse.
Tag.
Prisoner's base.
Follow the leader.
I spy, or hide and seek.
Deer.
Catch ball.
Arch ball.
One old cat.
Football.
Ring: toss.
Singing games appeal to this group. Examples:
When I was a shoemaker.
Did you ever see a lassie?
The farmer in the dell.
Looby Loo, or shaker song.
Charlie over the river.
How we go round the mulberry bush.
Individual athletics for bar competition. (See p. 134.)
Apparatus for unsupervised and supervised play:
Sand pile. Climbing pole. Jumping pit.
Seesaw. Climbing rope. Jumping ropes,
Pole swing. Climbing ladder. Balls.
Traveling rings Teeter ladder. Bean bags.
London bridge.
The jolly miller.
Green gravel.
Flying rings.
Slides. Rings for ring toss.
GROUP H (AGES 10 TO 13).
Sleds for coasting.
Parallel bars.
Horizontal bars.
Swimming and wadiug pool.
Drill in the different positions suggested in Group I.
Breathing exercises daily. When necessary to give them indoor, see that the room is
ventilated thoroughly.
Daily drill hi setting-up exercises, supplemented by other drills for development.
Marching: Follow regulations of United States Army.
Dumb-bell and wand drills.
Free gymnastics for the correction of common physical defects of the head and neck,
shoulders, spine, flat chest, waist, hips, arms, leg, thigh, weak back, etc.
Suitable space and equipment should be provided for free active plays, and for games of
running, jumping, throwing, chasing, etc.
Swimming.
Jumping.
Skating.
Coasting.
Fox and farmer.
Relievo.
Follow the leader.
Hare and hounds.
Potato race.
Wheelbarrow race.
Arch ball.
Basketball relay.
Crab relay.
Broad-jump relay.
Pick-a-back relay.
Pull up.
Volley ball.
Basket ball.
Dodge ball.
Quoits.
Kick ball.
Leap frog.
Prisoner's base.
Hill dill.
North and south.
Fox.
I spy.
Bull in the ring.
Tag games.
Racing.
Obstacle race.
Indian wrestling.
Ball-passing relay.
Tug of war.
Hopping relay.
Double relay.
Rooster fight.
Wand wrestling.
Baseball.
Town ball.
Keep ball.
Shinney.
La crosse.
Putting shot.
PRIMARY AND tREVOCATlONAL DIVISIONS.
133
Intellectual games. (See any good author.)
Singing games.
Comin' Through the Rye.
Dan Tucker.
The Miller.
Individual athletics for bar competition. (See p. 134.)
Apparatus for unsupervised and supervised play:
Parallel bars.
Vaulting standards.
Climbing rope.
Trapeze.
Flying rings.
Traveling rings.
Jumping standards.
Volley ball, court.
Basket ball, court.
Ring toss.
Tennis court.
Slides.
Skates.
Jumping place.
Horizontal bar.
Vaulting pole.
Climbing pole.
Rings.
Ladder.
Sliding poles.
Giant stride.
Windmill, etc.
Baseball diamond.
La crosse course.
Quoits.
Croquet set.
Sleds.
Running track.
Swimming pool.
The playground should be well equipped with good apparatus.
GROUP in (AGES 14 AND UPWARD).
Drill in position of arms and in commands. Cultivate a strong clear voice in giving com
mands and give decisive commands.
Dumb-bell, wand, and Indian club drills.
Breathing exercises daily.
Setting-up exercises should be given daily, which may be supplemented by other drills for
the development of the different parts of the body.
Marching use United States Army regulations.
Give free gymnastics for the correction of physical defects of the head and neck, flat chest,
spine, shoulders, hips, waist, arms, leg, thigh, weak back, etc.
Many of the games of the former group may be continued in this group. Use those games
which appeal to the pupils.
GROUP COMPETITIVE GAMES.
Pupils in this period prefer competitive team games. Play regular schedules of group
games which include all pupils in the school. Divide into balanced teams.
Group athletics is simply a form of competition by which every pupil who is physically fit
(this to be determined by the physician) may enter any game or event, and feel, if he does his
part, that he is helping his team to win, even though he may not excel in that particular event.
Records are made or trophies are won not by an individual member of a team but by aggregate
or average records of the entire team. This form of athletic games does away with the common
objection that athletics provide only for the expert, because group events reach the student who
does not usually take part or wants to take part, and by team spirit forces him by being a mem
ber to train conscientiously to do his very best to win.
For the success of physical training and group competitions it is necessary to have organ
ized, enthusiastic, cooperative effort of the superintendent and all employees, plus as much
technical knowledge, skill, arid apparatus as can be obtained. It is astonishing what can be
achieved through enthusiasm, cooperation, organization, and common sense.
The value of group competitive games over others lies not in the special development of a
single individual or a few individuals, but in the general development of all the pupils in school.
They also develop leaders by having the captains of the different teams call for volunteers
to organize each game in the series.
Play group competition games to a definite schedule, having separate schedule for boys
and girls; all pupils should be organized in teams and play regular schedules. On the comple
tion of a schedule a new organization of teams may take place for the next schedule. Keep
10422522 10
134
COURSE OF STUDY.
teams evenly balanced and competition will be much keener. No schedule should extend over
a period of more than two months. Have names for the teams, historical or otherwise appro
priate, or use colors.
Select games that require planning, managing, and effort to overcome obstacles, for they
are the games of real worth, as they afford an opportunity to use the mind as well as the muscles.
Examples :
Basket-ball relay. Potato race.
Indian wrestling. Obstacle relay.
Hopping relay. Rooster fight.
Straight-run relay. Square pull.
Double relay. Dodge ball.
Walk-and-run relay. Football.
Pick-a-back relay. Newcomb.
Backward-and-forward
relay.
Hurdle relay.
North and south.
Leapfrog.
Volley ball.
Scrimmage ball.
Ball-passing relay.
Tug of war.
Crab relay.
Board-jump relay.
Hop, skip, and jump relay.
Wand wrestling.
Pull up.
Arch ball.
Individual athletics for bar competition. (See p. 134.)
Apparatus for unsupervised and supervised play:
Running track. Tennis court. Apparatus for vaulting.
Eight-pound shot. Indoor gymnasium. Baseball diamond.
Hurdles. La crosse course. Football field.
Volley-ball court. Jumping standards.
Suggestive schedule for group competitive games.
Basket-ball court.
Swimming pool.
Croquet set.
Dates.
Teams.
Events.
Points.
Winners.
Points won daily.
Grand total of points to
date.
A
B
C
D
A
B
C
D
Points.
Attend
ance.
Points.
Attend
ance.
Points.
Attend
ance.
Points.
Attend
ance.
A v. B
Arch ball
2
3
Cv. D
Volleyball
Av. C
Basket-ball relay
2
1
Bv.D
A v. D
Volleyball
Straight-run relay
Football
2
8
B v.C
C v. D
Double relay
2
3
-
B v. A
Football
Dv. B..
Hurdle relay
2
3
Cv.A
Av. B..
Volley ball
Tug of war
2
3
2
T
Cv.D
C v. A.
V'ofiey ball
Potato race ....
D v. B
Volley ball
A v. D
Broad-jump relay
Football
2
^
Bv.C
Dv. C.. . .
Hopping relay
Football
2
T
B v. A
D v.B
A v.C
Leapfrog
Volley ball
2
T
D v. A
Pick-a-back relay
Volleyball
2
S
Cv.B
Bv.D..
Rooster fight
2
1
Av.C...
Football
D v. A...
Ball-passing relay
Volley ball
2
T
Cv.B....
A v. B
Crab relay
2
?
Cv.D
Volleyball
INDIVIDUAL ATHLETIC BAR COMPETITION.
Many boys fail to take part in special athletic contests because they are not able to compete
with the best athlete in school in any one event. To overcome this obstacle and to encourage
individual work in athletics the Indian Office will award athletic color bars to those pupils who
are able to qualify in all the events of certain specified groups. The color of the bar awarded
indicates the athletic attainments of the possessor.
PRIMARY AND PREVOCATIONAL DIVISIONS. 135
A Red Bar will be awarded to each boy under 13 years of age who qualifies in all of the
following events:
Pull up (chinning the bar), 5 times.
Standing board jump, 5 feet 9 inches.
Fifty-yard dash in 7 seconds.
A White Bar will be awarded each boy under 18 years of age who accomplishes the following
events:
Pull up, 10 times.
Standing board jump, 7 feet.
One-hundred-yard dash, 12.6 seconds.
A Blue Bar will be given to any boy who accomplishes the following feats :
Pull up, 16 times.
Running broad jump, 18 feet.
Running high jump, 4 feet 8 inches.
Two-hundred-and-twenty-yard dash in 26 seconds.
In pull up (chinning the bar) the arms should be extended to full length each time and the
body should be raised slowly, without kicking, jerking, or swinging, until the chin touches the
bar.
In the other events Amateur Athletic Union rules shall govern.
Tests for bars should be given only twice a year.
A boy must accomplish all of each group of events at one meet.
'
INDUSTRIAL WORK (DAY SCHOOLS).
FIRST, SECOND, AND THIRD GRADES.
GIRLS.
Under the immediate direction of the housekeeper.
FIRST AND SECOND GEADES.
I. Sewing:
(a) Make handkerchiefs.
(6) Hem hand towels.
(c) Darning.
(d) Mending.
(e) Doll clothes may be made if there are dolls to be dressed.
II. Lace:
(a) Crochet and bobbin for trimming of clothing.
III. Weaving from rags and fibers:
(a) Mats.
(&) Cushions.
(c) Baskets.
(d) Beadwork.
NOTE. In fiber weaving, instruct pupils how to prepare their materials from the raw
state i. e., from reeds, willows, cacti, palm trees, roots, grasses, etc.
THIRD GRADE.
The following work is also for pupils in the first and second grades who are 10 or more than
10 years of age.
I. Sewing:
(a) Make handkerchiefs.
(6) Make towels, napkins, pillowcases, sheets.
(c) Make a tub dress.
(d) Make underclothing.
(e) Make outfit for cooking apron, sleeve protectors, cap, holder.
(/) Simple embroidery for personal and household uses.
(g) Older girls should be taught to make a layette, and clothing for children.
II. Housekeeping:
(a) Sweeping, dusting, scrubbing, laundering, household sanitation, care of the kitchen,
living room, bedrooms, sick room.
(6) Setting table, serving meals, clearing table, care of left-overs, washing dishes, and care
of dish towels.
(c) Cooking of different kind of vegetables raised in the community.
(d) Making soups, cooking starchy foods, cereals, and meats.
(e) Making raised bread, cake, cookies, pies, etc.
(/) Making simple desserts and salads.
137
138 COURSE or STUDY.
II. Housekeeping Continued.
(g) Planning of meals, use of left-overs, making menus, cooking and serving meals according
to menus planned, estimating the cost per person.
(A) Preserving foods canning, pickling, jellies, marmalades, etc.
(i) Furnishing a house of two rooms, three rooms, four rooms.
III. Care of a cow.
IV. Care of milk and how to make butter.
V. Kitchen gardening.
VI. Poultry raising.
VII. Weaving from rags and fibers.
(a) Rugs.
(6) Mats.
(c) Baskets.
(d) Cushions.
NOTE. Pupils should be taught the economic value of the fibers in their community and
how to prepare them for use in weaving.
VIII. Lace:
Irish crochet and bobbin for personal and household uses.
BOYS,
Under the immediate direction of the teacher.
FIRST AND SECOND GRADES.
I. Gardening:
(See outline for school and home gardens for grade 3.)
II. Weaving:
(The same as for the girls.)
III. Cleaning detail:
(a) Keeping school grounds clean.
(6) Give work according to strength of pupils.
THIRD GRADE.
I. Study of plants:
(a) Seeds, grains, grasses.
(6) Buds, leaves, stems, etc.
(c) Legumes variety and uses.
(d) Shrubs, trees, etc.
II. Study of soils, types, tillage, moisture, fertility.
III. Seeds:
(a) Selection.
(6) Testing.
IV. Cultivation of crops :
(a) Potatoes.
(6) Corn.
(c) Wheat.
(d) Other crops grown locally.
V. Rotation of crops.
PEIMABY AND PREVOCATIONAL DIVISIONS. 139
VI. Care of farm animals:
(a) Cows and milk.
(6) Poultry.
(c) Horses.
(d) Hogs.
(e) Sheep.
VII. Garden, school, and home:
(a) Locating, when, preferably in the fall where; sunny slope, well drained, with, if
possible, rich loam soil size. Depends on age and physical strength of pupil.
(6) Clean up weeds, sticks, stones.
(c) Planning.
(d) Fertilizing.
(e) Seed-bed preparation.
(/) Planting, depth and distance apart.
(<7) Tillage.
(7i) Harvesting.
(i) Marketing.
(7) Friends of the garden cultivate.
(fc) Enemies of the garden eradicate.
(I) Cultivation of fruits, berries, etc.
VIII. Articles which may be made:
(a) Bread board.
(&) Hen's nest.
(c) Hen's roost.
(d) Chicken coop.
(e) Milk stool.
(/) Feed trough.
(g) Wall shelf.
(7i) Footstool.
(i) Bench.
(/) Table.
(k) Window screen.
(I) Door screen.
IX. Processes which may be learned :
(a) Setting posts.
(6) Building fence.
(c) Repairing furniture.
(d) Mending harness.
(e) Oiling harness.
(/) Care of farm and other tools.
(g) Putting handles in tools.
(h) Harnessing, hitching, and unhitching horses.
X. List of tools:
Hammer. Plane. Oilstone. Hoe.
Hatchet. Brace and bits. Vise. Fork.
Axe. Screw driver. Steel square. Scythe.
Saw. Chisel. Spade. Rake.
INDUSTRIAL WORK (BOARDING SCHOOLS).
OCCUPATION AND SEAT WORK.
FIRST, SECOND, AND THIRD GRADES.
(So far as possible, work of a similar nature may be done in corresponding grades in the day schools.)
For pupils in the so-called adult primary classes, the industrial training for the first, second,
and third grades in boarding schools will be given in the regular industrial details, the pupils
being detailed with those of the prevocational division. Young pupils that is, pupils approach
ing the normal age in the first, second, and third grades in boarding schools, instead of working
on details will, wherever appropriate arrangements can be made, spend the entire day in the
academic department doing the work indicated.
Following is a suggestive guide for the occupation and seat work.
FIRST GRADE.
BOYS AND GIRLS.
Paper cutting , folding , and pasting. Standard exercises such as may be found in any booklet
on the subject and also in current publications.
Clay modeling. Standard exercises such as may be found in any booklet on the subject
and also in current educational publications.
Weaving. Elementary exercises in weaving paper mats, followed by exercises with rags
and fibers.
Construction work. Pupils begin familiarizing themselves with foot and inch in work of
making toys, decorations, and other articles for Hallow'een, Thanksgiving, Christmas, and other
holidays. Sand table projects: (1) A child's home in the community. (2) A farm (a) in au
tumn, (6) in spring. (3) Projects related to school needs. (4) Making booklets (a) for re
cording phonic families, (6) for word lists.
SECOND GRADE.
BOYS AND GIRLS.
Weaving. -Mats, cushions, baskets, from rags and fiber as may be required. Whenever
possible, pupils should collect and prepare fibers, splints, etc., from raw state.
Spool knitting and braiding. -Preparatory to mat and rug making.
Bead work. Begin with the simplest designs and follow up with more intricate ones as
rapidly as pupils are able.
Storekeeping. Play at keeping store with various articles to represent merchandise and
toy money for medium of exchange. Practice buying and selling. Make a study of real coins
cent, nickel, dime, and dollar.
Playhouse work. Sand table projects. Make doll house out of cardboard or cracker boxes.
Make different rooms in it to be furnished. Interior decoration. Paper walls. Make rugs for
floors and curtains for windows. Paper furniture. Bed and table linen from paper. Make
family for doll house and clothes for family. Care of doll house sweeping, dusting, sunlight.
Construction work. Continue the work outlined for the first grade. Make bags and boxes
from paper and carton for school store and for doll house. Make domino cards, clock dials,
flash cards, book covers.
141
142 COURSE OF STUDY.
THIRD GRADE.
Weaving. Mats, baskets, cushions, rugs from cloth or fiber as may be required.
Rug and mat making.
Bead work. Continue work begun in the second grade.
Store keeping. Continue work of the second grade, with addition of exercises in measuring
and weighing, making change with toy coins, part payment with produce. Toy banks, deposit
slips for school banking, price lists for school store.
Construction work. (Girls.) Sewing: Make handkerchiefs, hemming hand towels, darn
ing, mending, begin making doll clothes.
(Boys.) Whittling: Jig-saw and scroll-saw exercises. Making bird house, clothes hangers,
dolls, toys, wood furniture for doll houses; checkers and other games, framing pictures. Con
tinue work on doll house. Make dolls of different Indian tribes and of different stations. (Girls
may help in all this work, too.)
(Boys and girls.) Clay flower pots, vases, cUps, plates, and other utensils for doll house.
Decorate with water colors.
References: See Miller's Primary Handwork; Hoi ton and Rollins' Primary Handwork;
Prange Textbooks in Art I, II, and III; Russell and Bonser's Industrial Education. See also
annotated list of books relating to industrial education by Teachers' College, Columbia.
HOME TRAINING.
FOURTH, FIFTH, AND SIXTH GRADES.
This is a course to be given to all girls.
In the work of her details, the matron, by whom this course is to be given, will have end
less opportunity to teach neatness, order and cleanliness in the performance of household tasks,
and every prevocational girl should become habituated in performing them properly as to
method. Following the outline, the subjects of class discussion should be presented simply,
with practical illustrations and with special reference to the home environment of the girls.
Should there be any mature girls in these grades who will not be likely to continue in
school after the sixth grade, the matron must arrange with them informal talks upon the sub
ject of motherhood and child welfare, using judgment and tact in presentation of the topics.
Problems aggregating 100 credits
are required during this course.
Instruction: 20 weeks, 2 hours per week.
Application and production: 20 weeks.
I. The house, a shelter:
(a) Kinds of houses; city and country; types of primitive dwellings; rooms of a house;
uses of rooms; arrangement; location of house; surroundings of house; keeping
yard clean.
(6) How to make a house convenient; by arrangement; by devices.
(c) How to make it comfortable: Heating and ventilation; furniture; lighting; care of
lamps; care of stoves.
(d) Beautifying a house; use and abuse of decoration; curtains, pictures, books.
(e) Special arrangements and furnishings for bedrooms, including bedding; bathroom,
dining room, and living room.
II. The family; what composes the family; what each member should contribute to the happi
ness of the family.
(a) Health of the family; why cleanliness is necessary; care of beds and bedding; care of
toilets, either outdoor or indoor; need for using separate washbasins, towels, and
drinking glasses; use of soap and water to prevent spreading disease; sunshine as
a disinfectant; need for regular hours of sleeping and eating; bathing.
(6) Household pests: Their injuriousness. How to get rid of rats, mice, bedbugs, lice, mos
quitoes, roaches, flies, moths.
(c) Why a family should save money; how to save by not spending; by buying carefully;
by being careful with personal and household belongings; care of clothing when not
in use; suitable clothing for work and play; penny banks.
(d) Courtesy in the family; respect for elders; obedience; thoughfulness for others; kind
ness to old people; reverence for religious teaching; not shirking responsibility in
the family; daily politeness; hospitality; kindness to the unfortunate; kindness to
animals; courtesy to children; reverence for the mother.
143
144 COURSE OF STUDY.
II. The family Continued.
(e) The daughter; her respect for her mother and father; her share in the work of the
household; her part in helping to save money; her relation to the young people in
the community; her duty at school; why a girl should go to school as long as
possible; what she should do for her family when she returns home; her conduct on
the street; her attitude toward boys; what she should know of the physical func
tions of motherhood; her duty to keep well.
III. The mother; her position in the home; what she should expect of her children and her
husband,
(a) Her responsibility in the matters of health; keeping the house clean; care for food;
teaching the children to keep clean.
(6) Her duty in teaching her children the need of a clean sex life.
(c) Care of the baby; its food and clothing; hours of sleep; its bath; regulating functions.
(d) Her duties hi entertaining friends; presiding over the table; receiving and paying
visits; being a welcome guest.
IV. Care of sickness; keeping the room, the bed, and the patient clean; how to make the patient
comfortable; when to have the doctor; how to care for medicines; putting on a bandage;
hot and cold applications; preparing a tray for the patient; isolation in contagious dis
eases, etc.
V. Necessity for a separate home for the newly wedded/couple.
HOME COOKING.
The aims of the prevocational cooking exercises may be stated as follows:
I. To teach the girls right habits of work:
(a) Habits of neatness.
(6) Habits of cleanliness.
(c) Accuracy in measurement.
(d) Correct usage of cooking utensils and their care.
(e) To develop some skill in the manipulation of food materials.
II. To teach some principles of cooking through the actual handling and preparation of food.
Very little theory should be given but practice is of great importance. The cooking is
planned on the basis of a meal because :
(a) Such planning gives a definite goal to be reached.
(b) Such planning presents the subject as a whole.
(c) Such planning makes a stronger appeal to the interest of the pupils.
The work hi this division should teach the girl to do the simple tasks of the kitchen with
precision. Every pupil who finishes the course should be able to wash dishes correctly, make
a fire in the kitchen stove, prepare simple meals, keep a clean and orderly kitchen and under
stand the importance of thoroughness and economy. The teacher should become familiar with
the home environment of the girls and relate the lessons where possible to home conditions.
Articles of food used at home may be included in the menus. Dishes suggested in the outline
may be omitted if the materials are lacking, and other dishes may be substituted. Variations
of method in cooking the same article, if not too elaborate, will secure variety in menus, and
should be encouraged. The lessons in canning should be given in season.
Emphasis should be placed on the preparation and serving of meals and drill in this work
should continue throughout the entire course.
Problems aggregating 100 credits
are required during this course.
Instruction: 40 weeks, 2 hours per week.
Application and production: 40 weeks.
Home cooking I (20 weeks) :
I. Kitchen and equipment:
Arrangement; kinds of utensils; names and uses; building the fire; care of stove;
care of floor; disposition of refuse; personal habits and appropriate dress in the
kitchen; conveniences.
II. Dishwashing (correct methods) :
Scraping, sorting, and stacking of dishes; necessity for plenty of hot water and soap;
preventing waste of soap; order of washing scalding, draining, drying; disposal
of dishwater; care of sink and sink strainer; care of towels, dishrag, mop, pans, etc.
III. The dining table:
Ways of dressing it; setting it for different meals; need for simplicity; decorating the
table; tableware necessary; catalogue prices of tableware; simple serving; manners
at the table ; clearing the table ; care of dining room.
145
146 COURSE OF STUDY.
Home cooking I Continued.
IV. Care of food :
Where to store food; care of left-overs; use of containers; care of the refrigerator, of
pantry, and cupboards; the storing of flour; care of bread; what to do with bread
crumbs; how to store vegetables; the root cellar.
V. Preparation of simple dishes :
Table of abbreviations.
Cereals; beverages; vegetables; beans in various styles; eggs; white sauce; meat;
fruit sauces; cookies; batter cakes; plain candy.
VI. Canning and preserving fruit:
Open-kettle method; selection of fruit; testing cans; testing rubbers; sterilizing cans;
proportion of sugar in fruit for canning, for preserving; cooking the fruit; filling,
sealing, and cooling cans ; labeling.
Home cooking II (20 weeks) :
I. Breadmaking:
(Five-hour bread is recommended to be taught.)
The yeast; setting sponge; mixing; setting dough to rise; kneading; second rising;
testing oven for proper temperature; baking; cooling.
II. Lunches:
Menus for picnic lunches; various kinds of sandwiches lettuce, bean, cheese, chopped
meat, sliced meat, peanut butter, raisin and nut, pea and cheese, and others; how to
pack and carry lunches; school lunches.
III. Study of milk:
Its value as a food; care and use of milk; its products butter and butter making.
IV. Preparing and serving meals :
This exercise should be repeated with breakfast, dinner, and supper or lunch as often
as possible, varying the menus to include a variety of simple dishes. Particular
attention should be paid to neatness and to method of work. Each pupil must
prepare and serve one breakfast, one dinner, and one supper during the year,
working independently. No menu should have more than six items besides bread
and butter and the groups to whom served should approximate the number of
persons in an average family.
V. The kitchen garden:
Why every family should have a garden; size, location, and plan; preparing the soil;
tools necessary; planting; starting plants in the house; weeds and cultivation; pro
tection against enemies; gathering the product; beautifying the grounds; lawns;
trees; flowers.
PLAIN SEWING.
The object of this work in the prevocational division is to establish the girl in correct methods
and habits. To this end practical work in sewing is emphasized rather than the undertaking
of complicated stitches, or articles. The teacher is expected to take particular pains with
beginners, explaining carefully and demonstrating each step as the pupil proceeds. Sufficient
drill should be given during the lesson to make the pupil proficient in the points taught. The
application of lessons to the making of garments and useful articles will be the means of
securing skill, accuracy, and neatness. The real test of the results will be the ability of pupils
to do a given task well and not merely the ability to make a statement of method.
The garments suggested to be made include the steps to be taught, but any garment may
be substituted that combines the same essential points. Whatever is chosen should be within
the ability of the girls to make as well as something suitable, simple, and necessary.
Problems aggregating 100 credits
are required during this course.
Instruction: 40 weeks, 2 hours per week.
Application and production: 40 weeks.
Plain sewing I (20 weeks) :
I. First steps: Learning equipment; proper posture; how to handle needle, thread, and
thimble; sizes of needles and thread; how to cut; care of sewing materials; use.
of tapeline.
II. Hand stitches; basting stitches; running, hemming, overhand, and blanket stitches;
practice work.
III. Darning stockinet and cloth; simple weaving; the straight tear; practice work.
IV. Patching cotton and wool; simple patch; matched patch; practice work.
V. Learning the use and care of a sewing machine.
VI. Sewing on buttons and hangers ; practice work.
VII. Constructing a laundry bag ; ironholder; pincushion or other simple articles of use.
VIII. Making sheets and pillowcases: Selecting material; widths of sheeting; measuring
with tapeline; cutting and tearing; folding and basting hem; felled or overhead
seams with 4/4 sheeting or in making over old sheets; practice in machine
stitching.
IX. Crocheting rugs and simple trimming; selection of materials; numbers in crochet
cotton; selection of design; single and double crochet.
X. Practice in darning and patching.
Plain sewing II (2 weeks) :
I. Simple bureau cover, using outline or feather stitch.
II. Plain napkins; towels; comparison of cotton and linen for towels; drawing thread ;
correct cutting; narrow hems (not French hem).
147
148 COURSE OF STUDY.
Plain sewing II Continued.
III. A simple garment for a child (underslip, kimona, nightdress, or any suitable substi
tute) : Comparison and selection of material, cost, width, and serviceability;
selection of style and pattern; use of tapeline; use of pattern; plain seams; French
seams or felled seams ; cutting and applying bias facing (or casing at the neck) .
IV. An apron: Selection of material and style; measurements; use of the pattern; button
hole making; stranding, etc.; finishing the garment.
(NOTE. The garment may be a kitchen apron, serving apron, or made in bun
galow style.)
V. A plain dress: Selection of material and style; measurements; use of pattern; cutting
and fitting; finishing the garment.
LAUNDERING AND POULTRY RAISING.
An important part of the training of girls is represented by this topic. Each girl who com
pletes this division of the course should be able to do a family washing according to accepted
standards, and care for a small flock of poultry.
Problems aggregating 100 credits
are required during this course.
Instruction: 20 weeks, 2 hours per week.
Application and production: 20 weeks.
I. Laundering (15 weeks) :
(a) Sorting clothes as to color, materials and use.
(6) Washing table linen: Removing stains; various stains and methods of removal;
value of soaking; use of soap, washboard, and machine; boiling, rinsing, and drying.
(c) Washing underclothing: Soaking; rubbing; boiling; rinsing; bluing; starching of muslin;
how to make starch; proper way to hang clothing to dry.
(d) Washing colored clothing: Setting the color; temperature of water; use of soap;
rinsing; starching; hanging in shade to dry; washing hose.
(e) Preparing to iron: The ironing board, how it should be covered; stand for iron; how to
clean the irons; keeping the ironing stove clean; testing the iron for heat; use of
paper, damp cloth, wax. Sprinkling and folding the clothes.
(/) Ironing table linen: Ironing the hems and monograms or initial; folding.
(g) Ironing underwear: Knit wear; why knit wear need not be ironed; other unstarched
articles; starched articles; ironing tucks; ruffles, hems, plackets, and bands.
(Ti) Ironing a dress : How to iron the sleeve; the waist; the collar; hanging up to air or dry.
(i) Laundering a lingerie waist or lingerie underwear: Use of cold starch; ironing lace and
embroidery; airing before folding; folding properly; use of hanger.
(j) Washing materials :
Softening hard water; use of borax, soda and other cleansing agents.
Bluing, kinds and use; effect on different material; removal from garments.
Starch; kinds; starch substitutes.
(k) Laundry equipment: What utensils a family needs for doing laundry work; catalogue
prices; efficient arrangement of a home laundry; cleaning utensils and putting
them in proper places when finishing laundry work.
(Z) Washing woolens: Temperature of water to prevent shrinking; use of soap; squeezing
instead of rubbing to loosen dirt; rinsing; temperature of rinsing water; drying;
pressing.
II. Poultry raising (5 weeks) :
(a) Poultry; chickens, ducks, geese, and turkeys.
(6) Breeds of chickens; Brahmas, Cochins, Leghorns, Langshans, Minorchas, Plymouth
Rocks, Wyandottes, Rhode Island Reds. Which are best for meat? Best for
eggs ? Best for dual purpose ?
10422522 11 149
150 COURSE OF STUDY.
II. Poultry raising Continued.
(c) Proper feed and care.
(d) Construction of an inexpensive house and the care of same.
(e) Selection of eggs for hatching; loss of fertility in eggs.
(/) Hatching with hens; Hatching for early layers.
(g) Feed and care of chicks.
(h) Diseases and treatment; cholera, roup, gapes, pip.
(i) Enemies; lice, rats, mice, etc.
AGRICULTURE.
In planning a prevocational course in agriculture it is deemed impracticable to give definitely
what should be taught in each school on account of the great range on climatic conditions.
The following outline is intended to point out only essentials; it should be modified to
meet local conditions.
GARDENING.
Problems aggregating 100 credits
are required during this course.
Instruction: 10 weeks. 2 hours per week.
Application and production: 10 weeks.
All pupils in primary and prevocational grades in Indian schools must be given careful,
systematic instruction in gardening and effective practice in doing actual garden work. If
such instruction and training are given intelligently, it is believed that no other line of work
can more reasonably be expected to be of permanent value.
In schools of all classes, and especially in those enrolling large numbers of pupils and giving
many lines of industrial training, there is temptation to assign actual gardening to one or two
employees and a small corps of boys, and to give the greater part of the student body little or
no part in that work. This must not be done. Individual pupils' gardens of the type in which
each child grows a large assortment of vegetables are neither forbidden nor required; but it is
believed that in most schools it will not be expedient to have a majority of the pupils do the main
part of their garden work in that way.
It is desired, however, that in each school some plan be adopted which, without eliminating
well-organized cooperative effort toward the matter of producing an abundant and properly
varied supply of garden products for school use, will make each pupil responsible for some part
of the crop and give him or her the stimulus and pleasure of watching the results 6f his or her own
individual efforts.
As a suggestion, attention is called to the following diagram indicating how it is feasible to
plant and cultivate different vegetables in long rows which together will constitute a large garden,
at the same time assigning sections of these to the care of individual pupils.
John.
James.
Charles.
Mary.
Emma.
Lettuce
Radishes . .
Carrots
NOTE. The perpendicular lines in the diagram are intended to indicate stakes In the rows of vegetables, not paths or gaps.
It is specially mentioned that reservation schools, particularly the day schools, will be
expected to extend their work in teaching proper methods of gardening and the care and utiliza
tion of garden products directly to the Indian homes around them. The pupils and their parents
should be aided and encouraged in every feasible way to plant good gardens of adequate size at
home, to cultivate them properly, and to make the best possible use of the products.
151
152 COURSE OF STUDY.
In this connection it will be feasible to encourage individual work on the best possible basis,
(a) Selection of site :
1. When Preferably in fall.
2. Where
On sunny slope.
Rich friable loam.
Adjacent to house.
(6) Size:
1. For the family.
2. For the market.
(c) Fall preparation:
1. Cleaning.
2. Manuring.
3. Cover crops.
4. Plowing..
(d) Planning general map drawn to scale, showing:
1. What vegetables and bush fruits to grow.
2. How much space for each, and
3. To plan rotation.
(e) The hotbed:
1. Advantages.
2. Construction
Depth.
Width.
Walls.
Cover.
Soil.
Drainage and water supply.
3. Planting
Wnat to plant.
How to plant each kind of seed.
Care.
When to transplant.
(/) Preparation of soil:
1. Fertilizing
Barnyard manures.
Commercial fertilizers.
2. Plowing and pulverizing.
(g) Planting and transplanting:
1 . Time Proper soil temperature
Early vegetables onion sets, radishes, lettuce, some varieties of peas, spinach,
early cabbage, early potatoes, etc.
Mid-season vegetables beets, carrots, onion seed, late peas, early turnips,
beans, etc.
Late vegetables tomatoes, peppers, etc.
2. Depth, dependent upon
Nature of soil.
Variety of seed and plants.
Season.
Moisture.
PRIMARY AND PROVOCATION AL DIVISIONS, 153
(<7) Planting and transplanting Continued.
3. Arrangement-
Plant in rows.
Distance apart of seeds and plants.
Successive planting.
Crop rotation.
(h) Cultivation:
1. Object-
Conservation of moisture.
Aerating soil.
Keeping down weeds.
2. Implements
Hand.
Horse.
3. Method in relation to sources of moisture
Abundant rainfall.
Slight rainfall, conserve moisture.
Absence of rain, irrigation.
(i) Irrigation:
1. Methods
Furrow.
Hose application.
Subirrigation.
Overhead irrigation.
2. Treatment between irrigations.
(;) Drainage:
1. For abundant rainfall.
2. For irrigation.
(k) Insect enemies:
1. Biting-
Kinds caterpillars, beetles, weevils, cutworms.
Destruction spraying with Paris green, Bordeaux mixture, arsenate of lead,
hellebore, poisoned bait.
2. Sucking
Kinds lice, bugs, scale insects, root maggots.
Destruction use of contact insecticides, as kerosene and carbolic acid emul
sions, soap solution, lime, sulphur, tobacco dust, wood ashes.
(I) Diseases:
1. Common forms
Mildew.
Blight.
Rust.
Black rot.
2. Destruction-
Bordeaux mixture.
Potassium sulphide.
Sulphur.
Formalin.
154 COURSE OF STUDY.
(m) Harvesting.
(ri) Marketing.
(o) Storage and preservation:
1. Root cellars-
House.
Outside.
2. Burying.
3. Drying.
4. Canning.
5. Pickling.
6. Preserving.
(p) Cost and care of implements.
DAIRYING.
Problems aggregating 100 credits
are required during this course.
Instruction: 10 weeks, 2 hours per week.
Application and production: 10 weeks.
(a) Dairy cow:
1. Type, characteristics
Temperament.
Milk organs.
Size.
Shape, triangular.
2. Breeds
Holstein.
Jersey.
' Guernsey.
Ayrshire.
(6) Barn:
1. Location
Drainage with reference to dwelling.
Accessibility to pasture, to other sources of feed, to other buildings than the
dwelling.
2. Size and plan
Depends on size of farm, of family, and relation of dairying to other farm
operations.
Foundation, floor, light, ventilation, mangers, haymow, walls and ceiling, stalls,
and stanchion.
3. Care
Ventilating.
Cleaning stalls, mangers, floors, etc., and removing of manure.
Disinfecting, whitewashing.
4. Barnyard
Location.
Size.
Drainage.
Cleanliness.
Fencing.
PRIMARY AND PREVOCATIONAL DIVISIONS. 155
(c) Silo:
1. Types-
Wood.
Steel.
Stone.
Brick.
Cement.
Tile.
2. Size, depending on number of cows.
3. Ensilage
Kinds of crops corn, sorghum, alfalfa, cowpeas, soy beans.
Process of making.
Value as a winter food.
(d) Care of the cow:
1. Comfortable housing
Clean stall.
Clean bedding.
Good ventilation; no drafts.
2. Feeding
Classes of foods water, minerals, milk producers, flesh formers.
How to feed regularity, time, clean mangers, clean food.
Balanced rations consider the proper proportions of milk-producing and fat-
producing foods and roughage.
3. Milking
Regularity, clean milking (stripping), changing milkers, time between milkings.
Preparation of cow carding, washing udder.
Preparation of the milker clean hands, clean clothing.
Treatment of the cow be kind, avoid loud talking.
4. Care of milk
Straining.
Separating.
Cooling, setting.
Care of cream ripening, churning.
Butter making working, washing, salting, making prints, rolls, packing.
Care of utensils to secure sanitary milk washing, sterilizing.
(e) Testing the cow:
1. Keeping milk record-
Weighing each milking.
Daily record sheet.
2. Testing milk for butter fat
Make tests with Babcock test.
3. Interpreting records-
Show, by milk record and test, the value of the cow as a dairy animal.
(/) Breeding:
1. When
To supply milk when needed.
For convenience in caring for calves.
156 COURSE OF STUDY.
(/) Breeding Continued.
2. The bull
His place in the herd.
Selection choose a thoroughbred of good pedigree belonging to same breed
as cows; avoid inbreeding.
Care.
(g) The increase:
1. General care of the calf
Cleanliness.
Shelter.
2. Feeding the calf
Whole milk.
Skim milk.
Substitutes for fats removed by skimming.
Changes of food during growth.
Frequency and ration.
(fi) Marketing:
1. Butter.
2. Butter fats.
3. The increase.
(i) Diseases:
1. Tuberculosis.
2. Abortion
Contagious.
Noncontagious.
3. Retention of after birth.
4. Garget.
5. Udder and teat trouble.
6. Scours.
FARMING.
Instruction in this subject must necessarily be very simple and abridged. Only such
knowledge as is included in our most elementary textbooks is to be imparted. The course
covers stock raising, soils and soil management, farm crops, roads, care of implements, %nd
beautifying the home grounds. So far as is possible all instruction in this subject should be
seasonable. Farmer's bulletins will be found useful as references, and a file of these should be
at each school. Instructors with interest in the work will secure good results through the
preparation of wall charts. Material for this work can be secured from experiment station
bulletins, breeder's announcements, catalogues for seeds, farm machinery, etc. Attractive
and valuable charts can be prepared by making use of materials from these sources. Make
the instruction intelligible and interesting.
PRIMARY AND PREVOCATIONAL DIVISIONS. 157
I. STOCKRAISING.
Problems aggregating 100 credits
are required during this course.
Instruction: 10 weeks. 2 hours per week.
Application and production : 10 weeks.
(a) The horse:
1. Brief historical sketch.
2. Breeds
Clydesdale.
Percheron.
Coach.
Broncho.
Mustang.
Indian pony.
3. Feeding-
Concentrates corn, oats, barley, bran, middlings, etc.
Koughage hays, fodders, straw, forage.
Ensilage. (See Silo and under Dairying.)
Rations.
4. Housing
Plan of barn.
Barnyards.
Cleanliness.
5. Grooming
Regular currying.
Washing.
Care of mane and tail.
6. Prevention of injuries.
7. Treatment of injuries-
Sore shoulders.
Cuts and bruises.
8. Care of feet and teeth.
9. Common diseases, prevention and treatment colic, distemper, glanders, etc.
10. Breeding - f
Advantages of pure-bred stock.
Bad effect of crossing.
Care of brood mare.
(6) The mule. (See outline on horse, topics 3 to 9.)
(c) Cattle:
1. Brief historical sketch.
2. Beef breeds, characteristics of
Shorthorn.
Hereford.
Polled Durham.
Galloway.
Angus.
3. Dairy breeds (considered in dairy course).
158 COURSE OF STUDY.
(c) Cattle Continued.
4. Feeding
Importance of good pasture.
Feeds for winter
Roughage hay, fodder, straw.
Concentrates corn, cotton seed, bran, middlings, etc.
Ensilage.
5. Shelter-
Barbarity of wintering on range.
Construction of inexpensive shelters.
Relation of shelter to food consumption
6. Care of offspring.
7. Diseases, prevention and treatment.
8. Marketing.
(<Z) Hogs:
1. Brief history.
2. Breeds
Duroc.
Berkshire.
Poland China.
Chester white.
Tamworth.
3. Care
Shelter.
Feed corn, swill, tankage, legumes, rape, etc.
Disease, cholera.
4. Breeding importance of pure breeds; crossing.
5. Care of increase.
6. Slaughtering and caring for products.
7. Marketing.
() Sheep:
1. Breeds
Cotswold.
Leicester.
Lincoln.
Shropshire.
Southdown.
Merino.
2. Care-
Housing.
Feeding
Summer feed, pasture.
Winter feed, hay, fodder, beets, turnips, etc.
3. Breeding.
4. Care of increase.
5. Diseases scab, foot rot, fluke, prevention and treatment.
PRIMARY AND PREVOCATIONAL DIVISIONS. 159
(e) Sheep Continued.
6. Products
Mutton.
Wool.
Tallow.
Hides.
7. Marketing.
II. SOILS AND SOIL MANAGEMENT.
Problems aggregating 100 credits
are required during this course.
Instruction: 10 weeks, 2 hours per week.
Application and production: 10 weeks,
(a) The soil:
1. What it is.
2. How formed
From rock.
By action of air, water, temperature, plants, burrowing animals.
3. Kinds-
Sand.
Loam.
Clay.
Gumbo.
4. The best soil.
5. Uses
To support the plant.
To furnish food. ,
6. Drainage-
Value causes soil to crumble and become soft; roots go deeper; makes soil
easier to warm; aids in sprouting seeds.
7. Irrigation
The water supply lakes, wells, streams.
Preparation of land, grading.
How water is carried pipes, flumes, ditches.
Ways to irrigate flooding, by furrows.
8. Soil improvement
Tillage.
Manuring.
Raising cover crop.
Commercial fertilizers.
Rotation of crops.
9. Tillage-
Purposes
To loosen and pulverize soil.
To bury manure and stubble.
To expose soil to air and weather.
To increase amount of plant food.
To save moisture.
To destroy weeds.
To destroy insects.
160 COURSE OF STUDY.
(a) The soil Continued.
9. Tillage Continued.
Different ways of plowing
Shallow, for what crops;
Deep, for what crops.
Kinds
Spring, object.
Fall, object.
Summer fallow, object.
10. Plant foods-
Supplied by air.
Supplied by soil.
Taken hi by leaves and roots.
11. Rotation of crops
What is rotation.
Why rotate
To preserve fertility.
To increase the yield.
Order and kinds, depending upon locality.
III. FARM CROPS.
Problems aggregating 100 credits
are required during the course.
Instruction: 20 weeks, 2 hours per week.
Application and production: 20 weeks.
NOTE. During this 20 weeks the instructor will also cover the work in Sections IV, V, and
VI, which include roads, care of implements, and beautifying the home grounds,
(a) Seed:
1. Parts-
Germ.
Food.
Case.
2. Selection relation to yield.
3. Testing-
Why.
How.
4. Germination
Moisture required.
Heat required.
Air required.
(&) Field crops:
1. Corn-
Identification.
Seed bed.
Seed selection and testing.
Planting and cultivation.
Harvesting.
Storing.
Marketing.
(Use above outline in study of all crops considered.)
PRIMARY AND PREVOCATIONAL DIVISIONS. 161
(&) Field crops Continued.
2. Wheat.
3. Oats.
4. Sorghums.
5. Legumes
Clover.
Alfalfa.
Cowpeas.
Soy beans.
6. Grasses.
7. Potatoes.
8. Other crops of the locality.
(c) The orchard:
1. The apple
Selection of location and soil.
Selection of varieties.
Planting.
Cultivating.
Pruning.
Insect enemies and diseases and how to prevent and destroy them.
Harvesting.
Caring for product.
Marketing surplus.
(Use above outline in study of all fruits considered.)
2. The peach.
3. Cherry.
4. Plum.
5. Other common fruits of the locality.
(d) Small fruits of the locality:
1. Grapes
Selection of location and soil.
Selection of varieties.
Planting.
Cultivating.
Pruning.
Insect enemies and diseases and how to prevent and to destroy them.
Harvesting.
Caring for product.
Marketing surplus.
(Use above outline for study of berries.)
2. Berries.
IV. ROADS.
(a) Importance of good roads.
(b) How to make earth roads.
V. CARE OF IMPLEMENTS.
(a) Sheltering.
(b) Cleaning.
(c) Painting.
(d) Economy in purchase.
162 COURSE OF STUDY.
VI. BEAUTIFYING HOME GROUNDS.
(a) Location of buildings.
(6) Walks and drives.
(c) Lawn.
(d) Trees, shrubs, vines, and flowers.
FARM CARPENTRY.
Problems aggregating 100 credits
are required during this course.
Instruction: 15 weeks, 2 hours per week.
Application and production: 15 weeks.
I. Names, uses, care, and cost of tools necessary to ordinary carpenter work on the farm.
II. Exercises in the use of the saw, plane, chisel, brace and bit, hatchet, hammer, screw driver,
hand vise, level, straightedge, steel square, miter box.
III. Material:
(<z) Lumber; different kinds, grades, sizes; methods of measuring; cost.
(6) Building hardware and cost; nails, door locks, latches, hinges, butts, cupboard catches,
drawer pulls, wardrobe hooks, screws, hinges, staples, hooks, hasps.
IV. Making repairs; fences, gates, floors, steps, doors, windows, screens, tables, chairs.
V. Practice in making useful articles for farm and home, such as sawbuck, wagon jack, hammer
handle, plank drag for roads, stepladder, window and door screens, farm gate, stanchion,
hayrack, wagon box, hog and chicken troughs, clothes rack, kitchen table, ironing board,
rustic chair, singletree, evener.
VI. Farm buildings :
(a) Making plans for house, barn, hogpen, chicken coop, root house, privy and estimating
quantity and cost of material.
(&) Framing simple buildings, making door and window frames, hanging doors, simple
interior finishing.
FARM BLACKSMITHING.
Problems aggregating 100 credits
are required during this course.
Instruction: 10 weeks, 2 hours per week.
Application and production: 10 weeks.
It is intended that all boys in the fourth, fifth, and sixth grades, or prevocational period,
shall receive sufficient instruction in blacksmithing to enable them to do simple repair work on
farm tools and implements.
Those who demonstrate capacity for this line of work and select blacksmithing as a vocation
will be given an opportunity to continue the course during the vocational period.
I. The shop equipment and cost:
(a) The forge.
(6) Blast
1. Coal.
2. Coking,
(c) The anvil.
II. Names, uses, and cost of tools:
Hammers. Punches. Files.
Tongs. Drills. Rasps.
Chisels. Sledges. Hack saw.
PRIMARY AND PREVOCATIONAL DIVISIONS. 163
III. First steps in blacksmithing:
(a) Making fires.
(6) Drawing out and bending as in staple making.
(c) Shoulder forming and twisting as in gate hooks.
(d) Upsetting, heading, squaring, and chamfering as in the bolt.
IV. Welding:
(a) Lap.
(6) Split,
(c) Cleft.
V. Soldering.
VI. Hardening and tempering.
VII. Sharpening plowshares, cultivator shovels, etc.
VIII. Repairing farm tools and implements:
Fork handles. Shovel handles. Doubletrees.
Hoe handles. Singletrees,
IX. Nailing on horseshoes.
FARM ENGINEERING.
Problems aggregating 100 credits
are required during this course.
Instruction: 10 weeks, 2 hours per week.
Application and production: 10 weeks.
This course provides for valuable training of an elementary character along varied lines
for one who has the care of the property about the modern homestead.
I. Essential parts of boiler. IX. Pump repairing:
II. Boiler fittings. (a) Packing cylinder.
III. Furnace fittings. (&) Draining.
IV. Boiler management: X. Soldering.
(a) Filling. XI. Laying sewer pipe :
(&) Building fires. (a) Cementing connections.
(c) Management of fires (ft) Pitch or fall.
1. Banking. (c) Size.
2. Cleaning. (d) Calking soil pipe.
3. Hauling. XII. Repair work:
(d) Regulating dampers. (a) Tanks.
V. Steam engine (stationary) : (6) Faucets.
Essential parts. (c) Valves.
VI. Gase engine: (d) Cocks.
(a) Stationary. (e) Sinks.
(6) Traction. (/) Toilet plumbing.
VII. Operation and care of engines. XIII. Dry-cell batteries:
VIII. Pipe repairing and fitting: (a) Electric bells.
(a) Tools, pipe tongs, vises, wrenches, dies. (V) Electric wiring.
(b) Cutting pipe. (c) Insulation.
(c) Cutting threads. XIV. Drill press, its use.
XV. Use of emery wheel.
164 COURSE OF STUDY.
FARM MASONRY.
Problems aggregating 100 credits
are required during this course.
Instruction: 5 weeks, 2 hours per week.
Application and production: 5 weeks.
I. Name, uses, care, and cost of mason's tools for brickwork, concrete work, plastering.
II. Materials: Quality and cost of stone, brick, sand, gravel, concrete, lime.
III. Staking off ground for building; excavation; proper width and depth of footings, con
sidering climate and soil conditions.
