ARCHDIOCESE OF BOSTON PAROCHIAL SCHOOLS COURSE OF STUDY K-C 306609 IX 377 B7 * '] V 1 ARCHDIOCESE OF BOSTON PAROCHIAL SCHOOLS COURSE OF STUDY GRADES I-VIIJ BOSTON COLLEGE LIBRARY CHESTNUT HILL, MASS. OFFICE OF DIOCESAN SUPERVISOR OF SCHOOLS BOSTON, MASSACHUSETTS REV. AUGUSTINE F. HICKEY DIOCESAN SUPERVISOR OF SCHOOLS 161951 jjfgS FOREWORD In September 1915 at the direction of His Eminence, Cardinal O'Connell, Archbishop of Boston, an Outline of Requirements was placed in the hands of the teachers of the elementary grades of Parochial Schools. The advantages consequent to the unification of the educa- tional work of the Archdiocese have been evident during the eight years of the use of the original Outline. With the experience of these years has come the realization of new needs in the arrangement of a program of elementary education. With the approval of His Eminence, the Cardinal, a new course of study outlining work in all the subjects taught grades I to VIII is now presented for use in the elementary grades of schools in the Archdiocese of Boston. The new course is a development of the Outline of Require- ments of 1915. It is more complete in detail, in suggestions and in references for the use of teachers and pupils. The Course of Study, however, is not the great objective of Catholic education. The task of the religious teacher is to teach children not the curriculum. The centre of interest in the Catholic classroom is the child not the subject matter. Curricula are organized to facilitate the teaching of children through the suggestion of proper material for the development of personal power in the life of the child. The curriculum is a means to an end. No curriculum ever met the needs of every child in a large school system. It is the responsibility of Su- periors of Schools and of teachers to study, to interpret and to apply the requirements set forth in the following course in the highest interests of the children in the classroom. The principle of the adjustment of the curriculum to the needs of pupils should be applied particularly in the seventh and eighth grades. In these grades the presentation of the subject matter should take on something of the character and method of the high school. Here must come less emphasis on formal drill and an increase of the encourage- ment of initiative, personal interest and problem solving on the part of pupils. In these grades thought getting and thought expression form the chief objective of the alert teacher in her methods of instruction and training. Assignments become more comprehensive and include refer- ences to other books than the basic text used by the class. A certain amount of Socialized Recitation under the direction of the teacher makes pupils more conscious of the purposes, need and value of educa- tion. The mentality, the tastes and the attitude of the child between twelve and fourteen years call for active sympathy and interest from the teacher to the end that confidence and co-operation may be aroused in the pupil. The will of the pupil is to be disciplined with the intelli- gence. This is accomplished through the teacher's power to teach pupils why and how to make the right choice. Under the influence of religion pupils are to be enlightened and strengthened in the develop- ment of will power so that they may be able to choose rightly in the situations that they must face in after years. To make the lives of children richer in love and service of God and in loyalty and devotion to country is the aim of Catholic education. 3 The work of presenting a new course of study was undertaken for the furtherance of this sublime purpose. In the preparation of this course valuable assistance has been given by Community Supervisors, Superiors of Schools and by teachers of the grades. Suggestions have been taken from other courses of study prepared for elementary schools. The use of many such suggestions is acknowledged with gratitude. Office of Diocesan Supervisor of Schools. Boston, Massachusetts. November 1, 1923. 4 CONTENTS Foreword . 