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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.

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

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.

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.

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.

(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.

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.

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.

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.

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.)

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.

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.

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.

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.

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.)

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.

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.

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.

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.

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.

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.

(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.

(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.

(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.

(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.

(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.

(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?

(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.

(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.

(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.

(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?

(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.

(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.

(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.)

(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 ?

(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.

(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.

(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.

(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.

(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?

(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.

(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.

(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.

(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.

(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.

(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 ?

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.

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

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.

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.

(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.

(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.

(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.

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.

(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.

(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.

VI. South America:

(a) Size and shape compared with North America.
(6) Boundaries.

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,

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.

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.

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

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.

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.

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.

(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.

(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.

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.

(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

(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.

(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 ?

(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.

(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 ?

(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.

(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 ?

(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.

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.

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.

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

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.

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

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-

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.

(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.

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.

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

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

B v. A

D v.B
A v.C

Leapfrog
Volley ball

2
T

D v. A

Pick-a-back relay
Volleyball

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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

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.

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.

(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.

(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.

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.

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.

(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.

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

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.

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.

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.

(d) Economy in purchase.

162 COURSE OF STUDY.

VI. BEAUTIFYING HOME GROUNDS.

(a) Location of buildings.
(6) Walks and drives.

(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.

(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.

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.

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.

(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.

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.

(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.

(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.

(a) By postal money orders.

(6) By registered mail.

(d) By telegram.
Saving and investing money:

(a) Savings banks.
(&) Real estate.

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.

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.

(d) Magellan.

(e) Cortez.

2. France

(a) Search for northwest passage.
(&) Cartier.
(c) Champlain.

3. England

(a) John and Sebastian Cabot.
(&) Sir Francis Drake.

(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.

(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.

(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.

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.

(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.

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.

(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.

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.

(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.

(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.

(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.

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.

(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.

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.

(d) Treaty of peace.

(e) Results.

XXV. New ideas in Government

(a) Initiative.
(6) Referendum.

(d) Direct primary.

(e) Woman's suffrage.

XXVI. New laws-

(a) Income tax.

(5) Tariff laws.

1. Workings of Federal reserve system.

XXVI I. Amendments to the Constitution

(a) Sixteenth amendment Income taxes.

(6) Seventeenth amendment Direct election of Senators.

(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.

(d) Express.

(e) Telegraph and telephone.

4. Soldiers' insurance.

5. American participation

(a) On the sea.

(6) At the battle front.

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.

(d) The city manager plan.

VI. State government:

(a) Relation of State to Federal Government.

(6) Powers 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.

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.

(a) Customs.

(6) Internal revenue.

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.

(d) Ligaments.

III. Muscles:

(a) Kinds.
(&) Functions.

(d) Hygiene

1. Effect of alcohol and tobacco.

IV. Skin:

(a) Functions.
(&) Anatomy.

(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.

(d) Absorption.

(e) Alcohol and its effects.

VI. Circulation:

(a) Organs.
(6) Functions.

(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.

(d) Hygiene of

1. Effect of alcohol and tobacco.

VIII. Nervous system:

(a) Function.

(5) Brain.

(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.

(d) Outdoor sleeping.

XII. Accidents and first aid.

XIII. Diseases:

\d) Inherited.

(6) Germs and diseases caused by them

1. Protozoa.

2. Bacteria.

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.

(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.

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.

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.

(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.

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.

(d) Proper method of keeping bread.

III. Plain cake making:

(a) Ingredients in a cake.
(&) Mixing the ingredients.

(d) Boiled frosting.

(e) Making gingerbread and molasses cake.

IV. Pies:

(a) Making pie crust.

(&) Filling for pies; fruit, pumpkin, squash, custard, berries, etc.

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.

(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.

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.

(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.

(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.

(d) Labor involved.

1. In making.

2. In laundering.

(e) Cost.

V. Develop judgment:

(a) In selection of material.

(&) In selection 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.

(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.

(d) Placing the pattern to admit of economical cutting.

VIII. Construction of undergarments:
(a) Measures required.

(&) Estimating amount of material needed.

(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.

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.

(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.

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.

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.

(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.

(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.

(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.

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.

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.

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.

1. Corn

(a) Preparation of soil.

(b) Planting.

(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.

(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.

(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.

(d) Guernsey.

(e) Dutch Belted.

2. Types and characteristics

(a) Temperament.
(6) Milk organs.

(d) Type Wedge shape.

220 COURSE OF STUDY.

I. Dairying Continued.

3. Housing and care

(a) Barn

1. Location

(aft Drainage.

(&) Direction from dwelling

(d) Water and feed.

2. Size and arrangement (commercial or family).

3. Care

(a) Ventilation.
(&) Sunlight.

(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.

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.

(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.

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.

(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.

(d) Steel.

(e) Brick.
(/) Pit.

2. Size necessary

(a) As to number of cows.
(6) Supplement for roughage.

3. Ensilage

(a) Kind.
(6) Use.

(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.

(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.

1. Fertilizing

(a) Farm-yard manures.
(&) Commercial fertilizers,
(c) Green manures.

2. Working

(a) Plowing.
(6) Disking.

(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.

(d) Size to transplant.

(e) Removing the plants.
(f) Planting and transplanting

1. Time for

(a) Climate.

(6) Varieties.

2. Depth of planting

(a) Climate.
(6) Soil.

(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.

(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.

(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.

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) :

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) :

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) :

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) :

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) :

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) :

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.

(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.

(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.

(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.

(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.

(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.

(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.

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.

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.

(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.

(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.

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.

(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.

(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.

(d) Forms.

IV. The stem:

(a) Forms and growth.
(6) Modifications.

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. O