IV. Mixing mortar and cement and spreading for brickwork; building brick walls and piers.
V. Placing, staking, and wiring forms for concrete.
VI. Proportioning, mixing, and reinforcing.
VII. Placing and tamping.
VIII. Removing forms.
IX. Curing: Protection from heat, cold, moisture.
X. Construction of walks, fence posts, watering troughs.
XI. Use of wet, medium, and dry mixtures.
XII. Mixing mortar for plaster.
XIII. Metal and wood lath.
XIV. Interior and exterior finish.
FARM PAINTING.
Problems aggregating 100 credits
are required during this course.
Instruction: 5 weeks, 2 hours per week.
Application and production: 5 weeks.
I. Names, uses, care, and cost of tools.
II. Ladders, scaffolding, and staging for interior or exterior work.
III. Preparing wood and other surfaces for painting; removing old paint; priming for first coat;
filling knots; puttying; sandpapering.
IV. Selection and application of paints and stains.
V. Oiling and waxing floors.
VI. Glazing: Cutting glass, glazing sash, puttying.
VII. Kalsomining; preparation of surface, size, sizing; preparing and applying the kalsomine.
VIII. Paper hanging; grade and cost of wall paper; treatment of wall; making paste; cutting,
trimmimg, pasting, and hanging.
NOTE. Farm painting is to be taught in connection with Farm Carpentry.
SHOE AND HARNESS REPAIRING.
Problems aggregating 100 credits
are required during this course.
Instruction: 5 weeks, 2 hours per week.
Application and production: 5 weeks.
A knowledge of shoe and harness repairing may be easily and quickly acquired. A farmer
will save much time and money by making his own repairs. The following brief outline fur
nishes a basis for the training necessary to accomplish this :
I. Tools; names, uses, cost, and care: Hammers, awls, pricking wheel, edging tool, knives,
sewing horse, lasts, needles, pincers, punch.
PRIMARY AND PREVOCATIONAL DIVISIONS. 165
II. Materials; kinds, uses, and cost: Leather, thread, wax, rivets, nails, cement, oil, buckles,
cockeyes, snaps, bits.
III. Names and parts of the harness and of the shoes.
IV. Cleaning, repairing, and caring for harness and shoes,
(a) Cutting.
(6) Making wax ends.
(c) Stitching.
(d) Splicing.
(e) Punching.
(/) Riveting.
(g) Half-soling.
(Ji) Heeling.
(i) Patching.
(?) Cleaning,
(fc) Oiling.
(0 Blacking.
(m) Polishing.
10422522 12
JUNIOR VOCATIONAL DIVISION
"I can not forbear to say, I would have my gentleman learn a trade, a manual trade; nay, two or three, but one
more particularly." Lode.
1C7
The junior vocational division of the revised Course of Study corresponds in a general way
to the junior high-school work of the public schools. It covers approximately the ground that
was formerly comprehended in the seventh and eighth grades. The inclusion of this division
of work thus puts the Indian schools on a plane that parallels the work of the public schools.
The purposes of this course are twofold. In the first place, it is planned with the definite
thought in mind of offering a finishing course for the large majority of children in our schools
who will drop out at the end of the eighth year's work. As these pupils greatly outnumber
those who will continue their schooling, it is proper to place their needs first. A secondary
object is to lay a little more thorough foundation than has been done in the past before the
pupils take up the specialties offered in the senior vocational division.
The work is one of semispecialization. Definite courses for the boys in agriculture, car
pentry, masonry, blacksmithing, engineering, painting, and auto mechanics are offered. These
courses are more extended than in the work of the prevocational division and it is expected that
instructors will impart a more detailed knowledge of the different trades. Girls are to be defi
nitely trained in all those things which will prepare them to be capable home makers.
This course will be offered in the majority of the nonreservation schools. It will also be
offered in selected reservation schools. It is not expected that all these schools will give all
the courses listed. Neither is this to be desired. Perhaps the best results will be obtained if
the work is confined, in most schools, to two or three courses for boys. The matter of equip
ment will enter largely into the question of determining the courses to be given. No school
will add any of these courses until approval of such a change has been given by the Com
missioner of Indian Affairs.
The scope of the courses offered in this division is indicated quite clearly in the synopses
which follow.
COURSE FOR GIRLS.
HOME ECONOMICS.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Cooking and home management I, 20
weeks.
Sewing I, 20 weeks.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Cooking and home management II, 20
weeks.
Sewing II, 10 weeks.
Nursing, 10 weeks.
169
170
COURSE OF STUDY.
COURSE FOR BOYS.
In case any school is not properly equipped to give one of these courses as above prescribed,
it may be authorized on presentation of the facts to change the subject prescribed for the second
half of either year by substituting any other of the first year junior vocational courses in place
of the subject prescribed.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Agriculture I, 20 weeks.
Carpentry I, 20 weeks.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Gas engines I, 20 weeks.
Engineering I, 20 weeks.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Blacksmi thing I, 20 weeks.
Engineering I, 20 weeks.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Carpentry I, 20 weeks.
Masonry I, 20 weeks.
AGRICULTURE.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Agriculture II, 20 weeks.
Gas engines I, 20 weeks.
or
Blacksmithing I, 20 weeks.
AUTO MECHANICS.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Gas engines II, 20 weeks.
Blacksmithing I, 20 weeks.
BLACKSMITHING.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Blacksmithing II, 20 weeks.
Carpentry I, 20 weeks.
CARPENTRY.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Carpentry II, 20 weeks.
Painting I, 20 weeks.
JUNIOR VOCATIONAL DIVISION.
171
ENGINEERING.
First Year (Seventh Grade):
General exercises. (
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Engineering I, 20 weeks.
Blacksmithing I, 20 weeks.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Masonry I, 20 weeks.
Carpentry I, 20 weeks.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Painting I, 20 weeks.
Carpentry I, 20 weeks.
First Year (Seventh Grade):
General exercises.
Arithmetic.
English.
Geography, first 20 weeks.
History, second 20 weeks.
Physiology.
Printing I, 40 weeks.
Second Year (Eighth Grade):
General exercises.
Arithmetic and account-
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Engineering II, 20 weeks.
Gas engines I, 20 weeks,
or
Masonry I, 20 weeks.
MASONRY.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Masonry II, 20 weeks.
Engineering I, 20 weeks,
or
Blacksmithing I, 20 weeks.
PAINTING.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Painting II, 20 weeks.
Plastering and interior decorating, 20 weeks.
PRINTING.
Second Year (Eighth Grade):
General exercises.
Arithmetic and accounts.
English.
History, first 20 weeks.
Civics, second 20 weeks.
General agriculture.
Printing II, 40 week.
ENGLISH.
GRAMMAR AND COMPOSITION.
Where the time is limited the study of technical grammar should be made secondary to
training in the use of language itself for expression (both written and oral). The training in
the practical aspect of language should be very thorough in any course so constituted. While
formal grammar should not be taken up too early, yet such words as "noun," "verb," "adjective,"
"phrase," etc., may be used and explained early, even in the lower grades. The use of such
words is always legitimate whenever the idea is back of the word itself. Language is essentially
a habit rather than a matter of technical rules and definitions. Like other habits, it is formed
from more or less exercise and repetition. As a means of expression the work should be based
upon an actual desire for expression, either as the fruit of the natural desire or the desire stimu
lated in the child by the teacher; without such desire and interest the work is likely to prove
fruitless. Accuracy of expression depends upon clearness of thought, fulness of thought. As
the teacher must guide thought and expression, it can be seen that the teacher's own habits in
these respects will greatly influence those of the child. Constant association with correct usage
is the best teacher that any individual can have. All these things indicate the necessity for a
definite and particular aim in each lesson by the teacher.
FIRST YEAR (SEVENTH GRADE).
Encourage the use of the larger dictionaries, encyclopedias, and other available works of
reference.
Watch for incorrect forms used by pupils and give much drill upon the correct forms.
Call attention incidentally to rhetorical terms and figures of speech as found in studies
(such as simile, metaphor, etc.).
Oral exercises. Talks on observations and experiences of pupils.
Oral reproductions of stories read by the pupils themselves or by the teacher to the pupils.
Current events.
Oral reports on books that have been read.
Recitation of poems and prose selections, memory gems, etc.
Topical recitations based on classroom work or industrial activities; agriculture, shops,
home life, reading, history, geography, civics, etc.
Have pupils make outlines from which to talk. Have pupils talk freely from such out
lines; also from outlines made by the teacher.
Written exercises. Emphasize spelling, punctuation, proper use of capitals, correct use of
words, correct forms of sentence, logical arrangement of material, paragraphing, syllabication
as exemplified by the division of words at the end of a line.
Much of the written work may parallel that already outlined above for oral work. The
outlines referred to above become a portion of the written work hereunder. In so doing the
teacher should develop the idea of the sentence and the paragraph. Each topic requires a sepa
rate paragraph. Each paragraph should be arranged logically. What constitutes a paragraph !
Teach the subject of the paragraph, the topic sentence of the paragraph, and the manner of
arrangement of the subject matter of the paragraph. Make use of illustrative selections from
the readers or from the books read.
173
174 COURSE OF STUDY.
Continue the work of letter writing. This is a valuable form of expression and a practical
one, covering so many of the basic principles. Write formal, informal, friendly, and busincsvS
forms of letters; also forms involving the following: Letters of friendship, business, introduc
tion, application, recommendation, invitation, acceptance, regret, answering advertisements,
writing advertisements, etc.
Mechanics of language. The sentence as a group of words expressing a complete thought.
It is the unit form in which thought is expressed. Combine simple sentences into compound
sentences and complex sentences. Reconstruct complex sentences and compound sentences
into forms of simple sentences expressing the same thought. Have the pupils give copious
examples of their own or from their reading. Examine sentences in the readers and other
texts and give them the same treatment herein indicated.
Subject and predicate. Teach these terms and locate them in the actual written work of
the pupils; have the pupils also find subjects and predicates in their texts and in books read.
Develop practically the definitions of noun, pronoun, adjective (including the articles
"a" or "an" and "the"), verb, and adverb in sentences of the pupil's own composition or selec
tion. Make this work practical and not technical. Do not closely follow the technicalities of
any text on these points. Teach how the above terms (noun, pronoun, verb, adjective, and
adverb) group themselves naturally into the two essential groups of subject and predicate.
Have frequent drills to fix correct forms and uses of words.
SECOND YEAR (EIGHTH GRADE).
The work of this year should be a consistent continuation of the work of the prior grades.
The pupils should now be able to give their own work considerable critical attention and careful
correction before handing it in, and they should be encouraged to do so. More freedom- may
now be granted in the choice of subjects. It is desirable at this stage to work for both speed
and accuracy in all expression work, whether written or oral. The following are suggested as
some means to these ends :
Original work. Encourage the children to converse and write about the familiar things
of their respective environments, both at school and at home, especially topics having to do
with agricultural, industrial, and domestic activities. The mythology of the Indian and his
fund of imagination afford a rich variety of topics for the basis of this work. The children
may write short accounts or give short accounts of these things, using outlines which they
have framed for the purpose. Do not require long talks or lengthy compositions. Aim for
quality rather than quantity, for 2 well-written paragraphs rather than 10 faulty ones.
Letter writing. Continue this valuable form of exercise. Study the paragraph. Drill on
the grouping of sentences into paragraphs. The preparation of advance outlines will greatly
help in so doing. Note the arrangement, margin, indention, and general arrangement and
appearance of paragraphs in various books at hand. Indicate the topics in an outlined para
graph or collection of paragraphs. Review the parts of a letter heading, address, salutation,
body, complimentary close, and signature. Review the purposes of letters. Review the
materials for letter writing, including the paper, its folding, and its envelope. Proper para
graphing; a separate paragraph for each topic. Business letters should be (1) clear and (2)
direct. Business letters should not be discursive.
News items. If the school possesses a printing plant (and such a plant is an excellent
adjunct to a course in English), news items may be prepared by the pupils as a portion of their
English work and used by the school periodical as subject matter (where worthy) for publica
tion.
JUNIOR VOCATIONAL DIVISION. 175
Boole reviews. Pupils should be encouraged to outline books which they read. They
should also be encouraged to write reviews of such books, using the outlines as an aid to such
work. These reviews may be read before the class or the entire school. The teacher should
give instructions as to the shaping and grouping of material for this work. If the review is a
long one, the teacher should encourage the pupil to place a written outline upon the black
board and develop the review (either written or oral) from such outline where it is visible to
the entire class.
Mechanics of language. Do not attempt to cover all the technical details of language.
The amount of work to be covered along these lines is indicated in a report of the committee
on elementary course of study of the Minnesota Educational Association. This report suggests
that the amount of grammar studies should be limited to the following:
1. The eight parts of speech.
2. Nouns
(a) In general, no distinctions as to kinds, except common and proper.
(&) Two case forms: Common and genitive (according to terminology adopted
by the N. E. A. at its Salt Lake meeting).
3. Pronouns
(a) Personal, relative.
(&) Person, gender, number, and case.
NOTE. Case not always distinguished by form.
4. Adjective Degree.
5. Verbs
(a) Kinds: Transitive, intransitive.
(&) Conjugation: Regular, irregular, but not to bo learned apart from the study
of sentences and selections.
(c) Person: First, second, third with personal subjects, impersonal.
(d) Number: Singular, plural.
(e) Voice: Active, passive.
(/) Mood: Indicative and imperative only.
(g) Nonmodel forms: Simple infinitives and participles.
(h) Tense: All.
6. Preposition.
7. Conjunction.
8. Adverbs.
9. Interjections.
10. The sentence
Kind-
Simple, complex, compound.
Declarative, interrogative.
Subject
Simple, compound.
Complete subject, subject substantive.
Predicate
Simple, compound.
Complete predicate, predicate verb.
Clauses Principal, subordinate.
Use of clauses Substantive, adjective, adverbial.
Phrases Substantive, adjective, adverbial.
176 COURSE OF STUDY.
Teach the principal rules of syntax, illustrating them by an abundance of material. En
courage pupils to correct their own errors. Encourage and develop a personal pride of language
and expression. Give frequent drills and reviews on troublesome forms of verbs and pronouns.
Teach the analysis of sentences in some such forms as the following:
Analysis of simple sentences
Subject and predicate; complete subject; complete predicate.
Simple subject with modifiers.
Nouns Common, proper; singular, plural; use in sentences.
Pronouns Kinds; singular and plural; use in sentences.
Adjectives.
Phrases.
Adjective phrases.
Prepositions Simple predicate with modifiers.
Verbs
Transitive; intransitive.
Direct object; indirect object.
Adverbs Modifying (1) verbs, (2) adjectives, (3) adverbs.
Adverbial phrases.
Analysis of compound sentence-
Separation into component simple sentences.
Analysis of simple sentences according to form for simple sentences.
Coordinating conjunctions.
Analysis of complex sentences
Independent element.
Dependent element Clause
Noun clause.
Adjective clause.
Adverbial clause.
Subordinating connectives
Subordinating conjunctions.
Relative pronouns.
Conjunctive adverbs.
Assist the pupil in discovering for himself (so far as possible) the following facts and give
much drill upon them until the power is acquired to recognize instantly the forms and construc
tions with which they are concerned :
1. A noun or pronoun which denotes but one object or person must have a singular form.
2. A noun or pronoun used as the subject of a verb must have the nominative form.
3. A noun or pronoun used as the object of a verb, a participle, an infinitive, or a preposition
must have the objective form.
4. A relative pronoun should come immediately after its antecedent.
5. A subject that denotes one person or thing spoken of, and only such subject, should have
a verb that ends in "s."
6. The perfect participle should always be used with some form of the auxiliaries "be" and
"have" and only with such auxiliaries.
7. A participle that begins a statement should modify the meaning of the principal word in
the subject of that statement.
8. Only one comparative or superlative form of an adjective or adverb should be used in
expressing a comparison.
JUNIOR VOCATIONAL DIVISION.
177
9. Only one negative adverb should be used in expressing a negation.
It is well worth while to give frequent and intensive drill on the above nine basic principles.
An observance of those principles goes far to give correct expression. To ignore them will go
far toward destroying any possibility of correct expression.
READING.
FIRST YEAR (SEVENTH GRADE).
Use some standard reader for this material and for shorter selections. Most of the selec
tions listed below and many others may be found in a number of the advanced readers.
Head as much as time permits:
Rip Van Winkle, Irving.
Hunting of the Deer and other stories, Warner.
Birds and Bees, Burroughs.
Memory selections:
The Last Leaf, Holmes.
A Man's a Man for a' That, Burns.
Collateral reading:
Christmas Day (Sketch Book), Irving.
Tom Brown's School Days, Hughes.
The Birds' Christmas Carol, Wiggin.
The Land of the Blue Flower, Van Dyke.
The Sky Pilot, Connor.
In Ole Virginia, Johnston.
Robinson Crusoe, Defoe.
Christmas Carol, Dickens.
Courtship of Miles Standish, Longfellow.
Daffodils, Wordsworth.
Mrs. Wigge of the Cabbage Patch, Rice.
Four Great Americans, Baldwin.
Stories of American Life and Adventure,
Eggleston.
The Forest, White.
Great Inventions and Discoveries, Piercy.
Prose and poems teaching patriotism selected
from readers.
SECOND YEAR (EIGHTH GRADE).
Read as much as time permits:
A Man without a Country, Hale.
Legend of Sleepy Hollow, Irving.
The Last of the Mohicans, Cooper.
Memory selections :
Recessional, Kipling.
Gettysburg Address, Lincoln.
Collateral reading:
Eight Cousins, Alcott.
Philippa at Halcyon, Brown.
David Copperfield, Dickens.
The Little Shepherd of Kingdom Come, Fox.
Corporal Cameron, Connor.
Captains Courageous, Kipling.
The Deerslayer, Cooper.
SPELLING.
Robin Hood, Howard Pyle.
Oh Captain, My Captain, Whitman.
Ode to a Waterfowl, Bryant.
Speeches and Letters, Lincoln.
Uncle Tom's Cabin, Stowe.
Hoosier Schoolmaster, Eggleston.
Winning of the West, Roosevelt.
Lives of Girls Who Became Famous, Bolton.
True Story of U. S. Grant, Brooks.
The Perfect Tribute, Andrews.
FIRST YEAR (SEVENTH GRADE).
Basic text for this grade.
Master also 10 words per week from words encountered in the subjects outlined under
English or other subjects, including also other new words experienced by pupils in the industrial
departments.
SECOND YEAR (EIGHTH GRADE).
Basic text for this year.
Master also 10 words per week from words used in the subjects outlined under English or
other subjects, including words encountered by pupils in the industrial departments.
178
COURSE OF STUDY.
Toward the end of the work in this year test vocabularies by the method here given,
to be used as a basis for grading, rating, and future expansion of vocabularies.
This
A VOCABULARY TEST.
The only way to find out the exact number of words for which you know the meaning is to
go through the dictionary and count them. This is likely to take more time than the knowledge
is worth. A college professor has devised a way to estimate the size of anyone's vocabulary.
It has been used as a test for hundreds of schools, and has proved accurate enough for all prac
tical purposes.
Here is a list of 100 words selected from a dictionary containing the 18,000 most frequently
used words in the English language. Read over the list slowly and carefully. After every word,
the meaning of which you know perfectly, place the sign +. After every 'word you are sure
you do not know, place the sign . When you find a word you think you know, but of which
you are not quite sure, write it on a sheet of paper and after it write the meaning you think is
the right one. The words on this sheet make up the doubtful list.
When you have gone through the 100 words in this way verify your definitions of the
doubtful words by the use of a dictionary. Mark each correctly written definition with a plus sign,
each incorrect one with a minus sign. Count the total number of plus signs in the entire list,
and multiply that number by 180. The result will be the number of words in your vocabulary.
To illustrate: If there are 60 plus signs in all, you know the meaning of 60 X 180, or 10,800
words. If the number of plus signs is 45, you know about 45 X 180, or 8,100 words.
One other point: It is not necessary in order to be correct that your written definitions
should read exactly like those in the dictionary. Mark a definition + if it gives a good general
idea of what the word means. Moreover, it is not necessary to know all the meanings of a word;
one correct meaning is enough. But take care not to mark the word + unless you are sure you
know at least one correct meaning of it.
When you try this list on yourself or test a child by it you will find that the words in the first
part are fairly easy, but that they get harder as you advance. This is the principle to remember
if you choose a list of your own :
1. arrange.
2. bonfire.
3. envelope.
4. gown.
5. haste.
G. afloat.
7. eyelash.
8. copper.
9. guitar.
10. curse.
11. health.
12. mellow.
13. rule.
14. straw.
15. tap.
16. scorch.
17. puddle.
18. pork.
19. plumbing.
20. impolite
21. roar.
22. treasury.
23. noticeable.
24. outward.
25. southern.
26. civil.
27. easterly.
28. lecture.
29. quake.
30. reception.
31. ramble.
32. skill.
33. stave.
34. muzzle.
35. misuse.
36. insure.
37. brunet.
'38. regard.
39. shrewd.
40. crunch.
41. juggler.
42. hysterics.
43. repose.
44. Mars.
45. majesty.
4G. dilapidated.
47. mosaic.
48. nerve.
49. forfeit.
50. peculiarity.
51. artless.
52. avarice.
53. bewail.
54. charter.
55. conscientious.
56. depredation.
57. frustrate.
58. gelatinous.
59. milksop.
fiO. philanthrophy.
61. priceless.
02. promontory.
63. swaddle.
64. tolerate.
65. irony.
66. lotus.
67. coinage.
68. drabble.
69. embody.
70. snip.
71. flaunt.
72. harpy.
73. sportive.
74. disproportionate.
75. apish.
76. achromatic.
77. ambergris
78. cameo.
79. casuistry.
80. complot.
81. declivity.
82. exaltation.
83. fen.
84. hookah.
85. incrustation.
86. infuse.
87. laity.
88. limpet.
89. ocher.
90. paleology.
parterre,
perfunctory,
piscatorial,
precipitancy,
retroactive,
sapient,
selectman,
shagreen.
99. sudorific.
100. theosophy.
91.
92.
93.
94.
95.
96.
97.
98.
ARITHMETIC.
40 minutes daily.
FIRST YEAR (SEVENTH GRADE).
The work of the primary and prevocational divisions covers the essential processes:
Addition, subtraction, multiplication, and division, with integers; common and decimal frac
tions used in business; percentage in its most common applications; useful measurements.
Accuracy in computing is dependent upon the mastery of the fundamental facts; this
mastery is acquired by much practice in process work; therefore, although the essential proc
esses are covered in the primary and prevocational divisions it is necessary to continue
to give opportunity for constant practice.
Much of the work should grow out of the child's immediate environment and current
interests. The teacher should be continually on the watch for suitable material for problems.
Indian schools are especially fruitful sources for obtaining such material, because the scope of
activities of each school includes the majority of all the ordinary community interests.
To give a sense of reality to the problems, the work of the junior vocational division is
made to relate to the activities involved in the obtaining, improvement, equipment, and
maintenance of a home. This grouping around the home appeals to the experiences of the
pupils and at the same time gives opportunity to teach important lessons about the ideal
American home and all the problems centered about and related to it. These lessons are
especially important for Indian children.
Suggestions for problems :
(a) Have the pupil ascertain the value per acre of land in his neighborhood. With that
in view, have him compute the value of his allotment without any improvements;
if he does not have an allotment, determine the value of a farm of average size in
his section of the country. Make a map of the farm; divide it into fields and lots
for buildings, corrals, garden, and orchard. Give dimensions and acreage in each
field. Estimate the cost of fencing the fields and lots, using material available in
the locality of the pupil's home.
(&) Make an itemized list of the necessary tools, implements, and machinery for the equip
ment of a farm and compute the cost at current market prices.
(c) Estimate the cost of live stock necessary or desirable to have in starting a farm.
(d) With the assistance of the school mechanics prepare a bill of materials for a house of
not less than four rooms. Estimate cost of materials. Compute cost of excavat
ing wall trenches and a cellar under kitchen; cost of labor on walls of concrete,
of stone, of brick; cost of labor for carpentry, painting, plastering, papering dining
room and bedrooms; cost of equipment for kitchen, dining room, two bedrooms.
Give similar problems in planning and building horse and dairy barns and other
outbuildings, walks, and improvements.
(e) Compute cost of excavating for and constructing a cistern, cylindrical in shape, 8
feet in diameter (inside walls), 12 feet deep, walled and covered with concrete.
Give capacity of cistern.
179
180 COURSE OF STUDY.
Suggestions for problems Continued.
(/) Compute cost of drilling and curbing or casing a 6-inch well 50 feet deep.
(</) Give problems relating to plowing, planting, cultivating, fertilizing, irrigating, drainage,
harvesting and thrashing farm crops; feeding live stock, poultry. Make market
charts showing current prices; buying and selling eggs, chickens, turkeys, milk,
cream, butter, vegetables, fruit, wheat, oats, corn, hay, cattle, horses, hogs, sheep,
wool, fish, baskets, blankets, beadwork, pottery, groceries, dry goods, clothing,
shoes, furniture, carpets, farm implements, tools, conveyances, harness, saddles,
seeds, lumber, wood, coal, etc.
(Ji) Give problems in shipping by parcel post, express, or freight; compute commissions,
profit and loss; insurance, taxes, etc.
(i) Estimate miscellaneous family expenses such as buying books, magazines, papers;
paying entertainment, lecture, recreation, and traveling expenses; charity obliga
tions; life insurance premiums; doctors' bills; school expenses, such as tuition,
board, room, washing.
These everyday problems should be varied and extended so as to include as many as
practicable of the actual experiences of people of moderate circumstances, especially in rural life.
SECOND YEAR (EIGHTH GRADE).
FIRST TERM.
BUSINESS FORMS AND ACCOUNTS.
During this term the simple principles of business and of accounting should be taught,
and applications should be made to the various vocations represented by having the members
of the class keep farm accounts, shop accounts, household accounts, etc.
Teach meaning of: Monthly statements, bills, inventory, assets, liabilities.
Have pupils make an inventory, in good form, itemizing the equipment, etc., of the school
room, of the school kitchen, of the sewing room, of the carpenter shop, of the blacksmith shop,
of the dairy barn, of the horse barn.
Teach the meaning of: Receipts, disbursements, expenditures, balance.
Have pupils open a book for keeping a record of receipts, expenditures, balances, in proper
form. (Use some very simple form.)
Teach pupils to balance book daily, weekly, monthly, or yearly.
Give much practice in writing and in the use of common business forms and business letters.
Give drills in opening a bank account:
(a) Filling out deposit slips.
(&) Filling out and indorsing checks.
(c) Keeping a record of deposits and withdrawals.
Study methods of sending money:
(a) By postal money orders.
(6) By registered mail.
(c) By checks and drafts.
(d) By telegram.
Saving and investing money:
(a) Savings banks.
(&) Real estate.
(c) Investments in business.
Money at interest; computing interest.
Taxes; real estate; personal property.
(d) Make problems using local tax rate.
JUNIOR VOCATIONAL DIVISION. 181
During the first term of the second year of the junior vocational division the arithmetic
work should be extended to include a simple set of farm accounts. The transactions in these
accounts will involve entries in only three books, to wit; the cash book, day book or journal,
and ledger. All single-entry work.
SECOND TERM.
Study of useful measurements:
(a) Computing areas of quadrilaterals, triangles, circles.
(&) Finding cubical contents or volume of boxes, bins, mows, silos, cisterns, etc.
(c) Measuring heat (thermometer) ; air pressure (barometer) ; power in machines (the lever,
the inclined plain) ; velocity of sound and light; gas and electricity (gas meters,
electric meters) .
(d) Use of symbols.
(e) Expressing equations.
(/) Reading equations.
Solution of equations, involving one or two unknown quantities, so far as these are necessary
in the solution of simple problems and in the handling of formulae commonly found in handbooks
and books of reference for trade workers. Apply these principles in the solution of practical
shop problems.
104225- 22 13
GEOGRAPHY.
FIRST YEAR (SEVENTH GRADE).
First 20 weeks.
I. Asia:
(a) The Continent as a whole.
1. Size and position.
2. Coast line.
3. Great northern plain and its rivers.
4. Great central highland.
5. Plateau of Thibet.
6. Himalaya system and Mount Everest.
7. Rivers of South and East.
8. Peninsulas.
9. Islands.
10. Climate and product.
11. Productions.
12. Principal cities.
13. People.
Races.
Occupations.
(b) Russia, Asia Minor, India, China, Japan, Australia, and other Pacific Islands.
1. Climate.
2. Productions.
3. Chief cities.
4. People and their occupations.
II. Africa as a whole:
(Studied with outline similar to that for Asia.)
III. Review of the United States.
IV. Research:
Assign to pupils throughout the year topics for special research, such as coal mining hi
Pennsylvania, the corn belt, "cotton production hi the South, harbors for shipping,
Chicago as a trade center, sugar production hi Louisiana, oil and gas in Oklahoma, the
iron industry of Minnesota, fruit growing in Washington, coffee plantations of Brazil,
cattle raising in Argentina.
183
HISTORY.
FIRST YEAR (SEVENTH GRADE).
Second 20 weeks.
The work in United States history during this year shall be based on a formal study of
an advanced text and shall involve a more detailed study of United States history up to the
period of the establishment of our Government than has been attempted in the lower grades.
I. The discovery of America:
(a) Explorers from European countries
1. Spain
(a) Christopher Columbus.
(6) Ponce de Leon.
(c) Balboa.
(d) Magellan.
(e) Cortez.
2. France
(a) Search for northwest passage.
(&) Cartier.
(c) Champlain.
3. England
(a) John and Sebastian Cabot.
(&) Sir Francis Drake.
(c) Sir Walter Raleigh.
(d) Six Humphrey Gilbert.
(&) Claims of territory in the new world.
II. Early settlements:
(a) Southern colonies
1. Virginia
(a) The London Company
1 . Reasons for coming.
2. Reasons for early failures.
3. Cause of later prosperity.
2. Maryland.
3. North Carolina.
4. South Carolina.
5. Georgia.
(6) New England colonies
1. Massachusetts
(a) Division of church in England.
(6) Character of the Puritans.
(c) Settlements.
(d) Government.
() The Indians.
1. Friendly.
2. Unfriendly.
(/) Salem witchcraft.
(a) Prominent characters,
185
18G COURSE OF STUDY.
II. Early settlements -Continued.
(/>) New England colonies Continued.
2. Rhode Island.
3. Connecticut.
4. Maine.
5. New Hampshire.
(c) New York.
(d) New Jersey.
(e) Pennsylvania
1 1. Treaty with the Indians.
(/) Delaware.
III. Intercolonial wars
(a) King William's War.
(6) Queen Anne's War.
(c) King George's War
1. Causes of each.
2. Results of each.
(d) French and Indian War
1. Causes.
2. Washington's journey to the French fort.
3. The conflict.
4. Results of the war.
IV. Trouble with the Indians
(a) Pontiac/s conspiracy.
V. Condition of the colonies just before the Revolution
(a) Population.
(6) Industries
1. Farming.
2. Manufacturing.
3. Trade and commerce, development of.
(c) Rise of cities.
VI. Revolutionary War
(a) Causes
1. Indirect.
2. Direct.
(6) Pivotal events.
(c) Leaders.
(d) Important statesmen.
(e) Arnold's treason.
(/) Work of the Navy.
(g) Treaty of peace.
(h) Results.
VII. Establishing the Government
(cp) Articles of confederation
1. Weakness of the articles.
(6) Financial troubles.
JUNIOR VOCATIONAL DIVISION. 187
VII. Establishing the Government Continued.
(c) The constitutional convention.
1. Plans and aims.
2. Plan of choosing the President.
3. Compromises.
4. The Constitution before the people.
(d) Political parties.
1. Federalists.
2. Antifederalists.
(e) Choosing the first President.
SECOND YEAR (EIGHTH GRADE).
First 20 weeks.
This year begins with the establishment of our Government and brings the study up to
recent times.
I. Setting the Government in motion.
(a) Washington, the first President.
(&) Choosing a Cabinet.
(c) Judiciary established.
(d) Hamilton and his financial policy.
11. Development of political parties.
III. Relations with foreign countries
(a) England.
(6) Spain.
(c) France
1. French Revolution.
2. Trouble with England and France.
IV. The whiskey rebellion.
V. Eli Whitney and the cotton gin.
VI. Threatened war with France.
VII. Domestic troubles.
(a) Alien and sedition laws.
(6) Virginia and Kentucky resolutions.
VIII. Florida treaty.
IX. Organization of the Northwest Territory.
X. Movement down the Ohio and Mississippi.
XI. War between England and France.
(a) Its effect on American commerce
1. Impressment of American seamen.
2. Nonimportation act.
3. Embargo act.
4. Nonintercourse act.
XII. Second war with Great Britain
(a) War declared.
(6) Opposition to the war.
(c) Important events
1. On the land.
2. On the sea.
(d) Treaty of peace.
(e) Results of the war.
188 COURSE OF STUDY.
XIII. The Monroe doctrine.
(a) Spanish colonies.
(6) The Holy Alliance.
XIV. Development of the Nation.
(a) Protective tariff.
(6) Internal improvements.
(c) Sale of public lands.
(d) United States Bank.
(e) Settlement of territory west of the Mississippi.
(/) The Texas problem.
1. Admission of Texas.
(g) Industrial development.
XV. The Mexican War.
(a) Causes.
(6) Principal events and leaders.
(c) Treaty of peace.
(d) Results.
XVI. Discovery of gold in California.
XVII. Gadsen purchase.
XVIII. Slavery, a national problem
(a) Missouri compromise.
(6) Divergent views of the North and the South.
(c) Publication of antislavery literature.
(d) The underground railway.
(e) Fugitive slave laws.
(/) Compromise of 1850.
(g) Kansas-Nebraska bill
1. Struggles in Kansas.
(Ji) Dred Scott decision.
(i) Lincoln-Douglas debates.
(/) John Brown's raid.
XIX. Election of Lincoln as President.
XX- The Civil War-
(a) Causes
1. Indirect.
2. Direct.
(6) Outbreak of the war.
(c) Comparison of the North and the South in regard to-
1. Area and population.
2. Wealth.
3. Natural and industrial resources.
4. Relations with foreign countries.
5. Experienced generals.
6. War strength.
7. Transportation routes.
JUNIOR VOCATIONAL, DIVISION. 189
XX. The Civil War Continued.
(d) Important events
1 . Tn the East
(a) The plan
1. To capture Richmond.
(6) Battles
1. Bull Run.
2. An tie tarn.
3. Peninsula campaign.
4. Chancellors ville.
5. Gettysburg.
6. Grant's march upon Richmond.
7. Sheridan in the Shenandoah Valley.
8. Capture of Richmond.
9. Surrender of Lee.
2. In the West
(a) Plan
1. To open the Mississippi.
(6) Battles
1. Forts Henry and Donelson.
2. Shiloh.
3. New Orleans.
4. Vicksburg.
5. Thomas's campaign
(a) Chickamauga.
(6) Chattanooga,
(c) Nashville,
(c) Sherman's march to the sea.
3. Work of the Navy.
4. Emancipation proclamation.
(e) Financial condition during the war
1. Tariff.
2. Internal revenue.
3. Greenbacks.
(/) Attitude of Europe toward the war.
(g) Results of the war
1. Effect on the doctrine of "States rights."
2. Thirteenth amendment.
XXL Assassination of Lincoln.
XXII. Reconstruction acts and problems
(a) Fourteenth amendment.
(6) Fifteenth amendment.
(c) A President impeached.
(d) Carpet baggers.
(e) The Ku-Klux-Klan.
(/") Laws disfranchising the negro.
XXIII. Progress after the Civil War-
Co) Rise of the new South.
(6) Growth of the far West.
190 COURSE OF STUDY.
XXIII. Progress after the Civil War Continued.
(c) Industrial growth.
1. Inventions.
2. Manufactures.
3. Scientific farming.
(d) Development in trade, commerce, and transportation-
1. Improved railroads transcontinental lines.
2. Telegraph, telephone, and cables.
3. Interstate Commerce Commission.
4. The Panama Canal.
(e) The homestead act.
(/) Immigration.
(g) Rise of great corporations.
(7i) Political parties and issues.
(i) Foreign affairs.
(j) Civil service reform.
(fc) Australian ballot.
XXIV. Spanish-American War
(a) Causes.
(&) Important battles.
(c) Important commanders.
(d) Treaty of peace.
(e) Results.
XXV. New ideas in Government
(a) Initiative.
(6) Referendum.
(c) Recall.
(d) Direct primary.
(e) Woman's suffrage.
XXVI. New laws-
(a) Income tax.
(5) Tariff laws.
(c) Federal reserve law
1. Workings of Federal reserve system.
XXVI I. Amendments to the Constitution
(a) Sixteenth amendment Income taxes.
(6) Seventeenth amendment Direct election of Senators.
(c) Eighteenth amendment Prohibition.
(d) Nineteenth amendment -Woman's suffrage.
XXVIII. Trouble with Mexico.
XXIX. Purchase of Danish West Indies.
XXX. Harrison Antinarcotic Act.
XXXI. Child labor law.
XXXII. The World War:
(a) American neutrality.
(&) Submarine outrages,
(c) War with Germany and Austria.
1. German intrigue in the United States.
JUNIOR VOCATIONAL DIVISION. 191
XXXII. The World War Continued.
(d) A democracy at war
1. The draft.
2. War taxes.
3. National control of
(a) Food.
(&) Fuel.
(c) Transportation.
(d) Express.
(e) Telegraph and telephone.
4. Soldiers' insurance.
5. American participation
(a) On the sea.
(6) At the battle front.
(c) Aviation.
6. Steps leading up to the armistice.
7. Treaty of peace.
9. Results.
XXXIII. The disarmament conference at Washington.
CIVICS.
SECOND YEAR (EIGHTH GRADE).
20 weeks.
I. Local government :
(a) Kinds of local government.
(&) Types of local government
1. The town system.
2. The county system.
3. The county township system.
II. The town government:
(a) The New England town.
(6) The town meeting.
(c) Town officers.
III. The county government:
(a) Function of county.
(6) Officers.
IV. The county township system:
(a) Government of cities and villages
1. Need of special form.
2. Municipal corporations.
V. City government:
(a) The council Officers.
(6) Departments of city government.
(c) The commission plan.
(d) The city manager plan.
VI. State government:
(a) Relation of State to Federal Government.
(6) Powers of the States.
(c) Obligations of the States.
(d) State constitutions (bill of rights) .
(e) Power of the State legislatures
1. Sessions.
2. Officers.
3. How bills are passed.
4. Direct legislation.
(/) The governor (duties and powers) .
(g) Other State officers (their duties) .
(Ji) The State judiciary
1. State courts (classes).
2. Trial of civil cases.
3. Trial of criminal cases.
VII. Suffrage and elections:
(a) Restrictions on voting.
(6) Registration.
(c) Manner of holding elections.
194 COURSE OF STUDY.
VIII. Political parties and nominating methods:
(a) Primaries and conventions.
IX. Establishment of the Union:
(a) Articles of Confederation (their defects)
(6) The Constitution (its adoption).
X. The departments of Government :
(a) The two Houses of Congress
1 . How composed ?
2. Qualifications of members.
3. Term and elections.
4. Procedure of Congress
Committees.
How bills become laws.
5. Powers of Congress
Regulation of commerce
(a) Foreign.
(&) Interstate.
Antitrust legislation.
Pure food legislation.
Federal expenditures
(a) Coining money.
(6) Paper currency.
(c) Federal Reserve Bank.
Forms of Federal taxes
(a) Customs.
(6) Internal revenue.
(c) Income tax.
Other powers of Congress
Post Office.
Copyrights.
Patents.
Army and Navy.
Implied powers.
(Z>) The Presidency
1. Election.
2. Qualifications.
3. Powers and duties.
4. The Cabinet (function) .
5. Executive departments (function),
(c) The Federal judiciary
1. Its judicial power.
2. Classes of courts.
XI. Civil service.
XII. Government of Territories and dependencies.
XIII. Citizenship:
(a) How acquired.
(6) Rights and obligations of citizens.
JUNIOR VOCATIONAL DIVISION. 195
XIV. The world's work Fitting ourselves for service :
(a) Importance of choosing the right vocation
1. The value of interests.
2. Choice of interests.
3. Harmony between interests and natural talent.
4. Preparation-
Trades (manufacturing and building).
Professions.
Personal-service occupations.
Commercial occupations.
Earth occupations (agriculture, forestry, fisheries, etc.).
Transportation (railroading, etc.).
5. Perseverance.
6. Thoroughness.
7. Responsibility.
PHYSIOLOGY.
FIRST YEAR (SEVENTH GRADE).
40 weeks.
I. The human body:
(a) Composition
1 . Cells and their functions.
(6) Plan of construction.
II. The skeleton and its functions:
(a) Bones.
(6) Joints.
(c) Cartilage.
(d) Ligaments.
III. Muscles:
(a) Kinds.
(&) Functions.
(c) Carriage of the body.
(d) Hygiene
1. Effect of alcohol and tobacco.
IV. Skin:
(a) Functions.
(&) Anatomy.
(c) Body heat.
(d) Bathing.
(e) Clothing.
V. Food and digestion:
(d) Dietetics
1. Causes of indigestion.
2. Classes of food.
3. Food values.
4. Amount and kind of food required.
(b) Digestive organs.
(c) Digestion.
(d) Absorption.
(e) Alcohol and its effects.
VI. Circulation:
(a) Organs.
(6) Functions.
(c) Blood and lymph.
(d) Lymphatic system.
(e) Hygiene of
1. Effect of alcohol and tobacco.
10422522 14 197
198 COURSE OF STUDY.
VII. Respiration and voice:
(a) Organs.
(6) Function.
(c) Voice.
(d) Hygiene of
1. Effect of alcohol and tobacco.
VIII. Nervous system:
(a) Function.
(5) Brain.
(c) Nerves.
(d) Sympathetic system.
(e) Special senses
1. Organs and functions of each.
2. Hearing.
3. Seeing.
Special stress on care of the eyes.
4. Smelling.
5. Tasting.
6. Touching.
(/) Effects of alcohol and narcotics-
IX. Body wastes.
X. The kidneys:
Functions.
XI. Ventilation:
(a) Need of fresh air.
(6) Ventilating systems.
(c) Ventilation of sleeping rooms
(d) Outdoor sleeping.
XII. Accidents and first aid.
XIII. Diseases:
\d) Inherited.
(6) Germs and diseases caused by them
1. Protozoa.
2. Bacteria.
(c) Preventing spread of
1. Danger from insects.
2. Danger from food and water.
3. Danger from dust.
(d) Disinfection.
(e) Tuberculosis.
MUSIC.
The work as outlined for the primary and prevocational courses should be continued and
extended during the entire junior vocational course, giving special emphasis to sight reading,
chorus and part singing, glee club work, and community singing, the latter of which should be
strongly emphasized. Strive to create a taste for the better grades of music.
199
GENERAL AGRICULTURE.
SECOND YEAR (EIGHTH GRADE).
40 weeks.
This subject is to be taught throughout the second year of this course in the academic
schoolroom where all pupils, both boys and girls, will study it. No definite outline has been
prepared but instead the course will consist of the subject matter included in the basal text
which has been adopted.
201
COOKING AND HOME MANAGEMENT.
The preparation and serving of meals will be the basis of the work in cooking. Having
finished the course pupils should be able to cook and serve a meal independently. Meals should
be served as frequently as possible, limiting the number of those responsible to one or two girls.
A variety of menus should be worked out, depending upon the season and the articles obtain
able. Where possible, supplement with articles of diet used in the homes of the pupils.
The course in home management includes laundering, housekeeping, kitchen gardening, and
poultry raising.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) COOKING AND HOME MANAGEMENT I.
Instruction, 20 weeks, 5 hours per weelc.
Application and production, 20 weeks.
I. Review of prevocational essentials. Dishwashing, setting a table, table of measurements and
abbreviations in cookery, making the kitchen fire, cooking meat and vegetables.
II. Preservation of vegetables and fruits :
(a) Cold-pack method for vegetables. Selection of vegetables; preparing them; the hot-
water-bath cooker; testing the jars; packing and filling; adjusting tops; steriliza
tion; sealing; cooling; labeling.
(6) Jelly making. Selection of fruits; test for pectin; boiling; proportion of sugar; cool
ing in glasses; covering and labeling.
(c) Brining; salting down vegetables in crocks.
(d) Pickling.
(e) Drying. Sun drying, oven drying.
III. Preparing and serving breakfast:
(a) Place of fruit in the diet. Fruits most commonly used ; their source; some inexpensive
fruits; method of cooking dried fruits.
(&) Cereals. Name common cereals; characteristics of cereals; what they do for the body;
method of cooking and serving; use of left-over cereals.
(c) Quickbreads. Use of baking powder; soda and sour milk; biscuit, muffin, and corn
bread making.
(d) Eggs. Why valuable as a food; how to test for fresh eggs; soft and hard boiled eggs;
poached eggs.
(e) Breakfast bacon.
(/) Beverages. The story of coffee; how to make coffee; the story of cocoa; how to make
cocoa; coffee substitutes.
(</) Setting the table for breakfast; a breakfast on the porch, using a wheeled tray; using
doilies and runners on a bare table; flowers or decorations on the table.
IV. Preparing and serving dinner:
(a) Some dinner menus.
(6) Vegetables; their composition; food value; rules for cooking ; why boiling is a wasteful
method; preparation of fresh vegetables; potatoes, their place in menus; various
ways of cooking them; white sauce with vegetables; vegetable soup.
203
204 COURSE OF STUDY.
IV. Preparing and serving dinner Continued.
(c) Meat as a food; its composition and food value; what cooking does to meat; methods of
cooking; the cheaper cuts; the soup bone: soup stock; cooking salt meat.
(d) Desserts; the place of sugar in the diet; some plain desserts; custards; bread pudding;
rice pudding; Brown Betty; prune whip; gelatin desserts; sago, tapioca, cornstarch
puddings; fruit with whipped cream; shortcakes; pie and other desserts.
() Setting the table for dinner; serving; table nanners; the invited guest; the hostess.
V. Ten lessons in laundering. Lessons in laundering are to be given in connection with the
course in cooking and home management. The following points are to be covered in
actual practice:
(a) Economy in laundry work; preventing the accumulation of soiled clothing; where and
how to keep soiled clothing, to prevent mildew, rust, and other stains; materials
that do not need to be ironed.
(6) Taking out stains; ink, blood, rust, grass, coffee, cocoa, grease; sun-bleaching handker
chiefs and linen.
(c) Laundering table linen.
(d) Laundering cotton underwear; necessity for soaking and boiling; how to wash cotton,
woolen, and silk hosiery.
(e) Laundering colored cotton clothing; setting color.
(/) Laundering lace and embroidery; lingerie; blouses; skirts; making starch.
(g) Washing woolen articles; woolen hose; wool skirts and undenvear.
(fi) Laundering bedding, including bed linen, blankets, quilts. How to wash the bedding
of the sick.
(i) Study of cleansing agents and laundry helps; kinds of starch; use of bluing; ironing
board; irons and laundry accessories.
(j) Written examination.
VI. Ten lessons in housekeeping. Lessons in housekeeping are to be given in connection with
the course in cooking and home management. The following points are to be
covered in actual practice as far as possible :
(a) Cleanliness and health. Danger from germs; why we need to keep clean; the essentials
of cleanliness; keeping out flies and getting rid of them; burning refuse; a homemade
incinerator; care of garbage can; keeping yard, porches, doorways, and walks clean;
need of screening houses.
(6) Sanitation in the bedroom. Proper ventilation; airing and sunning bedding; turning
mattresses; mattress covers; method of making a bed; kinds of beds and mattresses
to buy; care of blankets when not in use; use of dry mop and oil mop on floors; a
formula for floor dressing; care of rugs; proper method of dusting; of cleaning shades
and windows; keeping out vermin; care of toilet articles.
(c) Care of toilets and bathrooms. Keeping the bowl sanitary; cleansing agents for porce
lain; flushing the toilet; the trap in plumbing; necessity for keeping refuse out of the
drain pipes; essentials in construction of outdoor toilets; how to keep it sanitary;
screening the toilet.
(d) Cleaning materials, utensils, and methods. Aids to cleaning; care of brooms, dustpans,
brushes, dust cloths, oil mops, etc.; a "cleaning closet"; disinfectants; cleaning
metals and silverware; care of lamps; getting rid of vermin; methods of sweeping;
cleaning woodwork ; cleaning and jpolishing furniture.
JUNIOR VOCATIONAL, DIVISION. 205
VI. Ten lessons in housekeeping Continued.
(e) Care of clothing and linens. Necessity of keeping clothing in good condition when not
in use; the stitch in time; hanging skirts and coats; care of sweaters; brushing
woolens; marking clothing; arrangement and care of closets; care of bureau drawers;
how to keep out moths; sorting linens; marking linens; storage of blankets.
(/) Personal habits. Care of hair, nails, teeth; care of toothbrushes; necessity for frequent
bathing; cleanliness as an aid to self-respect; personal hygiene; cleanliness of mind;
proper posture and carriage; care of the feet; proper shoes.