4 Time Schedule 6 Religion, Grades I-VIII 7 English, Grades I-VIII 39 Arithmetic, Grades I-VIII 83 United States History, Grades I-VIII 92 Civics, Grades I-VIII 117 Patriotism, Grades I-VIII 125 Geography, Grades III-VIII 131 Physiology and Hygiene, Grades I-VIII 143 Physical Training, Grades I-VIII 149 Music, Grades I-VIII 156 Drawing, Grades I-VIII 165 Irish History, Grades VII-VIII 181 Marking Written Works 183 5 APPROXIMATE TIME SCHEDULE Aggregate time in minutes per week, to be given in the different subjects of the curriculum. Grades 1 2 3 4 5 6 7 8 Opening and Closing Exercises 60 60 60 60 60 60 60 60 Religion 150 150 150 150 150 150 150 150 Reading and Literature 525 475 400 200 180 175 150 140 Spoken and Written English. . . 230 200 200 285 285 250 250 250 Penmanship 80 80 80 100 100 90 90 90 Arithmetic 100 200 200 200 220 200 220 220 History and Civics 50 50 120 120 140 Geography 75 125 125 125 150 140 Music 75 75 75 75 75 75 75 75 Drawing 100 80 80 80 80 80 60 60 Physiology and Hygiene 30 30 30 30 30 30 30 30 Physical Exercises and Recess. 150 150 150 140 140 140 140 140 Totals 1500 1500 1500 1495 1495 1495 1495 1495 Approximate Home Study per week 150 225 300 500 500 The class room teacher is to prepare subject to the Superior's ap- proval a weekly program based on this time schedule. The program is to be kept in the classroom. 6 RELIGION In pursuing the various branches of training in religion assigned for daily instruction and study, results most satisfactory will be secured by treating these subjects simultaneously rather than successively. Thus, the Catechism, Bible History and complementary instruction should be correlated in such a way as to combine facts and convey force- ful impressions from which practical lessons may be naturally drawn. Much emphasis is to be placed on religious instruction. It is through skillful presentation of religious truth and of spiritual motives for action that the child comes to accept the practice of Christian virtue as the great all consuming aim of his life. With the lesson freshly prepared by earnest and prayerful study, the teacher stands before her class as a messenger of God and His Church, bearing in mind that to her is confided a noble work, a sacred trust; a task sublime in character, holy in nature and far-reaching in effect. On her devolves the duty of training conscience, of checking and repressing, wherever necessary, inherent human tendencies and of developing the youthful mind and heart in the habits of the love and practice of virtue; in short, of laying the foundation for the build- ing of a character of superior excellence and beauty. Religion is the great motive power of life in the classroom of the Catholic School. Every lesson taught must include a presentation of the truths and standards of Christ in such a manner as to touch the life of the child. In the teaching of religion quality is the objec- tive not quantity. Constant emphasis must be placed on the germ truths which should flower into the unfailing use of religion in the daily tasks and responsibilities of the child's life. Honesty, truthfulness, industry and obedience are fundamental to character. These habits of action become supernaturalized and take on their full glory and power through the religious motive and the religious ideal. Let the teacher remember that all real training is self training; that in instruction and discipline of all kinds the child should be led to co-operate. A word of confidence and encouragement from the teacher often suffices to this end. The child is asked "What do you think about it?" "How do you feel about it?" "What are you going to do about it?" The co-operation of the child aroused by this method, strengthened by the supernatural motive, confirmed by constant repetition and practice gradually develops into habit. The sum of Christian habits is Christian character. In all things the teacher of Religion relies on the Grace of God which is the beginning and the development of progress in the supernatural life. In face of every difficulty and discouragement, the earnest teacher of Religion is inspired by the promise of Our Lord to those who instruct in His Name, "I will be in thy mouth and will teach what thou shalt speak." SCHOOL PRAYERS There are four common prayer periods each school day. The fol- lowing list of suitable prayers is arranged for the use of the grades. 