(ff) Courtesy and character. Respect for elders; respect for rules; little habits of everyday
politeness; kindness to others; kindness to animals; conduct on the street; conduct
when traveling; conduct at picture shows or other public entertainments; attitude
toward boys and men; being a big sister to younger girls at school; consideration for
others; the Golden Rule; paying one's debts; respect for otner people's possessions;
the essentials of true hospitality.
(h) The home and its furnishing. Characteristics of good taste in the home; necessity for
simplicity and harmony; living within one's income an element of good taste;
avoiding overdecoration ; color schemes; use of pictures; essentials of good pictures;
how to choose hangings and furniture; books in the home; some good books and
magazines for children and for grown-ups; conveniences; labor-saving devices;
repair work that a girl can do; necessity for care of household furnishings; care in
spending money; a savings account and what it means; household accounts.
(?) Giving a party. How to plan a party; inviting the guests; the entertainment; the
refreshments; receiving the guests; the duties of a hostess; duties of guests.
(;') Examination.
SECOND YEAR (EIGHTH GRADE) COOKING AND HOME MANAGEMENT H.
Instruction: 20 weeks, 5 hours per week.
Application and production: 20 weeks.
I. Preparing and serving a supper or luncheon. Suitable menus:
(a) Casserole and scalloped dishes; chowders; use of left-overs; cottage cheese; cheese
dishes; sauteed potatoes; simple salad using boiled dressing.
(6) Beverages; the story of tea; kinds of tea; making and serving tea; iced tea; lemonade.
II. Bread making:
(a) Study of yeast; kinds of yeast on the market; the sponge; mixing and kneading;
baking.
(6) Kinds of bread; white, graham, and rye; use of nuts and fruit in bread.
(c) Uses of stale bread; making toast; saving breadcrumbs.
(d) Proper method of keeping bread.
III. Plain cake making:
(a) Ingredients in a cake.
(&) Mixing the ingredients.
(c) Rules for baking.
(d) Boiled frosting.
(e) Making gingerbread and molasses cake.
IV. Pies:
(a) Making pie crust.
(&) Filling for pies; fruit, pumpkin, squash, custard, berries, etc.
(c) Baking.
206 COUESE OF STUDY.
V. Butter making.
VI. Practice work throughout the year in the preparation and serving of meals (breakfasts,
dinners, suppers, or luncheons) .
VII. Ten lessons in poultry raising:
(a) Poultry. Chickens, ducks, geese, and turkeys.
(6) Breeds of chickens. Appearance of Leghorns, Minorcas, Plymouth Rocks, Wyandottes,
Rhode Island Reds. Egg breeds, meat breeds, dual purpose breeds.
(c) Feed and care of laying hens.
(d) Construction of inexpensive houses; careing for the house; cleanliness; spraying the
house; roots.
(e) Selection of eggs for hatching; loss of fertility in eggs.
(f) Setting and hatching.
(g) Care and feeding of little chicks.
(Ji) Enemies: Lice, mice, predatory animals, etc. Protection from.
(i) Diseases and treatment: Cholera, roup, gaps, pip, etc.
(j) Written examinations.
VIII. Ten lessons in kitchen gardening:
(a) Why every family should have a garden; how to plan a garden; size, location, fencing;
when to begin to prepare the garden; selection of kinds of vegetables; how and where
to secure seeds.
(6) Starting plants in the house; the hotbed and cold frame.
(c) Preparing the soil; simple discussion of soil; what the plant gets from the soil; use of
fertilizers and soil renewers.
(d) Tools necessary for the work; names; cost prices from catalogues; use of each.
(e) Planting the garden; rules for various seeds and plants; labeling; protection of young
plants.
Cf) Enemies of the garden; weeds and insects; cultivation; reasons for cultivating.
(g) Gathering the products; storing; preserving.
(70 Flowers in the garden.
(i) Beautifying the home grounds.
(j) Examination.
REFERENCES.
Farmers' Bulletin No. 218. The School Garden.
Farmers' Bulletin No. 856. Control of Diseases and Insect Enemies of the Home Vegetable Garden.
Farmers' Bulletin No. 879. Home Storage of Vegetables.
Farmers' Bulletin No. 884. Saving Vegetable Seeds for the Home and Market Garden.
Farmers' Bulletin No. 934. Home Gardening in the South.
Fanners' Bulletin No. 936. The City and Suburban Vegetable Garden.
Farmers' Bulletin No. 937. The Farm Garden in the North.
DOMESTIC ART.
The object of this course is to give the girl further practice in what she has already learned
in the pre vocational work by applying the same principles to more difficult undertakings.
The duplication of garments will develop skill, accuracy, and neatness. To allow the pupil
to select designs will develop initiative. When a girl completes this course she should be able
to make simple clothing for a family and to have enough general knowledge of materials to make
fair selections when buying.
Where the garment suggested to be made is not practicable, another covering the same
processes may be substituted. It is recommended that a clothing book be kept by the pupil,
in which may be entered samples of work, of textiles, and any notes or illustrative material.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) SEWING I.
Instruction: 20 weeks, 5 hours per week.
Application and production: 20 weeks.
I. Review of prevocational essentials:
(a) Darning.
(6) Patching.
(c) Seaming.
(d) Buttonholes.
(e) Measurements.
II. Study fabrics of vegetable fiber:
(a) Cotton.
(6) Linen.
III. Study of sewing machines:
(a) Care of machines.
(6) Cleaning and oiling.
(c) The adjustments.
(d) The attachments.
(e) Operation.
IV. Teach the proper standards to be observed in the selection of undergarments; also appre
ciation of simplicity of design in clothing:
(a) Appearance.
(6) Comfort.
(c) Materials.
(d) Labor involved.
1. In making.
2. In laundering.
(e) Cost.
V. Develop judgment:
(a) In selection of material.
(&) In selection of patterns.
(c) In adaptation of patterns,
(d) In cutting and making garments.
208 COURSE OJT STUDY.
VI. Making two undergarments:
(a) Select from
1. Gown.
2. Petticoat, envelope chemise, or equal.
(&) Use of garment.
(c) Style of the garment.
(d) Materials.
(e) Suitable kinds
1. Nainsook.
2. Cambric.
3. Long cloth.
4. Cre-pe.
(/) Advantages of each material.
(<;) Disadvantages of each material.
(7i) Selection of materials.
VII. Study the standard makes of patterns:
(a) Measurements for patterns.
(6) Purchase of patterns.
(c) Interpreting the pattern.
(d) Placing the pattern to admit of economical cutting.
VIII. Construction of undergarments:
(a) Measures required.
(&) Estimating amount of material needed.
(c) Placing pattern and cutting garment.
(d) Proper seams and finishes.
(e) Decoration of garments.
(f) Estimating cost of finished garment.
IX. Renovation of clothing:
(a) Care and repair of garments.
(&) The proper care and storage of garments when not in use.
(c) Use of tools and equipment in caring for clothes.
1. Brushes.
2. Hangers.
3. Covers.
4. Solvents and detergents for cleaning and removing stains.
5. Protective agents against moths.
(d) Knowledge of repair processes.
1. Darning.
2. Patching.
X. Special problems in art needle work :
(a) Handkerchief.
(6) Fancy apron.
(c) Workbag (suggested).
(d) Other selections by teacher.
JUNIOR VOCATIONAL, DIVISION. 209
SECOND YEAR (EIGHTH GRADE) SEWING H.
Instruction: 10 weeks, 5 hours per week.
Application and production: 10 weeks.
I. Washable dress:
(a) Use of garment
1. House dress.
2. Business dress.
3. Afternoon dress.
(&) Suitable materials for washable dress
1. Business and house dress gingham, chambray, percale, linen.
2. Afternoon dress organdie, batiste, swiss, dimity, voile, lawn, cre"pe, hand
kerchief linen.
(c) Choosing design and pattern
1. Suitable to wearer.
2. Suitable for occasion.
3. Adaptable to material.
(d) Taking measures for pattern
1. Selective pattern.
(e) Commercial patterns (names of)
1. Purchase.
2. Use.
(/) Computations
1. Quantity of material needed.
2. Quantity of findings.
3. Purchasing materials and findings.
4. Entire cost.
(0) Preparation of material
1. Shrinking.
2. Setting colors.
(h) Testing the pattern.
(1) Placing pattern to admit of economical cutting, making seams, cutting out material,
and basting seams.
(j) Fitting the dress
1. Making necessary alterations.
2. Stitching and finishing processes.
3. Consideration of trimmings,
(fc) Sleeves.
(Z) CoUars.
(m) Pockets.
(ri) Buttonholes.
II. Model of simple layette:
(a) How the new baby should be dressed for health and comfort.
(6) Kinds of garments and number of each needed
1. Band.
2. Shirt.
3. Diaper.
4. Petticoat (Gertrude).
5. Slip, or dress.
6. Wrap, kimona or sack.
7. Hood,
8. Bootees.
210 COUKSE OF STUDY.
II. Model of simple layette Continued.
(c) Bed covering
1. Sheet.
2. Blanket.
3. Pillow slip.
4. Quilt.
(d) Bath accessories.
(e) Materials used in layette
1. Baby flannel.
2. Birds eye.
3. Fine cambric, batiste, nainsook.
4. Outing flannel.
5. Tennis flannel, challie, cashmere.
(/) Decoration of infant garments
1. Fine needlework.
2. Edgings.
3. Bindings.
(g) Design (infants' garments)
1. Choose designs having as few seams, simple finishes, and easy closings as can
be found.
2. Garments should not be extreme in length.
III. Care, repair, and renovation of washable garments.
IV. Renovation of hats :
(a) Cleaning and shaping hat.
(6) Renovating trimming.
(c) Lining the hat.
(d) Trimming the hat.
V. Art needlework applied to household linens, making as many articles as time permits.
NURSING.
This course is based upon the textbook of the American Red Cross, " Home Hygiene and
Care of the Sick. "
Wherever arrangements can be made, it should be given by an instructor authorized by
the Red Cross and under instructions specified by them. When so given, certificates will be
issued by the Red Cross to pupils who attain a grade of 75 per cent for the entire course.
Where no authorized instructor is available the textbook will be used, but no certificate
can be issued.
In conducting the class it is important to observe the following:
1. Review of the previous lesson.
2. Recitation of lesson assigned.
3. Review of lesson and demonstration.
4. Assignment of new lesson.
NOTE. Any notes or amendments to be made to the text should be made in the assign
ment.
The instructor should find out as far as possible what are the practices followed at home in
sickness and what the home environment is. This may necessitate bringing into the lessons
points from the practical knowledge and experience of the instructor, especially in the demon
stration of devices for the comfort of the patients.
It is desirable that one lesson be given upon such phases as sex hygiene as the matron of the
school may suggest. This may take the place of Lesson XIII, or be used in addition to it.
Be sure that the pupils understand what is being said. Use simple language always, with
plenty of illustrations. Better cover less ground in a subject and cover it well rather than
leave undefined impressions of it.
Instructors are requested to wear a uniform or white apron with cap and brassard at all
classes.
Problems aggregating 100 credits are
required during this year's work.
SECOND YEAR (EIGHTH GRADE) NURSING I.
Instruction: 10 weeks, 3 hours per week.
Application and production: 10 weeks.
I. Object of the course in home nursing:
Necessity of understanding how to prevent sickness; how to carry out the doctor's orders
in caring for the sick at home; how to keep the patient clean and comfortable; what to
do in emergencies; importance of health; how to equip and care for a sick room (with
special reference to rural conditions); how to choose a sick room; furnishings; ventila
tion; heating; cleaning; the attendant.
Demonstration: Arranging the demonstration room; making a plain bed; an open bed.
211
212 COURSE OF STUDY.
II. Indications of sickness:
Taking care not to diagnose; general appearance of the patient; temperature; pulse; respi
ration; appearance of the tongue; throat and gums; excretions; loss of weight; mental
conditions; voice; pain.
Demonstration: Taking pulse and temperature; making records.
III. Communicable diseases:
Microorganisms, kinds, characteristics, distribution, transmission; defenses of the body;
immunity; vaccination and inoculation; carriers; isolation and exclusion from school.
Demonstration: Paper cups; receptacles of paper; paper napkins.
IV. Baths and bathing:
Cleansing baths; bed bath; hot foot baths; cool sponge baths; shampoo; disinfecting.
Demonstration: Changing gown; sponge bath; cleansing bath in bed; foot bath.
V. Routine of the sick room:
The toilet; care of discharges of patients having communicable disease; the bed pan;
enemata; care of hands and person of the attendant on a patient with communicable
disease; care of linen; time for visitors.
Demonstration: Arranging pillows for comfort; support to relieve pressure; rubber ring or
substitute.
VI. Feeding the sick:
The digestive process in sickness; feeding a patient; kinds of diet; serving; feeding a
helpless patient. ,
Demonstration
The invalid's tray.
Care of the mouth and teeth.
VII. Review:
Demonstration-
Changing sheets.
Lifting a helpless patient in bed.
VIII. Babies and their care:
Growth and development; average size; muscular development; development of the
special senses; of speech; of teeth; normal excretions; clothing; froeh air; develop
ment of habits; bathing; exercise!
Demonstration: Bathing the baby.
IX. Feeding the baby:
Diet; intervals of feeding; use of milk; emphasizing care of milk and danger of heating
before needed; use of condensed milk; growth of bacteria in milk.
Demonstration: Kinds of bottles; care of bottles, nipples, etc.
X. Correction of physical defects in children :
Necessity for physcial examinations; importance of care of teeth and dental work; cor
recting eye strain; adenoids; enlarged tonsils; posture; bad feet due to bad shoes.
Demonstration: Measuring and giving medicine.
XI. Common ailments and emergencies:
Headache; colds, fainting; shock; colic; insect bites; bruises; drowning; sunstroke, sprains;
burns and scalds; chills; nosebleed; convulsions; bleeding; hemorrhages; points to be
emphasized in the care of wounds, however slight.
Demonstration : Bandaging.
JUNIOR VOCATIONAL DIVISION. 213
XII. Household and personal hygiene:
Heredity; hygiene of environment; ventilation; cleanliness of house; insects; sewage;
necessity of separate towels; necessity for sterilizing towels and dishes; personal cleanli
ness care of hair, nails, teeth; cleanliness during menstrual period.
Demonstration
Hot water bag.
Fomentations.
Poultices.
Inhalations.
XIII. Public health and child welfare :
Agencies of public health; need for public health officers; what health officers do; how
girls may help in community health; child welfare work; the Children's Bureau; name
of some bulletins on health and child welfare and where they may be obtained; the Red
Cross.
Demonstration :
Cold compresses.
Ice bag.
Mustard paste.
XIV. Review:
Demonstration: Any demonstrations that have been previously given or any new feature
of comfort and care.
Examination.
10422522 15
AGRICULTURE.
"I know of no pursuit in which more real and important service can be rendered to any country than improving
its agriculture." George Washington.
"Agriculture can not be taught successfully by the use of the textbook alone. Many
observations and practical demonstrations are necessary to a full understanding of the subject.
The student should be encouraged to use his eyes as much as possible and to record his obser
vations. In recording notes, conciseness, clearness, and legibility should be insisted upon.
Each lesson should be an exercise in language as well as in agriculture."
"It is neither advisable nor possible to give detailed directions for conducting laboratory
and field exercises. One general rule, however, may be given: do not take up a lesson unless
the material to be studied is at hand. If beef cattle are to be studied, select the best examples
for observation. If crops are to be studied, visit fields where they are growing. In order to
get the best results the teacher should prepare the work in advance, and be entirely familiar
with the demands of each lesson." Ivins and Merrill.
FIRST YEAR (SEVENTH GRADE) AGRICULTURE I.
Problems aggregating 100 credits are
required during the work of this year.
Instruction: 20 weeks, 3 hours per week.
Application and production, 20 weeks.
The purpose of this work is to give the pupils a knowledge of farm implements and general
farming, so that they will be able to apply it in their work later in agriculture. "Farm Imple
ments" should be given in the winter months, and "Farming" in the fall and spring months,
depending on which semester the work is given.
The instruction in farm implements should not be limited to the tools used on the school
farm, nor farming to the local farm operations, but these should be taken as a basis of compari
son. Farmers' Bulletins and catalogues of the different farm machinery companies may be
used to advantage.
I. Farm Implements (10 weeks).
In considering each of the farm implements named below, attention is to be paid to the
following points: Essential parts, construction, cost, use, and care.
I. Tillage machinery:
(a) Plows
1. Classes
(a) Stubble.
(6) Sod.
2. Kinds
(a) Walking.
(6) Sulky.
(c) Gang.
(d) Disk.
215
216 COURSE OF STUDY.
I. Tillage machinery Continued.
(6) Harrows
1. Spike toothed.
2. Spring toothed.
3. Knife toothed.
4. Dis,k.
5. Roller.
6. Flanker.
(c) Cultivators
1. Walking tongue, tongueless.
2. Riding single row, double row, weeders.
II. Seeding machinery:
(a) Seeders.
(6) Drills.
1. Single disk.
2. Double disk.
3. Hoe.
4. Shoe.
(c) Corn planters
1. Surface planters.
2. Listers.
III. Harvesting machinery:
(a) Grain harvesters
1. Self-binders.
2. Headers.
3. Combined harvesters and threshers.
-' (6) Corn binders.
(c) Mowers.
(d) Rakes.
1. Dump.
2. Side delivery.
() Loaders.
1. Rake.
2. Endless apron.
(f) Stackers.
(g) Sweep rakes.
IV. Manure spreaders.
V. Ensilage cutters:
(a) Knives.
(6) Fillers.
VI. Feed mills:
(a) Sweep mills
1. Straight drive.
2. Geared.
3. Combination.
(&) Power.
(c) Buhrs
1. Duplex.
2. Disk.
3. Cone.
4. Cylinder
JUNIOR i VOCATIONAL DIVISION. 217
VII. Wagons.
VIII. Buggies.
IX. Pumping machinery :
(a) Suction pumps.
(6) Force pumps.
X. Farm motors:
(a) Windmills.
(6) Gas engines.
II. Farming (10 weeks).
I. Stock raising:
(a) The horse
1. Brief historical sketch.
2. Breeds
(a) Draft.
(&) Coach.
(c) Roadster.
3. Feeding
(a) For work.
(&) For growth,
(c) For breeding.
4. Housing and care.
5. Prevention of diseases and injuries.
6. Treatment of diseases and injuries.
7. Breeding.
(&) Cattle
1. Brief historical sketch.
2. Breeds
(a) Beef.
(&) Dairy,
(c) Dual.
3. Feeding
(a) For milk.
(6) For beef.
4. Housing and care.
5. Breeding.
(c) Hogs
1. Brief history.
2. Breeds
(a) Lard type.
(&) Bacon type.
3. Feeding.
4. Housing and care.
5. Breeding
(d) Sheep
1. History.
2. Breeds
(a) Mutton.
(6) Wool.
(c) General purpose.
3. Feeding.
4. Housing and care.
218 COURSE OF STUDY.
II. Plant production:
(a) Soil
1. What is soil?
2. Conditions essential for plant growth.
3. Formation.
4. Kinds.
5. Plant requirements.
6. How to improve
(a) Tillage
1. Purpose of tillage.
2. How to till.
3. When to till.
(6) Manuring
1. Farm manures.
2. Commercial fertilizers.
3. Green crops,
(c) Crop rotation
1. Definition.
2. Why rotate.
3. Benefits.
7. Humus
(a) What is it?
(&) Its benefits,
(c) How added.
8. Erosion.
9. Drainage and irrigation.
10. Dry farming.
(6) Seed-
1. Selection.
2. Germination.
3. Testing.
(c) Farm crops
1. Corn
(a) Preparation of soil.
(b) Planting.
(c) Cultivation.
(d) Harvesting.
(e) Storing.
(/) Marketing.
2. Wheat. (See outline for corn.)
3. Oats, etc. (See outline for corn.)
(d) Fruits
1. Apples
(a) Location of site.
(&) Selection of local varieties.
(c) Planting.
(d) Cultivation.
(e) Pruning.
(/) Harvesting.
(g) Storing.
(Ji) Marketing.
JUNIOR VOCATIONAL DIVISION. 219
II. Plant production Continued.
(d) Fruits Continued.
2. Peaches. (See outline for apples.)
3. Cherries. (See outline for apples.)
4. Grapes, etc. (See outline for apples.)
SECOND YEAR (EIGHTH GRADE) AGRICULTURE H.
Problems aggregating 100 credits are
required during the work of this year.
Instruction: 20 weeks, 3 hours per week.
Application and production: 20 weeks.
The purpose of this course is to give each pupil practical study and application of gardening
and farm dairying. The course in dairying should be given during the winter months and gar
dening in the spring so that it will be possible for the students to go into the garden and apply
what they are studying.
I. Dairying (10 weeks) :
(a) Brief historical sketch.
(&) Milk
1. Composition
(a) Two parts
1. Fat.
2. Serum.
(6) Causes of variations.
2. Care of milk
(a) Milk house.
(6) Straining.
(c) Separating.
(d) Cooling.
(e) Cream and butter.
(/) Care of utensils.
(g) Marketing
1. Butterfat.
2. Whole milk,
(c) The dairy cow
1. Breeds
(a) Holstein.
(&) Ayrshire.
(c) Jersey.
(d) Guernsey.
(e) Dutch Belted.
2. Types and characteristics
(a) Temperament.
(6) Milk organs.
(c) Size.
(d) Type Wedge shape.
220 COURSE OF STUDY.
I. Dairying Continued.
(c) The dairy cow Continued.
3. Housing and care
(a) Barn
1. Location
(aft Drainage.
(&) Direction from dwelling
(c) Pasture.
(d) Water and feed.
2. Size and arrangement (commercial or family).
3. Care
(a) Ventilation.
(&) Sunlight.
(c) Cleanliness.
(d) Disinfecting.
(e) Whitewashing.
(&) Barnyard lots
1. Cleanliness.
2. Arrangement.
3. Drainage.
4. Care of the cow
(a) Milking
1. Kegularity of milking.
2. Milking clean.
3. Milk records.
4. Clean milkers.
(6) Necessity for gentleness
1. No loud talking, or
2. Hough treatment.
(c) Comfortable quarters
1. Clean.
2. Well ventilated.
(d) Feeding
1. Regularity.
2. Good clean feed.
(a) Roughage.
(6) Concentrates.
3. Balanced rations
(a) Maintaining body.
(&) Milk production.
(c) Growth.
(d) Cost.
(e) Palatability.
(e) Breeding
1. When-
(a) When milk is needed.
(6) Convenience.
2. Climate
(a) Care of calves.
JUNIOR VOCATIONAL DIVISION. 221
I. Dairying Continued.
(c) The dairy cow Continued.
4. Care of the cow Continued.
(e) Breeding Continued.
3. Bull-
(a) His importance in the herd.
(&) Care and management.
4. The calf-
Co.) Care.
(6) Feeding.
(c) Keeping or marketing.
(d) Diseases, treatment and remedies
1. Cow-
(a) Tuberculosis.
(6) Abortion,
(c) Garget, etc.
2. Calf-
(a) Scours
1. Causes.
2. Prevention.
(&) Worms.
(e) The Babcock test
1. Its importance.
2. How it is performed.
(/) The silo
1. Kinds
(a) Stone.
(6) Concrete.
(c) Tile.
(d) Steel.
(e) Brick.
(/) Pit.
2. Size necessary
(a) As to number of cows.
(6) Supplement for roughage.
3. Ensilage
(a) Kind.
(6) Use.
(c) Value.
(d) Importance.
II. Gardening (10 weeks) : .
(a) Selection of garden plot
1. When should it be made.
2. Where it is located.
(a) As to soil.
(6) Water supply.
(c) Slope.
(d) Distance from the house.
(e) Price of land.
(f) General remarks.
222 COURSE OF STUDY.
II. Gardening Continued.
(6) Size
1 . For family use.
2. For market gardening.
(c) Preparation of the soil
1. Fertilizing
(a) Farm-yard manures.
(&) Commercial fertilizers,
(c) Green manures.
2. Working
(a) Plowing.
(6) Disking.
(c) Harrowing.
(d) Kolling.
(d) Making diagram of the garden
1. Giving location of the products.
2. Amount of space for each.
3. Whether in rows or broadcast.
4. Varieties to be planted.
() The hotbed
1. Their size.
2. How constructed
(a) Materials used.
(6) Location,
(c) Dimensions.
3. Planting in the bed
(a) What to plant.
(&) Time to plant.
(c) Care of the bed.
(d) Size to transplant.
(e) Removing the plants.
(f) Planting and transplanting
1. Time for
(a) Climate.
(6) Varieties.
(c) Kinds of plants.
2. Depth of planting
(a) Climate.
(6) Soil.
(c) Plants.
(d) Moisture.
3. Ways of planting and transplanting
(a) Rows.
(6) Distances,
(c) Methods.
JUNIOR VOCATIONAL DIVISION. 223
II. Gardening Continued.
(g) Cultivation
1. Implements
(a) Horse.
(6) Hand.
(c) Most practical.
2. Object-
Co) To kill weeds.
(&) Liberate plant food.
(c) Aeration of soil.
(d) Conservation of moisture.
3. Irrigation and drainage
(a) Kinds.
(&) Treatment.
(h) Insects
1. Biting.
2. Sucking.
3. Treatments.
(i) Diseases
1. Kinds.
2. Remedies or treatments,
(j) Harvesting
1. How.
2. When.
(7<r) Marketing
1. When.
2. How-
Co) Consumer.
(&) Commission merchant.
(d) Groceries.
(0 Storing
1. Methods.
2. Its importance.
3. Cost.
AUTO MECHANICS.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) GAS ENGINES I.
Instruction: 20 weeks, 3 hours per week.
Application and production: 20 weeks.
Mechanical drawing: 40 hours.
I. Gas engines, stationary: Types; general principles; difference between a 2-cycle and a
4-cycle engine.
II. Compression: Its importance; lack of compression and how to correct it.
III. Carburetor: Its construction; its functions; carburetor trouble and how to adjust it;
light and heavy mixture.
IV. Ignition: Magneto; the spark-coil; the spark-plug and their connections; cause of trouble
and how to correct them.
V. Cooling systems: Thermostatic; forced circulation; air cooling; necessity for proper cooling.
VI. Valves and gears: Valves; pushrods; adjustments of; timing gears and the importance of
timing; practice in cleaning timer and grinding valves.
VII. Lubrication: Proper lubrication and its problems; Carbon deposits and their effects on
the engine; how to avoid them.
VIII. Practical exercises: Starting and stopping engines; operation of gas engines; driving
automobiles, tractors, and trucks.
IX. Machine shop practice in the use of hand operated tools: Hammer, punches, squares,
levels, protractors, dividers, calipers, verniers, gauges, chisels, files, drills, tapers, ream
ers, taps, and dies.
X. Emphasize the study of industrial vocabulary.
SECOND YEAR (EIGHTH GRADE) GAS ENGINES II.
Instruction: 20 weeks, 3 hours per week.
Application and production: 20 weeks.
Mechanical drawing: 40 hours.
I. Review: Work of last year; principles of the gas engine; the 2-cycle engine: the 4-cycle engine.
II. Automotive engines: Types of; motor cycle; automobile; truck; tractor; their essential dif
ferences.
III. Engine parts and principles of operation: Firing order of 4, 6, and 8 cylinder engines;
wiring 4, 6, and 8 cylinder engines; valve location in different types of engines; engine
troubles and their correction.
IV. The cooling systems: Air, and water; gravity and pump circulation; packing the water
pump; causes of overheating.
V. Lubrication of engines: Practical exercises in; maintaining the oil level; keeping the grease
cups filled; oiling the timing gears, fan, pump shaft, etc.
VI. Ignition: Wiring and timing; ignition troubles and their corrections; wiring the magneto
to the engine.
VII. The carburetor: Adjustment of.
VIII. Repairs to inner tubes and casings.
IX. Operation of automobiles, trucks, and tractors.
X. Emphasize the study of the industrial vocabulary
225
BLACKSMITHING.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) BLACKSMITHING I.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Study of various features of the trade:
(a) Tools, equipment, and materials used in the trade.
(6) The forge; care, installing, types, and uses.
(c) Coal; kinds and cost.
(d) Fires; starting and management.
(e) Practical exercises in making and repairing school equipment, using forge; soldering.
(/) Repairs to farm equipment.
(g) Study of vocabulary and spelling.
SECOND YEAR (EIGHTH GRADE) BLACKSMITHING II.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Shop management and organization :
(a) Practical lessons; drawing out, bending, upsetting iron.
(&) Institutional work with special reference to farm machinery.
(c) Welding; lap, split, cleft; practical exercises welding repairs to machinery and equip
ment of school plant.
(d) Hardening and tempering tools; repairs to equipment.
(e) Sharpening plow shares, cultivator shovels, etc.
(/) Horseshoeing.
(g) Study of vocabulary and spelling.
227
JUNIOR VOCATIONAL CARPENTRY.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) CARPENTRY I.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
T. Carpentry tools, and equipment: Names, uses, and cost, with special emphasis on care
and sharpening of tools. Have pupils make list of tools, giving special attention to
correct spelling.
II. Study of lumber: Kinds, measurements, storing, and cost; exercises in measurements.
Lumber required for special purposes.
III. Exercises in grading: Piling and storing lumber.
IV. Joinery, with practical work in making furniture suitable for home or school. Study
different kinds of joints.
V. Plans and estimates for simple farm buildings with cost of materials and labor.
VI. Practical work as helpers in construction work.
VII. Special study of vocabulary used in describing parts of simple frame structures, such as
sills, joists, rafters, etc. Have pupils make list of words giving special attention to
correct spelling.
SECOND YEAR (EIGHTH GRADE) CARPENTRY II.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Emphasize importance of proper sharpening and care of tools.
II. Study of builders' hardware, including nails, bolts, screws, locks, escutcheons, door pulls,
push and pull plates, sash lifts, fasteners, transom lifts and chains, cupboard catches
and turns, etc.
III. Construction of foundations; depth, kinds of material, methods of squaring, etc.
IV. Simple exercises in the use of the steel square.
V. Construction of simple articles for use at the school.
VI. Framing of simple buildings with special attention to roof types and roof framing.
VII. Exercises in sheathing and laying shingles; putting on siding; lathing; setting door frames
and window frames; the construction of gutters and cornices; the use of building paper,
beaver board, etc.
VIII. The elements of stair construction.
IX. Drill in trade vocabulary.
10422522 16 229
ENGINEERING.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) ENGINEERING I.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Essential parts of boiler.
II. Location of boiler fittings and their functions.
III. Furnace fittings; location and other use.
IV. Boiler management: Filling; great importance of keeping the proper amount of water in
boiler at all times; necessity of slow firing of a cold boiler at all tunes; light and heavy
firing, and necessity of each. Keeping ash pit clean. Testing safety appliances under
steam pressure. Preparing fires for cleaning; cleaning fires; rapid cleaning and its
importance; banking; hauling; regulating dampers.
V. Pump repairing: Packing cylinders; draining.
VI. Practical exercises daily in boiler management.
VII. Pipe repairing and fitting: Tools; cutting pipes; cutting threads; and repairs to steam and
water lines.
VIII. Repairs to tanks, etc.: Faucets, valves, cocks, sinks, and toilet plumbing. Working as
helpers.
IX. Oral and written drill in use of industrial vocabulary.
SECOND YEAR (EIGHTH GRADE) ENGINEERING II.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Boiler management continued: Studying fires; cutting into service; trying safety appli
ances; preparing fires for cleaning; cleaning fires; priming and foaming, their causes and
remedies; blowing down boilers at regular intervals; shutting down for the night; bank
ing the fires; precautions to be taken before leaving the boiler room at night; inspection
for corrosion and incrustation of boilers and tubes; cleaning boilers and tubes; boiler
compounds and their uses; overheating, causes, effects, and remedies; keeping fire sheet
clean.
II. Pump repairing: Packing cylinder; draining.
III. Steam engines (stationary) : Essential parts; starting and stopping; lubrication, operation
and care.
IV. Electric wiring: Wiring for doorbells, storage batteries, and connections. Repairs to lines
and connections under supervision.
V. Repairs to steam, water, and sewer lines.
VI. Oral and written drill in use of the industrial vocabulary.
231
MASONRY.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) MASONRY I.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Talks to students on fundamental features of the trade.
II. Names, care, and use of tools.
III. Study of materials in concrete work: Cement, gravel, sand.
IV. Making walls and foundations: Reasons for choice of material used; concrete, stone, brick.
V. Materials: Lime, sand, cement, mixing mortar.
VI. Mortar for different types of work.
VII. Uses of concrete on farm and at home:
(a) Reinforcing.
(b) Effect of weather.
VIII. Stonework: Kinds of stone for building; cutting stone; uses of stonework on farm and
at home.
IX. Study of trade vocabulary.
SECOND YEAR (EIGHTH GRADE) MASONRY II.
Instruction, 20 weeks, 3 hours per week.
Application and prodiiction, 20 weeks.
Mechanical drawing, 40 hours.
I. Brickwork:
(a) Mortar best suited for brickwork.
(6) Kinds of brick, and uses of each.
II. Practice work: Laying brick; laying hollow tile; making sidewalk; wall; arch; chimney.
III. Give particular attention to speed, accuracy, and neatness.
IV. Openings in wall for windows and doors.
V. Plastering : How made, materials used, qualities of various materials and how obtainable.
VI. Lathing with wood and metal lath: Kinds of lath; price; and methods of placing.
VII. Advantages of sand finish and how applied.
VIII. Effect of weather.
IX. Study of trade vocabulary and spelling.
233
PAINTING.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) PAINTING I.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Study of materials: Tools and equipment, with special emphasis on vocabulary, cost, uses
and care. Give particular attention to care and cleaning of paintbrushes.
II. Preparation of plaster: Brick and wood surfaces, old and new; patching, sizing, priming;
removing old paint; puttying and sandpapering.
III. Mixing paints : Study of pigments and vehicles used in mixing.
IV. Painting woodwork: Exterior and interior; painting walls and ceilings.
V. Preparing ground for enamel: Applying enamel, glossy, flat, and rubbed finish.
VI. Primary principles of lettering.
VII. Practical exercises in connection with institutional work.
VIII. Study of industrial vocabulary.
SECOND YEAR (EIGHTH GRADE) - PAINTING II.
Instruction, 20 weeks, 3 hours per week.
Application and production, 20 weeks.
Mechanical drawing, 40 hours.
I. Review of previous year's work.
II. Whitewash: Preparation and application. Study Government formulas.
III. Kalsomining: Preparation of plastered surface; preparation of size; sizing; preparing the
kalsomine in various colors.
IV. Stenciling.
V. Glazing: Cutting and setting glass; types of glass cutters; glazier's points; puttying; im
portance of saving usable broken glass.
VI. Ladders, scaffolding and staging for interior and exterior work.
VII. Roof painting; barn painting.
VIII. Practice in lettering.
IX. Practical exercises in connection with institutional work.
X. Study of industrial vocabulary.
235
PRINTING.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) PRINTING I.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 40 hours.
I. Use of composing stick and rule : Placing type in stick; learning the case; straight composition ;
leader work; correcting proofs; distributing type.
II. Handling of paper: Folding; padding; perforating; cutting; gathering; sizes.
III. Check binding: Adjustment and operation of stitching machine and punching machine.
IV. Platen press: Parts of; feeding; adjustment of grippers; cleaning.
V. Mailing: Assisting in care of mailing list; wrapping bundles; operation of mailer.
VI. Type: Type sizes; the point system; study of italic and roman letters; names of parts of a
letter.
VII. Reference marks: How used; those which come with full fonts of body type; where found
in the case.
VIII. Rules to be observed in the division of words. Rules which compositors should observe.
IX. Use of the initial letter.
X. Headings: Center; hanging indention; half diamond, etc.
NOTE. A synopsis of the year's work. Instruction need not be given as enumerated here.
This grouping is used merely for the sake of brevity.
SECOND YEAR (EIGHTH GRADE) PRINTING H.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 40 hours.
I. Type: Type measurement; the font of type; parts of a letter; different classes of type.
II. Composition: Leader work; tables (rules and figures); simple jobs.
III. Initials: Two color; use of border.
IV. Correcting pages and forms.
V. Making up.
VI. Imposing and locking up for platen press; imposition up to 4-page forms.
VII. The cylinder press: Parts; adjustment thereof; assisting in making ready; feeding.
VIII. Paper: Standard sizes of book and bond paper; cutting stock.
IX. Correcting and taking care of the mailing list.
X. Holding copy; interpretation and making of proof reader's marks.
NOTE No. 1. Oral and written drill should be given during each year of the course on
the trade vocabulary.
NOTE No. 2. The above is simply a synopsis of the work. Instruction need not be given
in the order enumerated here. This grouping is used merely for the sake of brevity.
237
MECHANICAL DRAWING.
Problems aggregating 100 credits are
required during each year of the course.
FIRST YEAR (SEVENTH GRADE) MECHANICAL DRAWING I.
(40 hours.)
Use and care of instruments. Geometrical drawing. Projection and section drawing with
applications.
SECOND YEAR (EIGHTH GRADE) MECHANICAL DRAWING H.
(40 hours.)
Intersections and developments with applications. Isometric and free-hand drawing.
Sketching.
SENIOR VOCATIONAL DIVISION.
"Along with physical, moral-social, aiid intellectual-cultural education there is need for that type of training
which will enable each individual to do some particular work with a high degree of efficiency. This type of education
we commonly call vocational. It is only recently that we have come to realize that it is not enough to train an indi
vidual with respect to general intelligence and morality, but that it is also just as fundamental that our education
provide the training necessary for success in the particular calling which each individual is to enter." Stray er.
241
SYNOPSIS OF COURSE IN AGRICULTURE.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Types and breeds of farm animals and poultry, including insects and insecticides, diseases,
treatment and remedies, 40 weeks, 60 minutes daily.
Farm practice, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
Agricultural botany, 40 weeks, 80 minutes daily.
Mechanical drawing I, 60 hours.
Horticulture and stock judging, 20 weeks, 40 minutes daily.
Farm practice, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Agricultural chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Commercial geography, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Field crops, including insects and insecticides, diseases, treatment and remedies, 40 weeks,
40 minutes daily.
Field work, on experimental farm, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Agricultural physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Commercial law, 20 weeks, 40 minutes daily.
Soils and soil fertility, 20 weeks, 40 minutes daily.
Feeds and feeding, 20 weeks, 40 minutes daily.
Field work, on the experimental farm, 40 weeks.
To be taught by academic department during the industrial half day.
243
SYNOPSIS OF COURSE IN AUTO MECHANICS.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing I, 60 hours.
Engineering Ill-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Mechanical drawing II, 60 hours.
Engineering IV
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Mechanical drawing III, 60 hours.
Auto mechanics I
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Mechanical drawing IV, 60 hours.
Auto mechanics II
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 Weeks.
i To be taught by academic department during the industrial half day.
244
SYNOPSIS OF COURSE IN BLACKSMITHING.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing I, 60 hours.
Blacksmithing III
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 week.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Mechanical drawing II, 60 hours.
Blacksmithing IV-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 Veeks, 40 minutes daily.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Mechanical drawing III, 60 hours.
Blacksmithing V
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Mechanical drawing IV, 60 hours.
Blacksmithing VI
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
1 To be taught by academic department during the industrial half day.
10422522 17 245
SYNOPSIS OF COURSE IN CARPENTRY.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing, I, 60 hours.
Carpentry Ill-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) : .
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
Agricultural botany, 40 weeks, 80 minutes daily; or
General science, 40 weeks, 80 minutes daily.
Mechanical drawing II, 60 hours.
Carpentry IV
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Architectural drawing I, 60 hours.
Carpentry V-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Architectural drawing II, 60 hours.
Carpentry VI
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
1 To be taught by academic department during the industrial half day.
246
SYNOPSIS OF COURSE IN ENGINEERING.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing I, 60 hours.
Engineering Ill-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Mechanical drawing II, 60 hours.
Engineering IV
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes per day.
English III, 40 weeks, 40 minutes.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Structural drawing I, 60 hours.
Engineering V
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Structural drawing II, 60 hours.
Engineering VI
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
1 To be taught by academic department during the industrial half day.
247
SYNOPSIS OF COURSE IN MASONRY.
.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing I, 60 hours.
Masonry Ill-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Mechanical drawing II, 60 hours.
Masonry IV
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Mechanical drawing, III, 60 hours.
Masonry V
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Mechanical drawing, IV, 60 hours.
Masonry VI
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
248
SYNOPSIS OF COURSE IN PAINTING.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing I, 60 hours.
Painting III
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
. Mechanical drawing II, 60 hours.
Painting IV
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Architectural and freehand drawing, 60 hours.
Painting V
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Architectural and freehand drawing, 60 hours.
Painting VI
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
1 To be taught by academic department during the industrial half day.
249
SYNOPSIS OF COURSE IN PRINTING.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Mechanical drawing I, 60 hours.
Printing III
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Mechanical drawing II, 60 hours.
Printing IV
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Shop mathematics, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Mechanical drawing III, 60 hours.
Printing V
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Mechanical drawing IV, 60 hours.
Printing VI
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
1 To be taught by academic department during the industrial half day.
250
SYNOPSIS OF COURSE IN DOMESTIC ART.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Domestic art I, 20 weeks.
Domestic science I, 20 weeks
Instruction, 5 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Domestic art II, 20 weeks.
Domestic science II, 20 weeks
Instruction, 5 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Household chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Commercial geography, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Industrial drawing, 60 hours.
Domestic art Ill-
Instruction, 40 weeks, 8 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Household physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Physical education, 40 weeks, 4 hours per week.
Domestic art IV
Instruction, 40 weeks, 8 hours per week.
Application and production, 40 weeks.
Practice teaching, 20 weeks, 4 hours per week.
Music, 20 weeks, 3 hours per week.
.
1 To be taught by academic department during rhe industrial half day.
251
SYNOPSIS OF COURSE IN DOMESTIC SCIENCE.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daity.
Domestic science I, 20 weeks.
Domestic art I, 20 weeks
Instruction, 5 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily
Domestic science II, 20 weeks.
Domestic art II, 20 weeks
Instruction, 5 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Household chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40 minutes daily.
Commercial geography, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily, 1
Industrial drawing, 60 hours.
Domestic science III
Instruction, 40 weeks, 8 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Household physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Physical education, 20 weeks, 4 hours per week.
Child welfare and social service, 20 weeks, 3 hours per week.
Domestic science IV
Instruction, 40 weeks, 8 hours per w-eek.
Application and production, 40 weeks.
Practice teaching, 20 weeks, 4 hours per week.
Music, 20 weeks, 3 hours per week.
1 To be taught by academic department during the industrial half day.
252
SYNOPSIS OF COURSE IN NURSING.
Freshman Year (Ninth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Algebra, 40 weeks, 40 minutes daily.
English I, 40 weeks, 80 minutes daily.
Ancient history, 40 weeks, 40 minutes daily.
Domestic science I, 20 weeks.
Domestic art I, 20 weeks
Instruction, 5 hours per week.
Application and production, 40 weeks.
Sophomore Year (Tenth Grade) :
General exercises, 40 weeks, 20 minutes daily.
Plane geometry, 40 weeks, 40 minutes daily.
English II, 40 "weeks, 40 minutes daily.
General science, 40 weeks, 80 minutes daily.
Domestic science II, 20 weeks.
Domestic art II, 20 weeks.
Instruction, 55 hours per week.
Application and production, 40 weeks.
Junior Year (Eleventh Grade) :
General exercises, 40 weeks, 20 minutes daily.
English III, 40 weeks, 40 minutes daily.
Household chemistry, 40 weeks, 80 minutes daily.
American history, 40 weeks, 40. minutes daily.
Commercial geography, 20 weeks, 40 minutes daily. 1
Bookkeeping, 20 weeks, 40 minutes daily. 1
Industrial drawing, 60 hours.
Nursing II
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Senior Year (Twelfth Grade) :
General exercises, 40 weeks, 20 minutes daily.
English IV, 40 weeks, 40 minutes daily.
Household physics, 40 weeks, 80 minutes daily.
Citizenship, 20 weeks, 40 minutes daily.
Rural economics, 20 weeks, 40 minutes daily.
Physical education, 20 weeks, 4 hours per week.
Child welfare and social service, 20 weeks, 3 hours per week.
Nursing Ill-
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Practice teaching, 20 weeks, 4 hours per week.
Music, 20 weeks, 3 hours per week.
1 To be taught by academic department during the industrial half day.
253
ENGLISH AND LITERATURE.
The work in English for the senior vocational division will cover literature, composition,
and rhetoric. Instructors will be governed by the text of the recommendations of the National
Conference on Uniform College Entrance Requirements in English.
''The study of English in school has two main objects, which should be considered of equal
importance: (1) command of correct and clear English, spoken and written; (2) ability to read
with accuracy, intelligence, and appreciation, and the development of the habit of reading
good literature with enjoyment.
GRAMMAR AND COMPOSITION.
"The first object requires instruction in grammar and composition. English grammar
should ordinarily be reviewed in the secondary school, and correct spelling and grammatical
accuracy should be rigorously exacted in connection with all written work during the four years.
The principles of English composition governing punctuation, the use of words, sentences, and
paragraphs should be thoroughly mastered, and practice in composition, oral as well as written,
should extend throughout the secondary period. Written exercises may well comprise letter-
writing, narration description, and easy exposition and argument. It is advisable that subjects
for this work be taken from the student's personal experience, general knowledge, and studies
other than English, as well as from his reading in literature. Finally, special instruction in
language and composition should be accompanied by concerted efforts of teachers in all branches
to cultivate in the student the habit of using good English in his recitations and various exer
cises, whether oral or written.
LITERATURE.
"The second object is sought by means of the reading and study of a number of books
from which may be framed a progressive course in literature. The student should be trained
in reading aloud and should be encouraged to commit to memory notable passages both hi verse
and in prose. As an aid to literary appreciation he is further advised to acquaint himself with
the most important facts in the lives of the authors whose works he reads and their place in
literary history. He should read the books carefully, but his attention should not be so fixed
upon the details that he fails to appreciate the main purpose and charm of what he reads.
" A few of the books should be read with special care, greater stress being laid upon form
and style, the exact meaning of words and phrases, and the understanding of allusions."
FRESHMAN YEAR (Ninth Grade.)
40 weeks, 80 minutes daily.
1. English I:
cr. Composition
(1) Aims
(a) To acquire a creditable degreee of ease in self-expression through
oral speech.
(6) To gain a knowledge of the common forms and mechanics of written
composition for practical use.
255
256 COURSE OF STUDY.
1. English I Continued.
6. Spelling and vocabularies
(1) Aims
(a) To develop more freedom in speech through the knowing of words
and their meanings.
(6) To develop habits of careful spelling and the correct spelling con
science.
2. Literature and reading :
a. Aims
(1) To become acquainted with, and appreciative of, some of the best classics
suitable for freshman reading.
(2) To encourage the forming of the reading habit.
COURSE IN COMPOSITION.
1. What composition is. (See basal text.)
2. Comparative values of oral and written composition to the student.
3. Speech:
a. Importance of forming correct habits of speech.
6. Exercises in speaking
(1) Reproducing what has been heard or read.
(2) Making oral reports.
(3) Special assignments to develop original self-expression.
4. Subjects for composition:
a. Derived from experiences and studies.
&. Special assignments to develop original thought and to exercise the imagination.
5. Written composition:
a. The manuscript
(1) Unfolded sheets.
(2) Identification through the name and class of the writer.
(3) General appearance in neatness and penmanship.
(4) Formal arrrangement
(a) Title.
(6) Margins.
(c) Paragraph indention.
(5) Sentence capitalization and punctuation.
(6) Correct spelling.
&. Exercises in written composition
(1) Choosing the subject.
(2) Preparatory work.
(a) Gathering material.
(6) Organizing thought.
(c) Developing the outline.
(d) Filling in the outline and working out details.
(e) Determining the paragraphs.
(/) Constructing the sentences.
(g) Making the choice of words and noting their correct spelling.
SENIOR VOCATIONAL DIVISION. 257
5. Written composition Continued.
b. Exercises in written composition Continued.
(3) Paragraph study and building
(a) The topic.
(b) The plan of the paragraph.
(c) The unity of the paragraph.
(d) The independent paragraph.
(e) Connecting paragraphs.
(4) The sentence
(a) The unit of composition.
(6) Capitalizing the sentence,
(c) Building the sentence
(1) Kinds and forms.
(2) Constructing for
(a) Unity.
(&) Coherence.
(c) Clearness.
(d) Conciseness.
(e) Force and power.
(/) Variety.
(g) Punctuation of the sentence.
(5) Words and their uses
(a) A ready to use vocabulary.
(1) Increasing the vocabulary.
(b) Choosing the exact word
(1) Simple words.
(2) Specific words.
(3) Expressive words.
(4) Living words.
(5) Figurative uses of words.
(6) Exercises.
(6) Spelling and vocabularies.
(a) Selected lists.
(b) Vocabularies from classics and other subjects of study.
CLASSICS FOR READING AND STUDY.
1. For study:
The Lady of the Lake Scott.
Julius Caesar Shakespeare.
2. For reading:
The Sketchbook (Selections) Irving.
Silas Marner Eliot.
3. Memory selections :
Opportunity Sill.
Orations of Brutus and Marcus Antonius Shakespeare.
The Lady of the Lake (Selections) Scott.
258 COURSE OF STUDY.
4. Collateral reading :
The Snow Image Hawthorne.
Evangeline ' Longfellow.
Snowbound Whittier.
The Making of an American Riis.
Prince and Pauper Mark Twain.
Up from Slavery Washington.
Daddy Longlegs Webster.
Rebecca of Sunnybrook Farm Wiggin.
Treasure Island Stevenson.
The Last Days of Pompeii Lytton.
The Vision of Sir Launfal Lowell.
The Chambered Nautilus Holmes.
Dissertation on Roast Pig Lamb.
Enoch Arden Tennyson .
SOPHOMORE YEAR (Tenth Grade).
40 weeks, 40 minutes daily.
1. English II:
(a) Aims of the course
(1) To become familiar with narrative and descriptive composition through the
study of model forms from our best authors.
(2) To acquire the ability to tell or to write stories of the simpler kind.
(a) Through the reproduction o famous stories and the telling of stories
held in memory.
(3) To exercise descriptive power by practice in describing persons, places, scenes,
sensations.
(4) To become more proficient in correct English usage and business correspond
ence through the study of "Effective English."
2. Literature:
(a) Aim
(1) To increase the power to know and to enjoy literature of the better sort.
STUDIES IN COMPOSITION.
1 . Narration (see basal text) :
(a) What it is.
(6) Examples.
(c) Kinds to be distinguished
(1) Incidents.
(2) Anecdotes.
(3) Tales.
(4) News items.
(5) News stories.
(6) Invented storiee.
(d) How to tell stories
(1) Study of the masters.
(2) Know current stories
(a) Of your neighborhood.
(6) Of your people or race.
(c) Of other peoples or races.
e. Tell stories worth telling.
SENIOR VOCATIONAL DIVISION. 259
1 . Narration Continued .
/. Tell the story effectively
(1) Secure
(a) Unity by no sidestepping.
(6) Coherence by making story hang together.
(c) Realism by making the story lifelike.
(d) Action by making the story move.
(e) Interest and impressiveness by making the story take hold of listen
ers or readers.
(/) Force and power by the use of clear-cut sentences and expressive
words.
(2) Watch arrangement of important ideas and thoughts.
g. Exercises in oral and written story telling.
2. Description (see basal text) :
a. Distinguish from narration.
b. Relationship to narration.
c. Word pictures examples
(1) Materials.
(2) How to describe
(a) Point of view.
(&) Choice of details.
(c) What may be described.
1. Persons, places, objects, scenes, sensations.
(3) Kinds
(a) Real or imaginative.
(6) Caricatures and cartoons.
d. Exercises in description.
CLASSICS.
1 . For study :
Carlyle's Essay on Burns, with selections from Burns' Poems.
2. Required reading:
Autobiography of Franklin.
Tale of Two Cities Dickens.
Merchant of Venice Shakespeare.
3. Memory selections :
Abou Ben Adhem Leigh Hunt.
Quality of Mercy Shakespeare.
Selected sayings from Poor Richard's Almanac.
4. Collateral reading :
Selected tales or selected poems Poe.
The Spell of the Rockies Mills.
Our National Parks Muir.
How the Other Half Lives Riis.
Walden Thoreau.
Hunting Trips of a Ranchman Roosevelt.
Ben Hur Wallace.
Big Tremaine Van Vorst.
A Certain Rich Man . . White.
260 COURSE OF STUDY.
4. Collateral reading Continued.
The Mansion Van Dyke.
Richard Carvel Churchill.
Red Rock Page.
Dr. GrenfelPs Parish Duncan
Dr. Jekyll and Mr. Hyde Stevenson.
Kim or Captain Courageous Kipling.
Story of My Life Kellar.
JUNIOR YEAR (Eleventh Grade).
40 weeks, 40 minutes daily.
1. English III:
a. Composition
(1) Aims
(a) To develop fluency in explaining, directing, and setting forth views
and opinions oral composition.
(&) To gain skill in expository writing.
6. Spelling and vocabularies
(1) Aims
(a) To acquire a knowledge, in a particular way, of the words required
to be known and understood in relation to the special course
being pursued by the student.
(&) To be able to spell correctly the words of the necessary vocabularies.
2. Literature and general reading:
a. Aims
(1) To gain an understanding of metrical composition through the reading and
study of certain apt selections.
(2) To acquire a knowledge of some good types of essays.
(3) To be able to select examples of well-written articles or good literature from
magazines and journals.
STUDIES IN COMPOSITION.
1 . Exposition (see basal text) :
a. Nature and use of expository writing.
6. Illustrative examples.
c. Some forms of exposition
(1) Editorials.
(2) Book reviews.
(3) Character sketches.
(4) Scientific articles.
(5) Essays, historical and critical.
CLASSICS AND GENERAL READING.
1 . For study :
Palgrave's Golden Treasury (first series), Book IV, selections with special attention to Wordsworth, Keats, and
Shelley.
2. Required reading:
The Coming of Arthur
Garethand Lynette
Lancelot and Elaine .
Tennyson.
The Passing of Arthur
Sir Roger de Coverly Papers Addison and Steele.
SENIOR VOCATIONAL DIVISION. 261
3. Memory selections :
The Bugle Song Tennyson.
Daffodils Wordsworth.
The Cloud (selected stanzas) Shelley.
4. Collateral reading:
Essay on Johnson Macauley.
Vicar of Wakefield Goldsmith.
The Man Roosevelt Leupp.
Madame Roland Abbott.
Francis Willard Autobiography.
or
Francis Willard Gordon.
Back Home or Europe Revised Cobb.
In His Steps Sheldon.
The Little Minister Barrie.
Jane Eyre Bronte.
The Gentleman from Indiana Tarkington.
Still Jim Wilsie.
Everybody's Lonesome Laughlin.
Routledge Rides Alone Comfort.
Scottish Chiefs Jane Porter.
The Measure of a Man Duncan.
The Captain of the Grayhorse Troop Garland.
The Oregon Trail Parkman.
SENIOR YEAR (TWELFTH GRADE).
40 weeks, 40 minutes daily.
1. English IV:
a. Business English
1. Aims
(a) To add to one's knowledge of words and word construction.
(&) To gain facility in carrying on business correspondence varied in
character.
&. Composition
(1) Aims
(a) To acquire the ability to express thoughts in argumentative style in
an easy, forceful, and courteous manner.
(6) To form an impressive and pleasing style of address for public
speaking,
(c) To write interestingly both news and story.
2. Literature and general reading:
a. Aims
(1) To learn of the masters the best methods of argument and debate.
(2) To gain discriminative power in the choice of reading matter in current
magazines, journals, and newspapers, and in the various forms and classes of
literature.
10422522 18
262 COURSE OF STUDY.
STUDIES IN COMPOSITION.
1. Argumentation and debate (see basal text):
a. Argument
(1) Purpose.
(2) Examples
(a) Reasoning to reach a logical conclusion.
(6) Good reasoning,
(c) Faulty reasoning.
(3) Terms to be known and understood
(a) Fact and assertion.
(6) Proof and sign.
(c) Testimony and evidence.
(d) Cause and effect.
(4) Suitable connectives.
(5) Exercises in argument.
&. Debate
(1) Relation to argument.
(2) Uses of debate.
(3) Terms used in debate
(a) Proposition or question
1. Affirmative and negative statement.
2. Affirmative and negative sides.
(6) Colleague.
(c) Opponent.
(d) Refutation.
(e) Rebuttal.
(4) Preparation for debate
(a) Gathering material
1. Source of knowledge
(a) Personal.
(&) Acquired.
(1) From other persons.
(2) From books, papers, magazines, journals.
(3) Dictionaries and encyclopedias.
(6) Making a brief
1. Introduction.
(a) The question.
(&) Facts admitted by both sides.
(c) The exact point at issue.
2. Main portion of brief.
(a) Separation of chief arguments from subordinate.
(b) Arrangement of most important parts with support
ing arguments.
3. Conclusion.
(a) Sum up arguments concisely.
SENIOR VOCATIONAL DIVISION. 263
1. Argumentation and debate Continued.
I). Debate Continued.
(5) Distinction between assertion and proof.
(6) Delivery its value.
(7) Subjects for debate.
(a) Questions growing out of studies and public affairs.
(8) Management of a debate.
(a) Speakers.
(6) Teams.
(c) Division of work among the speakers.
(d) Order of speaking.
(e) Time limits.
(/) Rebuttal.
(g) Judges and their decisions.
(9) General debates and their desirability.
c. Short stories and other literary forms of writing
(1) Creative work
(a) In various forms of composition studied through the high-school
course.
(2) News and news stories.
LITERATURE AND READING.
1. For study:
Washington's Farewell Address.
Webster's First Bunker Hill Oration.
Lincoln's Gettysburg Adress.
Macbeth Shakespeare.
2. For reading:
Short Stories Rosa M. R. Mikels.
The Rise of Silas Lapham Howells.
The Rivals Sheridan.
The Blue Bird Maeterlinck.
The Melting Pot Zangwill.
3. Memory selections :
Supposed Speech of John Adams Webster.
Rienzi's Address to the Romans Mitford.
4. Collateral reading:
a. Stories, essays, poetry, drama, timely articles in the
current magazines and newspapers.
6. Some magazines and newspapers: Literary Digest,
Independent, Outlook, Review of Reviews,
Current Opinion, Mentor, Ladies Home Jour
nal, Woman's Home Companion, Delineator,
Good Housekeeping, trade journals to be
selected, local newspapers and the best repre
sentative newspapers of different sections of
the country.
c. Adventures in Contentment Grayson.
Little Citizens Myra Kelly.
Twenty Years at Hull House Adams.
Old Chester Tales . . Deland.
ALGEBRA.
FRESHMAN YEAR (NINTH GRADE).
40 weeks, 40 minutes daily.
In this subject the class will be expected to cover the ground treated in the basal text
up to quadratics.
265
PLANE GEOMETRY.
SOPHOMORE YEAR (TENTH GRADE).
40 weeks, 40 minutes daily.
The work of this subject will cover that material treated in the basal text.
267
SHOP MATHEMATICS.
JUNIOR YEAR (ELEVENTH GRADE).
20 weeks, 40 minutes daily.
This subject is intended to prepare the student more fully to carry on the work of his trade.
Real practical problems of the shop and trade are to form the basis of the work. The instructor
will follow the work in the basal text, making judicious selections and supplementing this work
with practical problems based on the pupil's experience hi studying and practicing his trade.
269
BOOKKEEPING.
JUNIOR YEAR (ELEVENTH GRADE).
20 weeks, 40 minutes daily.
This work is to be completed in one semester. It is divided into 16 sections, each of which
contains sufficient material for class discussions, recitations, and practical work for one week.
If the semester consists of 20 weeks, use each fifth week for reviews, tests, etc.
Section 1. The object of bookkeeping.
The cash account.
Illustrative transactions.
Section 2. The merchandise account.
The use of the merchandise inventory.
Transactions in the coal and wood business.
Section 3. Introduction to the principles of double-entry bookkeeping.
Practice problems in dress-goods transactions.
How to make a simple business statement.
Section 4. Study of a personal account showing a resource or asset.
A personal account showing a liability.
Transactions in the grocery business.
Section 5. Proprietor's account (sometimes called the stock account).
Taking a trial balance.
Rendering a business statement.
Transactions in the dry-goods business.
Section 6. Bills receivable account.
Bills payable account.
(Make it clear that these accounts refer to promissory notes.)
Make out each note mentioned in the transactions.
Principal forms of business papers.
Section 7. The expense account.
Simple rules for debit and credit.
Section 8. Partnership accounts.
Interest and discount.
Section 9. Seed and grain business.
Compound entries.
Section 10. Closing the ledger.
Classifying accounts.
Section 11. Journalizing.
Exercises in posting.
Section 12. The cash book.
Make checks for all cash paid out.
Write receipts for all cash received.
271
272
COURSE OF STUDY.
Section 13. The use of the sales book.
The use of the purchase book.
Carpet and furniture transactions.
Section 14. The cash journal (very important lesson).
The use of special columns.
Form given in basal text may be modified to meet almost any need for account
keeping.
NOTE. If the preceding lessons, involving principles of debit and credit)
together with the instruction in special columnar account keeping, are thoroughly
mastered, students should be able to adapt themselves to the keeping of almost
any simple set of accounts.
Section 15. Shipments and consignments.
Student should be taught to make out
Bills of lading.
Freight bills.
Bills for merchandise.
The discounting of bills, etc.
Section 16. Hardware transactions.
Drafts.
Discounting notes.
General review.
Make out the business papers for the transactions of this lesson.
Final exercise: Require each student to plan a simple set of accounts for one of the following
purposes :
(a) Accounts for a farm of 160 acres.
(6) Household accounts for a family of five.
(c) Accounts for a small general store.
(d) Accounts for either a
1. Painter.
2. Carpenter.
3. Blacksmith.
4. Other similar lines of work.
Have a small set of not less than 20 transactions devised, the entries made, and the results
shown in some form of balance and statement.
GENERAL SCIENCE.
SOPHOMORE YEAR (TENTH GRADE).
40 weeks, 80 minutes daily.
The work in general science will endeavor to interpret the home and school environment
of the Indian student. It is intended to meet the needs of everyday life. The subject matter
of general science should be sufficiently flexible that new problems arising from the students'
environment may be taken up in the general science course.
I. Study of the atrnqsphere:
Air and how we use it
Properties of air.
Heat How measured ?-
Distribution of heat.
Air and health.
The weather.
II. Water and how we use it:
Water in our houses
Sources of drinking water.
Water and the soil
Value of water in the soil.
Reclaiming desert regions.
Reclaiming swamp lands.
III. The plant The food factory of the world:
How the plant manufactures food.
Foods, a necessity of We.
Classes of foods.
IV. Man's control of nature in the home :
Controlling the home environment
Kinds of building material.
Light in our homes
Natural and artificial lighting.
Heating our homes
Fuels Kinds (wood, coal, and oil).
Three ways of transference of heat.
Clothing and its care
Materials used for clothing.
General care of clothing.
V. Man's use of machines:
Work with everyday machines
Work requires energy Kinds of energy.
Measurement of work.
Efficiency of machines.
273
274 COURSE OF STUDY.
V. Man's use of machines Continued.
Communication
Importance of civilization.
Methods of communication
Examples Telephone, telegraph, wireless.
Transportation
Means of transportation
Animal power
Machines Steam engine.
Gas engine.
Electric cars.
Electric motors.
VI. Life upon the earth:
Plant life covering the earth
How a plant grows Development of the seed.
Animal life
Man's place on the earth.
Improving living conditions
Controlling diseases.
Destroying flies and mosquitoes.
Heredity and its effect upon life.
How we may help.
AGRICULTURAL BOTANY.
The purpose of this subject is to give pupils such a knowledge of plant growth as will
enable them first, to understand it and later to apply what they learn to crop production;
it is not the usual course in scientific botany. Wherever possible the materials and illustrations
should be the economic plants of the farm.
SOPHOMORE YEAR (TENTH GRADE).
40 weeks, 80 minutes daily.
I. The seed:
(a) Storage of food.
(6) Types-
1. Corn.
2. Bean.
3. Castor bean.
4. Squash,
(c) Distribution
1. Wind.
2. Water.
3. Animals.
4. Propulsion.
II. Germination and growth.
III. The root:
(a) Osmosis.
(6) Structure.
(c) Work.
(d) Forms.
IV. The stem:
(a) Forms and growth.
(6) Modifications.
(c) Structure
1. Monocotyl.
2. Herbaceous dicotyl.
3. Woody stemmed dicotyl.
(d) Work
1. Mechanical support and framework.
2. Water carrying.
3. Storage of foods.
(e) Wood structures in relation to industrial uses
1. Heart wood and sap wood.
2. Ways of cutting and sawing.
3. Knots.
275
276 COURSE OF STUDY.
IV. The stem Continued.
(/) Forestry
1. Objects.
2. Enemies of forest
Fires.
Recklessness of man.
Fungi.
Insects.
Animals that eat seeds and young, tender growth.
3. Protection of forests.
4. Usefulness of forests.
V. Branches and buds:
(a) Modes of branching.
(6) Branching of flower stems.
(c) Buds
1. Leaf.
2. Flower.
VI. The leaf:
(a) Parts.
(&) Attachments.
(c) Arrangement.
(d) Shape and margin.
(e) Veining and lobing.
(/) Structure.
(g) Work
1. Transpiration.
2. Respiration.
3. Food making.
(7i) Adjustment to external relations
1. To light.
2. To air.
3. To moisture.
4. To temperature.
5. To attacks of animals.
VII. The flowers:
(a) Parts, and uses of parts
1. Calyx, sepals.
2. Corolla, petals.
3. Stamens.
4. Pistil.
5. Peduncle.
6. Receptacle.
(6) Function and work
1. Production of fruit and seed,
(c) Fertilization
1. Self-fertilization.
2. Cross-fertilization.
SENIOR VOCATIONAL DIVISION. 277
VII. The flowers Continued.
(c) Fertilization Continued.
3. Pollination.
(a) Prevention of self-pollination.
(&) Wind pollination.
(c) Insect pollination.
(d) Adaption of flower to cross-fertilization.
VIII. The fruit:
(a) What it is.
(6) Fleshy fruits
1. Pome apple, pear, quince.
2. Pepo melons, pumpkins, squashes.
3. Berry grape, cranberry, tomato, currant, gooseberry, lemon.
4. Drupe peach, plum, cherry, dogwood.
(c) Dry fruits
1. Nuts acorn, hickory, walnut, chestnut, pecan, filbert.
2. Pods pea and bean pods, larkspur capsules, cotton, milkweed.
3. Grams corn, wheat, oats, rice.
4. Akenes sunflower, thistle, dandelion, buckwheat, clematis.
IX. Spore-bearing plants :
(a) Place in plant development.
(6) Mode of reproduction
1. Distinguish between seed and spore,
(c) Classes
1. Algae
(a) What they are,
(6) Forms.
(c) Reproduction.
2. Fungi
(a) What they are.
(6) Methods of reproduction of each.
(c) Bacteria.
(d) Yeasts.
(e) Rusts.
(/) Mushrooms and toadstools.
(</) Economic importance.
3. Lichens
(a) What they are.
(6) Methods of reproduction.
4. Mosses.
5. Ferns,
10422522 19
.
'
CHEMISTRY.
The materials dealt with in elementary chemistry are about the student on every hand.
The educational value of studying about them is undeniably great if properly undertaken.
Work in the classroom and the laboratory must go hand in hand. Each pupil must perform
the various experiments illustrative of the facts given in the text and each will help the other.
JUNIOR YEAR (ELEVENTH GRADE).
40 weeks, 80 minutes daily.
I. Composition of matter:
(a) Molecules.
(6) 'Atoms.
(c) Elements.
(d) Compounds.
(e) Mixtures.
(/) Chemical analysis.
II. Properties of matter:
(a) Physical
1. Form.
2. Weight.
3. Color.
4. Odor and taste.
5. Electrical properties.
(6) Chemical
1. Atomic weight.
2. Molecular weight.
3. Valence.
4. Combination of elements.
5. Symbols.
6. Formulas.
III. Laboratory practice:
(a) Importance.
(6) Apparatus
1. Names.
2. Care.
IV. Elements and compounds:
(a) Oxygen
1. Where found in nature.
2. Preparation,
3. Properties.
4. Importance and uses.
(&) Hydrogen
1. Where found in nature.
2. Preparation.
3. Properties.
4. Importance and uses.
279
280 COURSE OF STUDY.
IV. Elements and compounds Continued.
(c) Nitrogen
1. Where found in nature.
2. Preparation.
3. Properties.
(a) Contrast with oxygen and hydrogen.
4. Importance and uses.
(<?) Carbon
1. Where found in nature.
2. Preparation.
3. Properties.
Three forms in which found.
4. Importance and uses.
(a) Coal
(&) Graphite.
(c) Diamond.
5. Combustion.
6. Carbon compounds.
(a) Organic chemistry,
() Water
1. Composition and formula.
2. Separation into components.
3. Physical properties.
4. Water of crystallization.
5. Natural waters.
6. Hard and soft water.
7. Impurities in water.
8. How to obtain pure water.
9. Location of wells.
10. How to improve water for drinking and for other uses.
11. Importance.
(/) Air
1. A mechanical mixture.
2. Carbon dioxid held in the air
(a) How produced.
(&) Its use by plants.
(c) Its effect if breathed.
(<Z) 'Ventilation.
3. Ammonium compounds.
4. Moisture.
5. Liquid air.
6. Organic impurities.
7. Importance
(a) As source of food.
(&) In combustion.
V. Acids and salts:
(a) What are they ?
(b) How formed ?
SENIOR VOCATIONAL DIVISION. 281
V. Acids and salts Continued.
(c) Tests for each.
(d) Hydrochloric acid, chlorin, and chlorids
1. Where found in nature.
2. Preparation of hydrochloric acid.
3. Properties.
4. Preparation of chlorin.
5. Properties.
6. Chlorids.
(a) Common ones.
(&) Effect of presence on soil.
(e) Nitrogen compounds
1. Nitric acid
(a) Occurrence.
(&) Preparation.
(c) Properties.
(d) Uses.
2. Ammonia
(a) Where found in nature.
(6) Preparation.
(c) Properties.
(d) Uses.
3. Importance of nitrogen compounds in agriculture.
(/) Phosphorus and compounds
1. Where found.
2. How obtained.
3. Uses.
4. Importance of phosphates to the farmer.
(g) Sulphur and compounds
1 . Where found.
2. Properties.
3. Sulphuric acid
(a) Preparation.
(6) Properties and uses.
4. Sulphates.
(h) Carbon compounds
1. Marsh gas.
2. Hydrocarbons.
3. Petroleum and its products.
4. Turpentine.
5. Fuels
a Gas.
Z> Liquid.
c Solid.
6. Carbon dioxid
(a) Where found.
(6) Preparation.
(c) Alcoholic fermentation; bread making.
(d) Baking powders, kinds and methods of making.
(e) Carbonates /soluble and insoluble.
282 COURSE OF STUDY.
V. Acids and salts Continued.
(Ji) Carbon compounds Continued.
7. Foods.
8. Production in plants.
9. Decay.
(i) Potassium and its compounds
1. Where found.
2. Potassium nitrate saltpeter.
(7) Sodium and its compounds
1. Where found.
2. Salts
(a) Sodium nitrate Chile saltpeter.
(6) Sodium carbonate soda.
1. Soap making,
(c) Sodium chlorid salt.
(k) Calcium and its compounds
1. Carbonate
(a) Limestone.
(6) Marble.
2. Oxid. Lime. Mortar.
3. Sulphate-gypsum
(a) Plasters.
(6) Plaster of Paris.
4. Phosphate. Fertilizer.
5. Bleaching powder.
6. Glass.
PHYSICS.
The work in physics should be taught so as to apply not only to the problems of the farmer,
but to the mechanic and the housewife as well. The mathematical and more purely scientific
side should receive little emphasis, and stress should be placed on practical applications. For
example, little time should be devoted to the study of the laws of falling bodies and the more
abstract principles of the physics of light and sound, but the laws of machines and of liquids,
as applied to pumps and waterworks and plumbing systems, should be emphasized. The labo
ratory work should be made as practical as possible rather than scientific.
SENIOR YEAR (TWELFTH GRADE).
40 weeks, 80 minutes daily.
I. Mechanics Solids:
(a) Levers.
(&) Wheel and axle.
(c) Screw.
(d) Pulley.
II. Work:
(a) Units.
(6) Law.
III. Mechanics Liquids:
(a) Water supply
1. Spring.
2. Well.
3. Cistern.
4. River.
5. Lake.
(&) Pressure in liquids laws.
(c) Density.
IV. Mechanics Gases:
(a) Weight.
(&) Pressure barometer.
V. Air and gas appliances.
(a) Pumps.
(&) Vacuum cleaners
(c) Fire extinguishers
(d) Siphon.
VI. Heat:
(a) Expansion and contraction thermometer.
(&) Draft in fireplace, stove.
(c) Hot-water heating system.
(d) Conduction
1. In liquids.
2. In gases.
3. In solids.
283
284 COURSE OF STUDY.
VI. Heat Continued.
(e) Ventilation.
(/) Measurement of heat -caloric.
(g) Capacity of substances.
(A) Latent heat applications
... 1. .Refrigerator.
2. Artificial ice.
3. Steam-heating system.
4. Distillation.
(i) Evaporation, dew point, boiling point.
(j) Sources of heat.
(fc) Heat and work horsepower
1. Steam engine.
2. Gas engine.
VII. Electricity:
(a) What is it?
(6) How produced
1. By friction.
2. By chemical action in an electric cell.
3. By means of a dynamo.
(c) Kinds positive, negative.
(d) Electric cell
1. How made.
2. Polarization.
3. Most convenient kinds.
4. Conductors, insulators.
5. Common uses electric bells, telephone, flash lights.
(e) Magnetism and the electromagnet.
1. Magnet.
2. Compass.
3. Electromagnet
(a) Applications electric bell, electric telegraph.
(/) Motor-
1. Its parts.
2. How the electric currents run it.
3. Uses.
(g) Electric heating and cooking appliances.
(Ji) Electric lights
1. Incandescent carbon, tungsten.
2. Arc.
(i) Common electrical terms and measures ampere, ohm, volt, watt, watt-hour, kilowatt,
and kilowatt-hour.
(j) Measuring instruments.
(k) Dynamo
1. Induced currents how produced.
2. Construction.
3. Alternating current.
4. Direct current.
5. How electric current is produce^ by the, dynamo.
6. Sources of electrical energy.
SENIOR VOCATIONAL DIVISION. 285
VII. Electricity Continued.
(1) Transformer.
(ra) Induction coil.
(ri) Telephone.
(0) Radiophone.
VIII. Wireless telegraph, X rays, radium.
IX. Light:
(a) Nature of.
(6) Intensity of.
(c) How produced.
(d) How it travels.
(e) Reflection.
(/) Refraction.
(g) Lenses
1. Convex.
2. Concave.
3. Images.
4. Nearsightedness, farsightedness.
(7t) Optical instruments
1. Camera.
2. Projecting lantern.
3. Spectacles.
4. Magnifying glass.
5. Telescope.
(1) Color
1. Spectrum.
2. Dispersion.
3. Why objects are colored.
4. Transparent substances.
5. Translucent substances.
6. Opaque substances.
7. Complementary colors.
X. Sound:
(a) How produced.
(6) Velocity.
(c) How it travels.
(d) Waves and wave lengths.
(e) Noises and musical notes.
(/) Pitch.
(g) Loudness.
(Ji) Echo.
(i) Musical scale.
(7) Stringed instruments
1. Laws of vibrating strings.
2. Sound board.
3. Quality.
(&) Wind instruments
1. How sound is started.
2, Pitch,
286 COURSE OF STUDY.
X. Sound Continued.
(I) Resonance.
(m) Interference.
(n) Harmony and discord.
(o) Phonograph.
XI. Gravitation Center of gravity.
XII. Composition of forces :
(a) Equilibrium.
(6) Motion, velocity.
(c) Forces acting at an angle to each other
(d) Parallel forces.
(e) Falling bodies, acceleration.
(/) Laws of motion.
(g) Pendulum.
ANCIENT HISTORY.
FRESHMAN YEAR (NINTH GRADE).
40 weeks, 40 minutes daily.
I. Prehistoric times:
(a) Races of mankind.
II. Eastern nations :
(a) Ancient Egypt
1. The Nile.
2. Political history.
3. Religion and general culture
(6) Tigris and Euphrates States
1. Babylon
(a) Arts.
(6) Religion.
(c) Culture.
2. Assyria
(a) Political history
3. Hebrews.
4. Phoenicians.
5. Persian Empire
(a) Political and social history.
6. Indian.
7. China.
III. Greece:
(a) Geography.
(6) Legends.
(c) Political institutions.
(d) Religion.
(e) Sparta.
(/) Colonies.
(0) Persian wars.
/T\ A.LL.
(h) Athenian supremacy
1. Age of Pericles.
(1) Peloponnesian War.
(/) Philip of Macedon and his son Alexander
1. Alexander's conquests.
2. Partition of Alexander's estate.
(&) Confederation of Grecian States.
(Z) Architecture, sculpture, and painting.
(m) Literature.
(n) Philosophy and science,
(o) Social life.
287
288 COURSE OF STUDY.
IV. Rome:
(a) Geography of Italy.
(6) Early inhabitants.
(c) Early society and government.
(d) Religion.
(e) Rome as a kingdom.
(/) Rome as a republic
1. Officers.
(a) Plebians and patricians.
(6) Decemvirs.
2. Gauls in Rome.
3. Conquest of Italy.
(a) Samnite wars.
(6) Tarentum and Pyrrhus.
4. Colonies of Rome.
5. Punic wars.
(a) Carthage and Rome compared.
(6) First Punic war.
1. Results.
(c) Second Punic war.
1. Principal events.
2. Results.
(d) Third Punic war.
1. Results.
6. Last century of the Republic.
(a) Reforms of the Gracchi.
(6) War with Jugurtha.
(c) Social or Marsic war.
(d) Mithridates the Great.
(e) Sulla.
(/) Conspiracy of Cataline.
(g) Triumvirates.
(fi) End of the Republic.
1. Philjppi.
2. Actium.
(#) The Empire
1. Octavius (Augustus Csesar) .
(a) War with the Germans.
(&) Achievements of this reign.
2. Evidence of social decline.
3. Reigns of
(a) Tiberius.
(&) Claudius.
(c) Nero.
(d) Domitian.
(e) Trojan.
(/) Hadrian.
(g) The Antonines.
(h) Comodus.
(i) Caracalla.
SENIOR VOCATIONAL DIVISION. 289
IV. Rome Continued.
(g) The Empire Continued.
4. Reign of Diocletian.
(a) Changes in government.
(&) Persecution of Christianity.
5. Reign of Constantino the Great.
(a) Christianity recognized.
(&) Constantinople becomes the capital.
(c) Changes in the government.
6. Last century of the Empire in the West.
(a) Invasion of the Goths.
(&) Empire becomes Christian.
(c) Division of the Empire.
1. The Empire of the East.
2. The Empire of the West.
(a) Defeat of Alaric.
(&) Gladiatorial combats.
(c) Sack of Rome by Alaric.
(d) Disintegration of the Empire.
1. Invasion of the Huns.
2. Battle of Chalons.
(c) Sack of Rome by the Vandals.
(d) End of the Empire in the West.
(h) Roman architecture
1. Arches, temples, circuses.
2. Theaters, aqueducts.
(i) Literature, philosophy, and law.
(?) Social life
1. Education.
2. Position of women.
3. Public amusements.
4. Slavery.
5. Morals and religion,
(fc) Barbarian kingdoms
1. Ostrogoths.
2. Visigoths.
3. Vandals.
4. Lombards.
(I) Anglo-Saxon conquest of Britain.
(m) Influence of the church
1. Conversion of the Barbarians.
2. Rise of Monasticism.
3. Rise of Papacy.
(ri) Fusion of Latin and Teuton,
(o) Roman Empire in the East
1. Justinian.
(p) Rise of Islam.
(q) Accession of Charlemagne in the West.
AMERICAN HISTORY.
JUNIOR YEAR (NINTH GRADE).
40 weeks, 40 minutes daily.
I. The Dark Ages:
(a) Causes of the loss of civilization.
(&) An age of superstition and ignorance.
(c) Village life.
(d) Industries.
(e) Influence of the church.
II. Period of revival:
(a) Growth of towns.
(6) Growth of commerce.
(c) Universities.
(d) Inventions.
(e) Effects of the Crusades.
(/) Geographical knowledge.
(g) Trade with the East.
(Ji) Discovery of America.
III. English history (brief) :
(a) King John and the Magna Charta.
(6) Period of Henry VIII.
(Social and political conditions.)
IV. The New World, discovery and settlement:
(a) Early voyages to the New World.
(&) The Spanish colonial policy.
(c) English explorations and first Colonies
1. Later English Colonies.
2. The Puritan in the New World.
3. Government of the English Colonies,
(flj) The Dutch in the New World.
(e) French explorations and settlements
1. In the valley of the St. Lawrence and the Great Lakes.
2. In the Mississippi Valley.
(/) Comparison of colonial policies of
1. England.
2. France.
3. Spain.
(g) Early struggle between England and France for territory in North America.
(ti) The French and Indian War.
(i) Condition in the Colonies prior to the Revolutionary War.
1. Arts, science, and industry.
2. Labor, indentured servants, slavery.
3. Local self-government in each Colony.
4. Education.
5. Trade and commerce.
6. The relation of the colonial governments to the King.
291
292 COURSE OF STUDY.
V. The contest between the "divine right" of kings and the "right of the people" in England,
1603-1688:
(a) Why the King proposed to tax the Colonies.
(&) Methods of taxing.
(c) Protest of the Americans.
(d) The stamp act.
(e) The five intolerable acts.
(/) The First Continental Congress.
(g) Friends of the Colonies in England.
VI. The Revolutionary War:
(a) Early events.
(6) The Continental Congress.
(c) Washington organizes an army.
(d) Declaration of Independence.
(e) Events of the war
1. In New England.
2. In Canada.
3. In the Middle States.
4. In the Southern States.
(/) Conditions of the treaty of peace.
VII. Forming the Nation:
(a) Effects of the geography of America on its history.
(&) The Articles of Confederation.
(c) Origin of the Territories.
(d) The Constitutional Convention.
(e) The adoption of the Constitution and the establishment of the Government.
(/) Social and political conditions.
(g) Rise of political parties.
(Ji) Struggle for neutrality.
VIII. Problems under the Constitution:
(a) Virginia and Kentucky resolutions.
IX. Foreign difficulties :
(a) War with France.
(6) Purchase of Louisiana.
(c) Free trade and sailors' rights.
(d) Trade troubles with England and France.
(e) War of 1812
1. Results of the war.
2. Leading events.
X. Industrial development of the country:
(a) Westward emigration.
(&) Manufactures.
(c) Roads, canals, steamboats.
(d) State and Federal banks.
(e) Social and industrial progress.
XI. The Monroe doctrine.
SENIOR VOCATIONAL, DIVISION. 293
XII. The question of slavery:
(a) Slave and free States.
(b) Comparison of the North and the South.
(c) Nullification.
(d) The antislavery movement.
(e) Admission of Texas and the Mexican War.
(/) State and Federal legislation on slavery.
(g) Compromises on slavery.
(A.) The Republican Party.
(i) The Dred Scott decision.
(j) The election of Lincoln.
XIII. The Civil War:
(a) Resources of the North and the South.
(&) The Confederate States of America (secession) .
(c) Lincoln's policy.
(d) Fort Sumpter and the call to arms.
(e) The campaign against Richmond.
(/) Invasions of the North.
(g) War along the Mississippi.
(h) The war in Tennessee and Georgia.
(i) The emancipation proclamation.
(j) War along the coast and on the sea.
(k) Richmond captured.
(I) The results of the war.
(m) Reconstruction of the South
XIV. Growth of the North and South after the war:
(a) Transportation Railroads.
(6) Agriculture.
(c) Education.
(d) New States.
(e) The tariff.
(/) Rise of corporations.
(g) Financial legislation.
(A) Our public land system.
(i) Internal improvements.
(j) Immigration,
(fc) Political parties.
(I) Inventions.
XV. War with Spain:
(a) Conditions in Cuba.
(6) Events of the war.
(c) Close of the war.
XVI. War in the Philippines.
XVII. Political and Social Events:
(a) Civil Service.
(6) Ballot reform.
(c) Amendments to the Constitution.
(d) Reclamation acts.
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294 COURSE OF STUDY.
XVII. Political and Social Events Continued.
(e) The tariff Income tax.
(/) Panama Canal.
(</) Federal reserve bank.
(h) Our Territorial possessions.
XVIII. The World War:
(a) Causes.
(6) American neutrality.
(c) The submarine warfare.
(d) The draft.
(e) War taxes.
(/) National control of (1) food; (2) fuel; (3) transportation, etc.
(g) Armistice and peace conference.
XIX. Growth of public education in the United States.
XX. Washington disarmament conference.
CITIZENSHIP.
SENIOR YEAR (TWELFTH GRADE).
20 weeks, 40 minutes daily.
The aim of the course is to create in the mind of the pupil a definite idea of life and his re
lation to it. He should come to understand that in America life is a heritage of opportunity and
ideals, and that with this gift, as with all good things, there attaches a corresponding responsibility.
PART 1. THE CITIZEN AND HIS COMMUNITY.
I. Early pioneer settlements:
(a) Daniel Boone, Miles Standish, John Smith, etc., and the communities they started.
(&) Investigation* of local pioneer settlement and evolution of the local community by
interviewing old settlers.
II. The individual as a citizen of the local community:
(a) Need for good citizens.
(6) Influence of good homes upon good citizenship. (Why can not a city afford slums?
Are the loafers about the reservation trader's store likely to make good citizens ?)
(c) Meaning of " citizenship "?
III. Purpose of community life:
(a) Fulfillment of natural desires instinctive to normal people and satisfied by community
organizations such as churches, schools, gyms, libraries, parks, theaters, etc. (How
are the interests of the citizen members of the local school felt and met ?)
(&) Teamwork or cooperation the efficient result of common purposes due to common
wants in community life and exhibited in organizations such as ball teams, clubs,
societies, etc. (Make lists of local organizations and the common wants that gave
them birth and that they fulfill Red Cross, literary society, church, athletic clubs,
etc.).
IV. Growth of interdependence in community life :
(a) Advantages. (Compare with life of Robinson Crusoe.)
(6) Disadvantages. (Due mainly to selfishness.)
V. Growth of cooperation necessitated by community life :
(a) In small communities it operates naturally.
(6) In large communities it must be organized and under leadership.
(c) Government as an effective means to secure needed cooperation, evidenced in fire-
department work, school support, traffic regulation, sanitary measures, etc. (Get
idea of government as a helper to necessities and pleasures of life and not as a menace
to restrict people's freedom.)
(d) Laws as " rules of the game" in community life.
VI. Members of a community:
(a) Kinds
1. Normal. (Responsibility toward unfortunate members lies in intelligent and
cooperative giving and in maintaining toward them an attitude of consid
eration and helpfulness.)
295
296 COURSE OF STUDY.
VI. Members of a community Continued.
(a) Kinds Continued.
2. Dependents. (Causes for dependency? Low wages, intemperance, defective
mentality, bad living conditions, old age, lack of training, etc.)
3. Defectives. (Causes ? Poor heritage, intemperate parents, inherited epilepsy,
or other disease, childhood injuries, etc.)
4. Criminals. (Causes? Is it true that the "Movies" are contributing to modern
crime ?)
(6) Charity toward the unfortunate
1. To be effective and beneficial must be organized; may be destructive rather
than constructive when unregulated; government and restraint exist for
sake of reform and reconstruction of offender as well as for protection of
society at large.
2. Study to find what is being done for various types:
(a) Dependents Orphanages, old people's homes, old-age pensions, insur
ance, training, etc.
(6) Defectives Schools, homes, reformatories, employment, etc.
(c) Criminals Prison reform, probation system, juvenile courts, etc.
3. Contrast modern policy of rehabilitation with old methods of charity that led
to helpless and hopeless dependency.
VII. Protection of health (community cooperation necessary or lives would be constantly
menaced) :
(a) Garbage disposal.
(&) Good water.
(c) Board of health and coroner.
(d) Work of field nurse or field matron on reservation; also visiting nurse in city.
(e) Quarantine laws and Government help.
(/) Public Health Service as a factor in Government help.
(</) Organized campaigns for good teeth, pasteurized milk, eradication of flies, mosquitoes,
etc.
VIII. Education (not only a privilege, but an obligation) :
(a) Why is education more necessary in a democracy than in any other form of government ?
(6) Amount spent on Indian education ?
(c) Estimate cost per pupil at local school.
(d) How is the money obtained ? Indian schools ? White schools ?
(e) Why is such expense worth while ?
IX. What is our community ?
X. Family a typical community unit. (Importance of family life.)
XI. Comparison of different classes of communities. (School, rural, city, nation, etc., and
their interdependence upon one another.)
XII. Our national community :
(c) Composed of diverse elements represented by a cosmopolitan population of different
races and classes of people with differing small interests but welded together by a
great national loyalty. (For proofs recall various recent war activities.)
XIII. A world community:
(a) Nations as neighbors.
(6) Community spirit disclosed by recent war. League of Nations and Red Cross service.
SENIOR VOCATIONAL DIVISION. 297
PART 2. HOME AND GOVERNMENT.
I. Purpose of Government:
(a) For cooperation.
(&) For education. Importance of Government help in agricultural cooperation with
agricultural colleges, etc.
(c) For protection. Proper appreciation of protection afforded by laws of city, State and
Nation. Street lighting, building, inspection, fire department, traffic regulation,
United States Army and Navy, organized "Safety First" movement, etc. Cheerful
observance of laws and ordinances advisable in return for protection.
(d) For advancement.
II. The home:
(a) Definition.
(&) Importance.
1. What it does for members.
2. What it does for community.
3. What it does for the Nation. "The strength of the Nation depends upon the
home."
(c) Obligations of members.
(d) Government help.
III. Relations between people and land:
(a) How a community becomes an inheritance to which succeeding generations contribute,
and the necessity for doing everything possible to improve it, not only for ourselves,
but also for the sake of lasting improvements for the future.
Public land.
Homestead acts.
Private land.
Conservation of land and other natural resources. (Investigate good work done by
Reclamation, Agriculture, and Forestry branches of Government service.)
IV. Thrift:
(a) Resources are for use. Waste is never justifiable.
(6) Accumulation of property desirable and commendable and is a direct result of thrift.
(c) Application of above truths to poverty of average reservation Indian home.
(d) Instances of waste in school and home.
(e) Scientific management a cure for waste. (Investigate some factory where waste is
transformed into by-products. Note savings at school garbage to hogs and chick
ens, rags made into rugs, etc.)
V. Business life of the community:
(a) Dependence upon farmer, merchant, carpenter, doctor, etc. (Because of interde
pendence of members of a community dishonesty and inefficiency harm not only one,
but indirectly all, hence individual responsibility.)
(&) Comparison with business life of pioneer. (What has produced the change?)
(c) Division of labor. In school details, in factories, etc. (All necessary labor a form of
service.)
(d) Capital and labor as complements. (Government help in settlement of strikes-)
(e) Business confidence and credit. (If we want benefit of it we must contribute.)
(/) Government methods for promotion of financial welfare of the citizen.
1. Regulation of interstate commerce.
2. Department of Agriculture.
3. Consular Service.
4. State laws regulating working hours for men, women and children, regulating
companies and corporations and factory inspection.
298 COUKSE OF STUDY.
VI. Transportation and communication:
(a) Relation to progress.
(6) Study of new road in locality. By whom built? Purpose? Effect on value of prop
erty? Kind?
(c) Advantage of local interurban.
(d) Advantage of canals. (N. Y. Barge and Panama.)
(e) Advantage of railroads.
(/) Effect of good roads, railroads and canals on cost of commodities.
(g) Various modern means of communication. Rural mail delivery, mail train, airplane,
telephone, telegraph, wireless, newspaper, and their value to, business, government,
and life.
VII. Earning a living:
(a) By service. (Various professions, trades, etc.)
(&) Inherited wealth.
(c) Unfair compensation. (Fair distribution of wealth one of the most difficult problems
the world has to solve.)
(d) Importance of choosing a life's vocation that will be suited to taste and talent.
VIII. How we govern ourselves:
(a) Direct and indirect self-government.
(&) Suffrage qualifications. (Nineteenth amendment.)
(c) Political parties, primaries, elections, appointment, etc.
IX. The three departments of Government:
(a) Legislative.
(&) Executive,
(c) Judicial.
X. Our local governments :
(a) The old New England " town."
(6) County types. (Weaker than city, State, Nation, etc. Why ?)
(c) City government.
(d) Study of government of local school, town or city.
XI. State government:
(a) Miniature of National Government.
(6) State constitution.
(c) Governor as chief State executive. (Weakness compared with National Executive.)
(d) State legislature.
(e) The committee system of legislation.
(/) Advantages of the budget system of financing.
(g) Nature of cases tried before State courts, and different manner of selection of judges
in different States.
XII. Our National Government:
(a) Weakness of the revolutionary government.
(6) The new "Constitution" giving popular control.
(c) Difficulties encountered in interpretation of implied powers of the National Government.
(d) The Executive centralized and controlled.
(e) Diffused leadership in Congress.
(/) The National judiciary
1. Supreme Court.
2. Federal courts and their relation to the Indian reservations.
(#) Value of "civil service" and reform of same.
SENIOR VOCATIONAL DIVISION.
XIII. Changing methods of self-government:
(a) Election of President.
(&) Election of Senators.
(c) Merit system.
(d) Short ballot.
(e) Primaries.
(/) Recall, initiative and referendum.
(g) Proportional representation and importance and growth of census work.
RURAL ECONOMICS.
SENIOR YEAR (TWELFTH GRADE).
20 weeks, 40 minutes daily.
A knowledge of the general principles of economics as applied to agriculture should be a
part of the equipment of every farmer with respect not only to his duties as a farmer but also as
a business man and a citizen. The work includes a study of the relations of farming to other
forms of productive work, of the relation of capital and labor and land as factors of production,
of the investment of capital and labor and proper returns, of ownership and of systems of land
rentals and tenure, and of systems of agricultural production. Special attention should be given
to agricultural organizations, cooperative marketing, and buying. All this should be made as
simple and practical as possible.
I. Definition and general statement.
II. Economic ways of getting a living:
(a) Primary industries ,
1. Farming and stock raising.
2. Mining.
3. Lumbering.
4. Hunting and fishing.
(&) vSecondary industries
1. Manufacturing.
2. Transportation.
3. Storing.
4. Merchandising.
(c) Personal service
1. Healing.
2. Teaching.
3. Inspiring.
4. Governing.
5. Amusing, etc.
III. Agriculture, the rural industry :
(a) The relation of the family and the school to the industry in the country as compared
with the city.
IV. vStages in development; modern agriculture:
(a) Hunting and fishing.
(&) Pastoral life.
(c) The communal village.
(d) Communal farming.
(e) Private ownership of land.
(/) The manor.
(g) Commercial agriculture.
301
302 COURSE OF STUDY.
IV. Stages of development; modern agriculture Continued.
(h) Our debt to English agriculture
1. Jethro Tull.
2. " Turnip " Townsend.
3. English breeds of cattle.
(i) Agriculture in the colonies
1. Land tenure.
2. Slavery.
3. Indentured servants.
4. Rural life.
(7) Agriculture after independence
1. Public-land policy.
2. Migration.
3. Influence of slavery.
4. Improvement of live stock.
5. Improvements in machinery.
6. Effect of Civil War.
7. Free-land system.
8. Transportation development.
9. Change from extensive to intensive farming as cheap land disappears.
10. Founding of agricultural colleges and their influence.
V. Factors of production:
(a) Land
1. Fixed in total amount.
2. Fixed in location.
3. Variable in fertility.
(6) Methods of cultivation
1. Extensive.
2. Intensive.
(c) Labor.
(d) Capital.
(e) Management.
(/) Education.
VI. The right-sized farm depends upon :
(a) The crops to be raised.
(6) Labor supply.
(c) Consider relative profitableness of farming on large, medium, and small scale.
1. Hold enough land to insure profitable-sized farm.
VII. Labor:
(a) Reasons for scarcity of farm labor
1. Employment for but portion of the year.
2. Improbability of laborer accumulating enough to go into business for himself.
3. Unsatisfactory social status caused by the roving, inefficient "occasional"
laborer.
4. Lack of comforts for married laborers.
5. Long hours.
SENIOR VOCATIONAL DIVISION. 303
VII. Labor Continued.
(6) Remedies for scarcity
1. Improved machinery.
2. Employment by year.
3. Provision for married laborers.
4. Regulation of hours.
5. Division of profits above a certain yield.
6. Do not hire done what you can do yourself.
VIII. Management:
(a) Equipment of the farm
1. Horse power.
(a) Amount regulated by work to be done.
(&) Economic waste of excess.
2. The gas engine in place of the horse.
3. Machinery.
(a) History of improvements.
(Z>) Importance of proper equipment.
(c) Waste of a surplus.
(d) Care.
(e) List of machinery required on a quarter-section grain-and-stock farm,
with cost.
(/) Buildings.
(6) Ownership and tenancy
1. Advantages and disadvantages of each.
2. Why own the land you till ?
3. Why till the land you own?
4. Leasing of Indian lands.
(a) When justifiable and when not.
(&) Effect upon the land,
(c) Effect upon the lessor.
(c) Marketing products
1. When to sell.
2. Ways of selling.
(a) Markets.
(&) Auctions.
(c) Fairs.
(d) The middleman.
3. Transportation.
4. Disadvantage of the mortgaged crop.
(a) Forced sale.
(6) Restricts freedom of sale.
(c) Profits go to mortgagee in interest.
(d) Buying
1. How to buy.
2. Cash and credit.
(a) Store credit.
(&) Bank credit and interest.
3. Parcels post and the farmer.
COMMERCIAL GEOGRAPHY OF THE UNITED STATES.
JUNIOR YEAR (ELEVENTH GRADE).
20 weeks, 40 minutes daily.
The study of commercial geography not only enlightens the pupil as to the distribution
of the products of his country and the means employed to bring them to him in usable form
but also shows him how dependent each member of society is upon the other.
Since the condition of mutual dependence exists it easily follows that every person should
be interested in the welfare of every other person. By keeping this idea constantly present,
the subject becomes one of great interest and utility.