7 Pupils must be taught to pray with intelligent attention and sincere devotion. For this reason few prayers should be said but said slowly and with careful enunciation. Daily Prayers Grade I to III. A.M. Opening Session — Our Father, Hail Mary, Angel of God. In Grade II add Apostles' Creed. In Grade III add Apostles' Creed and Morning Offering. A.M. Closing Session — Hail Mary, Blessing before meals. P.M. Opening Session — Hail Mary, Blessing after meals. Closing Session — Prayers to be selected by teacher of grade. In Grades II and III — Confiteor and Acts of Faith, Hope and Charity are to be said each morning either sitting or standing. Grades IV to VIII. A.M. Opening Session. Blessing after meals — Our Father, Hail Mary, Apostles' Creed, Confiteor, Morning Offering. A.M. Closing Session — Angelus. P.M. Opening Session — Acts of Faith, Hope, Charity, Contrition. Closing Session — Prayers to be selected by teacher of grade. When the bell strikes the hour all work is to be suspended for a moment for a brief but fervent prayer. Either of the following hour prayers is recommended. 1. Teacher — Let us remember the Holy Presence of God. Pupils — We adore His Divine Majesty. Add an ejaculation. 2. Teacher and Pupils — O My God, I will continue to perform all my actions for the love of Thee. Amen. RELIGION Grade I Approximate Time 150 minutes a week. Prayers: The Sign of the Cross, the Our Father, the Hail Mary, Prayer to the Angel Guardian, "O Angel of God." An Act of Contrition. Ejaculations: Jesus, Mary, Joseph! "O my God, I believe in Thee, I hope in Thee, I love Thee." Old Testament. 1. God, Our Heavenly Father. (a) God, Our Creator Who made us to know, love and serve Him, (b) Creator of all things. 2. Creation, (a) Work of each day. 3. The Angels (a) Fall; (6) Punishment; (c) Hell. Guardian Angels. 4. Adam and Eve. (a) Their Creation, Home in the Garden of Eden; (b) Fall and punishment; (c) God's Promise of a Redeemer. New Testament. 1. Annunciation. 2. Visitation. 3. Birth of Jesus: (a) Shep- herds, Kings, Flight into Egypt, Holy Innocents. 4. Holy Family 8 at Nazareth: (a) Daily home duties; (b) lessons. 5. The r ding in the Temple: (a) Loss and Finding of Child Jesus. 6. The later years at Nazareth : (a) The model home — love, industry, obedience. Note : The topics in the Old and New Testament are to be presented in the form of simple narratives which the children should be in- structed to reproduce in their own simple way. Bible pictures and black board sketches are of great assistance in this grade. Catechism. — Baltimore, Kinkead No. 0, Lessons I to X. Omit questions 295 and 434. Schools may substitute an approved Cathecism in preparation for First Communion. Note : During the first two years the emphasis is less upon the Cate- chism than upon Bible narratives. The questions should be thoroughly developed through Bible stories and other means before children are required to memorize. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of children. Simple talks on God and God's love for children. Stories from the Life of our Lord. Our Lord's Passion and Death. Devotion to Jesus, to His Blessed Mother and to St. Joseph. Sign of reverence in passing church. (2) To teach obedience to the law of God and to parents and superiors. Simple talks on the nature of sin. The voice of con- science. Examination of Conscience. Daily prayers. Observance of Sundays and Holy days. (3) To teach and to train in important virtues. Simple talks on truthfulness, honesty, obedience, respect for parents. t RELIGION Grade II. Approximate Time 150 minutes per week. Prayers. Our Father, Hail Mary, Apostles' Creed, Acts of Faith, Hope, Charity, Contrition. Ejaculations: "O Mary conceived without sin, etc." "Sweetest Heart of Jesus I implore, etc." Old Testament. I. Review work of Grade I. (a) Our First Parents, their creation, fall, punishment, promise of a Redeemer. II. Children of Adam and Eve: (a) Cain and Abel. 1. Their sacrifices, death of Abel, punishment of Cain. III. The Deluge: (a) causes, (b) Noe, (c) Ark, (d) Rainbow. IV. The Tower of Babel. New Testament. I. Review work of Grade I. II. The Mission of St. John the Baptist. 