I. General view of the subject.
II. Position and size of the country.
III. Surface and drainage:
(a) Coastal plain.
(6) Appalachian highland.
(c) Rocky Mountain.
(d) Central plain.
IV. Climate:
(a) Modifiers
1. Latitude.
2. Altitude.
3. Mountains.
4. Winds.
5. Distance from sea.
6. Ocean currents.
7. Rainfall.
(&) Effects upon plant distribution.
V. Soil.
VI. Transportation:
(a) Waterways
1. Oceans.
2. Lakes.
3. Rivers.
4. Canals.
5. Study the principal shipping points.
(6) Railways
1. Trace the principal railway systems and study principal terminal cities.
VII. Cereals:
(a) Wheat
1. Location of wheat areas and reason. (Color wheat areas on outline map.)
2. Economic importance of wheat and its products.
3. Kinds.
4. Yield.
5. Markets (location, outline map).
6. Locate other wheat regions of the world.
NOTE. In the study of all cereals use the above outline.
305
306 COURSE OF STUDY.
VII. Cereals Continued.
(6) Corn.
(c) Rice.
VIII. Sugar:
(a) History.
(6) Kinds, where produced, and from what plants obtained
1. Corn.
2. Beet.
3. Maple.
(c) Manufacture.
(d) Markets.
NOTE. Locate sugar areas and markets on outline map in color.
IX. Textiles:
(a) Cotton
1. Areas.
2. Varieties.
3. Markets.
4. Manufacturing centers.
(6) Flax and linen.
(c) Silk.
X. Fruit:
(a) Apples.
(5) Peaches.
(c) Prunes.
(d) Oranges.
(e) Lemons.
(/) Grapes.
NOTE. Locate principal areas and markets and study economic value and products of
each of the above.
XI. Cattle:
(a) Principal areas.
(6) Marketing.
(c) Packing houses.
(d) Products
1. Beef.
2. Hides, etc.
3. Dairy products.
XII. Sheep:
(a) Principal areas.
(&) Herding and shearing.
(c) Woolen manufacturing.
(d) Slaughtering and packing.
(e) Marketing.
XIII. Lumbering and allied industries:
(a) Timber areas.
(6) Converting trees into lumber.
(c) Cities connected with lumber industry.
(d) Uses of lumber.
(e) Value of lumber products.
(/) Forest Service.
SENIOR VOCATIONAL DIVISION. 307
XIV. Fisheries:
(a) Regions
1. Cod.
2. Salmon.
3. Mackerel.
4. Oysters.
5. Seals, etc.
(&) Fish commissions.
XV. Coal:
(a) Formation.
(6) Areas.
(c) Mining.
(d) Uses.
(e) Shipping centers.
XVI. Iron:
(a) Areas.
(6) Mining.
(c) Manufacturing and shipping centers.
XVII. Gold, silver, copper, etc.
XVIII. Petroleum and its products.
DOMESTIC SCIENCE.
The aim of this course is threefold. In the first place, it is planned to give the girls an
appreciation of the problems involved in the conduct of a normal, well-regulated home. Second,
it aims to equip the girls with a body of working principles in foods, sanitation and hygiene,
care of the home, and such knowledge of the duties of the home maker as will enable her to
take an active share in home and neighborhood activities. Its last purpose is to develop definite
skill in technic and in handling materials and obtaining results.
Emphasis should be placed on the wise choice of food; and instruction in food values
rather than on the preparation of the particular dish in cooking. Emphasis should be placed
on the preparation and serving of meals and much drill should be given in this way.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) DOMESTIC SCIENCE I.
Instruction, 20 weeks, 5 hours per week.
Application and production, 20 weeks.
I. Preservation of food:
A. General discussion of preservation to include
1. Necessity of preservation.
2. Methods employed.
3. Types of containers.
4. Advantages and disadvantages of various methods of canning.
B. Drying of foods
1. Essentials in the drying process
(a) Circulation of air.
(6) Heat.
(c) Cleanliness.
(d) Speed the quicker the drying the less danger from bacteria, yeasts, and
molds.
2. Principal agents in home drying
(a) Air blast.
(6) Sunshine,
(c) Artificial heat.
3. Ways of drying
(a) Spread on trays in an oven.
(6) Spread on trays on back of stove.
(c) Spread on trays suspended over stove.
(d) Place in cheesecloth bag suspended in a warm, dry place used especially
in drying herbs, sage, parsley, mint, celery leaves, etc.
(e) vString to form " necklaces" and suspend over the kitchen stove, later in
the attic.
4. Begin the drying of fruits and vegetables, demonstrating to the class the various
methods of drying.
10422522 21 3 9
310 COURSE OF STUDY.
I. Preservation of food Continued.
C. Preservation by moist heat -
1. Open-kettle method (a can of plums)
(a) Advantages.
(6) Disadvantages.
2. Hot-water bath (a can of tomatoes)
(a) Advantages.
(6) Disadvantages.
3. The cold-packed method (peas, beans, etc.) -
(a) Advantages.
(&) Disadvantages.
(c) Demonstrate the use of pressure cooker and steam cooker where they are
available.
D. Preservation by acid, salt, or in some cases with moist heat, sugar, and spices. (Sug
gestions: Sweet pickled peaches, mustard pickles, or tomato relish.)
1. Five methods of pickling
(a) By vinegar and heat as for sweet pickles and mustard pickles.
(b) By vinegar and spice as in uncooked chili sauce and other raw chopped
relishes.
(c) By vinegar alone as in the case of green peppers, grated horseradish, etc.
(d) By natural fruit acids as with rhubarb, cranberries, green gooseberries, etc.
(e) By acid from fermentation (salt is also a preservative in this process) as
in case of sauerkraut, dill pickles, onions, and beets.
2. Preservation of foods by salt
(a) Salted greens beet tops, kale, and spinach.
(6) Salted celery.
E. Preservation by using a large quantity of sugar, moist heat, and in some cases spice
1. Marmalade
(a) Fruits cut in small cubes or slices.
(6) Fruit mashed, s'kins and seeds removed, mixture called a fruit butter.
(c) Fruit mashed, skins and seeds retained, mixture called jam.
(d) Marmalade prepared from a combination of two or more varieties of fruit
with the addition of nuts and spice if desired, called a conserve.
(e) Practice in preparation of marmalades.
2. Canning of fruit juices, making preserves.
3. Jelly making.
F. Preservation of meat -
1. Drying.
2. Dry salting.
3. Brining.
4. Smoking.
REFERENCES ON PRESERVATION OF FOOD,
Farmers' Bulletin 841. Drying Fruits and Vegetables in the Home.
Farmers' Bulletin 839. Home Canning by the One- Period Cold Pack Method.
Farmers' Bulletin 853. Home Canning for Fruits and Vegetables.
Home Drving Manual for Vegetables and Fruits published by the National Emergency Food Garden Commission,
Washington, D. C.
Circular No. A-81. By Miss Mary E. Creswell and Miss Ola Powell, of the Stated Relations Service, U. S. Depart
ment of Agriculture.
Jellies, Preserves, and Marmalades. Extension Bulletin No. 6 of the Florida State College for Women.
SENIOR VOCATIONAL DIVISION. 311
II. Advanced work in foods (food principles) :
A. What the day's food should provide
1. Mineral substances. Lime salts, compounds of phosphorus, iron, and others
used by the body for building material. They also produce substances within
the body tissues which tend to offset acid substances produced in the tissues
in the course of digestion of meats and cereals.
2. Protein. Protein serves as fuel, provides nitrogen needed by children for growth
and by both children and grown people to keep the body in repair.
3. Starch. One of the chief fuels of the body.
4. Sugar. Serves as fuel for the body and also flavors food.
5. Fat. Fuel for the body.
6. Cellulose. This is found in the framework of plants and adds bulk to the diet.
7. Vitamines. Little-known nitrogenous compounds which protect the body against
certain diseases and some of which promote growth.
8. Flavoring and condiments. Salt, pepper, vinegar, spices, seasoning bulbs,
flavoring extracts. Not absolutely needed by the body but useful in making
an otherwise unattractive diet taste good.
B. Food groups -
1. Foods depended upon for mineral and vegetable acids
(a) Fruits. Apples, pears, bananas, berries, melons, oranges, lemons.
(b) Vegetables. Lettuce ami celery (salads), greens, potatoes, green peas
and beans, tomatoes, squash.
2. Foods depended upon for efficient protein. Whole milk, skim milk, buttermilk,
cheese of all kinds, fish, eggs, meats, poultry, game, peanuts, soy beans.
3. Foods depended upon for starch. Cereal grains, meals, flours, bread, crackers,
macaroni, cakes, cookies, starchy puddings.
4. Foods depended upon for sugar. Sugar, molasses, sirup, candies and sweet
chocolate, fruits preserved in sugar, jellies, jams, marmalades.
5. Foods depended on for fat. Butter and butter substitutes, cream, lard, suet and
all cooking fats, table and salad oils, salt pork and bacon, chocolate, oily nuts.
NOTE. In planning a meal be sure that some food material is taken from each of the above
groups. The starches and cellulose belong to a class of foods called carbohydrates.
C. Study of complete dishes
1. A complete dish is one which will make a well-balanced meal by itself. Used
especially for luncheon, suppers, picnics, and camp meals.
2. Prepare complete dish hashes.
3. Prepare sauteed meat balls.
4. Legume balls (use beans, peas, or lentils).
5. Nut-butter balls (use peanut butter).
6. Cheese balls.
7. Complete dish sandwich.
(a) Prepare hot meat sandwiches.
(6) Prepare club sandwiches.
(c) Prepare hot cheese sandwiches.
312 COURSE OF STUDY.
II. Advanced work in foods Continued.
C. Study of complete dishes Continued.
8. Complete escalloped dishes
(a) Five types of escalloped dishes
1. Escalloped dishes (complete) in which both protein and starchy
foods are characteristic ingredients
(a) Macaroni and cheese.
(6) Potatoes and cheese.
(c) Potatoes and peanuts.
(d) Rice and one of the following
Cheese.
Ham.
Peanuts.
Lentils.
2. Escalloped dishes in which a protein food is the chief ingredient
(a) Cheese.
(6) Eggs, hard cooked.
(c) Fish of all kinds.
(d) Legumes.
(e) Meat of all kinds.
(/) Nuts.
3. Escalloped dishes in which starch is the chief ingredient
(a) Cereals, such as rice or hominy.
(6) Flour paste, such as macaroni.
(c) Potatoes (raw are better than cold cooked) .
4. Escalloped dishes in which fresh, juicy vegetables are used as the
basis
(a) Cabbage.
(6) Cauliflower.
(c) Celery.
(d) Corn.
(e) Onions.
(/) Tomatoes.
5. Sweet escalloped dishes, or those dishes in which fruits or other
sweet materials are used. Fruit (such as oranges) escalloped
with soft custard. Fruit escalloped with starchy material, such
as bread crumbs, rice, hominy, or tapioca.
(6) Preparel scalloped dishes, trying to make one from each group.
9. Complete dish croquettes
(a) Four types of croquettes
1. Croquettes (complete) in which both protein and starchy ingredients
are used
(a) Macaroni and cheese.
(6) Rice and cheese.
(c) Rice and ham or other meat.
(d) Corn-meal mush and chicken.
SENIOR VOCATIONAL DIVISION.
313
II. Advanced work in foods Continued.
C. Study of complete dishes Continued .
9. Complete dish croquettes Continued.
(a) Four types of croquettes Continued.
2. Croquettes in which protein food is the chief ingredient
Fish
(a) Clams.
(6) Lobsters.
(c) Oysters.
(d) Salmon.
Meat
() Beef.
(/) Chicken.
(<7) Sweetbreads.
(A) Veal.
Miscellaneous
(i) Cheese.
(?) Eggs, hard.
(&) Legumes.
(Z) Nuts.
3. Croquettes in which a starchy material is the chief ingredient
(a) Cereal hominy or rice.
(&) Flour paste macaroni.
(c) Vegetable potato.
4. Sweet croquettes derived from plain starchy croquettes by addition
of sweets to the latter.
(6 Prepare croquettes, trying to make one from each group.)
10. Complete dish loaves, rice foundations
(a) Baked loaf.
(6) Steamed loaf.
11. Complete dish stews, stews with dumplings.
12. Complete dish pies; meat pie.
13. Examination over complete dishes.
D. White sauces and their derivatives:
Ingredients.
Liquid.
Flour.
Seasoning.
Flavoring.
Use.
ic milk.
1 tablespoon.
i teaspoon salt.
1 tablespoon but
ter.
Bean soups.
Proportions
Ic milk.
2 tablespoons.
i teaspoon salt.
li table spoons
butter.
Creamed escalloped
dishes, gravy.
Ic milk.
3 tablespoons.
i teaspoon salt.
2 tablespoons but
ter.
Sauffles.
Ic milk.
4 tablespoons.
i teaspoon salt.
2 table spoons
butter.
Croquettes.
314
COURSE OF STUDY.
II. Advanced work in foods Continued.
E. White sauce derivatives:
Sauces.
Liquid.
Flour.
Butler.
Salt.
Pepper.
Brown gravy
Ic milk or water.
2T.
liT.
it-
At.'
Tomato sauce
Ic tomato juice.
2T.
liT.
it,
A*.
Prawn butter
Ic hot water.
2T.
4T.
it-
Mustard
fie vinegar.
2 T. flour.
\1 T.
it.
iVt.
)
Fruit sauce
Ic fruit juice.
fl T. flour.
< or
U T. butter.
it.
Jc sugar.
[j T. cornstarch.
1
I/emon sauce
Ic water.
fl T. flour.
J or
\2T. butter.
it.
Me sugar.
13 T. cornstarch.
J
T= tablespoon
t=te.asi)oon .
F. Methods of combining materials
1 . Cold liquid blend. Mix flour with equal amount of cold liquid to form a thin
paste or batter, add to remaining liquid, which has been scalded; add season
ing and butter just before serving.
Use: Child and invalid's diet, more easily digested than sauce made by
methods 2 and 3.
2. Melted fat blend (nearly equal amounts of fat and flour are necessary). Heat
fat, add flour, and stir to form a paste. Then add liquid, either cold or scalding
hot, and cook. Seasonings to be added just before serving. Use: Making
gravies.
3. Creamed fat blend. Cream cold fat and flour together (at least two-thirds as
much fat as flour should be used) . Add paste to hot liquid and finish cooking.
Add seasonings.
4. Sauces made by methods 2 and 3 require more fat than sauces made by method
1, so are not so easily digested.
5. Lesson Prepare white sauces, using the different proportions and different
methods of mixing. Save sauces for following rooking lessons.
G. Study of grain products and bread making
1. Study to include
Milling of wheat; grades of flour; varieties of Hour; commercial products;
adulterations, composition, food value, and place in the diet.
2. Practice to include
Making of white bread; white bread derivatives (rolls, buns, bread sticks,
doughnuts); graham bread; whole wheat bread; rye bread; emphasize
use of substitute flours.
H. Study of milk and dairy products
1. Study of milk
Sanitary conditions under which milk should be drawn; care of milk; changes
on standing; modifying of milk; adulteration of milk; grades of milk;
difference between condensed and evaporated milk; use of powdered
milk; composition; relative food value of skimmed and whole milk;
digestibility and place in the diet.
SENIOR VOCATIONAL, DIVISION. 315
II. Advanced work in foods Continued.
H. Study of milk and dairy products Continued.
2. Study of butter and butter substitutes
Processes of making butter at home and in creameries; butter substitutes;
methods of manufacture of oleomargarine; composition; food value;
place in the diet.
3. Study of cheese-
Manufacture; use of rennet; kinds; varieties; adulteration; composition;
food value; place in the diet.
I. Study of eggs
Composition; digestibility; food value; cooking temperatures; test of freshness;
preservation.
J. Study of vegetables
Composition; food value; and place in the diet of the various vegetables; value of
salads and storage of vegetables.
K. Study of meats and meat cookery-
Retail cuts of beef; veal; mutton; and pork; methods of cooking; price; quality;
relative economy of different cuts; digestibility of meat; place in the diet; food
value of meat broths and extracts.
L. Study of gelatine
Source, manufacture, nutritive value, and proportions used in various gelatin dishes.
M. Study of beverages
1. Cocoa and chocolate
(a) Study to include
History; cultivation; preparation of beans; manufacture of cocoa
and chocolate, of sweet chocolate; composition; food value; physio
logical action; adulterations; preparation of the beverage.
2. Tea
(a) Study to include
History; cultivation; manufacture; varieties; adulteration and sub
stitution; physiological action; beneficial effects; injurious effects;
tea substitutes; preparation of the beverage.
3. Coffee
(a) Study to include
History; cultivation; preparation for the market; varieties; adultera
tion; coffee substitutes; physiological action; beneficial effects;
harmful effects; preparation of the beverage.
4. Coffee substitutes, postum, etc.
N. Sugar and other saccharin substances
History; cultivation; manufacture; refining; making of loaf and cube sugar; pow
dered sugar; difference between molasses and sirup; food value and place in the
diet. Making of simple candies.
SOPHOMORE YEAR (TENTH GRADE) DOMESTIC SCIENCE II.
Instruction: 20 weeks, 5 hours per week.
Application and production: 20 weeks.
I. Dietetics:
A. The significance of food
Measurement of the fuel value of food; classification of foods according to their
use by the body; how food supplies the material for body building.
316 COURSE OF STUDY.
I. Dietetics Continued.
B. The care of the digestive mechanism
The part the mouth plays in good digestion; the part the stomach plays; good
digestion in the intestines.
C. Study of food values in terms of common measures.
D. Food for the adult man.. ._| a . . . i i -i r
Study of energy requirements and building material.
E. Food for the adult woman. J
F. Food for the prospective mother.
G. Food for the nursing mother Stress importance of breast feeding; regularity in nurs
ing; how often to feed; diet for the nursing mother.
H. Food for children
1. Food for the baby
Energy requirement; growth requirement; bottle feeding; care of bottles
and nipples; equipment needed for preparation and care of food; modi
fication of milk; use of proprietary infant foods.
2. Supplementary feeding and food after weaning. Feeding from the ninth to the
fifteenth month.
3. Feeding from fifteenth month to the second year.
4. Food for the two-year-old child.
5. Food for the three and four year old child.
6. Food for children five to seven years old.
7. Food for children eight to twelve years old.
8. Food in adolescence and youth.
I. Food after fifty.
J. Food for the family group
1. Menus; construction of menus; types of meal plans; food combinations; summer
menus; winter menus.
2. Cost of food; factors in the market cost of food; market cost and fuel value.
3. Food plans and dietaries
Planning a family dietary; essentials in the family dietary; planning the
menu.
4. Cost of the family dietary
Reducing the cost of the dietary; dietaries costing one cent per 100 calories
or less; family dietaries at the lowest cost.
K. Food for the sick and convalescent.
1. Energy requirements in sickness; fluid diet; soft or semisolid diet; light or con
valescent diet; relation of diet to disease.
2. Diet in minor illness
(a) Acute indigestion.
(6) Intestinal putrefaction.
(c) Colds.
3. Discussion on what constitutes a laxative diet; a constipating diet.
4. What to feed in fevers Modified inilk diet for typhoid; mixed fluid diet. Dis
cussion: Relation of attractiveness of tray to patient's appetite.
5. Diet in tuberculosis.
6. Diet in diabetes.
SENIOR VOCATIONAL DIVISION. 317
. JUNIOR YEAR. (ELEVENTH GRADE) DOMESTIC SCIENCE m.
Instruction: 40 weeks, 5 hours per week,
Application and production: 40 weeks,
Industrial drawing: 60 hours.
Notebook work on house planning and furnishings; making of house plans; collection of
pictures from magazines to illustrate color schemes and furnishing of house.
I. House planning:
A. Selecting the house
Ownership Should we rent our home or should we own it ? Advantages of home
ownership: cost of ownership; taxes, upkeep, and repairs, insurance.
B. Investigations to be made before buying or renting
1 . Surrounding conditions
(a) Physical sanitary surroundings.
(&) Social conditions Character of the neighborhood, convenience to the
market, distance from schools, churches, etc.
2. The house itself Exposure; are steps, walks, porches, etc., in good condition?
How much repair may be necessary to make a comfortable home ?
3. Interior of the house Number of rooms, size of rooms. Are any deprived of
sunlight ?
4. Grounds Is there sufficient space for drying clothes? For children to play?
5. How is the house heated ?
C. General plan of the house
1. Exposure.
2. Lighting.
3. Heating and ventilation.
4. Plumbing.
5. Floor and wall finishes.
D. House plans Arrangements and relationships of rooms to each other.
E. Planning the efficient kitchen
1. Planning and arrangement.
2. Construction and finishes.
3. Built-in conveniences in the kitchen.
4. Proper heights of working surfaces, sinks, work tables, laundry tubs, etc.
F. Selecting the kitchen equipment
1. Large equipment, stove, work table or cabinet, and refrigerator.
2. Small equipment, household tools; cooking utensils.
G. Build-in conveniences in the home
Cupboards and closets, clothes, cleaning, linen, medicine, tools and foods storage.
H. Planning the dining room
Woodwork, wall, and floor finishes; decoration of dining room, curtains, pictures,
selection of dining-room furniture.
I. Planning the living room
Wall and floor finishes; curtains or draperies, pictures, other articles of decoration,
such as vases or casts. Furniture. Study of color schemes in furnishings and
decoration.
J. Planning and furnishing of the bed rooms taken up in the same manner as the study of
the living room.
K. Beautifying the grounds around the house.
318 COURSE OF STUDY.
II. Organization of the housework:
A. Plans and methods of daily work.
B. Schedule of work, built to meet and fit the essential needs of the particular family.
0. Order of work.
D. Daily tasks-
Daily cleaning, preparation and serving of meals, care of children.
K, Weekly tasks
1. General and special cleaning.
2. Special cooking.
3. Laundry work, methods and tools.
4. Mending.
F. Methods of cleaning
1. Importance of proper clothing, of proper posture in cleaning.
2. What is a good cleaning outfit?
(a) Sweeping and dusting tools.
(6) Mopping and wet cleaning tools.
(c) Polishing and cleaning tools.
3. Routing of cleaning processes so as to save retracing of steps.
III. Household purchasing :
A. Importance of being informed on weights and measures.
B. Knowledge of can sizes; family needs determine the size of can of food material to buy.
C. Bulk versus package goods.
D. Purchasing of clothing and textiles.
E. Buying of house furnishings.
IV. Handling the family finances :
A. Standard of living
W T hat determines how we spend our money? "A man's money should not follow
the direction of his neighbor's money, but should represent to him the things he
would most willingly do with it."
B. Financial arrangement between husband and wife
1. The family budget
A budget is a plan for future expenditure and savings for a definite period of
time.
(a) Minimum expenditure for the necessities of life.
(6) Division of the family income
(1) Food requirements.
(2) Housing requirements.
(3) Clothing requirements.
(4) Operating expenses.
(5) Advancement fund
(a) Health.
(6) Recreation.
(c) Education.
(d) Church and charities.
(e) Personal and miscellaneous.
(6) Savings.
SENIOR VOCATIONAL DIVISION. 319
IV. Handling the family finances Continued.
B. Financial arrangement between husband and wife Continued.
2. The savings fund and its use
(a) Investment of money as such in order too btain interest, such as savings-
bank deposits.
(b) Buying of a home, or certain improvements on property to increase value
of it.
(c) Education or training for self-support.
(d) Rest and recreation for the money earners.
(>) Conditions affecting use made of savings
(1) Occupation of income earner.
(2) Age of children in the family.
C. Keeping of household accounts.
SENIOR YEAR (TWELFTH GRADE) DOMESTIC SCIENCE IV.
Instruction: 40 weeks, 8 hours per week.
Application and production: 40 weeks.
I. Review of foods and food principles; advanced work in foods:
A. Discussion of foods; general classification of foods. Reasons and general rules for cook
ing. Measurements and abbreviations. Management of the kitchen stove.
Rules for washing dishes.
B. Study of carbohydrates
1. Starch, experiments to show the nature of starch, cooking of starch.
2. Cellulose; vegetables kinds, composition, rules for cooking, serving.
3. Mineral matter; fresh green vegetables salads, food adjuncts, pepper, mustard,
vinegar. Cereals kinds, composition, rules for cooking and serving.
Fruit kinds, composition, methods of serving.
4. Sugar, composition and food value; candy making.
C. Proteins:
1. Eggs composition, care, rules for cooking, soft cooked, hard cooked, stuffed
eggs, poached eggs.
2. Milk care, cost and food value. Rennet or junket, custards. Cheese kinds,
varieties, composition, food value. Cottage cheese, macaroni and cheese.
3. Meats cuts of meat, relative economy of different cuts; place of meat in the
diet; methods of cooking various cuts.
D. Fats and oils-
Composition, kinds, rules for use in cooking. Rendering fat, clarifying fat.
E. Bread making
Study of yeasts, kinds of flour, and principles of bread making.
F. Lesson on cakes.
G. Lesson on pastry.
H. Lesson on beverages.
I. Lessons on refreshments for an entertainment, reception, or afternoon tea.
J. Examination over the review in foods preparatory to taking up study of methods of
teaching domestic science and practice teaching.
320 COURSE OF STUDY.
II. Methods of teaching domestic science:
A. Methods of conducting a class in domestic science.
B. Use of illustrative material in teaching domestic science.
C. Standards to be maintained in the classroom or laboratory.
D. What to teach in domestic science in prevocational classes.
E. What to teach in the seventh grade.
F. What to teach in the eighth grade.
G. Books to use in teaching domestic science in elementary classes
Where and how to obtain pamphlets, circulars, or bulletins for use in teaching.
H. Study of kitchen or laboratory equipment for domestic science classes.
I. Use of lesson plans.
J. Making of lesson plans and presentation of lessons to the class. Class criticism of
lesson presented.
III. Practice teaching.
DOMESTIC ART.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE)-DOMESTIC ART I.
Instruction: 20 weeks, 5 hours per week.
Application and production: 20 weeks.
I. Study of textiles:
A. Fibers
1. Cotton,
2. Linen.
3. Wool.
4. Silk.
B. Simple tests for adulteration of fibers.
C. Characteristics of each fiber.
D. Use of dyes.
E. Methods of cleaning.
II. A school dress, cotton or wool:
A. Types
1. Skirt and waist (joined at belt).
2. One piece (cut in one).
B. Suitable materials.
C. Method of testing
1. For strength.
2. For stability of color.
D. Preparation of materials
1. Shrinking.
2. Sponging.
E. Design.
1. Chosen for occasion.
2. Suitable to wearer.
3. Adaptable to material.
4. Select pattern to carry out design.
5. Selection of material.
F. Testing pattern.
G. Cutting dress.
H. Marking seams.
I. Basting seams.
J. Fitting the dress.
K. Alterations.
L. Finishing the dress.
M. Decoration of dress.
III. Making children's garments :
A. From adult clothing
1. This depends upon material at hand and can not be specified.
B. Making child's garment from new cloth.
321
322 COURSE OF STUDY.
IV. Making night garments for boys or men, and girls:
A. Selection of material.
B. Preparation of material.
C. Cutting and basting.
D. Stitching and finishing.
E. Neck band or collar.
F. Use of gusset.
G. Sleeve placket.
H. Apply cuffs or sleeve band.
I. Buttons and button holes.
V. Art needle work.
A. Luncheon set or bedroom set.
SOPHOMORE YEAR (TENTH GRADE) DOMESTIC ART II.
Instruction: 20 weeks, 5 hours per week.
Application and production: 20 weeks.
T. Advanced dressmaking:
A. A dress suitable for afternoon or church wear.
B. Adaptation of style.
C. Development of good taste in dress
1. Getting ideas from good and bad dressers.
2. Ready to wear garments as an aid.
3. Study styles in fashion magazines.
4. Color suggestions from fashion plates.
5. Color characteristics and combinations.
6. Essentials to successful results in dress.
D. Use of the dress form
1. Preparation of lining.
2. Padding the form.
3. Principles of draping.
E. Use of pattern.
1. Interpretation.
2. Adaptation.
F. Process of cutting, basting, fitting, and altering garments.
G. Process of making and finishing garments.
H. Decorations (materials for).
I. Accessories.
J. Findings.
II. A lingerie undergarment for a woman:
A. Styles in lingerie
1. Selection of material for underwear.
2. Preparing the pattern.
3. Cutting (processes).
4. Making the garment (processes).
5. Care and repair of lingerie.
B. Good taste in finishings
1. Kinds of laces and their uses.
2. Care of laces.
3. Embroidery, hand and machine.
4. Use of tape and ribbons.
SENIOB. VOCATIONAL DIVISION. 323
III. Alteration and repair work on outer garments.
IV. Art needlework in decoration of dress and lingerie.
V. Commencement dress:
A. Suitable style.
B. Suitable materials; organdie, voile, batiste, swiss.
C. Color; usually white.
D. Making the dress.
E. Accessories.
JUNIOR YEAR (ELEVENTH GRADE) DOMESTIC ART HI.
Instruction: 40 weeks, 8 hours per week.
Application and production: 40 weeks.
I. Budgets:
A. Meaning of budget.
B. Reasons for making budgets.
C. How to make a budget.
D. Making clothing budget.
E. Ethics of shopping.
II. Appropriate wardrobes for various occasions:
A. School outfits.
B. Traveling outfits.
C. Wedding trousseau.
I). Layettes.
III. Pattern drafting:
A. Taking measurements.
B. Average proportions of measurements.
C. Drafting materials, and terms.
D. Drafting a plain waist pattern.
E. Drafting a plain sleeve pattern.
F. Drafting a plain skirt pattern.
G. Drafting collar and cuff patterns.
IV. Making a separate skirt and blouse:
A. Skirts
1 . Study styles for separate skirt.
2. Selection of material.
3. Preparation of material.
B. Construction of skirt
1. Preparing the pattern.
2. Placing the pattern and cutting out material.
3. Marking, pinning, basting.
4. Fitting, alterations.
5. Finishing processes.
6. Influence of styles on finish at bottom.
7. Inside stay belts, plackets.
8. Fastenings.
9. Estimating cost.
10. Pressing.
324 COURSE OF STUDY.
IV. Making a separate skirt and blouse Continued.
C. Blouses
1. Blouse styles and types.
2. Materials (suitable).
3. Adapting pattern to style.
4. Cutting out material.
5. Pinning, basting, fitting.
6. Making sleeves.
7. Inserting sleeves.
8. Preparing and applying neck finish.
9. Fastenings.
10. Decoration (suitable to blouse).
11. Pressing.
12. Estimating cost.
D. Precautions in blouse making
1. Secure materials that will make perfect workmanship possible.
2. Secure materials that will not appear draggly or untidy.
3. If blouses are to be laundered, secure materials that will look as pretty after
laundering as before.
4. Select dainty laces, embroideries, and trimmings.
5. Never use gaudy, coarse designs for a blouse.
6. Join all seams neatly and trim and finish them neatly.
7. If seams are made by machine, use perfect stitching and thread of proper color
and weight.
8. Use neat fasteners and arrange them coveniently and as inconspicuously as
possible.
V. Millinery:
A. Making a hat of any material in vogue.
B. Study styles in reference to wearer.
C. Trimming
1. Make flowers or any ornament in style.
2. Trimming and lining the hat.
VI. Household sewing:
A. Practical work in the making and repair of curtains and rugs.
B. Making bed linens.
C. Making table linens.
D. Decoration of household linens.
VII. Practice teaching.
SENIOR YEAR (TWELFTH GRADE) DOMESTIC ART IV.
Instruction: 40 weeks, 8 hours per week.
Application and production: 40 weeks.
I. Designing:
A. Definition of term
1. What is meant by modiste, dressmaker, seamstress?
2. Why study of anatomy is important in designing.
3. Seasonableness in colors.
4. Aid of observation in designing.
SENIOR VOCATIONAL DIVISION. 35
I. Designing Continued.
B. Misapplication of lines
1. Proportional study of the model figure.
2. When a figure is short waisted.
3. When a figure is long waisted.
4. Correct lines for a figure with a long waist and short skirt.
5. Correct lines for a figure with a short waist and long skirt.
6. Correct lines for various other types.
7. Trimmings and materials appropriate for certain types.
8. The proper balance of a sleeve.
9. The proper balance of a waist and coat.
10. Summary of lines for certain types.
C. Harmony of colors
1. Study of nature for harmony.
2. Origin of color.
3. Table of colors.
4. Complementary, tertiary, and secondary colors.
5. Warm and cold colors.
6. Tints and casts in colors.
D. Origin of material.
E. Origin of fashion.
II. The tailored suit:
A. Its origin and purpose.
B. Essential features of the tailored suit
1. Style and individuality.
2. Suitable materials.
3. Linings.
4. Finishings.
5. Trimmings.
6. Workmanship.
C. Making the tailored suit
1. Style of suit.
2. Materials required.
3. Preparation of material.
4. Cutting out the material.
D. Constructing the coat
1. Shaping the back.
2. Putting coat together for first fitting.
3. Stitching.
4. Preparing the foundation.
5. Preparing the collar.
6. Preparing the sleeve.
7. Taping the fronts and the collar.
8. Inserting the front facings.
9. Padding the coat.
10. Outside stitching and pressing.
11. Inserting the sleeves.
12. Padding the top of sleeves.
104225 22 22
326 COURSE OF STUDY.
II. The tailored suit Continued.
D. Constructing the coat Continued.
13. Pressing and making buttonholes.
14. Placing the lining in coat.
15. Final pressing and finishing.
E. Skirt construction
1. Placing the pattern.
2. Cutting out material.
3. Marking, pinning, and basting.
4. Fitting.
5. Making placket.
6. Making inside stay belt.
7. Adjusting skirt to belt.
8. Finishing skirt at bottom.
9. Pressing and fasteners.
10. Hangers for skirts.
11. Estimating cost of skirt.
III. Making evening gown :
A. Essentials in an evening gown.
B. Accessories of evening gowns.
IV. Making graduation dress :
A. Selection of material.
B. Choosing design.
C. Accessories.
V. Practice teaching.
NURSING.
JUNIOR YEAR (ELEVENTH GRADE) NURSING II.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
The senior vocational course in nursing covers two years. See introduction to the course
in nursing in the junior vocational division.
I. The nurse:
(a) Qualifications of the nurse.
(&) Responsibilities of the nurse.
(c) Duties of the nurse.
(d) Dress and personal habits of the nurse.
(e) Keeping records.
II. The sick room:
(a) Selection and preparation of the sick room.
(6) Preparation of the bed.
(c) Changing the bed clothing.
(d) Bed making for the different cases.
(e) Appliances for the relief of bed patients.
(/) Care of the sick room.
(g) Hygiene of the sick room.
(]K) Use of simple domestic remedies.
III. The patient:
(a) Nursing in medical cases
1. Pulse.
2. Temperature of the body.
3. Respiration.
(6) Bodily care of the patient
1. Changing the clothing.
2. Toilet of the patient.
3. Baths.
4. Feeding.
5. Moving the patient.
(c) Relief of functional disturbances
1. Enema.
(d) Administration of medicines
1. Rapidity of absorption of medicines.
2. Action of medicines.
3. Precautions as to
(a) Handling medicines.
(6) Administering medicines.
4. Medicines given by the mouth.
5. Medicines given by the rectum.
6. Hypodermic medication.
7. Inunctions.
8. Inhalations.
327
328 COURSE OF STUDY.
III. The patient Continued.
() Local external application
1. Baths.
2. Symptoms of inflammation.
3. Treatment of inflammation.
4. Fomentations.
5. Poultices.
6. Dry heat.
7. Cold.
8. Counterirritants.
9. Blisters.
10. Massage.
11. Gargles, sprays, etc.
12. Syringing the ears.
SENIOR YEAR (TWELFTH GRADE)-NURSING III.
Instruction. 40 weeks, 3 hours per week.
Application and production, 40 weeks.
I. Nursing in obstetric cases:
(a) Pregnancy
1. Nurse's preparation for labor.
(a) The nurse herself.
(&) The patient.
(c) The room and bed.
(d) Accessory preparation ; list all materials and procedures necessary and
available in hospital and in the ordinary home.
2. Labor
(a) Duration of labor.
(&) Conduct of normal labor.
(c) Methods of artificial respiration.
(d) Importance of putting child to mother's breast as soon as possible.
(e) The afterbirth; cautions and care.
3. Management of the lying-in period
(a) Period of confinement to bed; reasons.
(6) Lochia and napkins.
(c) Douches: Must not be given except under direct orders of the physician.
(d) Diet.
(e) Conditions of the bowels.
(/) Temperature and pulse.
(g) Afterpains.
(ti) Lactation; colostrum; care of breasts; milk fever; importance of having
mother nurse her own child; breast-fed children possess more vitality
than bottle-fed babies.
4. Dangers of the lying-in period
(a) Hemorrhage.
(6) Blood poisoning.
(c) Insanity.
(d) Convulsions.
SENIOR VOCATIONAL DIVISION. #29
II. The nursing of sick children :
(a) Care of the newborn
1. Dressing of the cord.
2. Dressing of the infant.
3. Bathing the baby.
4. Defection and urination.
5. Nursing the infant.
6. Artificial feeding.
7. Infant foods and rules for feeding.
III. Duties of the nurse in general surgical cases:
(a) Preparation of the operating room.
(6) Preparation for the operation.
(c) Preparation of the patient.
(d) Duties of the nurse in emergency cases.
(e) Duties of nurse in the operating room.
(/) Arranging the patient for the operation.
(</) After care of the patient.
(Ji) Sequels of the operation.
(i) After treatment of the patient.
(7) Surgical disinfection and materials.
(k) Surgical dressing, materials, and solutions.
IV. Nursing in special medical cases:
(a) Infections and contagious diseases.
V. Physiology and descriptive anatomy:
(a) Physiology
1. Circulation of the blood.
2. Respiration.
3. Digestion.
4. Secretions.
5. Excretions.
6. Urinary organs.
7. The skin.
8. The bones.
9. The muscles.
10. Heart, blood, and lymphatics.
11. Brain, spinal cord, nerves.
12. Organs of the senses.
13. Respiratory organs.
14. Digestive organs.
15. Urinary organs.
16. Female organs of generation.
VI. General suggestions:
(a) Accidents and ailments
1. Fractures.
2. Dislocations.
3. Sprains.
4. Surgical dressings.
5. Bandages.
330 COURSE OF STUDY.
VI. General suggestions Continued.
(a) Accidents and ailments Continued.
6. Strapping.
7. Splints.
8. Extension.
9. Wounds.
10. Suppuration.
11. Abscess.
12. Boil.
(6) Common emergencies
1. Hemorrhages.
2. Burns and scalds.
3. Sunstroke.
4. Lightning stroke.
5. Syncope (fainting).
6. Drowning.
7. Accidents from fire.
8. Accidents from electricity.
9. Cuts and bruises.
10. Foreign bodies.
11. Bites and stings of insects.
12. Dysmenorrhea.
13. Vomiting.
14. Toothache.
15. Frostbite.
16. Chilblains,
(c) Poisoning.
AGRICULTURE COURSES.
331
When Columbus discovered America he found the Indians living in villages and engaged
in farming. They had made corn and tobacco the two great common staples of agriculture on
the Western Continent. At that time the Indian was probably the largest owner of live stock
in the world. With millions of acres of grazing lands over which grazed many large herds of
buffalo, the Indians of the plains formed the first great beef trust of America. Farming and
stock raising are therefore his racial inheritance.
It would be unjust as well as unwise to leave the Indian without proper education and
training to enable him to utilize his land and become a producer. This course in agriculture
has been planned with the vocational aim definitely in view. Agriculture is the important
and determining work, the nucleus about which the academic work is arranged. The character
and amount of the academic work is determined by its relation to the problems of agriculture
and its vital necessity to the future Indian farmer and citizen. The aim is to produce not a
scientist nor a specialist but a practical, efficient farmer one whose success will depend fully
as much upon his skill in doing as upon scientific knowledge. The course includes all of the
work which is found on the ordinary diversified farm. This should fit the student to return to
his own land and adapt himself to surrounding conditions, whatever they may be, and suc
cessfully undertake the type of farming which must be followed there.
The success in developing skill and managerial ability, so essential to the modern farmer,
depends very largely upon the helpful relation between the work on the farm, garden, dairy,
greenhouse, orchard, etc., and the instruction given in the classroom. The conditions at our
Indian schools make such a relation practicable. This course has been so planned as to take
the best possible advantage, seasonal and otherwise, of the opportunity for relating classroom
and industrial work.
Actual farm practice should not be limited to the term during which a subject is being
pursued in class, but, as far as possible, should be continued throughout the year, to enable
students to become fully acquainted with all phases of the work. The emphasis on practical
farm work should not entirely take the place of formal laboratory work.
Wherever laboratory exercises are necessary to a thorough understanding of simple scien
tific principles, they should be given entirely separate from the actual farm work; for example,
experiments illustrating capillarity in soils, puddling of soils, percolation of water, testing
seeds, judging grain, testing milk, etc. Because of the opportunity for doing real farm and
garden work with farm equipment the amount of material and apparatus needed for labora
tory work is not great. Of the special apparatus required much may be made in the school
shops. Bins for the different types of soils, corn racks, and testing boxes, brooders for poultry
work, etc., should all be made in the school carpenter shop.
Ample facilities for library reference work should be provided. This is of special impor
tance in most nonreservation schools because of the varied conditions and agricultural practices
existing in the widely scattered homes of the student body. Each school should be on the
mailing list of the experiment stations of the United States Department of Agriculture. This
will bring to the school library the latest and best scientific information and agricultural practice.
These bulletins should be arranged, classified, and indexed so as to make them readily accessible
for student reference. The best and most important of them should be obtained in numbers
sufficient to be used as supplementary texts by pupils.
Some of the best of the farm papers and magazines should be included in the list of peri
odicals that come regularly to the school library.
333
TYPES AND BREEDS OF FARM ANIMALS.
Indian boys are by nature interested in animal life. Between them and their domestic
animals we frequently find an affectionate, sympathetic relationship. They usually show a
keen and kindly interest in everything relating to the various kinds of farm animals, more par
ticularly the horse, and range cattle. By taking advantage of this inherent characteristic it
should not be difficult to make this one of the most interesting subjects in the agricultural course.
A considerable portion of the year's work should be given to a study of the elementary
principles of breeding. Students should understand the meaning of pedigree and registration,
crossing and grading, and should get the principles underlying breeding for the production of
better stock. As often as possible students should be given an opportunity to see and to judge
representatives of the breeds they are studying.
FRESHMAN YEAR (NINTH GRADE).
40 weeks, 60 minutes daily.
I. Importance of live stock:
(a) As food.
(&) For clothing.
(c) For labor.
(d) In maintaining soil fertility.
II. Horses:
(a) Origin.
(&) Breeds
1. Development of breeds.
2. American saddle
(a) History.
(6) Size.
(c) Appearance.
(d) Use and value.
(Use above outline in study of all breeds of horses considered.)
3. Percheron.
4. Clydesdale.
5. Shire.
6. Belgian.
7. Mule.
III. Cattle:
(a) History.
(6) Breeds
1. Development.
2. Shorthorn
(a) History.
(6) Size.
(c) Appearance.
(d) Uses and value.
(Use above outline in the study of all breeds consiedred.)
334
AGRICULTURE COURSES. 335
III. Cattle Continued.
(6) Breeds Continued.
3. Hereford.
4. Angus.
5. Galloway.
6. Holstein.
7. Guernsey.
8. Jersey.
9. Ayrshire.
IV. Sheep:
(a) History.
(6) Breeds
1. Development.
2. Merino
(a) History.
(It) Size.
(c) Appearance.
(d) Character of wool.
(e) Use and value.
(Use above outline in study of other breeds considered.)
3. Rambouillet.
4. Southdown.
5. Shropshire.
6. Hampshire Down.
7. Cotswold.
V. Goats:
(a) History.
(&) Breeds; Angora, Milch.
(c) Value and use.
VI. Swine.
(a) History.
(6) Breeds
1. Development.
2. Duroc
(a) History.
(&) Size.
(c) Appearance.
(d) Use and value.
(Use above outline in considering the different breeds.)
3. Berkshire.
4. Poland China.
5. Chester White.
6. Tamworth.
VII. Poultry:
(a) Chickens
1. Breeds characteristics and value of each.
(a) Plymouth Rock.
(&) Wyandotte.
336 COURSE OF STUDY.
VII. Poultry Continued.
(a) Chickens Continued.
1. Breeds Characteristics and valne of each Continued.
(c) Rhode Island Red.
(d) Orpington.
(e) Brahma.
(/) Leghorn.
(g) Cochin.
(7i) Game.
2. Eggs.
(a) Parts.
(6) Fertility.
(c) Hatching.
(d) Preservation.
3. Uses and value.
(6) Turkeys, ducks. (Use outline for study of chickens modified to suit.)
VIII. (a) Insects affecting animals Insecticides.
(6) Diseases affecting animals Treatment and remedies.
IX. Breeding:
(a) Heredity
1. Meaning.
2. Influence.
3. Importance in breeding.
4. Prepotence.
(6) Selection
1. Natural.
2. Artifical
(a) Importance of care and ideals in selection.
(&) A means of securing desirable characteristics,
(c) Consideration of pedigree.
X. Suggestions to young stockmen:
(a) Breed for a special purpose.
(6) Have an ideal and adhere to it.
(c) Keep a few good animals.
(d) Try to become a judge of stock.
(e) Give good animals good care.
(/) Avoid fads.
(<7) Breed to suit environment.
(ti) Keep a herd record.
HORTICULTURE.
The aim of this course is to give students a general practical knowledge of fruit growing.
Special emphasis should be placed on the selection of a site; preparation of ground for planting;
selecting varieties of trees; ordering, receiving, and heeling in trees; planting; care of trees; till
age; pruning young and old trees; spraying and insect control; grafting, budding, and making
cuttings; bush fruits and strawberries.
The English classes should give practice in writing orders for trees, spraying materials, find
ing prospective buyers for surplus products, notice of shipment, etc.
SOPHOMORE YEAR (TENTH GRADE).
(20 weeks, 40 minutes daily.)
I. Propagation:
(a) Implements.
(6) Methods
1. Root grafting.
2. Side grafting.
3. Nurse grafting.
4. Budding.
5. Cleft grafting.
(c) Influence of stock on scion.
(d) Stocks for various fruits.
(e) Propagation versus buying for the orchardist.
II. Planting:
(a) Planting distances for various fruits.
(&) Double planting and interplanting.
(c) Laying out ground.
(d) Setting out trees.
(e) Fall versus spring planting.
III. Management:
(a) Cultivation.
(&) The cover crop.
(c) Use of fertilizers.
(d) Fertilizers for special fruits.
IV. Pruning:
(a) Purposes
1. To shape tree.
2. To restrict growth.
3. To keep heads open.
4. To encourage new growth.
5. To regulate fruit bearing.
(6) Fundamental principles.
(c) Time to prune.
(d) Painting wounds.
(e) Pruning for planting.
337
338 COURSE OF STUDY.
IV. Pruning Continued.
(/) Height for heading young trees.
(<?) Shaping the tree.
(7i) General methods.
(i) Tools.
V. Spraying:
(a) Mixtures.
(6) Machinery.
VI. Choosing varieties of fruit:
(a) Apple.
(6) Peach.
(c) Pear.
(d) Plum.
() Cherry.
(f) Apricot.
(</) Small fruits
1. Blackberry.
2. Raspberry.
3. Currant.
4. Loganberry.
5. Strawberry.
6. Grape.
VII. Renovation:
(a) When profitable.
(6) How-
1. Pruning.
2. Scraping.
3. Grafting.
4. Spraying.
5. Cultivating.
6. Fertilizing.
7. Cover cropping.
VIII. Picking fruit:
(a) Time.
(6) Receptacles.
(c) Methods and conveniences.
IX. Grading and packing.
X. Storage:
(a) Refrigeration.
(6) Pits, dugouts, or caves.
(c) Cellars.
(d) Houses.
XI. Marketing.
STOCK JUDGING.
SOPHOMORE YEAR (TENTH GRADE).
20 weeks, 40 minutes daily.
Practical work with the school stock. Pupils should develop a reasonable degree of
proficiency in this work.
I. Stock judging:
(a) Horses.
(6) Cattle.
(c) Sheep.
(d) Swine.
() Poultry.
(Obtain a score card such as is used at the State agricultural college.)
339
FIELD CROPS.
The work in this course should include the study of all the principal cereal and grain-
sorghum crops and of the various important forage crops. Special attention should be given to
a study of peculiarities of growth, soil relations, planting, tillage, harvesting, and marketing.
Through the use of farm bulletins each student should be required to report on special methods
for the State or region in which his land is located. He should learn the value of the different
crops in his locality and the types or varieties most suitable for planting there. As largely
as possible these reports should be in written form and should be preserved by the student
for reference when he returns to his farm. Emphasis should be placed on the fundamental
operations e. g., time of planting as related to soil and moisture conditions and to climate;
preparation of soil; depth, frequency, and time of intertillage; management of soil after crop
is removed, etc.
Careful attention should also be given to the place of forage crops in the economy of farm
management i. e., systems of rotation, soil fertility, prevention of erosion, and live-stock
production. The leading forage crops grown in the various sections of the United States should
receive chief emphasis.
The important practical operations should be emphasized, rather than the scientific side,
the chief aim being to make this work of practical value to the Indian fanner.
JUNIOR YEAR (ELEVENTH GRADE).
40 weeks, 40 minutes daily.
I. Classification:
(a) Grain.
(&) Forage.
(c) Fiber.
(d) Tuber.
(e) Root.
(f) t Sugar.
II. Grains:
(a) Corn
1. History and classification.
2. Varieties.
3. Importance
(a) Acreage, yield, and value in United States.
(&) Uses.
4. Soil and fertilization.
5. Preparation of soil.
6. Preparation and testing of seed.
7. Methods of planting; amount to plant per acre, and time to plant.
8. Cultivation
(a) Object.
(&) Implements used,
(c) Time to cultivate.
340
AGRICULTURE COURSES. 341
II. Grains Continued.
(a) Corn Continued.
9. Harvesting
(a) Husking.
(6) Hogging.
(c) Cutting and shredding.
(d) Making into ensilage.
(Relative economy.)
10. Storing.
11. Marketing
(a) Grades.
(6) Hauling to market.
(c) Sending to market on four legs.
12. Place and value in crop rotation.
13. Diseases. Smut. Preventive treatment.
14. Injurious insects Insecticides
(a) Wire worm.
(&) Cutworm.
(c) White grub.
(d) Billbug.
(e) Root louse.
(/) Chinch bug.
(<7) Army worm.
(Ji) Rootworm.
(i) Grasshopper.
(j) Ear worm,
(fc) Weevil.
15. Selecting and storing seed
(a) Importance of good seed.
(&) Time and amount to select,
(c) How to select.
16. Improvement.
17. Judging.
18. Cost of production and value, per acre.
(6) Wheat
1. History and classification.
2. Varieties
(a) Winter, hard
(1) Turkey red.
(2) Kharkov.
(6) Winter, soft. Fultz.
(c) Spring.
(1) Fife.
(2) Blue stem.
(3) Durum.
3. Importance.
(a) Acreage, yield and value in United States.
(6) Uses.
4. Soil and fertilization.
10422522 23
342 COURSE OF STUDY.
II. Grains Continued.
(&) Wheat Continued.
5. Preparation of soil.
6. Preparation and testing of seed.
7. Methods of sowing; amount to sow per acre, and time to sow.
8. Harvesting and thrashing; different methods and comparative value.
9. Marketing and grading.
10. Storing.
11. Place and value in crop rotation.
12. Diseases Preventive treatment
(a) Rust.
(&) Smut.
13. Insect enemies Insecticides
(a) Hessian fly.
(&) Chinch bug.
(c) Army worm.
(d) Weevil.
14. Selecting seed.
15. Judging.
16. Cost of production and value per acre.
Use above outlines for corn and wheat in study of all grains considered; but
modify and abridge to suit the crop studied and to fit the importance of the crop in the
locality. Give detailed consideration only to those grains that will be grown by the
members of the class.
(c) Oats.
(d) Barley.
() Rye.
(/) Flax.
(g) Rice.
(h) Kaffirs.
III. Forage crops:
(a) Meaning and importance.
(6) Classes
1. Grasses timothy, blue grass, millets, sorghums, orchard grass, native grasses,
etc.
2. Legumes alfalfa, clovers, cowpeas, beans, etc.
(c) Importance and uses.
(d) Place in rotation.
(e) Comparative feeding value.
(/) Making a meadow.
(g) Hay making
1. Hay-making machinery kinds, care, and cost.
2. Time to cut.
3. Curing.
4. Baling.
5. Storing in stack, mow, etc.
AGRICULTURE COURSES. 34 3
III. Forage crops Continued.
(Ji) Pastures
1. Importance and use.
2. Plants used for pasture bluegrass, timothy clover, alfalfa^ Bermuda grass,
native grasses, red top, etc.
3. Division of fields and fencing.
4. How to maintain a good pasture.
(i) Alfalfa
1. Kind of soil suitable.
2. Preparation of soil plowing, inoculation, etc.
3. Selection of seed
(a) Climate in which grown.
(6) Method of culture.
(c) Get seeds free from weeds,
4. Sowing
(a) Time.
(&) Broadcasting.
(c) Drilling.
(d) Covering.
5. Treatment of new and old meadows.
6. Harvesting for seed and threshing.
7. Value for hay and for pasture.
8. Place in rotation.
9. Diseases and pests. Treatment and remedies.
10. Insects and insecticides.
(?) Study other forage crops commonly grown in the localities from which students are
enrolled. Outline each crop taught, using the one for alfalfa as a suggestion.
IV. Root and tuber crops.
(a) Distinguish roots and tubers.
(6) Beet.
1. Importance and uses.
2. Classes
(a) Chard.
(&) Garden beet.
(c) Sugar beet.
(d) Mangel.
3. Soil and preparation.
4. Seeding.
5. Cultivation.
6. Harvesting and storing.
7. Insects and insecticides.
8. Diseases, treatment, and remedies.
(c) Other root crops Study those commonly grown in localities from which students are
enrolled. Outline each crop taught, using the one for the beet as a suggestion.
(d) Potato
1. Importance and use.
2. Varieties.
3. Soil and location
(a) Selection.
(&) Preparation.
344 COURSE or STUDY.
IV. Root and tuber crops Continued.
(b) Potato Continued.
4. Selection of seed.
5. Cutting and planting.
6. Cultivation.
7. Harvesting and sorting.
8. Storing.
9. Marketing.
10. Yield and cost of production.
1 1 . Insects Insecticides.
(a) Colorado potato beetle.
(&) Cutworm.
(c) Grubs.
12. Diseases, treatment, and remedies.
(a) Blight.
(6) Internal brown rot.
(c) Scab.
V. Fiber crops:
(a) Classes
1. Animal Wool, silk.
2. Vegetable Cotton, flax, etc.
(6) Cotton
1. Importance and use.
2. Varieties long and short staple.
3. Soils adapted.
4. Climate required.
5. Preparation of seed bed.
6. Planting.
7. Cultivation.
8. Picking.
9. Ginning.
10. Baling.
11. Marketing.
12. By-products.
13. Insect pests Insecticides
(a) Boll weevil.
(&) Bollworm.
14. Diseases Treatment and remedies-
fa) Root rot.
(&) Wilt.
VI. Weeds and their eradication.
FEEDS AND FEEDING.
This is a general course dealing with animal nutrition, feeds and their nutritive value,
relation of grade of feed to feeding value, food demands for different kinds of stock for mainte
nance, growth, work, and production; balancing rations for special purposes, etc. On account
of the opportunity to apply it in practice, special attention should be given to the proper use of
feeds available. Practical work should be the feeding and care of the horses, hogs, and cows on
the school farm.
SENIOR YEAR (TWELFTH GRADE).
40 weeks, 40 minutes daily.
I. Problems involved in feeding animals :
(a) Evolution from pastoral to present day.
(&) Methods of providing foods.
II. The elements required and their sources.
III. Digestion:
(a) Organs.
(6) Juices.
(c) Process.
(d) Conditions influencing
1. Palatableness.
2. Quantity of ration.
3. Effect of dry fodders.
4. Influence of the stage of growth of the plant,
5. Method of preparation.
6. Effect of salt.
7. Frequency of feeding and watering.
8. Combination of food nutrients.
9. Species, breed, age, and individuality of animal.
IV. Classes and uses of nutrients :
(a) Mineral.
(6) Protein.
(c) Carbohydrates.
(d) Fats and oils.
V. Practice of feeding:
(a) Foodstuffs Natural products
1. Forage crops
(a) Comparison of green and dry forage crops.
(6) Time of harvesting as affecting food value.
2. Silage
(a) Changes in the silo.
Extent of loss in the silo.
Ensilage versus field curing.
1. Crops for ensilage.
2. Construction of the silo.
3. Filling the silo.
345
346 COURSE OF STUDY.
V. Practice of feeding Continued.
(a) Foodstuffs Natural products Continued.
3. Straws.
4. Roots and tubers.
5. Grains and seeds.
(6) Commercial foodstuffs By-products
1. Wheat offals bran, middlings
(a) Composition.
(6) Food value.
2. Cottonseed meal
(a) How obtained.
(&) Composition.
(c) Extent of use and food value.
3. Flaxseed meal
(a) How obtained.
(6) Composition.
(c) Use as stock food.
4. Food of animal origin
(a) Milk and dairy by-products, composition and food value.
(6) Slaughterhouse and other animal refuse tankage.
(c) Selection and compounding of rations
1. For maintenance only.
2. For milk production.
3. For growth.
4. For flesh production.
5. For work.
6. For egg production.
(d) Importance of water and salt.
(e) Cost of feed in relation to production.
VI. General management:
(a) Selection of animals.
(&) Manipulation of ration and manner of feeding.
(c) Intensity of ration.
(d) Environment and treatment of animal.
(e) Housing
1. Types of barns
(a) For dairy cattle.
(&) For beef cattle.
(c) For horses.
2. Hog houses and pens.
3. Sheep shelters.
4. Poultry houses.
SOILS AND SOIL FERTILITY.
This course should be made as extensive and practical as possible. Special attention
should be given to humus content, types of soils, soil moisture, soil temperature, plant food in
the soil, tillage, and soil management. Emphasis should be placed on the management of
soils, so as to maintain fertility and physical condition of tilth, and to prevent washing and
blowing. Samples of soils and some simple apparatus should be made available for laboratory
exercises.
SENIOR YEAR (TWELFTH GRADE).
20 weeks, 40 minutes daily.
I. Conditions essential to plant growth:
(a) Factors influencing germination
1. Moisture.
2. Temperature.
3. Oxygen.
(&) Factors influencing growth after germination
1. Food material taken from the soil.
2. Food material taken from the air.
3. Formation of carbohydrates and proteins.
4. Relation of the elements to production of food constituents.
5. Relation of air, water, light, and temperature to plant growth.
II. Origin and classification of soils:
(a) What is soil and of what composed
1. Organic matter.
2. Inorganic matter.
(6) Soil formation
1. Agencies
(a) Disintegration.
(6) Decomposition.
(c) Classes as to origin
1. Residual.
2. Glacial.
3. Wind formed.
4. Alluvial.
5. Humus.
6. Volcanic ash.
(d) Soil and subsoil.
(e) Influence of climate on soils.
III. What the plant requires of the soil:
(a) Permeability to roots.
(&) Water-holding capacity,
(c) Plant food.
347
348 COURSE OF STUDY.
IV. Nitrogen in the soil:
(a) Sources.
(6) Change of organic nitrogen to nitrates
1. Caused by what.
2. Influence of temperature.
3. Inoculation.
4. Importance of nitrogen.
V. Soil analysis:
(a) Laboratory
1. Reaction acid, alkaline, or neutral,
2. Total organic matter.
(&) By plants
1. The pot test.
2. Plat or field test.
VI. Farm manures:
(a) Contents
1. Carbon.
2. Hydrogen.
3. Oxygen.
4. Nitrogen.
5. All mineral constituents of plants.
(&) Changes occurring in manures
1. Carbon compounds.
2. Nitrogen compounds.
(c) Losses by leaching.
(d) Value of manure influenced by
1. Feed of animal.
2. Age of animal.
3. Kind of animal.
4. Product from animal.
5. Kind and amount of bedding used.
6. Care of the manure.
(e) Handling
1. Losses from exposure.
2. Use of manure shed.
3. Direct application to soil
(a) Top-dressing.
(&) Plowing under.
4. The manure spreader.
(/) Benefits of
1. Adds plant food.
2. Adds bacteria.
3. Improves soil physically.
VII. Commercial fertilizer :
(a) Varieties.
1. Nitrogen.
2. Phosphorus,
3. Potassium.
(6) Benefits.
(c) Disadvantages.
AGRICULTURE COURSES. 349
VIII. Soil texture classification.
(a) Coarse sand.
(6) Sandy loam.
(c) Fine sandy loam.
(d) Silt loam.
(e) Clay loam.
(/) Clay soil.
(gr) Influence of tillage.
IX. Water supply in the soil.
(a) Importance of water in soil.
(6) Three forms.
1. Drain.
2. Capillary.
3. Hygroscopic.
(c) Influence of cultivation on water-holding capacity.
(d) Movements.
1. Percolation.
2. Seepage.
3. Capillary rise.
4. Influence of crust and soil mulch on losses of water.
X. Drainage:
(a) Importance.
(&) Benefits
1. Improves ventilation.
2. Makes larger amount of water available.
3. Allows earlier and better working.
4. Favors necessary chemical processes.
(c) Kinds
1. Surface drainage.
2. Under drainage.
3. Materials, implements, instruments, plan, and process used in making drainage
systems.
XI. Erosion:
(a) Evils.
(6) Causes.
(c) Prevention.
XII. Tillage:
(a) Influence upon soil.
XIII. Humus.
(a) What is it.
(Z>) Function.
(c) How to prevent loss
1. Pastures and meadows.
2. Green manures.
3. Farm manures.
4. Rotation of crops.
350 COURSE OF STUDY.
XIV. Dry farming :
(a) Where practiced.
(6) Purpose.
(c) Implements required.
(d) Cultivation required.
(e) Method of seeding.
(/) Crops grown.
(g) History and importance.
EXPERIMENTAL FARM WORK ON FARM PROJECTS.
JUNIOR AND SENIOR YEARS (ELEVENTH AND TWELFTH GRADES).
40 weeks each year.
A. Purpose and importance:
The farm projects should be made an essential part of the agricultural course. The
laboratory work as is usually carried on in connection with the science subjects, is not enough,
although it is also very essential. The object of this work is to furnish opportunity for
practice, as well as instruction, in the best methods of the farm. The boy must actually
plan and operate some farm practice which really appeals to him.
B. Scope of the term:
The term "farm project" is here used to include farm practice by the pupils, carried
out over a long enough period to realize definite and complete results. The crops project
must, of course, be carried out during the growing season, but the animal project, may be
taken up at any time. If the two are combined, crops and animal projects, the animal
project should come in winter.
It is advisable for the juniors in the senior vocational agriculture to take up the crops
project and the seniors to practice the use of the animal projects.
C. Connection with classroom.
The work should correlate as nearly as possible with class-room instruction, so that
one may be of help to the other. A greater interest is also aroused in this way, and the
theory and principles presented in the classroom find constant verification in the practice
as carried out in the project.
D. The project:
This may be an individual or group project, but the individual is regarded as being
much the better.
It is very important that the project should not be made too large or too small. It
should be large enough to be able to obtain accurate results, but should not be large enough
to demand the entire time of instructor or student.
A financial account should form an important part of the project. This account should
show location and size of plot, materials and implements used, amount of labor, cost, receipts,
and profits.
E. Organization of work:
In order that the project may have real educational value, it is necessary that there
be just as careful and definite a plan for this as for any other school work. Every effort
should be made to avoid careless and "slip-shod" practice by the students. Three things
are necessary for this. Each pupil should be led to follow a definite plan of procedure,
careful reports should be required showing progress and completion of the work, and
regular and frequent supervision should be provided.
I. General plan for procedure for projects:
1. Preliminary review of local conditions.
2. Selection of the project.
3. Review of bulletins and textbooks on the subject.
4. Obtaining the land, seeds, and other materials. (Or animals.)
351
352 COURSE OF STUDY.
E. Organization of work Continued.
I. General plan for procedure for projects Continued.
5. Student outlines his project and has it approved by supervisor.
6. Preparation of seed or other material.
7. Planting and cultivation of crops or feeding and care of animals.
8. Every other week a report by the student showing the work done and the
progress made.
9. Harvesting, curing, and marketing of crops. (Marketing of animals.)
10. Final report showing summary of results, nature of project, dates, labor,
expenses, receipts, profits, etc.
11. Show for prizes.
II. Suggestive list of projects:
1. Growing from one-half to 2 acres of corn.
2. Growing from 1 to 5 acres of wheat.
3. Carrying out an "ear to row" test of corn.
4. Field selection, curing, testing, grading, and selling of seed corn.
5. The planting and care of an acre of alfalfa for a year.
6. Growing one-eighth to one-fourth acre of potatoes.
7. Growing an acre of cotton.
8. Raising sugar beets or sugar cane for factory.
9. And many other projects that will be suggested.
III. Horticultural or gardening projects:
1. Construction and operation of a hotbed, raising garden plants or flowers.
2. Growing one-fourth acre of beans, peas, tomatoes, etc., for canning.
3. Pruning, spraying and harvesting a given area of fruits.
4. Planting and caring for one-eighth to one-fourth acre of strawberries, black
berries, etc.
5. Rejuvenating a given amount of small fruits or orchard.
IV. Animal projects:
1. Giving a complete record of eggs, feed, and profits on a flock of chickens for a
given time.
2. Incubation, care, and marketing of a given number of chickens.
3. Raising a litter of pigs.
4. Fattening one or more pigs.
5. Raising and fattening two or more lambs. (Marketing if possible.)
6. Raising a colt for a fair.
7. Raising baby beef.
8. Fattening and showing a cow or bull.
9. Complete care of a colony of bees for a season, etc,
V. Soils:
1. Running a fertilizer test on an acre of ground for a season.
2. Testing for acidity and curing acid soil (1 or '3 acres).
3. Small drainage or irrigation problem.
VI. Illustrative outline:
1. "An acre corn project"-
(a) Student outlines his corn project.
(&) Selection of his plot.
1. Best soil for corn (deep, rich loam, etc.).
2. Upland or bottom land.
3. Distance from equipment.
AGRICULTURE COURSES. 353
E. Organization of work Continued.
VI. Illustrative outline Continued.
1. "An acre corn project" Continued.
(c) Applying manure to the plot
L Barnyard (by hand or spreader).
2. Commercial fertilizers.
(d) Preparation of the land
1. Cleaning it.
2. Plowing.
(a) Fall (if possible).
(6) Spring.
(c) Depth.
(d) Harrow or implements used.
3. Disking.
4. Harrowing.
() Selection of seed corn
1. Select it on the ear.
2. Best variety in locality.
3. Size of the ear.
4. Depth and size of kernels, etc.
(/) Preparation of seed for planting
1. Grading.
2. Shelling.
3. Running the ear germination test.
4. Testing seeds for diseases.
(g) Planting
1. Best time.
2. Best depth.
3. Methods.
4. Thickness.
(k) Cultivation
1. Types of cultivators to use.
2. Proper use of different types.
3. Different depths at different seasons.
4. Importance of working the soil after.
(i) Diseases and insects
1. Control of insects and diseases in the field.
(j) Selecting and storing seed corn
1. Go into the field and select seed for next year.
2. Practical methods of storing.
3. Proper place to store.
(k) Harvesting main crop
1. Husking.
2. Explain other methods.
(I) Marketing the crop.
(m) Final report.
(n) Showing the best sample of 10 ears in close competition.
Outlines similar to this one should be made for every project used.
COMMERCIAL LAW.
SENIOR YEAR (TWELFTH GRADE).
20 weeks, 40 minutes daily.
The aim of this subject is to familiarize the student with the rules of conduct governing
ordinary business affairs, in order that he may engage in safe dealings. Ignorance of the law
can not be used as an excuse.
I. Care in transacting business:
(a) Cautions to guard against.
(&) Negligence.
II. Property:
(a) Kinds.
(&) Right to use.
(c) Right to defend.
(d) Titles.
(e) Destruction.
(/) Possession.
III. Contracts:
(a) Importance.
'(&) Classes of.
(c) Enforcable.
(d} Forms.
(e) Testing.
IV. Agreements:
(a) Why have them.
(6) Difference between contracts and agreements.
(c) How obtained
1. Offer.
2. Acceptance.
3. Revocation.
4. Cancellation.
V. Making and expressing contracts:
(a) Time elements.
(&) Competency of parties.
(c) Consideration.
(d) Legality of object.
(e) Construction.
(/) Termination.
(g) Defenses.
(h) Partnership.
(i) Employment of labor.
(?) Carriers.
(fc) Sales of personal property.
(I) Sales of real estate,
(m) Landlord and tenant.
354
AGKICULTUBE COUBSES. 355
VI. Banking:
(a) Banks.
(5) Deposits.
(c) Checks.
(d) Overdrafts.
(e) Collections.
(/) Commercial paper
1. Negotiable Kinds.
2. Nonnegotiable Kinds.
3. Transfers.
4. Bill of exchange.
5. Promissory notes.
VII. Negotiable instruments:
() When.
(6) Signing.
(c) Payments Kinds.
(d) Liabilities of parties.
(e) Indorsements.
(/) Close indorsement.
(g) Indorsement without recourse.
(h) Waiver.
(i) Presentment for payment.
(?) Guarantors.
(fc) Forgery.
(Z) Usury.
VIII. Loans, credits, and collections:
(a) Securities
1. Personal undertakings.
2. Suretyships.
3. Indorsements.
4. Indemnity bonds and guaranties.
5. Property
(a) Real or personal.
(Z>) Mortgaged or pledged.
6. Deeds.
7. Pledges.
8. Liens.
9. Foreclosures.
10. Exemptions.
(&) Collections
1. Methods of.
2. Payments.
3. Procedure.
4. Bankruptcy
(a) Who may become.
(6) Insolvency.
(c) Discharge.
(d) Debts first paid.
(e) Uses of.
TRADE COURSES.
104225-22 24 357
While agriculture and stock raising will probably continue to form the chief occupation of
the great majority of the Indians of our country, who are naturally and necessarily a rural
people, still, to a limited extent the trades of blacksmithing, carpentry, painting, plumbing,
engineering, masonery, etc., afford excellent opportunities for the employment of trained
Indian mechanics. The average Indian student comes to us with an inherited skill and interest
in the use of tools. In his native state he fashioned his implements of war and husbandry from
the raw material, employing for the purpose the rudest tools. By wisely utilizing this native
ability it should be turned to good account in developing and training artisans of skill and
efficiency.
For years to come the great West will be the scene of varied industrial activity and
advancement. Already many Indian reservations have been opened to white settlement;
railroads have been constructed through them; towns and cities have been built where only a
few years ago the Indian wigwam held solitary possession. The future Indian mechanic should
be given such training as will enable him to see and utilize his opportunities. He should be
prepared to become a valuable factor in the development of the resources of his undeveloped
country to which he will naturally return after leaving school.
No course in mechanic arts in any school, conducted as a school, can turn out finished master
craftsmen. The aim of these courses is to give to Indian boys such trade and technical infor
mation and training as will enable them to go out from the school, not finished workmen, but
well equipped and trained journeymen, who, after getting real trade experience, will become
skilled mechanics capable of taking their place beside the average skilled workmen of whatever
race.
These courses are to be followed as closely as local conditions and the varying demands
of the school's upkeep will admit. Wherever the demands of the school require that certain
kinds of work be done in some period of the course other than that specified in the course,
students should be given credit for the work done if the principle involved has been thoroughly
mastered. In other words, these courses must be made to fit the student and not the student
to fit the courses.
A reasonable number of technical terms trade language are necessary to enable the
boy to read intelligently trade journals and more or less technical works.
359
AUTO MECHANICS.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE).
Pupils take regular work of Engineering III.
SOPHOMORE YEAR (TENTH GRADE).
Pupils take the regular work of Engineering IV.
JUNIOR YEAR (ELEVENTH GRADE) AUTO MECHANICS I.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Review gas engines.
II. The automobile:
The chassis; steering gear; different types of brakes, internal and external; operation;
undergather.
III. Wheel bearings :
Different types; care adjustment; care of springs and mufflers; chassis lubrication.
IV. Adjusting steering gear, brakes, and wheel bearings; testing for the proper alignment of
wheels; chassis lubrication.
V. Automobile engines:
(a) Engine parts and principles of operation; names of parts; metal used in each; use and
care.
(6) Firing order of four, six or eight cylinder engines; valve location in different types of
motors.
(c) Study construction and find the different firing orders.
(d) Cooling systems; general explanation; air and water; gravity and pump circulation;
packing of water pump; causes of overheating; care of the different systems; anti
freezing solutions.
(e) Engine lubrication; principles of different systems and care of the same.
(/) How to drain and refill crank case; the proper oil level; filling grease cups; lubrication
of timing gears; fan; pump shaft; starting crank and rocker arms.
(g) Practical work in making and applying manifold gaskets; cleaning fuel line and car
buretor.
(h) Valves Valve grinding and push-rod adjustment; how to test for poor compression.
VI. Transmission group:
Clutches; transmission differential; universal joint; drive shaft; rear axle; torque arms; strut
rods; use; care; lubrication; transmission troubles and the remedies.
VII. Machine shop practice:
(a) Hand-operated tools their names, uses, cost, and care.
(&) The hammers, punches, squares, levels, protractors, divides, calipers, verniers, gauges,
chisels, files, drills, tapers, reamers, taps, and dies.
(c) Exercises in use of hand-operated tools.
(d) The hack saw and exercises in its use.
361
362 COURSE OF STUDY.
VII. Machine shop practice Continued.
(e) The lathe; its parts, use and care.
(/) The chuck; mandrel; turning tools; centering; cutting speed; roughing and finishing
cuts; turning tapers; eccentric turning; boring; screw cutting.
(g) Drill in the vocabulary of the trade.
Qi) Exercises in use of lathe.
SENIOR YEAR (TWELFTH GRADE) -AUTO MECHANICS II.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Review work of the previous year in auto mechanics III.
II. Essential parts of automobiles, trucks, and tractors, compared.
III. Ignition:
(a) Batteries and induction coils.
(6) Dry cells; their construction; how to test for voltage and amperes; how to connect;
care of dry cells, battery troubles and their corrections.
(c) Storage batteries; their construction; volt meter test; hydrometer test; charging and
care of storage battery.
(d) Induction coil; its construction and use; the condenser; vibrator; circuit breaker;
timer.
(e) Spark plugs. Their construction and care.
(/) Connecting dry cells; wiring battery and coil system to the engine,
(gr) Practical excercise in timing and wiring battery ignition system to the engine; ignition
troubles and their correction; cleaning, testing, and adjusting spark plugs.
\fi) Battery systems of the igniter head type on four and six cylinder engines. How this
system differs from the vibrating type.
(i) Names of parts; type of coil used, and its care.
(j) Circuit breaker and igniter head of distributor.
(fc) Timing and wiring the ignition system to the engine.
(I) How to adjust circuit breaker. Engine troubles and their correction.
(m) Timing and wiring other battery systems. Adjusting contact maker. State laws.
(n) Battery system of the igniter head type on eight-cylinder engine. Firing order;
wiring an eight-cylinder engine.
(o) Magneto principles: Low and high tension magnetos. Names of parts; care of mag
netos. Adjusting circuit-breaker points; timing and wiring magneto to engines;
engine troubles and their correction.
(p) Timing and wiring high-tension magneto to the engine; adjusting the carburetor.
Ignition, carburetion, and mechanical troubles.
(q) Location and correction of engine, ignition, and carburetion troubles.
IV. Review of State and traffic laws; rules of the road.
V. Starting and lighting systems ; names of the parts; two-unit and single-unit systems; differ
ence between generator and starting motor; method of correct driving; occasional inspec
tion; care of commutator; care of brushes; running generator with battery disconnected;
lubrication of chains and bearings; relation of a storage battery to system; testing electro
lyte (fill with distilled water only). Tire construction, care and repairs. Blow-out
patches; repair and care of tubes; valve plungers; valve caps; dust caps; tire pressure per
inch; cross sections; effect of chain on tires; repairs to tires; removing and applying tires
and rims.
TRADE COURSES. 363
VI. Machine shop practice :
(a) Exercises in the use of hand-operated tools, continued.
(6) Exercises in the use of the hack saw.
(c) Practice in the use of the lathe.
(d) The drill press. The use and care of the drill press.
(e) The multispindle drill. Its use and care.
(/) The planer. Its parts, use, and care. Planer tools; method of holding the work.
The plate planer and its use.
(g) The shaper. Its parts, use, and care.
(h) Practical work in finishing forged and lathe-turned tools. Application of machine-
shop practice in repairs to engines, boilers, pumps, and plumbing.
VII. Special study of the trade vocabulary.
BLACKSMITHING.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) BLACKSMITHING HI.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Talks to students on the different features of the trade which they must master to become
proficient mechanics.
II. Cost at current prices of tools, materials, and othej equipment, with instructions as to
their use.
III. The forge, fire tools, anvil, hammers, sledges, tongs, hardy, cold and hot cutters, flatter,
punches, swages, swage blocks, fullers, heading tools, mandrels, bench and measuring tools,
vise, chisels, rules, square, dividers, calipers, scratch awl, tire setters, bolt cutters, wrenches,
bevel, hack saw, files, rasps, stocks and dies, drills, pincers, emery wheel, horseshoeing
tools, shoes, nails, fuel, fluxes (borax, sal ammoniac, sand), iron, steel.
IV. In these talks the teacher should always give thorough instruction not only on the points
mentioned but on such additional points as may be essential to an intelligent and compre
hensive understanding of the subject.
V. Talks and exercises: Keeping shop in order; making and management of fires. Have the
students acquire the correct manner of standing and working at the forge and anvil,
using the tongs and hand hammer, in becoming skillful in drawing down, bending,
shortening, welding, and splitting, and to learn the proper heats for working iron and steel.
VI. Making staples, S hooks, gate hooks, door hasps, bolts, welding (fagot, round, flat, right
angle, T weld, chain making) .
VII. Give special instruction in soldering.
VIII. Apply these principles to the simple repair work that is brought in the shop.
SOPHOMORE YEAR (TENTH GRADE) BLACKSMITHING IV.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Treatment of tool steel: Selecting and working steel; uses of different grades of steel; an
nealing, hardening and tempering, case hardening.
II. Tool making (work from blue prints) : Tongs, nippers, hammers, chisels, punches, drills,
hardies, crowbars, etc.
III. Repairs to farm implements: Sharpening plowshares, cultivator shovels, harrow teeth,
disks, mowers; wagons, buggies, etc., paying special attention to tire setting, replacing
broken spokes, fellies, setting skeins, making and repairing wagon boxes, wagon tongues,
buggy poles and shafts, neck yokes, eveners.
IV. Ordering new parts for farm implements: Necessity of giving proper description.
365
366 COURSE OF STUDY.
V. Horseshoeing:
(a) Management of horses in the shop; removing old shoes, anatomy of the horse's foot,
preparing the hoof for the shoe, fitting and nailing on old shoes.
(6) Making horseshoes: To correct forging, knee knocking, interfering, overreaching,
stifle trouble.
(c) Diseases of the horse's foot.
JUNIOR YEAR (ELEVENTH GRADE) BLACKSMITHING V.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Review work of previous years.
II. Continue practice in doing repair work of all kinds ; horseshoeing.
III. Estimate cost of material and labor and proper charge for piecework.
IV. Give special instructions relative to the necessary equipment, including tools and ma
terials and cost thereof for a small shop, the proper arrangement of equipment of shop,
storage of materials, care and use of old material; the use of catalogues, handbooks, and
trade journals.
V. Require students to plan and execute work, acting as advanced foremen.
SENIOR YEAR (TWELFTH GRADE) BLACKSMITHING VI.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Shop organization and management.
II. Estimating cost of materials, labor, and charge for piecework.
III. Planning and executing work as advanced foremen.
IV. Oxy-acetylene welding: Care of machines and tools; danger in use of machine.
V. Study of use of the machine, types of welding to be done and material used.
VI. Torches: Kinds and use of each.
VII. Study and mastery of technical vocabulary.
CARPENTRY.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) -CARPENTRY HI.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Review principal features of previous work.
II. Making furniture suitable for home or school use.
III. Interior and exterior finishing.
IV. Practical exercises as helpers in house construction, with plans and estimates.
V. Use of the steel square.
VI. Repairing of school buildings and school furniture.
VII. Setting door and window frames.
VIII. Fitting hardware.
IX. Construction of mantels.
X. Laying floors.
XI. Stair construction.
XII. Continue drill in vocabulary and spelling.
SOPHOMORE YEAR (TENTH GRADE) CARPENTRY IV.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Practical work in the construction of a cottage or other building with plans, estimates, and
cost of materials and labor.
II. Study building construction, including balloon framing; exterior and interior finishing; the
use of molding.
III. The use of glue in repair work; carpenter's clamps.
IV. Construction of stairs.
V. Paneling; millwork; construction of shelving.
VI. Study of metal, slate, asbestos and other prepared roofing.
VII. The use and care of the grindstone, emery wheel, mortising machine, band saw, lathe, and
planer. Give special attention to safety devices and care of shop equipment.
VIII. Continue drill in trade vocabulary and spelling.
JUNIOR YEAR (ELEVENTH GRADE) CARPENTRY V.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Architectural drawing, 60 hours.
I. Review previous year's work.
II. Make a chest of drawers.
367
368 COURSE OF STUDY.
III. Practical problems in the construction of cottages, barns, and outbuildings, with emphasis
on framing, roof construction, exterior and interior finishing. Use pupils as foremen.
IV. Repair of buildings.
V. The construction of porches and verandas.
VI. Give special attention to cornices, gutters, valleys, flashings, and downspouts.
VII. Construction and setting of door frames and window frames; study of sash weights,
cords, pulleys, bolts, door stops, etc.
VIII. Hanging of doors and transoms.
IX. Study of flooring; kinds of flooring, laying under floors, top floors, and finishing the floor.
X. Review and enlarge vocabulary, with special attention to spelling.
SENIOR YEAR (TWELFTH GRADE) CARPENTRY VI.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Architectural drawing, 60 hours.
I. General review of previous work.
II. Construction of buildings, students acting as foremen.
III. Stair construction with special attention to platforms, newel posts, balusters and handrails.
IV. Practical problems in preparing plans, specifications, and estimates, contracting problems.
V. Study of the bungalow and other types of dwellings.
VI. The chief lumber regions of the United States; the manufacture and sale of lumber.
VII. Give special attention to kinds and grades of lumber.
VIII. Review trade vocabulary and spelling.
IX. Emphasize use of trade journals and catalogues.
ENGINEERING.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) ENGINEERING IH.
Instruction, 40 weeks, 3 hours per week.
Production and application, 40 weeks.
Mechanical drawing, 60 hours.
I. Boiler inspection and management (20 weeks) :
(a) Boiler settings: Foundation, construction of walls, ash pit, back filling, supporting
the boiler, fire-brick lining, doors and front.
(6) General repairs to boilers: Use of the acetylene welding machine. Injectors, care
and management, breechings, dampers, and stack connections.
(c) Review thoroughly: Firing, draft, and combustion, with study of fuels, oil, coal, wood,
and gas, steam generation, horsepower of boilers and methods of determining same.
(d) Pumps: Types, high and low service, methods of packing steam and water valves,
steam and electric driven service pumps; location of boiler feed pumps and tem
perature of water to be pumped; feed-water heaters, open and closed types.
(e) Steam engines (stationary) : Types, construction, and working principles, operation,
lubrication, quantity and quality of lubricant to be used in different bearings.
(/). Bearings and their adjustment.
(g) Valves: How to set slide and Corliss; lap and lead and its effect on the engine; cut-off,
its meaning and purpose.
(Ji) Back pressure : Its advantages and disadvantages.
(i) Piston clearance : Its necessity and how to determine.
(j) Horsepower: Indicated, friction, net; the indicator; how to figure H. P. after assuming
M. E. P. (mean effective pressure) .
(fc) Governor: Fly ball, centrifugal and inertia; their duties and working principles.
(I) Study vocabulary used in Engineering III, with attention to oral and written spelling.
II. Plumbing (20 weeks) :
(a) Names, cost, uses, and care of tools, equipment, and materials.
(6) Laying sewer pipe : Pitch, size, and capacity, cementing connections, sewer branches,
manholes, traps.
(c) Cast-iron soil pipes: Where and how used, sizes, weights; cutting pipes, calking joints.
(d) Calking and testing cellar drains and soil stacks.
(e) Back venting: Why traps are back vented, and how constructed; soil and waste vent
ing; distinction between soil and waste for drainage.
(/) Pitch: Sizes of waste pipes; waste vents.
(g) Preparing soldering irons: Practice in use of soldering irons; making solder; composition.
(h) Roughing-in and setting fixtures, including connecting stoves, heaters, boilers, sinks,
tubs, and closets, using nickel-plated and wrought-iron pipe; gas fittings.
(i) Testing drainage systems with air, smoke, and chemicals,
(j) During the second half year study the vocabulary used in Engineering III.
369
370 COURSE OF STUDY.
SOPHOMORE YEAR (TENTH GRADE) ENGINEERING IV.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Steam, hot-water, and hot-air heating systems (20 weeks) :
(a) Study of the various accepted systems, with plans and estimates, including equipment,
materials, and labor.
(6) Pipe repairing and fitting: Cutting and threading pipes.
(c) Piping buildings for various systems of heating, such as steam, one-pipe; steam, two-
pipe; and hot water, direct-indirect, high and low pressure, hot air, etc. Repairs
to steam and water lines. Setting and connecting radiators, making and placing
coils.
(d) Review work in plumbing: Roughing-in and setting fixtures with repairs to fixtures.
Vents and traps. Laying sewer pipes.
II. Electric wiring (20 weeks) :
(a) Making different kinds of joints and splices.
(6) Removing insulation from wires.
(c) Making, soldering, and taping joints.
(d) Battery connections: Dry cell, storage battery, condenser, and transformer.
(e) Wiring for doorbells, annunciators, alarms.
(f) Repairs to telephone lines and connections.
(</) Housewiring: Open, concealed, metal conduit work.
(h) Location of switches, cut-out, etc.
(i) Study of underwriter's rules.
(j) Study of elementary principles of dynamos and motors. Practical operation under
supervision.
JUNIOR YEAR (ELEVENTH GRADE) -ENGINEERING V.
Instruction, 40 weeks, 3 hours per week.
Production and application, 40 weeks.
Structural drawing, 60 hours.
I. Dynamos and motors:
(a) Types, difference between direct current and alternating current. Installation: Loca
tion and foundation requirements.
(6) Starting and stopping appliances.
(c) Brushes, their purpose and care.
(d) Commutator: Care, treatment for high and low bars, how to remedy, preventing shorts
between the bars.
(e) Armature, its purpose and construction; heating, shorting, testing, and repairing. Field
coils, series, shunt and compound ; testing for shorts and grounds ; how to repair.
(f) Reversing a motor: Necessity, and how accomplished. Switchboards: Location, care
and management, instruments mounted in the board.
(</) Care and management of circuit breakers.
(h) Ground detectors, voltmeters and ammeters and other instruments.
(i) Operation of dynamos and motors as foremen during the second half year.
(f) Define volt, ampere, ohm, Ohm's law, phase, cycle, and other electrical terms.
(k) Reading of electric meters.
TRADE COURSES. 371
II. General review of the work of the previous years:
(a) Miscellaneous exercises.
(6) Exercises in interpretation of plans and specifications and in making estimates of
materials and labor for different kinds of work, including power plant, plumbing,
heating, and electric wiring. Pupils should plan and execute work acting as
advanced foremen.
(c) Give special attention to the use of catalogues, tradesmen's handbooks, and trade
journals, and to oral and written drill in vocabularies of the trades.
SENIOR YEAR (TWELFTH GRADE) ENGINEERING VI.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Structural drawing, 60 hours.
. The senior year of the Engineering course will be the same as the work outlined in the
course in Auto Mechanics II, to which the instructor is referred.
MASONRY.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) MASONRY m.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Talks to students on the different features of the trade which they must master to become
efficient mechanics.
II. Names, classification, and cost at current prices of tools and other equipment, with instruc
tions as to their use and care.
III. Trowels, chisels, hods, hammers, plumb rule, straightedge, pointing rule, line and pins,
2-foot rule, level, try-square, bevel, pickax, screens, shovels, scutch, sledges, beading
tools, jointers, groovers, edgers, tampers, gutter tools, rollers, plasterer's hawks, darbies,
floats, concrete mixer, rock crusher, pipe mold.
IV. Teachers should give thorough instruction not only on the points above mentioned, but
also on such additional subjects as may be essential to an intelligent and comprehensive
understanding of the subject.
V. Materials:
(a) Different grades, their use and cost.
(6) Lime, brick, tile, stone, cement, sand, gravel, plaster, hair, lath, lumber for forms
and scaffolds, iron for reinforcing concrete.
VI. Talks and exercises:
(a) Building foundations
1. Determining depth and width, considering character of building, climatic, and
soil conditions.
2. Excavating to exact measurements; squaring and leveling trenches; bracing
banks to prevent caving.
3. Making forms; construction of footings.
4. Proportioning for concrete; mixing and placing concrete; wet and dry mixture;
protection of concrete after placing; removing of forms.
(6) Wall construction
1. Concrete, brick, stone.
2. Concrete: Blocks, reinforced.
3. Stone: Rubble, coursed rubble, ashlar, coursed ashlar.
4. Brick: Common, pressed.
5. Bonding: Why necessary, various kinds.
(c) Mortar:
1. Materials: Lime, sand, cement; slaking and running off lime.
2. Mixing mortar for brick and stone work; adding cement to lime mortar; tempering
mortar.
3. Spreading mortar for stone or brick walls; size of joints, pointing.
(d) Trade vocabulary.
10422522 25 373
874 COURSE OF STUDY.
SOPHOMORE YEAR (TENTH GRADE) MASONRY IV.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Concrete:
(a) Continue practice in concrete construction in building footings, walls, piers, stems,
sidewalks, floors, curbings, gutters, copings, arches, cisterns, silos, posts, slabs,
girders, columns, blocks, pipe.
(6) Effects of weather; freezing, expansion, etc.
(c) Strength of arches and walls.
(d) Methods and materials for reinforced concrete construction.
() Road building.
II. Stonework:
(a) Continue practice in stonework; laying out and cutting stone for caps, sills, corners,
jambs, steps, piers, arches, copings.
(6) Laying and bonding stone footings, piers, various kinds of walls, curbs.
(c) Backing up stone facing with brick, concrete, or stone.
(d) Openings for windows and doors.
(e) Trade vocabulary.
JUNIOR YEAR (ELEVENTH GRADE) MASONRY V.
Instruction, 40 weeks, 3 hours per vreek,
Application and production, 40 weeks,
Mechanical drawing, 60 hours.
I. Bricklaying:
(a) Continue practice in bricklaying.
(6) Attention to speed, accuracy, and neatness of construction of piers, walls (solid, hollow,
and veneered) of various thickness, arches, flues, mantels, pilasters, quoins, panels,
corbels, and cornices.
(c) Bonding, pointing.
(d) Joining new walls to old walls.
(e) Building in hangers for floor beams.
(f) Openings for windows and doors.
(</) Setting frames.
(Ji) Construction of boiler settings, furnace linings, use of fire brick, and fire clay.
(i) Construction and lining of stacks.
(?) Repairs to ovens,
(fc) Paving.
II Plastering:
(a) Mixing lime mortar; proportions of lime and sand; judging sand for sharpness, purity,
and grade; screening sand.
(&) Mixing scratch and brown mortars.
(c) Lathing with wood, metal lath, or plaster board.
(d) Mixing and putting on finish.
(e) Spreading plaster on different surfaces, lath, plaster board, brick, and stone.
(f) Proportioning and mixing cement mortar.
(g) Making a sand finish.
(Ji) Plaster for exterior of building.
(i) Rough casting; proportions of cement, sand, and lime.
(j) Splatter-dashing buildings and walls.
(Jc) Protection of plaster from heat, cold, and wind.
III. Trade vocabulary.
TRADE COURSES. 375
SENIOR YEAR (TWELFTH GRADE) MASONRY VI.
Instruction, 40 weeks, 3 hours per week,
Application and production, 40 weeks,
Mechanical drawing, 60 hours.
I. General review of work of previous years.
II. Exercises in interpretation of plans, specifications, and estimating material and labor for
all kinds of mason work. Give special attention to the use of catalogues, tradesmen's
handbooks, and trade journals.
III. Continue practice in repair and more difficult construction work hi all lines of masonry.
Require students to plan and execute work, acting as advanced foremen.
IV. Trade vocabulary.
PAINTING.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) PAINTING m.
Instruction, 40 weeks, 3 hours per week,
Application and production, 40 weeks,
Mechanical drawing, 60 hours.
I. Review of previous work.
II. Selection of paints, stains, varnishes, etc., harmony of colors.
III. Hardwood finishing: Filling with paste, liquid filler and. shellac, staining in -various colors j
oiling, waxing, and painting floors; care of floors.
IV. Varnishing: Glossy flat, rubbed and waxed finished on hardwoods; removing old varnish.
V. Methods of painting exteriors and interiors, students acting as helpers.
VI. Practical exercises in the erection of scaffolds, staging, and ladders, with institutional
work in painting and finishing interior and exterior wood work.
VII. Elements of interior decoration.
VIII. Practice in lettering.
IX. Study of industrial vocabulary.
SOPHOMORE YEAR (TENTH GRADE) PAINTING IV.
Instruction, 40 weeks, 3 hours per week,
Application and production, 40 weeks,
Mechanical drawing, 60 hours.
I. Review of previous work.
II. Painting of interior walls and ceilings, with methods of enameling, kalsomining varnishing,
graining, decorating, and hardwood finishing, students acting as helpers.
III. Methods of finishing surfaces; two-color work.
IV. Paper hanging; Preparation of walls and ceilings, methods of hanging on side walls, ceilings
and wood partitions; making paste, cutting, trimming, pasting, hanging; use of burlap,
selection of paper; harmony of colors, grades, cost, etc.
V. Practical exercises (glazing, removing bid paint, puttying, sandpapering, preparation of
surfaces and application of paint, oil, or varnish) in institutional work.
VI. Study of industrial vocabulary.
JUNIOR YEAR (ELEVENTH GRADE) PAINTING V.
Instruction, 40 weeks, 3 hours per week,
Application and production, 40 weeks,
Architectural and free-hand drawing, 60 hours.
I. Review of previous work.
II. Estimates for materials and labor for specified jobs of work.
III. Practice in enameling, graining, stenciling, decorating, and hardwood finishing, students
acting as journeymen.
IV. Practice in paper hanging.
V. Lettering and sign painting. Design of plain letters, proportion and style of letters, laying
out and spacing, arranging and grouping of letters, blocking and shading, lettering on
cardboard, wood, metal, glass, canvas, muslin, etc.
VI. Study of industrial vocabulary.
377
378 COURSE OF STUDY.
SENIOR YEAR (TWELFTH GRADE) PAINTING VI.
Instruction, 40 weeks, 3 hours per week,
Application and production, 40 weeks,
Architectural and free-hand drawing, 60 hours.
I. General review of previous year's plans and estimates, including materials and labor. Con
tracting problems.
II. Striping and two-color work with special attention to automobile painting.
III. Require students to plan and execute work, acting as advanced foremen.
IV. Practice in lettering and sign painting.
V. Painting of screens and Indian art for students who possess special talent along those lines.
VI. Continue practice in painting, kalsomining, decorating, varnishing, and paper hanging in
connection with the institutional work.
VII. Study of industrial and technical vocabulary.
PRINTING.
Problems aggregating 100 credits are
required during each year of the course.
FRESHMAN YEAR (NINTH GRADE) PRINTING IH.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Making up pages in which there are illustrations.
II. Imposing up to 16-page forms.
III. Estimating and cutting stock for tickets, booklets, folders, and similar work.
IV. General job composition, including two-color work; skeletonizing.
V. Blank forms and rule work on the platen press.
VI. Reading proof.
VII. Planning and setting jobs from rough copy.
VIII. Use of primary colors in inks.
IX. Assist in making ready half tones.
X. Overlays; the making of, placing of, etc.
XI. Making ready on the cylinder press.
XII. Trade vocabulary.
SOPHOMORE YEAR (TENTH GRADE) PRINTING IV.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Cast tables, issue copy, and supervise the composition thereof.
II. Headings.
III. Title-pages.
IV. The page of type, proportion of.
V. Harmony of type faces, borders, and ornaments.
VI. Inks, printing; colors; driers; mixing; care of; how to order.
VII. Invoice of equipment, giving cost and present value.
VIII. Typesetting machines, study of. (Each student should be instructed in the operation
of and have some experience in operating a typesetting machine while in this grade.)
IX. Reading and revising proofs.
X. Two-color work with plates.
XI. Lectures on roller making; ink making; newspaper illustrations; half tones; paper making;
shop mathematics, etc. Visits to the ink maker, engraver, paper mill, other print shops,
etc., should be made.
XII. Arrangement of pages in a book.
XIII. Embossing.
XIV. Trade vocabulary.
379
380 COUBSE OF STUDY.
JUNIOR YEAR (ELEVENTH GRADE) PRINTING V.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Instruction and practice on a typesetting machine. Pupil should do sufficient work to enable
him to get good proofs at fair speed.
II. Act as instructor to first-grade classes. (Individual instruction is very necessary to stu
dents in this grade, and this plan affords an opportunity to test their desire and ability
to act as instructors.)
III. Charge pupil with making up, locking up, putting job to press, and other similar work
which will test his ability to oversee work and direct others.
IV. Practical work in planning and directing through to completion any work that would
ordinarily be done in the school shop.
V. It is suggested that the student work in commercial shops during vacation, whenever it is
possible; also that he take a course by correspondence similar to that offered by the
International Typographical Union.
VI. Trade vocabulary.
SENIOR YEAR (TWELFTH GRADE) PRINTING VI.
Instruction, 40 weeks, 3 hours per week.
Application and production, 40 weeks.
Mechanical drawing, 60 hours.