9 III. The Public Life of Our Lord: (a) Baptism, (b) His love for children, (c) Miracle of Cana, (d) Institution of Holy- Eucharist, (e) Passion, Death and Resurrection. Note: Present an epitome of Our Lord's Life in the form of simple oral narratives. Encourage children to reproduce in their own words. Catechism — Kinkead's No. 0. I. Review work of Grade I. II. Lessons XI to XXIV. Omit lesson on Confirmation. Schools may substitute an approved Catechism in preparation for First Communion. See note under Catechism Grade I. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of children. Simple talks on subjects in Grade I. The Sacrament of Penance. Confession. Sorrow for Sins. The Blessed Sacrament. Holy Communion. Visits to the Blessed Sacrament. Devotion to our Blessed Mother. Talks on Principal Feasts. Special attention to preparation for First Holy Communion. (2) To teach obedience to the law of God and to parents and superiors. Temptation. Source of Sin. Means of overcoming sin. Our daily prayers. The Ten Commandments. How kept. How broken. Death. Judgment. Hell. (3) To teach and to develop important virtues. What is meant by self control, by unselfishness. Why we should respect and obey all our lawful superiors. For- giveness of injuries. Truthfulness and honesty in all things. Motives. RELIGION Grade III Approximate time 150 minutes per week Prayers. Review prayers taught in previous grades. Confiteor, Morning Offering. 1 'We fly to Thy Patronage. ' ' Memorare. Ejaculations. "O Sacrament most holy, etc." "Jesus, I adore Thee." Old Testament. Review work of preceding grades. 1. Abraham, son of Thare, a descendant of Sem. (a) Called by God to be the Father of his people. (6) Lot, the nephew of Abraham, goes to Sodom. (c) Abraham delivers Lot from the four kings. (d) Is blessed by Melchisedech priest of the Most High and King of Salem. 10 (e) Destruction of Sodom and Gomorrah. Lot's wife turned into a pillar of salt. (J) The covenant of Circumcision. (g) Birth of Isaac. (h) Test of Abraham's faith. (i) Sarah dies and Abraham obtains a wife for Isaac. (/) Abraham dies. (a) Birth foretold by an angel. (6) Childhood. (c) Sacrifice. (d) Marriage with Rebecca. (e) Esau and Jacob. 3. Esau and Jacob. (a) Esau sells his birthright to Jacob. (b) Jacob receives his father's blessing. (c) Esau's anger. (d) Jacob flies to Mesopotamia; marries Leah and Rachel. Twelve sons, fathers of the twelve tribes. (e) Jacob returns to Chanaan. Wrestles with an angel. His name is changed to Israel. {f) Jacob and Esau reconciled. New Testament. Review work of previous grades. I. Events preceding the Birth of our Lord. 1. Vision of Zachary. 2. Visitation. Mary visits her cousin St. Elizabeth. 3. Birth of St. John the Baptist. 4. Mary and Joseph journey to Bethlehem. II. The Birth and Childhood of our Lord. 1. Nativity of our Lord. 2. Adoration of the Shepherds. 3. Circumcision. 4. Presentation in the Temple. 5. Adoration of the Magi. 6. The Flight into Egypt. 7. The Massacre of the Holy Innocents. 8. The Return to Egypt. 9. The Boyhood of Christ. 10. The Visit to the Temple. 11. The Hidden Life. 12. The Death of St. Joseph. N.B. Use the following topics in the story of each event in our Lord's Catechism. Kinkead No. 1, Lessons 1 to 33 inclusive. Questions which in the judgment of the teacher appear difficult for children of this grade may be postponed to following year. life:- (a) Time (b) Place (e) Words (0 Prayers (g) Lessons (h) Feast (c) Persons (d) Acts 11 A thorough review should be made of questions in Kinkead Cate- chism No. 0, Lessons 1 to 25. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of children. Talks on subjects suggested Grades I and II. Talks on Birth and Childhood of Our Lord. Holy Com- munion. Preparation and Thanksgiving. Elementary instruction on Holy Mass. The manner of assisting at Mass. (2) To teach and to train in obedience to the law of God and to parents and superiors. How we overcome temptation. Continue training of conscience. Sins, mortal and venial. Four last things to be remembered. Why we do penance, by keeping Lent and by acts of mortification. (3) To teach and to train in important virtues. Respect for authority. Reflections on the presence of God. Importance of industry. Truthfulness and honesty in words and actions. Kindness to all at home and to playmates. Practice of virtue in little things. A sense of personal honor. RELIGION Grade IV Approximate time 150 minutes per week Prayers. Review prayers taught in preceding grades. Hail Holy Queen. Ejaculation. St. Joseph, friend of the Sacred Heart, pray for us ! Old Testament. Review work of previous grades. I. Twelve Sons of Jacob. II. Joseph. 