I. Study a cost system that is accepted by the business world. The apprentice should under
stand it thoroughly and should be able to show totals guaranteeing a profit of any stated
per cent.
II. Study shop practice, discipline, preparation of lessons, routing of work, etc. Special work
in job work, machine composition, and presswork. Arrangements should be made by the
school to place pupil in a commercial shop, where he will have the advantages of special
work for at least one-half of the school year.
[II. Trade vocabulary.
MECHANICAL DRAWING.
Problems aggregating 100 credits are
required during each year of the course.
Freshman year (ninth grade) 60 hours:
Mechanical drawing during the freshman year is the same in all vocations. The alpha
bet of lines. Practice in scaling drawings. Drawing simple objects to scale. Placing
dimension lines and scale designations on drawings. Inking, tracing, and blue printing.
CARPENTRY.
Sophomore year (tenth grade) 60 hours :
Study of architectural lettering. Make working drawings of tool chest, sawhorse,
workbench, etc. Make working drawings of furniture, such as footstool, chair, table,
cabinet, etc.
Junior year (eleventh grade) 60 hours:
Details of exterior building construction. Details of door and window frames and
interior construction. Draw complete plans and details of a poultry house and a hog
house.
Senior year (twelfth grade) 60 hours:
Complete plans and details of a modern barn. Complete plans, elevations, details,
specifications, and bill of materials for a small modern house. Perspective drawing of a
house.
ENGINEERING.
Sophomore year (tenth grade) 60 hours:
Advanced study of screw threads. Make drawings of bolts and screws. Study and
drawing of gearing. Make drawings of simple machine parts.
Junior year (eleventh grade) 60 hours :
Sketches and working drawings of valves, hangers, couplings, flywheels, etc. Draw
ings of standard pipe fittings.
Senior year (twelfth grade) 60 hours:
Make drawings of boilers; exterior and sections. Draw plan, elevation, and sections
of boiler setting. Draw parts of steam and gas engines; cylinder, piston, connecting rod,
etc. Interpret plans of plumbing, heating, and lighting layouts.
MASONRY.
Sophomore year (tenth grade) 60 hours :
Sketches and working drawings of walls, piers, sills, caps, etc. Make section drawings
of concrete forms.
Junior year (eleventh grade) 60 hours:
Draw plans, elevations, and sections of brick and stone arches. Make drawings of
different kinds of stone masonry and brick bonds. Draw details of window and door
frames for masonry walls.
Senior year (twelfth grade) 60 hours:
Draw plans and sections of boiler settings, foundations for machinery. Make plans,
elevations, sections, and bill of materials for a brick or stone fireplace. Make a complete
drawing, and prepare specifications and bill of materials for a house foundation.
381
382 COURSE OF STUDY.
BLACKSMITHING.
Sophomore year (tenth grade) 60 hours:
Sketches and working drawings of punch, gate hook, cold chisel, wrench, etc.
Advanced study and drawing of screw threads. Make drawings of bolts and spur gears.
Junior year (eleventh grade) 60 hours:
Make working drawings of tongs, hand hammers, sledges, swage block, forge, etc.
Make a plan of a blacksmith shop showing the location of equipment.
Senior year (twelfth grade) 60 hours:
Make detail drawings of wood and iron parts for a wagon. Make a detailed drawing
of a wagon wheel. Make an assembly drawing of a complete wagon.
PAINTING.
Sophomore year (tenth grade) 60 hours:
Study and drawing of various types of letters.
Junior year (eleventh grade) 60 hours:
Advanced free-hand drawing. Study and drawing of classic ornament and border
designs.
Senior year (twelfth grade) 60 hours:
Drawing original designs of signs and ornamental panels.
AGRICULTURE.
Sophomore year (tenth grade) 60 hours :
Make working drawings of concrete water trough, well curb, steps, fence posts, man
gers, gutters, etc.
Junior year (eleventh grade) 60 hours:
Make working drawings of various types of farm buildings, such as poultry house,
hog house, wagon shed, barn, etc. Make detail drawings showing exterior and interior
construction of farm structures.
Senior year (twelfth grade) 60 hours:
Farm maps showing streams, roads, bridges, and buildings, using standard topo
graphic signs.
INDUSTRIAL DRAWING.
DOMESTIC ART COURSE.
60 hours in the junior year.
I. Principles in mechanical drawing.
II. Free-hand drawing; leafing bud, flower, etc., to be used as motifs in ornamentation.
Adaptation of motif to a border, triangle, circle, square, hexagon, and panel.
III. Conventionalization of similar adaptations.
IV. An original design for a table runner using natural motif.
V. Geometric designs, Indian designs, application to art needlework.
VI. The use of the stencil and designs for stenciling.
VII. Proportion in ornamentation.
VIII. Studies in color, complimentary colors, principles of harmony and contrast.
DOMESTIC SCIENCE COURSE.
60 hours in the junior year.
I. Principles of mechanical drawing.
II. Elementary drawing of house plans.
III. Picture study; types of good pictures for household decorations.
IV. Color study, primary colors, complimentary colors, principles of harmony and contrast.
V. Color sketches of interiors on walls, hangings, etc.
VI. Nature's color box; use of color in backgrounds.
383
APPENDICES.
APPENDIX A.
5297
VOCATIONAL RECORD CARD.
Subject: Painting.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date entered
Date completed
Final grade.
Prevocational. Junior se
cond year.
Junior first year.
Date.
Problems.
Maxi
mum
credits
Credit
given.
Date. Problems.
Maxi- c d , t
mum frl v nn
credits. g e
Names and care of tools
5
10
5
15
15
15
15
10
10
10
15
10
10
5
10
5
10
10
10
10
10
Preparation of old woodwork for painting. . .
Sandpapering surface and puttying holes,
preparatory to painting of new work
Mixing paint for exterior use
Painting a roof
15
Care of glass cutter
10
Replacing broken windowpane
10
Waxing a floor
15
Mixing paint for interior use
15
Mixing floor paint
10
Painting a floor
Mixing paint of required color, various prob
lems
PROBLEMS SELECTED BY INSTRUCTOR.
Preparing surface for enamel ,
Mixing enamel
Enameling a bathroom, kitchen, or bed
Mixing whitewash
Whitewashing fence, henhouse, etc
Mixing kalsomine
Kalsomining a room
Preparation of size
Siring a wall
Stenciling a room
Arranging scaffolding and staging
Painting interior of room
385
5 297a
VOCATIONAL RECORD CARD.
Subject: Blacksmi thing.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date entered
Date coj
npleted
Final grade.
Prevocational. Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Study of fire building
10
10
10
10
10
5
5
5
5
10
10
10
10
10
10
10
10
5
5
10
10
10
15
10
Making cold chisel...
15
15
5
5
10
10
10
10
15
10
Making a lid lifter
Making rock drill. .
Making a meat hook
Making a plain weld
Making brace. .
Making baled hay hook
Placing handle in hammer
Wagon-bed stake iron
Placing handle in ax
Drilling a hole .
Placing handle in pick
Making gate latch
Cutting threads
Making a hub ring
Making screen hook
Making a bolt with nut
Making an open link
PROBLEMS SELECTED BY INSTRUCTOR.
Making poker
M aking wrench
Making joist hanger
Making gate hook
Making chain link
Making bucket handle
Making camp-fire frame
Making chest handle
Making sad-iron stand
Making clevis
Making a ring ..
386
5 297b
VOCATIONAL RECORD CARD.
Subject: Engineering.
Pre vocational, and Junior Vocational Engineering I and II.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date enl
Date coi
ered
apleted
Final grade.
Prevocational.
Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given .
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Location essential parts of the boiler ....
5
10
10
15
5
5
5
10
5
5
5
5
5
} 5
16
5
5
5
5
5
10
10
5
Wiring house for doorbell;
Repairs to telephone lines
Repairs to sewer line
5
5
15
10
10
10
5
10
5
5
10
20
15
and connections . .
Naming and locating the furnace fittings
Ability to spell 100 engine
Testing for loss of compres
its correction
ering words
sion in gas engines;
Firing, proper methods of
Adjusting carburetor mixing valve of gas
engine . . . -
Testing the safety appliance under steam
Cleaning spark plug
Adjusting valves and pus
Cleaning the timer
n rods
Cutting boiler into service
Cleaning and filling crank case and grease
cups
Inspection for corrosion and incrustation of
Exercise in cleaning carbon deposits in
engine
Operation and care of aut
Operation and care of gas
smobiles
engine
Packing cylinders
Draining the pumps
Cutting pipes .
PROBLEMS SELECTED BY INSTRUCTOR.
Threading pipes
Repairs to steam and water lines
Repairs to
Tanks
Valves
Cocks
Sinks
Toilet plumbing. .
Operation and care of the steam engine
Removing insulation from electric wire,
splicing and taping joints
,
387
5 297c
VOCATIONAL RECORD CARD.
(Name of school.)
Subject: Printing.
Prevocational and Junior Vocational Divisions.
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the pre vocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date entered
Date completed .
Final grade.
Prevocational.
Junior first year.
Junior second year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
PRINTING I. First year.
The composing stick and rule, use of
1
10
].
i
i
5
5
10
5
1
1
5
1
5
5
5
5
5
10
1
1
5
5
5
5
5
5
5
5
PRINTING II. Second year Continued.
Initials, two-color
5
5
5
10
2
3
5
5
5
1
2
5
1
5
1
1
1
1
2
5
Correcting galley proof
Correcting pages
Making-up
Feeding to register .
Folding
The page of type, handling of
Imposing up to four-oage forms . ...
Locking up for platen press
Making ready on platen press
Cylinder press, parts of
Check binding
Cylinder press, feeding the
Cutting stock
Standard sizes of book and bond papers
Cleaning and caring for machinery
Imposing corner cards for envelopes
Assisting in making ready on the cylinder
press
Operation of mailing machine
The point system (review)
Holding copy
Correction and care of the mail lists
Shop mathematics
Initial letters
Interpretation and making of proof-readers'
marks
Correcting own proofs
PRINTING II. Second year.
The type measurement
PROBLEMS SELECTED BY INSTRUCTOR.
The font of type .
Study of different classes of type
Division of words
Composition of
Leader work
Tables
Jobs, simple
Programs".
Letterheads
The use of borders
388
5 297d
VOCATIONAL RECORD CARD.
Subject: Shoe and harness repairing.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
Date entered
Date completed
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Final grade.
Prevocational. Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Maxi- /-'rarfit
Date. Problems. mum ~ ( < *! t
credits. * iven -
Listing names, uses and cost of tools . . .
10
10
10
10
10
10
20
10
5
10
10
10
5
10
10
PROBLEMS SELECTED BY INSTRUCTOR.
Care of tools
Judging quality of leather
Parts of a harness and purpose of each.
Parts of a shoe and purpose of each
Exercises in shoemaking:
Straightening or lowering heel
Half soling
Repairing of ripped stitching
Oiling and blacking
Patching
Exercises in harness repairing:
Splicing lines
Cleaning and oiling
Repairing breaks with rivets
Adjusting a harness
Repairing breaks by stitching
10422522 26
389
5 297e
VOCATIONAL RECORD CARD.
Subject: Carpentry.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOT
the ins
centra
from t
comph
of the
more t
made, one for
>rd file in the
credits taken
ms, must be
in each year
i is to be used
Date coi
npleted
E. Two copies of this card are to be
structor and one for the student's rec<
office. Problems aggregating 100
he list below, or equivalent proble
)ted in the prevocational course and
junior vocational course. No problen
tian once.
Final grade.
Prevocational. Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Names, uses, care, and sharpening of tools. . .
Materials kinds, measurements, storing
Sawbuck
10
10
10
10
10
10
10
15
10
10
5
5
10
5
10
5
5
5
10
5
10
10
10
10
10
10
10
10
5
10
10
Diversion box for laterals
10
10
10
10
10
10
10
10
10
5
5
5
5
10
Embroidery frame
Hand sled
Wagon jack
Bookshelf
Hammer handle
Bootblack box
Plank drag
Correctly spelling list of 60 words used in
carpentry
Window screen
Door screen
Wood box
Farm gate
Boy's sled
Stanchion
Broom rack
Hog trough
Knitting needles
Chicken trough
Crochet needle for rug making
Clothes rack
Rack for thimble and scissors . .
Coat hanger
Towel rack ,
Kitchen table . . .
Picture frame
Ironing board
Singletree
Seed testing box
PROBLEMS SELECTED BY INSTRUCTOR.
Trap nest
Three-horse evener
Weaving frames
Jumping standard. ..
Wagon tongue
Bulletin board
Feed hopper
Chicken coop
Bird house
Flower box
Hog chute
Head gate
390
6 297f
VOCATIONAL RECORD CARD.
Subject: Masonry.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be used
more than once.
Date entered
Date completed
Final grade.
Prevocational . Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Maxi- r>A;t
Date. Problems. mum , redlt
credits. & lven -
Names, uses, care, and cost of tools and
equipment in concrete work
10
10
10
15
10
10
10
10
15
13
10
Mixing mortar for stonework 15
Laying stone wall, one square 30
Study of cement
Concrete hog trough
Concrete hog wallow
PROBLEMS SELECTED BY INSTRUCTOR.
Concrete feed trough
Flower box
Concrete trash box
Mixing mortar for bricklaying
Erecting scaffolding
Stonemasons' tools use, care, and cost
391
5 297g
VOCATIONAL RECORD CARD.
Subject: Auto mechanics.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in tbe
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be used
more than once.
Date entered
Date completed .
Final grade.
Prevocational.
Junior first year.
Junior second year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
.Maxi
mum
credits.
Credit
given.
Name parts of a gas engine ,
Cleaning timer
Locating missing cylinder
Installing wires on a 4, 6, or 8 cylinder
mo'tor
Putting on new brake bands ,
Operating auto or truck
Taking down and repairing rear axle
Putting in new spring
Repairing leaky radiator
Changing tires
Repairing tubes that have been punctured . .
Repairing casings
Spelling 50 auto terms
Adjusting brakes
Cleaning spark plugs
Greasing front wheels
Greasing rear axle
Installing new bearings on front wheel
Replacing spindle
Aligning front wheels
Repairing upholstery that has come loose
Cleaning caroon from engine
Adjusting push rods
Grinding valves
Make a diagram of a cooling system .
Packing a pump
Repairing a fender
Adjusting steering gear
Adjusting clutch and foot brake
PROBLEMS SELECTED BY INSTRUCTOR.
392
5 297h.
VOCATIONAL RECORD CARD.
Subject: Cooking.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be used
more than once.
Date enl
Date, cor
ered
npleted
Final grade.
Prevocational.
Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Cooking, prevocational and first year:
3 pint cans vegetables
10
10
5
5
5
10
10
10
10
10
10
5
5
5
5
10
5
5
10
10
5
5
5
50
60
50
15
10
10
10
10
5
I
10
5
10
10
15
Cooking II Continued.
Gingerbread
10
10
20
10
10
10
10
5
10
60
70
65
10
10
10
10
4 glasses jelly
Whole wheat bread, 1
Serving refreshments
party
loaf
1 tumbler marmalade
for an evening
Muffins cornmeal, bran, or graham flour
Biscuits, using sour milk
Apple pie . . .
French fried potatoes . . .
Custard pie
Doughnuts
Chocolate pie
Boston brown bread
Ice cream
Steak, fried
Making a fireless cook
Cheese sticks
er
Steak, flank, rolled and stuffed . .
Pork roast .
A breakfast consisting of fruit, a cereal, a
beverage, eggs in some form, and hot
biscuits or muffins; cost of the meal to
be computed at current prices; pupil
to plan the menu, set the table, and
cook the meal
Baked potatoes
A scalloped dish, using cheese
Braised oeef
A vegetable creamed .
Creamed eggs
A dinner consisting of a soup, a meat
dish, a vegetable, a relish, a creamed
vegetable, a dessert, cost of meal to be
computed at current prices; pupil to
plan the menu, set the table, and cook
the meal
Fried mush
Steamed pudding
Indian pudding
Cottage pudding
Shortcake
Deviled eggs
A supper or luncheo
leftover (in casser
served) potatoes in
ish; dessert; a bever
Table service
n consisting of a
ole or otherwise
sotne form, a rel-
age
A breakfast, with five articles, including
planning the meal, setting the table,
A dinner with six articles, including
planning the menu, setting the table,
Personal habits in kitchen and dining
room
A supper or luncheon with five articles,
including planning the menu, setting
the table, cooking and dishing
Table manners
Written examination
Table service
Table manners
PROBLEMS SELECTED BY INSTRUCTOR.
Personal habits In the kitchen and din
ing room
Written examination
Cooking II:
Nut bread, 1 loaf
1 pound butter ,..,,
Plain oak e .
Layer cake
Layer cake with frosting
393
52971.
VOCATIONAL RECORD CARD.
Subject: Home training and housekeeping.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be used
more than once.
Date entered
Date completed .
Final grade.
Prevocational.
Junior first year.
Junior second year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Drv-mopping a floor
5
10
10
10
60
5
15
20
10
10
25
20
5
15
10
10
25
15
10
Tiling a floor
Being a big sister to a smaller girl, training
her in personal habits, courtesy, etc. (for
the term).
Collection of illustrations of good type of
chair, dining table, and chairs, bed and
bureau and at least five labor saving de
vices, with name and uses
Cleaning windows (four)
Arranging a living room
Cleaning a bedroom, including proper clean
ing of floor, windows, walls, snades, hang
ings, bed and other furnishings; proper
care of cleaning materials afterwards
Cleaning a bathtub
Cleaning a bathroom, including toilet, lava
tory, bathtub, floor; care of towels, etc
Personal habits
PROBLEMS SELECTED BY INSTRUCTOR.
Putting away 'woolen clothing to protect
from moths
Making an incinerator
Cleaning a clothing room or closet
Arranging a clothing room
Putting on a party; being a hostess; writing
and sending invitations; reoeiving guests;
providing at least two entertainment fea
tures
Preparing and serving one item of refresh
ment
394
5 297 j.
VOCATIONAL RECORD CARD.
Subject: Laundering.
Pre vocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the pfevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date entered . ..
Date completed
Final grade.
Prevocational. Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Maxi- Crf .A: t
Date. Problems. mum ^ea
credits. K>
6 nap'-'ins with initial or monogram
20
15
15
10
5
5
5
10
10
90
10
PROBLEMS SELECTED BY INSTRUCTOR.
1 white blouse, starched
1 tailored blouse, or shirt
1 colored cotton dress
1 table loth
1-pieee lingerie underwear, or nightdress
1 pair o eralls
1 wool blan 'et
Removal three kinds of stains
1 set individual clothing, consisting of 1
nightdress; 1 blouse; 2 pieces knit under
wear; 2 pair hose; 1 pie?e neckwear; 1
pie"e muslin underwear; 1 colored cotton
dress: 1 petti"oat or bloomers. Proper steps
to be followed of sorting; order of washing;
soaking; use of soap and washboard:
scalding or boiling; rinsing; bluing; starch
ing; hanging to dry; sprinl ling; folding;
ironing; airing; care of utensils
Written examination
395
5 297k.
VOCATIONAL RECORD CARD.
Subject: Kitchen Gardening.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
Date entered
Date completed .
Final grade.
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Prevocational. Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Maxi- r.wi;f
Date. Problems. mum Credit
credits- e' vel1 -
Drawing a plan of a garden showing size,
rows of vegetables planted
5
10
10
10
10
.5
5
10
80
20
10
PROBLEMS SELECTED BY INSTRUCTOR.
Starting a vegetable in the house
Preparing the soil for planting (individual
garden)
Planting
Keeping in cultivation
Catherine; crop
Saving seed
Caring for small flower bed or an indoor box
of plants
Fr planting and cultivating a small indi
vidual garden containing five vegetables
(preparing the soil, selecting the vegetable
seed; planting; cultivating)
Making a cold frame
Written examination
396
52971.
VOCATIONAL RECORD CARD.
Subject: Poultry Raising.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date entered
Date completed .
Final grade.
Prevocational.
Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given .
Date<
Problems.
Maxi
mum
credits.
Credit
given.
For care of a sitting hen and caring for her
brood
Making a coop for small chickens
Cleaning hen house
Disinfecting chit 1 ken house
Whitewashing chicken house
Proper feeding of chickens one week; gather
ing eggs
Keeping chicken house clean, nest clean, etc.,
1 week; gathering eggs, feeding regularly;
keeping out vermin; watering and other
wise caring for the flock of chickens
Sketch of a plan for chicken house
Written examination. . .
PROBLEMS SELECTED BY INSTRUCTOR.
5 297m.
VOCATIONAL RECORD CARD.
Subject: Sewing.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
Date entered
Date completed .
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
Final grade.
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Prevocational.
Junior second year.
Junior first year.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
civen.
First year:
Cleaning and oi'ing sewing machine
Tightening or shortening belt
10
5
5
10
10
25
25
5
5
5
5
10
15
30
/ 20
\ 20
10
30
30
25
Second year Continued.
Renovating a hat
15
15
15
15
25
25
20
20
Cleaning or pressing s
Sample book with at
showing textiles,
width, use, and cost
Child's rompers
nit or dress
least 12 samples
with description,
Pair of sheets and pilowcases, plain
The same with monog"am or initial
The same with other decoration
Bloomers
A middy blouse of cotton, all steps
Child's simple dress
A blouse of wool or cotton
Joining-lace and embroidery
Written examination
Making placket
French and felled seams
Embroidered initial or monogram
PROBLEMS SELECTED BY INSTRUCTOR.
Pressing wool skirt
Making dress
Making chemise... \ Or any substitute
Making nightdress. ./ for either.
Second year:
Layette: Band and diaper, 5; slip, 5;
shirt and petticoat, 5; wrap and cap,
Tub dress: An steps; finishing: pressing..
Breakfast set, or substitute, decorated...
398
5 297n.
VOCATIONAL RECORD CARD.
Subject: Nursing.
Prevocational and Junior Vocational Divisions.
(Name of school.)
(Name of pupil, surname first.)
(
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed in the prevocational course and in each year
of the junior vocational course. No problem is to be
used more than once.
Date completed
Final grade.
Prevocational. Junior so
3ond year.
Junior first year.
1
Date.
Problems.
Maxi
mum
credits.
Credit
given .
Date. Problems.
Maxi- p-.-.^
mum gjg*
credits. 0ven '
Taking pulse and temperature
10
5
10
15
10
15
10
5
5
5
10
10
10
15
10
15
5
Tnhs^lption
5
Making record
5
Arranging a sickroom for proper ventilation,
light, sanitation, etc
Applying hot water bag
5
Applying ice bag
5
Proper cleaning of a sickroom
Poultice
5
Preparing an invalid's tray. . . .
Written examination
10
Making a hospital bed; open bed
Changing sheets with patient in bed
Making receptacle for sputum.
PROBLEMS SELECTED BY INSTRUCTOR.
Making paper cup
Changing gown of patient
Giving patient cleansing bath in bed
Giving patient cool sponge bath
Bathing baby (demonstrating with doll)
Brushing one's teeth twice a day
Demonstrating measuring and giving medi
cine
Bandaging (three demonstrations)
Hot fomentation
399
5298
VOCATIONAL RECORD CARD.
Subject: Painting.
Senior Vocational Division.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each vear of the senior vocational course. No
Date entered
Date completed .
Final grades.
Freshman.
Junior.
prouiem is TO oe useo. more man once.
Sophomore.
Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Finishing a floor wax finish. ......
10
10
30
10
15
15
10
10
15
25
5
25
15
10
10
20
15
10
10
10
25
20
25
25
20
25
20
10
Painting a silo...
25
10
20
15
10
15
10
15
15
15
20
ZO
5
10
10
10
Painting a floor
Preservation of unused pa
Painting exterior of brick
Hanging burlap wainscot]
Estimate of cost of labor
papering a cottage
Mastery of the elements of paint mixing
Varnishing a bookcase
cottage
Staining a piece of furniture
and materials for
Proficiency in erection of scaffolding and
staging
Proficiency in glazing
Painting a water-closet
Graining a door
Interior painting of a room
Painting a cultivator
Painting and trimming small buildings, ex
terior
Painting a band stand
Making of paste for paper hanging
Painting a chicken house
Papering a room
Painting a bench, settee, or porch swing
Painting hurdles . .
Removing old paint from room
Varnishing a washstand
Painting an ice box
Elements of harmony of colors
Painting steam pipes
Estimate for materials and labor for painting
Painting a sign
PROBLEMS SELECTED BY INSTRUCTOR.
Lettering on glass
Lettering on cardboard
Lettering on canvas or muslin
Painting a wagon
Removing paint from old automobile, wagon,
or buggy and preparing for new painting. .
Painting an automobile
Painting a buggy
Proficiency in care of tools
Painting a curtain or screen
A complete problem in contracting
Painting an iron fence
400
5 298a
VOCATIONAL RECORD CARD.
(Name of school.)
Subject: Blacksmithing.
Senior Vocational Division.
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each year of the senior vocational course. No
problem is to be used more than once.
Date ent
Date con
ered
apleted
Final grades.
Freshman.
Junior.
Sophomore.
Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Learning names, uses, care, and cost of com
mon tools .... ....
10
10
10
10
10
10
10
5
10
10
10
10
15
15
15
15
15
10
10
15
15
15
15
15
15
25
10
10
15
20
20
5
Ironing a wagon box ...
25
15
15
15
20
15
15
5
10
10
5
10
15
10
15
20
15
Ironing wagon hounds
A hoop
Wagon hammer
Ironing wagon tongue
Corner iron L shape. ...
Welding auto spring
End gate rod
Pair pliers
King bolt
Screw driver
Repairing door lock
Threading square nut .
Repairing school desk ....
Gate hinge
Point a plowshare
Forge shovel
Straightening an axle
Forge rake . ...
Neck yoke iron
Forge dipper
Wall bracket for electric li
Bracket for shelves
ght
Ball peen hammer
Cross oeen hammer
Sharpening a drill bit
Straight peen hammer ....
An iron stool
Pair blacksmith tongs
Whiffletree irons
Hardy
Flatter
Punch
PROBLEMS SELECTED BY INSTRUCTOR.
Swivel
Chain grab hook
Crowbar .'
Sharpening a plowshare
Putting calks on horseshoe .
Butcher knife
Babbitting
Soldering hole in bucket
401
5 298b
VOCATIONAL RECORD CARD.
Subject: Engineering.
Senior Vocational Division.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each year of the senior vocational course. No
problem is to be used more than once.
Date entered
Date coi
npleted
Final grades.
Freshman.
Junior.
Sophomore.
Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Exercises in boiler setting, including the
foundation; construction of walls; con
struction of ashpit; backfilling; supporting
the boiler: placing firebrick lining; placing
doors and front
50
50
20
10
15
5
10
10
10
20
10
10
10
5
30
I"
5
5
5
20
5
15
5
15
15
Reversing a motor..
5
15
10
5
20
10
10
5
10
15
10
15
15
10
j,
5
5
10
20
10
15
10
Installing a switchboard and its instruments .
Care and management of circuit breakers
Reading electric meters .
Installing dynamos and m
Wiring a 4, 6 and 8 cylind
Locating and correcting er
Packing water pump in cc
Lubricating automobile, t
Wiring and timing -the i
automobile truck and tr
Wiring the magneto to the
Adjusting the carburetor
truck or tractor
Use of the acetylene welding machine in re
pairs to boilers
er engine
Boiler management
Packing steam and water valves in pumps. .
Installing feed pumps and feed-water heaters.
Laving sewer pipe
tick, or tractor
*nition system of
Calking cellar drains and soil pipes
Placing traps and vents
of an automobile,
Soldering
Roughing in and setting fixtures
Operation of automobile, truck, or tractor. . .
Repairs to inner tubes and casings, remov
ing and replacing tire
Testing drainage system with air, smoke,
and chemicals
Making plans and estimates for
Steam-heating system
Use of machine shop tools, bench tools:
Hammer. . .Dividers Files
Pinchers.. ..Calipers Drills
Squares Verniers Tapers
Levels Gauges Reamers . . .
Chisels Taps and dies. . .Protractors
Repairing fender
Hot water heating system
Hot-air system
Piping buildings for heating systems
Exercises in pipe fitting and repairing:
Cutting pipe
Cutting threads in pipe
Adjusting steering gear
Inserting flange joints
Adjusting clutch and foot
Operation and care of lath
Operation and care of drill
Operation and care of plan
Operation and care of the
Cutting into pipe bv
Callrinp joints in pipfi--
Making different kinds' of joints and splices
in electric wiring
er
Wiring for doorbells, annunciators, alarms...
Repairs to telephone line and connections. . .
Housewiring, concealed or metal conduit
work; installing panel boards, switch
boards, cut-offs, etc
PROBLEMS SELECTED BY INSTRUCTOR.
Making connections with dry cells and stor
age batteries
Operation and care of dynamos and motors;
starting and stopping
Care of brushes
Care of commutator; treatment for high and
low bars; prevention of shorts between
bars
Tasting a"<1 repairing nf armatures
402
5 298c
VOCATIONAL RECORD CARD.
Subject: Printing.
Senior Vocational Division.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each year of the senior vocational course. No
problem is to be used more than once.
Date entered
Date completed.
Final grades.
Freshman.
Sophomore.
Junior.
Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
PRINTING III. Freshman year.
Making up pages in. which there are illustra
tions
Imposing up to 16-page forms ,
Estimating and cutting stock for tickets,
booklets, folders, and similar work
General job composition, including two-color
work; skeletonizing ,
Blank forms and rule work on the platen
press ,
Reading proof
Planning and setting jobs from rough copy. . .
Use of primary colors in inks
Assist in making ready halftones
Overlays; the making of; placing of
Making ready on the cylinder press ,
Shop mathematics
PRINTING IV. Sophomore year.
Cast tables, issue copy, and supervise the
composition thereof.
Headings ,
Title pages ,
The page of type, proportion of. ,
Harmony of type faces, borders, and orna
ments ,
Inks, printing; colors; driers, mixing; care
of; how to order ,
Invoice of equipment, giving the cost and
present value
Typesetting machines, study of ,
Reading and revising proof. .
Two-color work with plates.
Lectures on roller making; ink making;
newspaper illustrations; halftones; paper
making; shop mathematics, etc. Visits,
etc
Arrangement of pages in a book
Embossing
PRINTING V. Junior year.
Practical work on a typesetting machine.
(Pupil should do sufficient work to enable
him to get good proofs at fair speed)
20
PRINTING Junior year Continued .
Teaching first year classes. (Individual in
struction is very necessary to students in
the first grade; and this plan affords an
opportunity to test their desire and ability
to act as instructors.)
Making-up, locking up, putting job to press,
and other similar work to test ability to
oversee work and direct others
Practical work in planning and directing
through to completion any work that
woul ordinarily be done in the school shop.
Work in commercial shop during vacation.
Complete course similar to that offered by
I.T. U...
PRINTING VI. Senior year.
Install and follow a cost system that is ac
cepted by the business world
Shop practice, discipline, preparation of
lessons, routing of work, etc
Special work in job work, machine composi
tion, press work, etc
Credit will be given for work done by a
pupil in a commercial shop at least one-half
of the school year
PROBLEMS SELECTED BY INSTRUCTOR.
403
5 298d
VOCATIONAL RECORD CARD.
Subject: Carpentry.
Senior Vocational Division.
(Name of school.)
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each year of the senior vocational course. No
problem is to be used more than once.
Date en
Date eoi
iered
npleted
Final grades.
Freshman.
Junior.
Sophomore.
Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Correct spelling of 100 words used in carpen
try
10
15
5
25
5
5
5
10
25
25
10
10
5
10
20
5
15
15
10
5
5
5
10
10
15
5
5
20
5
10
10
5
5
10
5
10
25
25
15
20
20
50
35
40
25
Small poultry house
30
35
15
10
5
5
35
15
10
10
30
5
10
5
5
10
10
20
10
20
10
10
10
10
10
10
10
10
10
15
15
10
10
Garage
Rabbit trap with " figure 4"
Small hog shed
Fitting handle in ax, spade, shovel, or fork . .
Small doghouse with hip roof
Fitting a mortise lock.
Repairs to chairs
Trellis for sweet peas
Darning balls
Footstool
Chest (cedar) .
Mail box
Laundry truck
Steps for entering building
Sorting bins for laundry..
Cutting rafters for gambrel roof, using scrap
material
Wastebasket
Wagon box
Cutting rafters for valley roof, using scrap
material.. . .
Mop rack
Laying shingles
Cutting rafters and plates for model of com
mon gable roof, using scrap material
Chicken roost
Egg candler
Fruit b~owl... '
Laying floor.... ....
Box for window seat.. .
Putting on siding
Dictionary stand with two small bookshelves
Rocking chair, mission style. .
Making door or window fr
Making concrete form . .
ame .
Candlestick..'.. ...
Carpenter's bench
Small filing nahiriAf. fnr lttTS
Toothbrush cabinet ....
Lamp standard for floor or table for electric
light
Setting studwalls and par
Sheeting
itions
Bench for washtub
Fitting hardware on wind
Placing stools, aprons and
Fitting corner boards
ow
Waste basket of beaver board.
casing
Crochet needle for rug making.
Transfer case . .
Fitting molding and quar
Hurdles
,er-round
Crate for shipping pig
A common ladder with mortised rounds
Typewriter stand
Ball bat
Tea wagon
Fitting a door.
Iceless refrigerator
Hanging a door screen
Bath screen
Sharpening a saw
Pantry window box
Sharpening a chisel
Sharpening and setting a plane
Making a miter box
PROBLEMS SELECTED BY INSTRUCTOR.
Pen and pencil rack
Test tube rack for laboratory
Drawing board
Checker board
Bread board
Library table with mortise joints
Dining-room table
Arm chair
Arm chair with arm for writing
Porch swing
Flat-top desk
Bookcase with glass
Kitchen cabinet
Ice box
404
5 298e
VOCATIONAL RECORD CARD.
(Name of school.)
Subject: Masonry.
Senior Vocational Division.
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each year of the senior vocational course. No
problem is to be used more than once.
Date en
Date coi
ered
npleted
Final grades.
Freshman. Junior.
Sophomore. Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
How to mix concrete
20
15
10
10
5
15
10
15
20
20
15
15
25
15
20
25
50
10
10
20
20
10
10
40
25
20
15
10
10
20
15
10
Cement dripping stone
10
10
10
20
20
10
20
10
20
20
10
10
10
10
10
5
5
Concrete forms
Mixing plaster for walls .
Fence posts
Lathing ore square
Spreading concrete
Plastering wall, one square
Pouring concrete
Plastering ceiling, one square
Watering trough
Mixing stucco
Pedestal
Applying rough stucco
Lawn seat
Stone fence posts
Sidewalk
Stone culvert .
Culvert
Building blocks . . .
Cutting keystone
Tile
Curb and gutter
Preparing base for concrete floor
Window jamb. .
Reinforcing concrete wall, study of
Door jamb. ..
One square concrete wall
Study of vocabulary
Concrete roof
Concrete sink
Concrete steps
PROBLEMS SELECTED BY INSTRUCTOR.
Concrete incinerator
Names, uses, care and cost of tools and equip-
Laying plain brick wall
Laying brick fireplace
Laying brick chimney
Laving lintel for window and door
Making brick trash box
Pointing one square of brick wall
Laying roof tiles
Laying small plain mantel
Cement headgate
10422522 27
405
5 298f
VOCATIONAL RECORD CARD.
(Name of school.)
Subject: Auto Mechanics.
Senior Vocational Division.
(Name of pupil, surname first.)
NOTE. Two copies of this card are to be made, one for
the instructor and one for the student's record file in the
central office. Problems aggregating 100 credits taken
from the list below, or equivalent problems, must be
completed each year of the senior vocational course. No
problem is to be used more than once.
Date entered
Date completed .
Final grades.
Freshman.
Sophomore.
Junior.
Senior.
Date.
Problems.
Maxi
mum
credits.
Credit
given.
Date.
Problems.
Maxi
mum
credits .
Credit
given.
Adjusting carburetor
10
15
20
50
20
20
15
15
5
5
5
15
15
15
10
10
15
Operation and care of a drill-press
10
15
10
15
Adjusting coils
Overhauling magneto
Overhauling whole car
Caring for an auto for a stated time
Operating tractors
Timing a car
PROBLEMS SELECTED BY INSTRUCTOR.
Naming parts of a chassis. . .
Making and putting on manifold gaskets
Diagram of universal joint
Testing batteries
Charging batteries.
Installing battery system of ignition
Examination on traffic laws and rules of the
road . . .
Use of bench and machine shop hand tools . . .
O peration and care of a lathe
406
APPENDIX B.
BOOKS AND MATERIAL TO BE USED IN THE COURSE OF STUDY.
ENGLISH READING.
Grades 1, 2, 3, 4, 5, and 6:
Basal reader Elson Series (with supplemental cards).
Supplementary-
Graded Classics Series.
New Education Series.
Wooster Series.
Riverside Series.
Aldine Series.
Progressive' Road to Reading.
Studies in Reading, by Searson & Martin.
Junior vocational course, first year (seventh grade) :
Required readings:
Rip Van Winkle, Irving.
Birds and Bees, Burroughs.
Robinson Crusoe, De Foe.
Christmas Carol, Dickens.
Courtship of Miles Standish, Longfellow.
Memory selections :
The Last Leaf, Holmes.
For A' That and A' That, Burns.
Daffodils, Wordsworth.
Collateral reading:
A Hunting of the Deer and Other Essays, Warner.
Christmas Day Sketch Book, Irving.
Collateral reading Continued.
Tom Brown's School Days, Hughes.
The Birds' Christmas Carol, Wiggin.
The Land of the Blue Flower, Van Dyke.
The Sky Pilot, Conner.
In Ole Virginia, Page.
Famous Indian Chiefs, Johnston.
Mrs. Wiggs of the Cabbage Patch, Rice.
Four Great Americans, Baldwin.
Stories of American Life and Adventure, Eggleston.
The Forest, White.
Great Inventions and Discoveries, Piercy.
Prose and poems teaching patriotism, selected.
Junior vocational course, second year (eighth grade) :
Required readings:
The Man Without a Country, Hale.
The Legend of Sleepy Hollow, Irving.
The Last of the Mohicans, Cooper.
Robin Hood, Howard Pyle.
O Captain! My Captain! Whitman.
Memory selections:
Recessional, Kipling.
Gettysburg Address, Lincoln.
Ode to a Waterfowl, Bryant.
Collateral reading:
Eight Cousins, Alcott.
Philippa at Holcyon, Brown.
Collateral reading Continued.
David Copperfield, Dickens.
Little Shepherd of Kingdom Come, Fox.
Corporal Cameron, Connor.
Captains Courageous, Kipling.
The Deerslayer, Cooper.
Speeches and Letters, Lincoln.
Uncle Tom's Cabin, Stowe.
Hoosier Schoolmaster, Eggleston.
Winning of the West, Roosevelt.
Lives of Girls Who Became Famous, Bolton.
True Story of U. S. Grant, Brooks.
The Perfect Tritmte, Andrews.
NOTE. Many of the required selections in literature may be found in the texts listed for
grades 4, 5, 6.
Senior vocational course:
Basal text: "Short History of English and American Literature," Tappan (Houghton
Mifflin & Co., publishers). Use parts bearing upon selections listed below.
407
408
COURSE OF STUDY.
I. Freshman year:
1. For study
The Lady of the Lake, Scott.
Julius Caesar, Shakespeare.
2. Required reading
The Sketchbook (Selections), Irving.
Silas Marner, Eliot.
3. Memory selections
Opportunity, Sill.
Orations of Brutus and Marcus.
Antonius, Shakespeare.
The Lady of the Lake (Selections), Scott.
4. Collateral reading
The Snow Image, Hawthorne.
Evangeline, Longfellow.
Snowbound, Whittier.
The Making of an American, Riis.
Prince and Pauper, Mark Twain.
Up from Slavery, Washington.
Rebecca of Sunnybrook Farm, Wiggin.
Treasure Island, Stevenson.
The Last Days of Pompeii, Lytton.
The Vision of Sir Launfal, Lowell.
The Chambered Nautilus, Holmes.
Dissertation on Roast Pig, Lamb.
Enoch Arden, Tennyson.
II. Sophomore year:
1. For study
Carlyle's Essay on Burns with selections
from Burns' Poems.
2. Required reading
Autobiography of Franklin.
Tale of Two Cities, Dickens.
Merchant of Venice, Shakespeare.
3. Memory selections
Abou Ben Adhem, Leigh Hunt.
Quality of Mercy, Shakespeare.
Selected sayings from Poor Richard's Al
manac, Franklin.
4. Collateral reading
Selected tales, or selected poems, Poe.
The Spell of the Rockies, Mills.
Our National Parks, Muir.
How the Other Half Lives, Riis.
Walden, Thoreau,
Hunting Trips of a Ranchman, Roosevelt.
Ben Hur, Wallace.
Big Tremaine, Van Vorst.
A Certain Rich Man, White.
The Mansion, Van Dyke.
Richard Carvel, Churchill.
Red Rock, Page.
Dr. GrenfelPe Parish, Duncan.
Dr. Jekyll and Mr. Hyde, Stevenson.
Kim, or Captains Courageous, Kipling.
Story of My Life,*Kellar.
III. Junior year:
1. For study
Palgrave's Golden Treasury (First Series)
Book IV, selections with special attention to
Wordsworth, Keats, and Shelley.
III. Junior year Continued.
2. Required reading
The Coming of Arthur, Tennyson.
Garetb and Lynett, Tennyson.
Lancelot and Elaine, Tennyson.
The Passing of Arthur, Tennyson.
Sir Roger de Coverly Papers, Addison and
Steele.
3. Memory studies
The Bugle Song, Tennyson.
Daffodils, Wordsworth.
The Cloud (selected stanza), Shelley.
4. Collateral reading
Macaulay's Essay on Johnson.
Vicar of Wakefield, Goldsmith.
The Man Roosevelt, Leupp.
Madame Roland, Abbott.
Frances Willard, Willard or Gordon.
Back Home or Europe, Revised, Cobb.
In His Steps, Sheldon.
The Little Minister, Barrie.
Jane Eyre, Bronte.
The Gentlemen from Indiana, Tarkington.
Still Jim, Wilsie.
Everybody's Lonesome, Laughlin.
Routledge Rides Alone, Compart.
Scottish Chiefs, Jane Porter.
The Measure of a Man, Duncan.
The Captain of the Grayhorse Troop, Garland,
The Oregon Trail, Parkman.
IV. Senior year:
1. For study
Washington's Farewell Address.
Webster's First Bunker Hill Oration.
Lincoln's Gettysburg Address.
Macbeth, Shakespeare.
2. Required reading
Short Stories, Rosa M. R. Mikels.
The Rise of Silas Lapham, Howells.
The Rivals, Sheridan.
The Blue Bird, Maeterlinck.
The Melting Pot, Zangwill.
3. Memory selections
Supposed Speech of John Adams, Webster.
Rienzi's Address to the Romans, Milford.
4. Collateral reading
Stories, essays, poetry, drama, and timely ar
ticles in current magazines, journals, and
newspapers; some magazines and newspa
pers Literary Digest, Independent, Out
look, Review of Reviews, Current Opin
ion, Mentor, Ladies Home Journal, Womans
Home Companion, Delineator, Good House
keeping, trade journals to be selected, local
newspapers, and best representative news
papers of different sections of the country.
Adventures in Contentment, Grayson.
Little Citizens, Kelly, Myra.
Twenty Years at Hull House, Adams.
Old Chester Tales, Deland.
APPENDICES. 409
ENGLISH GRAMMAR AND LANGUAGE.
Grades 2 and 3 :
Basal text Primary Language Lessons, grades 2 and 3, Serl.
Supplemental
Language Work for the second year, O'Shea and Eichmann.
Composition book by grades, third year, O'Shea and Eichmann.
Live Language Lessons Series, by Driggs.
Grades 4, 5, and 6 :
Basal text Intermediate Language Lessons, grades 4, 5, and 6, Serl.
Supplemental
Composition Book by grades, fourth, fifth, and sixth years, by O'Shea and Eichmann.
Live Language Lessons Series, by Driggs.
Junior vocational course (grades 7 and 8) :
Basal text
Review "Intermediate Language Lessons," Serl.
Modern English Grammar and Composition (selected parts), by Buehler.
Composition Book, seventh and eighth years, O'Shea and Eichmann.
Supplemental Live Language Lessons, second book, by Driggs.
Senior vocational course :
Basal texts
New Composition and Rhetoric, Revised, Scott and Denny (grades 9, 10, 11, 12).
Practical English Composition, Book I, II, III, IV, Miller.
Supplemental
Handbook of Composition, Wooley.
Composition and Rhetoric, Clippinger.
New Practice Book in Composition, Hitchcock.
Sophomore year: Basal texts Second half year: Effective English and Letter Writing, Ken
nedy and Bridges.
Junior year, commercial course: Basal text Applied Business English, SoRelle.
Senior year, commercial course: Basal text Business English, Buhlig.
Junior and senior year, special courses : Supplemental
Short Stories, Mikel.
Choice Readings, Cumnock.
Journalism in High Schools, Dillon.
Argumentation and Debate, Foster.
How to Attract and Hold an Audience, Essenwein.
Dramatization, Simons-Orr.
ENGLISH SPELLING.
Grades 1, 2, 3, 4, 5, and 6: Basal text New World Speller.
Junior vocational course :
Basal texts
New World Speller, grades 6, 7, 8.
Bailey-Manly Spelling Book, Book 2.
Aldine Speller, part 4.
Junior commercial course: Basal texts Modern Business Speller, Mayne.
Senior commercial course: Basal text The Rational Speller, Ellis Co.
MATHEMATICS.
Grades 1 and 2 : First Year in Number, Hoy t and Peet.
Grades 3 and 4 : Every Day Arithmetic, Book I, Hoyt and Peet.
410
COURSE OF STUDY.
Grades 5 and 6: Every Day Arithmetic, Book II, Hoyt and Peet.
Junior vocational course : Every Day Arithmetic, Book III.
Senior vocational course:
Freshman year A Year of Algebra, Newell and Harper.
Sophomore year Plane Geometry, Revised, Wentworth and Smith.
Junior year (first 20 weeks) Lockyear's Bookkeeping (Gregg Publishing Co.).
Junior year (second 20 weeks) Shop Problems in Mathematics, Breckenridge-Mirsereau-
Moore.
For the making of the business forms required in the lessons given in Lockyear's Bookkeeping
(junior year), the following blank stationery may be purchased either of the Goodyear-Marshal
Publishing Co., Cedar Rapids, Iowa, or of the Ellis Publishing Co., Battle Creek, Mich. The
prices given are approximate.
Account sales, per pad of 30 $0. 10
Bank drafts, per book of 50 15
Checks, per book of 25 05
Checks, per book of 50 09
Deeds, per 100 75
Deposit tickets, per pad of 50 05
Notes, per pad of 50 $0. 09
Receipts, per pad of 50 09
Bill heads, per pad of 100 12
Expense bills (railroad), per 100 12
Bills of lading, per 100 12
For a class of 25 it is suggested that at least 100 of each form should be purchased for the
practice work prescribed.
Supplementary books :
Agricultural Arithmetic, Shutts and Weir.
Farm Arithmetic, Burkett and Swartzel.
Industrial Arithmetic, White and Colgrove.
Industrial Arithmetic, Gardner and Murtland.
Rural Arithmetic, Madden and Turner.
Vocational Algebra, Wentworth and Smith.
Wooster's Number Cards.
Wooster's Arithmetic, Book I.
Wooster's Arithmetic, Book II.
Books for commercial course :
"Twentieth Century Bookkeeping," South Western Publishing Co., Cincinnati, Ohio.
" Practical Law," Ellis Publishing Co., Battle Creek, Mich.
"Model Business Arithmetic."
GEOGRAPHY.
Grade 3 : Basal text Home Geography, Frye.
Grades 4 and 5 : Basal text First Steps in Geography, Frye.
Grades 5, 6, and 7 :
Basal text Grammar School Geography, Frye.
Supplementary texts-
New Geography, Book I, Tarr and McMurray.
New Geography, Book II, Tarr and McMurray.
Elementary Geography, Dodge.
Advanced Geography, Dodge.
COMMERCIAL GEOGRAPHY.
Optional last half junior year of senior vocational course.
Basal text: Geographical and Industrial Studies, United States, by Allen.
APPENDICES. 411
Supplementary texts:
Geography of Commerce and Industry, Rocheleau.
Commercial and Industrial Geography of the United States, Keller and Bishop.
Industrial-Commercial Geography of the United States, Rusmisel.
HISTORY.
Grades 4 and 5 : Basal text Mace's History Readers, I, II, and III.
Grade 6 : Basal text Primary History of the United States, McMaster.
Junior vocational course (grades 7 and 8) : Basal text Brief History of the United States,
Revised and Enlarged, McMaster.
Senior vocational course:
Freshman year
Basal text A Short History of Ancient Times, Myers.
Supplementary text Ancient History, West.
Junior year
Basal text "New American History," Hart, or "Advanced American History,"
Forinan.
Supplementary books
Montgomery's texts.
The Story of Our Country, Book I, Elson and MacMullan.
The Story of Our Country, Book II, Elson and MacMullan.
History reference books for Teachers
History of the United States, Political, Industrial, Social, Thompson.
The Rise of the American People, Usher.
Modern History, West.
Outlines of General History, Colby.
History of the People of the United States, McMaster.
American History Told by Contemporaries, 4 volumes, Hart.
School History of the United States, Mace.
School History of the United States, McMaster.
Leading Facts of American History, Montgomery.
CIVICS AND ECONOMICS.
Grades 4, 5, and 6 : Bas%l text How the People Rule, Hoxie.
Junior vocational course, second year (8th grade) :
Basal text Government in the United States, Garner.
Senior vocational course, senior (fourth year) :
Community Civics, Dunn.
Principles of Rural Economics, Carver.
Supplementary
The Community and the Citizen, Dunn.
Parliamentary Law, Paul.
Farm Management, Card.
The Land of Fair Play, Parsons.
The Citizen and the Republic, Woodburn and Moran.
Vocational Civics, Giles.
412 COURSE OF STUDY.
PHYSIOLOGY AND HYGIENE.
Grades 4, 5, and 6:
Basal text Primer of Physiology, Ritchie.
Supplementary
Healthy Living, Books I and II, Winslow.
Human Body and Health, Elementary, Davison r
Junior vocational course, first year (seventh grade) : Basal text Human Physiology, Ritchie.
MANNERS AND RIGHT CONDUCT.
Ethics for Children, Ella Lyman Cabot.
Course in Citizenship, Cabot, Andrews, and others.
GENERAL SCIENCE.
Senior vocational course, sophomore year:
Basal text Science of Everyday Life, Van Buskirk and Smith.
Supplementary-
Elements of General Science, Caldwell and Eikenberry.
First course in General Science, Barber.
General Science, Elhuff.
The First Year of Science, Hessler.
First Year Science, Snyder.
Common Science, Washburne.
A Year in Science, Weckel and Thalman.
Science for Beginners, Fall.
Elementary General Science, Hodgdon.
General Science, Lake.
General Science, Clark.
AGRICULTURAL BOTANY.
Senior vocational course, sophomore year (alternative to general science) .
Basal text Botany for Secondary Schools, Bailey.
Supplementary
Science of Plant Life, Transeau.
Teaching Botanist, Ganong.
Manual of Experimental Botany, Payne.
Introduction to Botany, Bergen and Caldwell.
Beginner's Botany, Bailey.
Practical Course in Botany, Andrews.
CHEMISTRY.
Senior vocational course, junior year:
Basal text Practical Chemistry, Black and Conant.
Supplementary
Chemistry of the Farm and Home, Tottingham and Ince.
Chemistry in the Home, Weed.
Sanitary and Applied Chemistry, Bailey.
Chemistry of Commerce, Duncan.
Introductory Lectures in General Chemistry, McCoy.
Chemistry of Plant and Animal Life, Snyder.
Outlines of Industrial Chemistry, Throp.
First Principles of Chemistry, Brownless and others.
Chemistry and Its Relations to Daily I^ife, Kahlenberg and Hart.
Creative Chemistry, Slosson.
APPENDICES. 413
PHYSICS.
Senior vocational course, senior year:
Basal text Practical Physics, Millikan and Gale.
Supplementary
Physics of the Household, Lynde.
Practical Physics, Black and Davis.
The Book of Electricity, Collins.
Stories of Useful Inventions, Forman.
Mechanics and Some of Its Mysteries, Johnson.
Essentials of Physics, Hoadley.
AGRICULTURE.
Junior vocational course, second year (all eighth-grade pupils) :
Basal text Productive Farming, Davis.
Special six-year course in agriculture (beginning first year junior vocational) :
Basal texts
First year: Elementary Agriculture, Hatch and Hazelwood.
Second year: Profitable Dairying, Hatch and Benkendof.
Third year: Animal Husbandry, Tormey and Lowrey.
Fourth year: Productive Orcharding; Sears.
Botany for Secondary Schools, Bailey.
Fifth year: Field Crops, Wilson and Warburton.
Chemistry of Plant and Animal Life, Snyder. .
Sixth year : Productive Feeding of Farm Animals, Woll.
Soils and Soil Fertility, WTiitson and Walston.
Supplementary texts
Beginners' Guide to Fruit Growing, Waugh.
Fruit Harvesting, Storing and Marketing, Waugh.
Fruit Growing in Arid Regions, Paddock and Whipple.
Principles of Fruit Growing, Bailey.
Diseases of Economic Plants, Stevens and Hall.
Insects and Insecticides, Weed.
Insects and Insecticides, Comstock.
Types and Breeds of Farm Animals, Plumb.
Animal Husbandry for School, Harper.
Farm Animals, Hunt and Burkett.
The New Egg Farm, Fiske.
Poultry Feeding and Fattening, Stoddard.
Common Diseases of Farm Animals, Craig.
Feeding of Animals, Jordan.
Soils and Fertilizers, Snyder.
Soils and Crops, Hunt and Burkett.
The Fertility of the Land, Roberts.
Farm Machinery and Farm Motors, Davidson and Chase.
Agriculture, Call and Kent.
Practical Agriculture, James.
Fundamentals of Agriculture, Halligan.
School Agriculture, Wood.
Business of Dairying,*Lane.
COURSE OF STUDY.
Special six-year course in agriculture (beginning first year junior vocational) Continued.
Supplementary texts Continued.
Dairy Cattle and Milk Production, Eckles.
The Farm Dairy, Gurler.
Clean Milk, Belcher.
Vegetable Book, Putnam.
Vegetable Gardening, Watts.
One Hundred Exercises, in Agriculture, Gehrs and James.
Books for teachers (agriculture)
Feeds and Feeding, Henry and Morrison.
Milk and Its Products, Wing.
Practical Garden Book, Bailey.
Vegetable Garden Book, Bailey.
Agricultural Engineering, Davidson.
American Apple Orchard, The, Waugh.
Beginnings in Animal Husbandry, Plumb.
Bird Guide, Land, Reed.
Bird Guide, Western, Reed.
Bush Fruits, Card.
Chemistry, Its Relation to Daily Life, Kahlcnbery and Hart.
Domesticated Animals and Plants, Davenport.
Essentials of Agriculture, Waters.
Farm Management, Ross.
Farm Poultry, Revised Edition, Watson.
Farmstead, The, Roberts.
First Principles of Feeding Animals, Rubkett.
Fertilizers, Vorhees.
Forcing Book, The, Bailey.
How to Keep Bees, Comstock.
Irrigation and Drainage, King.
Plant Breeding, Bailey.
Poultry Diseases, Wortley.
Productive Horse Husbandry, Gay.
Principles and Practice of Poultry Culture, Robinson.
Productive Poultry Husbandry, Lewis.
Productive Swine Husbandry, Day.
School and Home Garden, Meier.
Sheep Farming, Craig.
Spraying of Plants, Lodeman.
The Young Farmer, Hunt.
Biggies Farm Library-
Bee Book. Berry Book.
Cow Book. Garden Book.
Horse Book. Orchard Book.
Pet Book. Poultry Book.
Sheep Book. Swine Book.
Farm Management, Warren.
APPENDICES. 415
CARPENTRY.
Essentials of Woodworking, by Ira S. Griffith.
Haskell Carpentry and Joinery, by J. L. Smoot.
Hand Work in Wood, by William Noyes.
History of Saws, by Fred Hodgson.
Use, Care and Sharpening of Saws, by Fred Hodgson.
Wood and Forest, by William Noyes.
I. C. S. Carpentry, \)j International Correspondence School.
Grading Rules of Yellow Pine Manufactures.
Cyclopedia of Architecture, by American School of Correspondence.
King's Series in Woodwork and Carpentry:
1. Elements of Woodwork.
2. Elements of Construction.
3. Constructive Carpentry.
4. Inside Finishing.
5. Handbook for Teachers.
Farm Shop Work, Brace and Mayne.
Shop Projects, Burton.
Teachers Handbook, American Book Co.
Design and Construction in Wood, by William Noyes.
Catalogue of Wm. Leavens and Co., furniture dealers, Boston, Mass.
Carpentry, by Griffith.
BLACKSMITHING.
Farm Blacksmithing, Drew.
Forge Work, Wm. L. Ilgen.
SHOEMAKING.
Manual of Shoemaking, Dooley.
ENGINEERING AND AUTO MECHANICS.
G. W. Burley's Machine and Fitting Shop Practice (Van Nostrand, 1918, $2.00).
T. J. Palmateer's Elementary Machine Shop Practice (Leland Stanford Junior University) .
W. B. Hartman's Machine Shop Practice (Appleton, 1917).
Starrett's Book for Machinist's Apprentices (L. S. Starrett Co.).
Machine Shop Practice, H. D. Burghardt (McGraw, 1919).
American Machinist's Handbook and Dictionary of Shop Terms (McGraw, third edition) .
Pratt's Elementary Machine Shop Practice (Van Nostrand, publisher, 1920).
U. S. Federal Board for Vocational Education, Mathematics for the Engine Lathe.
Automobile Electrician's Guide for Starting, Lighting, and Ignition Systems (Michigan State
Auto School).
Brookes, L. E., and J. H. Stephenson's Cyclopedia of Automobiles, Gas, Oil Engines, and Farm
Tractors (Sears, publishers).
E. S. Fraser's Motor Vehicles and Their Engines (Van Nostrand, $2.00).
V. W. Page's Automobile Repairing Made Easy (Henley, 1920, $4.00).
S. F. Williams and H. H. Pyle, Auto Repairman's Helper (two volumes, leather, $3.00 each,
1920, U. P. C. Co.).
C. M. Reed's Elementary Steam Engineering (U. S. N. Inst., $3.00).
E. P. Watson's How to Mend Engines and Boilers (Spon, publisher, 1918, $1.00).
Boiler Room Instructor (W. R. C. Smith Publishing Co., Atlanta).
416 COURSE OF STUDY.
A. R. Mayer and Brownley, C. H., Fuel Economy in Boiler Rooms (McGraw, second edition,
$2.50).
Davidson's Agricultural Engineering, third edition (Webb Publishing Co., St. Paul, Minn.).
HOME ECONOMICS.
Basal texts:
Household Science and Arts, Morris (prevocational) .
Elementary Home Economics, Matthews.
Supplementary :
Shelter and Clothing, Kinne and Cooley.
Household Arts for Home and School, Vol. I (Vocational I), Vol. II (Vocational II),
Cooley and Spohr.
Canning, Preserving, and Jelly Making, Hill.
Domestic Science, Clark.
The School Kitchen Text Book, Lincoln.
Boston Cooking School Cook Book, Farmer.
Domestic Science Principles and Application, Bailey.
Elements of the Theory and Practice of Cookery, Williams and Fisher.
Food and Cookery for the Sick, Farmer.
Food and Household Management, Kinne and Cooley.
Food Study, Wellman.
Food and Health, Kinne and Cooley.
The Home and Its Management, Kitteridge.
Manual for Army Cooks.
Manual for Army Cooks, Supplement No. 1.
Manual for Army Bakers.
The Home and the Family, Kinne and Cooley.
Domestic Art in Woman's Education, Cooley.
Dressmaking in the School, Cooke and Kidd.
Home Nurses' Handbook in Practical Nursing, Aikens.
Reference Handbook for Nurses, third edition, Beck.
Books for teachers (domestic science, home management, laundering) .
I. Junior vocational :
Housewifery, Balderston (Lippincott, publishers).
Home Labor Saving Devices, Rhea Scott Clark.
The Complete Home, Clara E. Laughlin (Appleton Co.).
The Complete Hostess, Clara E. Laughlin (Appleton Co.) .
Housekeeper's Handbook of Cleaning, McLeod (Harpers) .
Cookery, Williams & Fisher (MacMillan Co.).
Bulletins, United States Department of Agriculture.
List of References on Home Economics, Bureau of Education, Washington, D. C.
Injurious Insects of the Household, Glenn W. Herrick (MacMillan Co.) .
II. Senior vocational :
Principles of Human Nutrition, Jordan (MacMillan Co.).
Human Foods and Their Nutrition, Snyder.
Business of the Household, Clarence W. Taber.
Equipment for Domestic Science Teaching, Kinne.
Efficiency in Home Management, Christine Frederick.
Marketing and Household Manual, Dunham (Little, Brown & Co.).
APPENDICES. 417
II. Senior vocational Continued.
Choice and Care of Utensils, Ida S. Harrington.
Interior Decoration for the Small Home, Rolfe.
Safety for the Household (bulletin), United States Bureau of Standards.
Laundering, L. R. Balderston (published by author, 1224 Cherry Street, Philadelphia).
Great American Industries, 3 volumes, W. F. Rocheleau (A. Flanagan Co.).
Food for the Invalid and Convalescent, Gibbs (MacMillan) .
What Children Should Eat, Edith Greer (Human Welfare Publishing Co., South West
Harbor, Me.) .
Milk and Its Products, H. H. Wing (MacMillan Co.).
Food and What It Does, Edith Greer (Ginn & Co.).
Food Products, Henry C. Sherman (MacMillan Co.) .
Approved Methods for Home Laundering, Mary Vail (advertising booklet, Procter &
Gamble, Cincinnati).
Whitewash; Mixing Concrete, United States Bureau of Standards, Washington, D. C.
Farm Water Supply, Circular No. 18, Massachusetts State Board of Agriculture.
The Efficient Kitchen, Georgie Child (Robert McBride Co.).
Practical Home Making, Mable K. Hyde (Century) .
Foods for Young Children, Farmers' Bulletin 717, United States Department of Agri
culture.
Period Decoration, Chandler R. Clifford.
Homes and Their Decoration, French.
Interior Decoration for the Small Home, Rolfe.
Woman's Share in Primitive Culture, O. T. Mason (Appleton) .
Life of Ellen H. Richards, C. L. Hunt (Whitcomb & Barrows) .
Handbook of Domestic Science and Household Arts, L. L. Williams (MacMillan Co.).
Education for the Home, B. B. Andrews (United States Government Printing Office).
Living on a Little, C. F. Benton, Boston.
Three Short Courses in Home Making, Carrie A. Lyford (United States Government
Printing Office).
Handbook of Household Science, J. L. Shepperd, St. Paul.
One Thousand Short Ways Around the House, MacSavell Croy (G. P. Putnams Sons).
Household Handbook, MacSavell Croy (G. P. Putnams Sons) .
Science of Home and Community, G. H. Traften (MacMillan).
III. Junior vocational kitchen gardening:
The Farm Garden in the North, Farmers' Bulletin No. 937 (United States Department
of Agriculture) .
Useful Birds and Their Protection, Massachusetts Department of Agriculture.
The Home Vegetable Garden, Farmers' Bulletin No. 225 (United States Department of
Agriculture) .
DOMESTIC ART.
I. Junior vocational:
Home and School Sewing, Frances Patton (Newson & Co.).
Household Arts for Home and School, Cooley and Spohr (MacMillan Co.).
Sewing and Textiles, Mary M. Mathews (Little, Brown & Co.).
Clothing and Health, Kinne and Cooley (MacMillan Co.).
School Needlework, O. C. Hapgood.
The Complete Dressmaker, Mable H. Kittredge (Harpers).
Hand Sewing Lessons, Sarah E. Krolik (Educ. Pub. Co.).
418 COURSE OF STUDY.
II. Senior vocational:
Sewing Course for Schools, Mary S. Woolman.
Textiles and Clothing, Kate Heinz Watson (American School of Home Economics) .
Principles of Design in America, Bachelder.
Historic Ornament in Color, Mrs. H. J. Carter (Prang) .
Costume of Colonial Times, Alice Morse Earle.
What Dress Makes of Us, Quegley.
Costume, Racinet.
CHILD WELFARE.
Hygiene of the School Child, Terman (Houghton, Mifflin) .
Intelligence of School Children, Terman (Houghton, Mifflin).
Backward Children, Holmes.
Psychology in Daily Life, Seashore.
Psychology and the Day's Work, Swift.
Child Study, Kirkpatrick.
Elementary Psychology, Drummond.
Child Study, Chas. W. Waddle.
Psychology of Child Study, Naomi Norsworthy.
Natural Education, Winifred S. Stone (Bobbs, Merrill) .
Bulletins of Children's Bureau, Department of Labor, Washington, D. C.
HOUSEHOLD CHEMISTRY.
Handbook of Household Chemistry, Snell.
Principles of Chemistry as Applied to the Household, Hannah T. Rowley.
Chemistry in the Household, Dodd (Library of Home Economics) .
Source, Chemistry and Use of Foods, Bailey (Blakeston).
Chemistry of Cookery, W. M. Williams (D. Appleton) .
Chemistry of Cooking and Cleaning, Richards and Elliott (Whitcomb & Barrows).
HOUSEHOLD PHYSICS.
Physics of the Household, C. J. Lynde (MacMillan Co.).
BULLETINS.
Bulletins may be obtained from the following:
Division of Home Economics, Bureau of Education, Washington, D. C.
Children's Bureau, Department of Labor, Washington, D. C.
Department of Agriculture, Washington, D. C.
United States Public Health Service, Treasury Department, Washington, D. C.
Federal Board for Vocational Education, Washington, D. C.
American Home Economics Association, 1211 Cathedral Street, Baltimore, Md.
The Journal of Home Economics, etc.
Bulletins from State universities and agricultural colleges.
Monthly fashion plates, style books, etc.
SCHOOL EXHIBITS.
The following firms furnish school exhibits :
J. Wiss & Sons Co., 1533 Littleton Avenue, Newark, N. J.
S. B. & B. W. Fleisher, Twenty-fifth and Reed Streets, Philadelphia, Pa.
APPENDICES. 419
Cheney Bros., Fourth Avenue and Eighteenth Street, New York City. (Silk exhibit and
baskets; Story' of silks; Glossary of silk terms).
Pacific Mills, Lawrence, Mass, (wool and cotton exhibits) .
Belding Bros. & Co., Belding, Mich, (booklet silk culture and manufacture, shown pro
gressively) .
Corticelli Silk Mills, Florence, Mass, (how silk is made).
PAINTING.
Trade catalogues.
Painting and Interior Decorating, by International Correspondence School, Scranton, Pa.
Cyclopedia of Architecture, Carpentry and Building, volume 9, by American School of
Correspondence, Chicago, 111.
Radford's Cyclopedia of Construction, volume 10, by the Radford Architectural Co.,
Chicago, 111.
A Treatise on White Lead, Linseed Oil, Turpentine and Volatile Solvents, and Zinc White,
by A. H. Hooker, published by Heath & Milligan Paint Co., Chicago, 111.
A Treatise on Best Colors, in Oil, Supplemented by Color Chart, by Heath & Milligan Paint
Co., Chicago, 111.
Practical Painting, by A. M. Heath and J. B. Campbell, published by Heath & Milligan
Paint Co., Chicago, 111.
Handy Book on Painting, by National Lead Co., Philadelphia, Pa.
Artistic Interiors for Homes, by National Lead Co., Philadelphia, Pa.
Correct Color Schemes, by National Lead Co., Philadelphia, Pa.
Spoon's Mechanic's Own Book, by Spoon & Chamberlain, New York.
Atkinson's Sign Painting, by Drake, Chicago, 111.
1,995 Paint Questions Answered, by Painter's Magazines, 100 Williams Street, New York.
Graining and Marbling, by Paul F. Hasluck.
Automobile Painting, by F. N. Vanderwalker.
Estimating, F. N. Vanderwalker.
Modern Painters' Encyclopedia, by F. Maire.
Sign Painting, by Atkinson.
Red Book Series of Trade School Manual, by F. N. Vanderwalker.
Signs of the Times (a magazine) .
Modern Painter and Wall Paper Dealer (magazine published at 100 Williams Street, New
York).
APPENDIX C.
REGULATIONS GOVERNING EXAMINATIONS IN THE UNITED STATES INDIAN
SCHOOLS.
In order to establish uniform practices in examinations, the following regulations are
promulgated.
There shall be no deviation from these rules unless prior approval has been obtained from the
chief supervisor.
All employees having anything to do with the examinations in any way are charged with
the responsibility of being familiar with these regulations and of governing themselves in
accordance with their provisions.
Examinations will be held for all grades and in all subjects beginning with the third grade.
Teachers of the lower grades are expected to conduct such examinations or tests in their respec
tive classes as may be required to safely determine if their pupils are ready for promotion to a
higher grade.
The promotion of a pupil shall be determined by his having made a passing general average
in the following:
1. Class standings.
2. Oral examinations.
3. Inspections.
4. Written examinations.
The places where the examinations are to be held and inspections made, and the persons
by whom this work is to be done, are matters left entirely to the discretion of superintendents,
principals, and day-school inspectors.
GENERAL RULES.
Attention must be given to the following general instructions :
I. Nomenclature. Rating: Percent on examination papers. CLASS STANDING: Percent
given on daily class work. AVERAGE OR SUBJECT AVERAGE : Sum of class standing and exami
nation rating in a subject divided by 2. GENERAL AVERAGE: The quotient found by compu
tation with the subject averages as directed hereinafter. WEIGHT: A number which indicates
the relative importance of a subject as measured by the tune devoted to it.
II. Age of pupils. Have the pupils state their age on the examination papers. Instructors
are to show in the proper column on Form 5-295 the age of each pupil taking the examination.
III. Requirements of candidates. No pupil shall take the final examinations, except where
unusual circumstances exist, if his general average based on class standings is less that 70
per cent.
IV. Class standing. (a) Only work done during the present school year shall determine
class standings. The examination rating shall be final where there is no record of class standing.
Class standings shall in all cases be upon the to 100 basis.
(&) In marking grades, no credit should be given for effort alone. Reasonable accomplish
ment must be in evidence. The best grades should be given to those pupils who furnish evidence
of progressive betterment in their work throughout the year.
V. Dismissal of classes and time for examinations. Instructors under the direction of the
superintendent may dismiss all classes of the third and higher grades during examination week
420
APPENDICES. 421
on days when no examinations are held. In Grades I and II classes may be dismissed when it
is necessary for the proper conduct of the examinations in order that instructors may be avail
able to assist in this work as well as to provide desks, if required, to seat properly the pupils
taking the examinations.
VI. Eating examination papers. (a] Each examination paper is to be rated and initialed
by the instructor assigned to this duty, using a Hue pencil or Hack ink.
(6) Instructors should also bear in mind the handicaps under which the pupil is working.
He is struggling with a strange language, a language that has many pitfalls. His mind of
necessity works slowly. As much can not be expected as from pupils working in their own
native language.
(c) See special instructions for the uniform rating of papers.
VII. Report of examinations (Form 5-295). The examiner shall fill out this report of
examinations immediately after the rating of the papers has been completed and according to
instructions oil the back of the form. He shall forward same at once, in duplicate, together with
the question paper and the examination papers to be reviewed, to the day-school inspector
principal, or superintendent as may be required locally. The examiner is to fill out, using
Uaclc ink the columns "Cl," "Ex," also "Av," when the general average is more than 77 per
cent or less than 73 per cent. The other " Av" columns should be filled out with a lead pencil,
lightly. The superintendent should definitely prescribe the order of subjects on Form 5-295 and
the form and arrangement of all examination papers. Notation should be made on Form 5-295
of the date on which diplomas and certificates are issued.
Instructors will show in the proper column of Form 5-295 the age of each pupil taking the
examination.
VIII. Promptness in submitting reports. Instructors are to forward all reports required as
soon as possible after examinations are completed.
IX. Review of papers. (a) The superintendent shall appoint reviewers of papers and he
shall designate the tune and place for this work.
(&) The reviewers shall complete their work as soon as possible. They shall use red pencil
or red ink in rating papers and making entries on Form 5-295.
(c) They shall first review all the papers of pupils whose general average is from 73 per cent
to 77 per cent, inclusive.
(d) The superintendent may have other papers reviewed, should he desire to do so.
(e) A strong effort should be made so that all pupils will receive their certificates and
diplomas before vacation.
X. Superintendent's report. Immediately on the completion of the report of examinations
(Form 5-295) superintendents will prepare copies of the annual report on promotion of pupils
(Form 5-296) in accordance with the instructions on the back of that form.
XI. Certificates and diplomas. (a) Immediately after the completion of the ratings on
examination papers and the preparation of the report of examinations (Form 5-295), all cer
tificates and diplomas shall be prepared and issued.
(&) Certificates of promotion (Form 5-259) shall be accomplished for all pupils in Grades
I, II, III, IV, V, VI, for the first and second years of the junior vocational division, and for the
freshman, sophomore, and junior years of the senior vocational division.
(c) The utmost care should be used in accomplishing this form, and whenever the grade
or year is given it should be written out in full.
(d) Special certificates have been prepared for award upon completion of the primary,
prevocational, and junior vocational divisions. On these certificates it is stated explicitly that
all the requirements of the course of study have been met by the pupils receiving them.
10422522 28
422 COURSE OF STUDY.
(e) In view of this fact, the superintendent should issue certificates only to those who have
completed all the requirements of the course of study authorized by the Commissioner of Indian
Affairs. In schools where one or more of the authorized vocational courses have not been given
in full, pupils will receive credit on Form 5-259 for such subjects as they complete, but no diplo
mas shall be issued until pupils have met all the academic and industrial requirements. In case
that not all the prescribed work has been completed, no special certificate shall be issued upon
the completion of the primary, prevocational, or junior vocational divisions; only Form 5-259
shall be issued. In case of transfer to another school, Form 5-159a shall be issued.
(f) A diploma shall be issued to all successful candidates at the completion of the senior
vocational division. A modified diploma may be issued to pupils who have completed the tenth
grade.
XII. Promotions. (a) In determining whether a pupil shall or shall not be promoted,
instructors should consider whether he is able to be reasonably successful in the next higher
grade rather than his thorough comprehension of everything in the grade he desires to leave.
(&) No pupil shall be promoted unconditionally who obtained a general average of less than
75 per cent and who has a rating of less than 60 per cent hi any subject.
(c) Pupils who have obtained a final average of 75 per cent, but who have fallen below 60
per cent in not more than two other subjects, may be promoted by being conditioned in those
subjects. This work should be made up during the following vacation or during the next year
or grade.
(d) A rating of 70 per cent or more must be secured in an examination to remove a con
dition, except in the case of a condition removed by passing the same subject in a year giving
advanced work in the subject.
(e) A special certificate for the completion of the primary, prevocational, or junior vocational
divisions or a diploma for any of the vocational courses in the senior vocational division shall
not be awarded until all conditions are removed.
Of) All examination papers shall be held in orderly form for at least one year, in order that
they may be inspected by school supervisors or other representatives of the Indian Office.
INSPECTIONS.
There will be inspections in the following subjects:
Primary division, Grade III.
Drawing.
Industrial work.
Prevocational division, Grades IV, V, and VI.
Drawing.
Industrial work.
Junior vocational division, first and second years.
Mechanical drawing.
Industrial work.
Senior vocational division, freshman, sophomore, junior, and senior year.
Mechanical drawing.
Vocational practice, including farm practice, trades, and home economics.
Experiments in botany, general science, physics, and chemistry.
These inspections shall be conducted during the month of May each year. The inspectors
shall make two copies of their ratings which shall be on the scale of to 100. One copy of these
ratings is to be handed to the principal, day-school inspector, or superintendent on or before
May 15 each year.
APPENDICES. 423
Great care should be used in making inspections. Each pupil should be required to show
some concrete evidence that he has met the requirements of the course of study relative to
industrial work or vocational training. The rating should be based upon the work actually
presented for inspection.
In gardening, stock raising, or farm practice, credit may be given for work performed
during the year, even though it can not be presented for inspection; however, claims for credit
for work not presented for inspection must be substantiated on record cards for prevocational,
junior vocational, and senior vocational courses, Forms 5-297 to 5-298-1.
In drawing and drafting careful attention should be given to see that the suggestions in
the course of study have been followed.
In conjunction with the inspection of the work actually done the inspectors should collect
and examine the pupils' notebooks. Some of the prevocational pupils will have had work in
more than one industrial department. The notes kept by the pupils in each department should
be made the subject of an inspection as should the prevocational record cards which have been
filed by the different instructors. The work of a single pupil in the several departments or
branches of the work should be graded by subject and the general average of the standings in
these several subjects will constitute the inspector's final rating for the industrial inspection.
The inspector's report can be made on Form 5-295.
Inspectors in reviewing notebooks in which experiments in botany, general science, physics,
and chemistry in laboratory and field are recorded, should note carefully whether or not the
experiments performed and recorded in all sciences in the senior vocational courses meet college
entrance requirements in form and contents and if the majority of the experiments are prac
tical and applicable to the every day needs of home life. Credits should be given accordingly.
Inspectors shall also inquire carefully into the question of the number of assigned credits
which each candidate has secured as required in the revised course of study before completing
any industrial topic and will check the records with the actual work presented for consideration.
ORAL EXAMINATIONS.
Oral examinations will be conducted in the following subjects:
Primary division, Grade III.
Conversational English.
Reading.
Music.
Prevocational division, Grades IV, V, and VI.
Conversational English.
Reading.
Music.
Junior vocational division, first and second years.
Reading.
Music.
Senior vocational division, freshman, sophomore, junior, and senior years.
Reading.
Music.(
In all oral examinations the examiner shall mark pupils on the basis of to 100. No pupil
may be promoted from the third grade who has failed to attain a rating of 75 per cent in this
examination.
The examiner shall make two copies of his rating, retaining one and sending the other to
the day-school inspector, the principal, or the superintendent.
424 COURSE OF STUDY.
These oral examinations shall be held some time within the month of May of each year and
preferably prior to May 10. Reports must be filed on or before May 15.
These oral examinations will be conducted with the view of determining :
O
(a) If the pupil has completed the work of the grade as outlined in the course of study.
(&) If the pupil will be reasonably able to do the work of the next higher grade.
PENMANSHIP.
Some time before May 15, annually, each academic teacher will give the pupils in her class
an examination in penmanship as follows:
Grade III, write two quotations from memory.
Prevocational division, write three quotations from memory.
Junior vocational division, write four quotations from memory.
Senior vocational division, write four quotations from memory.
In case the school is organized along departmental lines the examination in penmanship
may be given by the teacher of English.
In rating this subject a fair division of credits might be made as follows:
i Points.
1. Legibility. 50
2. Neatness and appearance 30
3. Rapidity 20
WRITTEN EXAMINATIONS.
Written examinations will be held in all Government schools at stated times twice each
year, as follows :
Mid-year examinations. During the closing week of the first semester.
APPENDICES.
SCHEDULE FOR MIDYEAR EXAMINATIONS.
425
Only those examinations are scheduled which are prescribed to be completed during the
first semester.
Divi
sion.
Grade
or year.
Monday.
Tuesday.
8.33-11.30
1.00-4.00
8.30-11.30
1.00-4.00
Primary.
III.
No examinations scheduled at this time.
Pro-
vocational.
IV.
V.
VI.
Laundering.
Poultry raising.
Home training.
Home cooking I.
Plain sewing I.
Shoe and harness repairing.
Carpentry and painting.
Engineering.
Blacksmithing.
Masonry.
Dairying.
Stockraising.
Farm crops.
Soils and soil fertility.
Junior vocational.
1
VII.
Geography.
Cooking and home manage
ment I.
Sewing I.
Carpentry I.
Painting I.
Engineering I.
Agriculture I.
Gas engines I.
Blacksmithing I.
Masonry I.
VIII.
History.
Cooking and home manage
ment II.
Sewing II.
Nursing.
Carpentry II.
Painting II.
Engineering II.
Agriculture II.
Gas engines II.
Blacksmithing II.
Masonry II.
Senior vocational.
First.
(Fresh
man.)
Second.
(Sopho
more.)
Horticulture.
Stock judging.
Third.
(Junior.)
Shop mathematics.
Fourth.
(Senior.)
Citizenship.
Commercial law.
Feeds and feeding.
Final examinations. At dates to be designated by the chief supervisor.
Examinations shall be held according to the schedules opposite page 433.
NOTE. These schedules shall be posted in full view of the student body. If any pupil
finds that he has two subjects that come at the same hour on the same half day, he shall arrange
with the instructor for time for the second subject, but in no case shall the examination be
given on a different date from that in the schedule.
The following rules shall govern the conduct of the examinations :
1. Questions shall not be seen prior to the dates for holding the examinations. Questions
covering examinations for each day will be placed in sealed envelopes. These envelopes will
be plainly marked with the name of the subjects, grade or year, and day on which the exami
nation is to be held.
2. The envelopes containing the questions are to be opened only on the date noted.
3. The opening of the envelope or envelopes by any person, except as stated above, will
be sufficient cause for dismissal from the school and service.
426 COURSE OF STUDY.
4. No substitution of questions shall be made under any circumstances. No grades shall be
raised or lowered due to any reason affecting the pupil's record. Each instructor will be held strictly
accountable for the observance of these two rules.
5. Any explanation made by the examiner must be made to the entire class and not to
any individual member thereof. Explanations must not be of such a nature as to suggest
the answer. Obscure or unfamiliar words may be defined provided such definition does not
indicate the correct answer. Should any pupil ask for an explanation of any question, the
instructor shall make the necessary explanation, if a proper one, before the whole class.
6. The following forms of heading shall be used on all examination papers:
In the academic examinations at the top of the first sheet:
School. Date.
Subject. Grade.
Name of pupil. Age. Years in the grade.
In the industrial examinations :
School. Date.
Subject. Division. 1
Name of pupil. Age. Weeks of instruction.
7. Before the beginning of the examination the examiner should read to the class all the
special instructions on each paper and explain the same so that they will be understood.
8. Use 8 by 10^ inch paper ruled, such as can be obtained on the requisition for blanks
and books in form of pads of 100 sheets. Both sides of the page may be used. Pencils and
scratch paper may be used but the final paper must be written with ink.
9. No pupil shall leave the room with an unfinished paper before him.
10. Cheating on the part of the pupil should be carefully guarded against. On the first
offense the examiner should take appropriate action, such as a warning, an appropriate
deduction in rating the paper, or other suitable punishment. A second offense should be met
by prompt dismissal from the room.
11. At the close of each examination the papers shall be fastened together with the ques
tion paper and handed to the instructor who is to rate them or to the principal or superin
tendent of the school.
RULES FOR GRADING PAPERS.
The following rules will guide instructors in rating examination papers:
See Section VI of the general rules for the conduct of uniform examinations.
All subjects should be marked on a basis of to 100 per cent and all entries on Form
5-295 should be made on that basis.
Instructors are to exercise great care in rating papers. No credit should be given for
effort alone. No exception should be made of pupils or classes who, for some reason, have
not had certain parts of the prescribed work.
A general rule for the rating of all papers is: For mistakes in English in all subjects
deduct one-fourth of 1 per cent for each mistake.
In calculating averages, a fraction whose value equals one-half or more than one-half
shall be counted as a whole unit. A smaller fraction shall be disregarded.
In order to discover what a pupil has gained in knowledge or power, an examiner should
read each paper carefully. The knowledge or power gained by the pupil is of much more
importance than how near a pupil has come to the examiner's knowledge, or how far short the
pupil has come from meeting some preconceived idea that the examiner has of what a perfect
answer should be.
i Prevocational, junior vocational, or senior vocational.
APPENDICES. 427
Before rating the answers to a set of questions, each question should be considered care
fully in respect (a) to the kind of answer that should be required, (6) to the number of credits
that should be given to each part of those questions answered satisfactorily, i. e., when a
question has two or more parts.
Attention should be given to the wording of the questions; i. e., to the directions given.
The terms "describe," " narrate," "give an account of," are not synonymous with "mention."
When a question requires definiteness and accuracy in the answer this should be insisted
upon.
In order to see that the required number of questions have been answered, count the
answers. If more than have been required have been answered, give credit only for the
required number counting from the first.
In all subjects except English one-fourth of 1 per cent should be charged for each error
in spelling. In English each error in spelling should be charged one-half of 1 per cent. No
deduction should be made for repeated misspelling of the same word.
Where reliable authorities differ or there arises other questions of doubt the pupil should
always be allowed the benefit of the doubt.
Where the rating is close to the passing mark, each paper should be very carefully considered
as a whole before accepting or rejecting it. For example, a paper, at first rated 73 per cent on
account of technical errors or the misinterpretation or omission of a question, might as a whole
be worth a mark of 75 per cent. On the other hand, a paper, at first rated 76 per cent, might
as a whole show such gross carelessness, slovenliness, and inaccuracy that it should be rejected.
In finding the subject averages where several forms of examination are involved the follow
ing scheme will govern :
Class standing 1
Examination 1
(a) Oral 1
(6) Written 1
(c) Inspection 2
The figures under the heading examination indicate the relative weights of the various
forms of examination to be used in getting the final rating. In getting the subject average
the class standing and the examination rating have equal value.
In grading papers in the following subjects, examiners will be guided by the special rules
below:
ENGLISH.
1. When syntax is called for, it should not be construed that the part of speech should be
given, or the classification of phrases or clauses.
2. In giving the syntax of a word, phrase, or clause it is necessary to give (a) its relation
to a major element of the sentence; (&) the particular construction or use that is involved.
3. In marking compositions, about one-half of the credits allowed should be given to
subject matter and the other half to technic. Each should be rated on the basis of 100 and
the sum divided by 2.
4. Allowance should be made in rating papers, i. e., the examiner should not require the
same standard for a sixth-grade paper as for a fourth year senior vocational paper.
5. In a composition where the subject matter is very nearly or entirely wrong, or where an
answer is a substitution for the required data, very little or no credit should be given.
428 COURSE OF STUDY.
6. The examiner should look for the pupils' ability-
(a) To think.
(6) To grasp and classify essential points of content.
(c) To express themselves in good English.
(d) To adhere to the subject.
7. In marking outlines, the following points should be noted :
(a) Form.
(6) Coordinate topics.
(c) Subordinate topics.
Coherence of topics.
8. In marking letters the following system of credits is suggested as a guide. Of all credits
assigned to a letter, one-fifth of them should be for form. The distribution of these points
should be as follows:
(a) Heading, two-fifths of credits assigned to form.
(6) Address and salutation in a business letter or saluatation in friendship letters,
two-fifths of the credits assigned to form.
(c) Complimentary close, one-fifth of the credits assigned to form.
9. Whatever system of punctuation is used in letter writing, the examiner should rate the
letter on consistence in following the system chosen by the writer.
10. In rating technic, due consideration must be made for less mature minds and viewpoint
in the lower grades, and exacting more from sixth grade than from the third. The following
points should be noted, making allowance according to the grade or year:
(a) Form.
(&) Neatness.
(c) Vocabulary.
(d) Capitalization.
(e) Punctuation.
(/) Spelling.
(g) Paragraphing.
(Ji) Syntax.
(i) Sentence structure.
(/) Use of idioms,
(fc) Coherence.
(T) Introduction.
(m) Conclusion.
(n) Fundamental principles of description, narration, exposition, and argumen
tation.
11. Genuine wit, humor, originality, etc., showing individuality in literary attainments
should receive credit, but not to such an extent as to offset all technic.
12. For rating part of the topics listed under technic the following scale should be used:
(a) Each error in spelling ^
(No deduction for repeated misspelling of the same word.)
(6) Each error in syntax 3
(c) Each error in paragraphing 2
(d) Omission of hyphen in dividing words at the end of the line 1
(e) Each error in punctuation 1
(/) Each error in the use of capitals 1
(g) Each error in omitting words 1
(h) Each error in unnecessarily repeating words 1
(i) Each incorrect abbreviation 1
APPENDICES. 429
SPELLING.
1. For each misspelled word deduct its proportionate value.
2. For each mistake in capitalization of a word correctly spelled deduct one-half its value.
3. When an error is evidently due to wrong pronunciation by the examiner, as is shown
when several pupils of the same class mistake the given word for a word nearly identical, full
credit should be given. The pupils should not be punished for the fault of the examiner.
4. Sometimes in haste or by carelessness the omission of dotting an unmistakable "i" or
the crossing of a "t" may be ignored, but where there is evidence of an attempt to obscure or
make the spelling ambiguous, no credit should be given. v.
5. For a word spelled incorrectly, then canceled and spelled correctly, make no charge.
6. For a word that is spelled incorrectly and then correctly, when neither word is canceled,
allow half credit for the value of the word.
7. For a word that is spelled correctly and then incorrectly, with neither word canceled,
allow no credit.
8. When two or more identical errors in the use of the apostrophe occur in spelling examina
tion (as "enemie's, replie's," both nouns) make a single charge for the value of the word.
9. For dividing a word properly written solid into two or more parts, each part being a dis
tinct wbrd, or for writing a simple word as a compound word, if it is spelled correctly, deduct
one-half the value of the word.
10. For each wrong use of the hyphen or failure to use it, provided it is spelled correctly,
deduct one-half the value of the word.
HISTORY, CIVICS, GEOGRAPHY, HYGIENE, ETC.
1. No attempt should be made to rate papers in these subjects with mathematical
exactness.
2. While it is necessary for the examiner to form an ideal of the content of the question, in
the formation of his ideal, due consideration should be given to the age and grade of the pupil.
A fourth-grade paper should not be judged according to a third-year senior vocational.
3. Each question should be rated on the basis of 100 points, unless otherwise requested.
(See explanation under "Arithmetic.")
4. Sometimes the answer is not the expected one, but still fairly covers the question, and
full credit should be given.
5. The fullness and completeness of an answer should be taken into consideration, but no
answer should be judged merely by its length. Frequently a short answer contains more that
is vital to the question than a longer one.
6. If a pupil indicates that he knows the information desired, even though it is not ade
quately or exactly expressed, credit should be given.
7. In questions requiring judgment, examiners should not be unduly influenced by their
own opinion, but should rate the paper according to the skill shown by the pupil in maintaining
his position. Great allowance should be made for answers involving judgment.
8. If a description calls for 65 words, it is better for the pupil to close his paragraph naturally,
even though using only 60 words, than to attach 5 more words that do not mean anything or
that detract from the natural meaning. Do not be too strict in the required number of words,
although attention must be given to such direction.
9. When causes, results, and reasons are called for in questions, at least two distinct causes,
results, or reasons should be given. Two well-explained particulars are worth more than a larger
number carelessly given.
430 COURSE OF STUDY.
10. When questions require the explanation of terms, or when based on facts of organiza
tion or function, they can be stated with a greater degree of exactness than when questions
require judgment only.
11. When a question has a specific number of points, and additional information is given
which is incorrect, charge the full value of a point for each incorrect point in the answer.
ARITHMETIC.
1. The aim in arithmetic should be accuracy.
2. Each question should be rated on the basis of 100 points unless otherwise indicated.
3. For wrong process throughout and wrong result, deduct entire value of the question.
4. For each single wrong process, deduct its proportionate value.
5. In marking papers, the examiner should be severe in rating questions that call for
definitions, writing numbers, etc., and for problems that are purely mechanical.
6. A problem which has the operations definitely stated should be marked zero if the
correct result is not obtained.
7. No credit should be given if the necessary work for the solution of a problem is not
shown. Just the answer, even though correct, without any of the necessary solution should be
marked zero, unless the examiner has evidence that the answer given is the result of the pupil's
own work, and the necessary solution was omitted for lack of tune or through carelessness.
Under such circumstances give proportionate credit for the correct answer.
8. In solving problems, 30 points should be deducted for the first error in computation, but
not more than 50 points for wrong computations in any problem should the method of solution
be correct.
9. In writing notes, bills, accounts, etc., correct form is important, the rating of which
may be based on the following divisions:
40 points for correct heading, margin, form, etc.
10 points for signature.
50 points for items and correct total.
Any order of words, punctuation, etc., hi customary use should be accepted.
10. Deduct one point for each of the following errors:
(a) Each offense in copying figures incorrectly.
(&) Each improper use of symbol or designation.
(c) For fraction in answer not reduced to lowest terms.
(d) For involved process when a much simpler process should have been used.
11. In pointing off decimals, apply rule 8.
12. In rating papers in higher mathematics use the same system.
13. The following will illustrate the method of rating questions by the 100-point scheme
recommended herein :
STATED PROBLEM.
Make out and receipt bill for the following:
On April 8, 1922, William Robinson bought of the Cash Grocery, of Salina, Kans., 4 dozen
eggs, at 32 cents per dozen, 4 pounds of butter, at 30 cents per pound, and 2 gallons of sirup,
at 85 cents per gallon.
APPENDICES.
431
(Use proper abbreviations and symbols in making out bill.)
William Robinson (a)
Sold to
CASH GROCERY.
SALINA, KANS., APRIL 8, 1922.
(b)
(C)
April 2
4 dozen eggs @ .32
1
55
(d)
4 Ibs. butter at .30
1
20
(e)
2 gal. sirup @ .65
1
70
4
28
Received payment May 1, 1922.
(f) (Signature omitted.)
Italics indicate errors.
Memoranda for rating the problem :
Points.
(a) Heading [should be "Bought of "] l ............................. 8 See section 9.
1 Five parts heading, one wrong; deduct one-fifth of points chargeable to errors under this head.
(b) Abbreviation .................................................. 1 Section 10.
(c) Computation ................................................... 30 Section 8.
(d) Symbol ....................................................... 1 Section 10.
(e) Copied wrong number .......................................... 1 Do.
(f) Omitted signature ............................................. 1 Do.
Total errors ............................................. 42
On basis of 100 points, to each question 42 points of error leaves 58 points of credit on
question or -j^j- of the value of the whole question. For example, if there are 10 questions in
examination the above solution would be worth (5.8 per cent or) 6 per cent; if 8 questions are
asked (^$5- of 12), 7 per cent, etc.
RULES FOR COMPUTING THE GENERAL AVERAGE.
The relative weights of the different subjects and the proportionate values of examina
tions and inspections are as follows:
NOTE. All subjects (class standing, oral examinations, written examinations, inspections) should be marked
on a 100 per cent basis and all entries on Form 5-295 should be on this basis. The relative weights given herein should
be considered only in finding averages. In determining the general average, all the subject averages should be com
bined as indicated hereinafter and their sum divided by the sum of the weights, i. e. (in the third grade, spelling and
language combined has a weight of 1 while the examinations in general exercises, music, writing, and drawing, have
a combined weight of 1), the total of these grades would be divided by 6.
GRADE HI.
Conversational exercises ..................................................................................... 1
Reading (oral and written, equal value) ..................................................................... 1
Spelling (1) and Language (2) ................................................................................ 1
Arithmetic ................................................................................................ 1
General exercises, Music, Writing, and Drawing (equal value)
Industrial work (inspection)
Total.
432 COURSE OF STUDY. ,
EXAMPLE OF HOW TO COMPUTE THE GENERAL AVERAGE.
Conversational exercises 80X 1= 80
Reading, oral 90X1= 90
Reading, written 76X1= 76
2)166 83
Spelling 82X1= 82
Language 88X2=176
3)258 ' 86
Arithmetic 93X1= 93
General exercises 76X1= 76
Music 80X 1= 80
Writing 77X1= 77
Drawing 82X1= 82
4)315 79
Industrial work 88 X 1= 88
6)509
General average 85
NOTE. Where two or more subjects are combined to get an average in the scheme above the figures in parentheses
indicate the relative importance of each subject.
GRADE IV.
Conversational exercises 1
Reading, oral and written (equal value) 1
Spelling (1) and Language (2) 1
Arithmetic 1
General exercises, Music, Writing, Drawing (equal value) 1
Industrial work (examination, 1; inspection, 2) 1
6
GRADE V.
Conversational exercises 1
Reading, oral and written (equal value) , 1
Spelling (1) and Language (2) 1
Arithmetic 1
Geography and Physiology (equal value) 1
General exercises, Music, Writing, Drawing (equal value) 1
Industrial work (examination, 1 ; inspection, 2) 1
7
GRADE VI.
Conversational exercises 1
Reading, oral and written (equal value) 1
Spelling (1) and Language (2) 1
Arithmetic 1
Geography, Physiology, and History (equal value) 1
General exercises, Music, Writing, and Drawing (equal value) 1
Industrial work (examination, 1; inspection, 2) , 1
APPENDICES. 433
JUNIOR VOCATIONAL DIVISION.
FIRST YEAR.
Reading, oral and written (equal value) 1
Spelling (1) and Grammar (2) 1
Arithmetic -
Geography and History (equal value) 1
Physiology 1
Current events, Music, Writing, Drawing (equal value) 1
Industrial work (examination, 1; inspection, 2) 1
7
SECOND YEAR.
Reading, oral and written (equal value) 1
Spelling (1) and Grammar (2) ( . 1
Arithmetic 1
History and Civics (equal value) 1
General agriculture 1
Current events, Music, Writing, Drawing (equal value) 1
Industrial work (examination, 1; inspection, 2) 1
7
SENIOR VOCATIONAL DIVISION.
FRESHMAN.
English (Literature, 1; Composition, 1) 1
Algebra 1
Ancient history 1
Mechanical drawing and General exercises (equal value) 1
Industrial training (examination, 1 ; inspection, 2) 1
Total credits 1 5
SOPHOMORE.
English (Literature, 1; Composition, 1) 1
Geometry 1
General science 1
Mechanical drawing and General exercises (equal value) 1
Industrial training (examination, 1; inspection, 2) 1
Total credits 5
JUNIOR.
English (Literature, 1; Composition, 1) 1
Chemistry 1
American history 1
Bookkeeping and Shop mathematics or Commercial geography 1
Mechanical drawing and General exercises (equal value) 1
Industrial training (examination, 1; inspection, 2) 1
Total credits 6
SENIOR.
English (Literature, 1; Composition, 1) 1
Physics 1
Citizenship and Rural economics 1
Mechanical drawing and General exercises (equal value) 1
(Include Commercial law in Agriculture also.)
Industrial training (examination, 1; inspection, 2) 1
Total credits 5
o
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