1. A Child:— (a) Favorite of his father. (b) Jealousy of his brothers. (c) His dreams. (d) His brothers' treatment of him. 2. A Slave:— (a) In Putiphar's home. (b) Temptation and imprisonment. 3. A Prisoner: — (a) Interprets the butler's and baker's dreams. (b) Interprets the dreams of Pharaoh and is released. 4. A Prince: — (a) Made governor of Egypt. (b) Stores up corn against the seven years of famine. (c) Famine reaches Chanaan and Jacob sends his sons to buy wheat. 12 (d) Joseph makes himself known and treats his nroth s kindly. The reconciliation. (e) Jacob and his family remove to Egypt. (0 Jacob in dying blesses Ephraim and Manasses, the sons of Joseph. III. Job. 1. His afflictions. 2. His great patience rewarded. 3. His death. IV. Moses. 1. First forty years (Egypt). (a) Birth and parentage. (b) Childhood. (c) Flight. 2. Second Forty Years. (a) Marriage. Occupation. (b) The story of the Burning Bush. (c) Mission of Pharaoh. Aaron as spokesman. 3. Third Forty Years. (a) Moses and Aaron before Pharaoh. (6) The Ten Plagues. (c) The Paschal Lamb. (d) Moses delivers the Israelites: — The Crossing of the Red Sea; Mara; the Manna; Quails. (e) At Mt. Sinai ; Commandments ; Golden Calf ; Taber- nacle; Laws and Government, etc.; Sacrifices; Re- ligious Feasts; Sacred Ministers. (J) The Spies ; Their Journey ; Return ; Report ; Effects ; Punishment, (g) Israelites wandering in the Desert: — Chief Events : — Core, Dathan and Abiron's revolt. Aaron's rod, Sin of Moses and Aaron. Death of Aaron. The Brazen Serpent. Balaam; the death of Moses. New Testament. Review work of previous grades. I. The Parables of Our Lord. 1. The Sower. 2. The Lost Sheep. 3. The Laborers in the Vineyard. 4. The Lost Groat. 5. The Wicked Servant. 6. The Ten Lepers. 7. The Pharisee and the Publican. 8. The Wheat and the Cockle. 9. Dives and Lazarus. 10. The Mustard Seed. 11. The Good Samaritan. 12. The Foolish Virgins. 13 Catechism. Kinkead No. 1, Lessons 1 to end. Insist on accuracy and intelligent enunciation. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of children. Talks on subjects suggested in previous grades. The Holy Eucharist. The Institution of the Holy Eu- charist. The blessing of frequent Holy Communion. The Mass and its parts. Devotion to Our Blessed Mother, to St. Joseph. Daily attendance at Mass in May and Lent. (2) To teach and to train in obedience to the law of God and to parents and superiors. Sin — its occasions. Evil companions. The punishments of sin. Purgatory, Hell. The power to follow con- science in all things. The power of prayer. A Good Confession. Sorrow for sins. (3) To teach and to train in important virtues. Respect to parents, to religious, to priests to the repre- sentatives of the civil authority. Fairness, honesty and truthfulness in school and on the playground. Polite- ness at home. Self control in words and acts. The habit of good manners. RELIGION Grade V Approximate time 150 minutes per week Prayers. Review prayers of previous grades. Out of the Depths. Magnificat. Spiritual Communion, "Look down upon me, etc." Ejaculations. "Sweet Heart of Jesus be my love." "Sweet Heart of Mary be my salvation." Latin Prayers. Ave Maria, Pater Noster. Old Testament. Review work of previous grades. I. Josue. 1. The crossing of the Jordan. 2. The fall of Jericho. 3. Entrance into the Promised Land. 4. Assembly at Sichem. ^ 5. Death of Josue. II. The Judges. 1. Othoniel — the first. 14 2. Gedeon. (a) The story of the fleece. (b) Battle with the Madianites. (c) The conquest. 3. Jephte. (a) The defeat of the Ammonites. (b) His vow. 4. Samson. (a) His birth and parentage. (b) Chief exploits. (c) Dalila. (d) His fall and death. 5. Heli. (a) His sons' sin. (b) Weakness of Heli in punishing his sons. (c) Punishment. (d) Capture of the Ark. 6. Samuel — the last of the Judges. (a) Birth; early life; vision; youth, (a) Influence with the people. (c) Miraculous victory over the Philistines. (d) People's demand for a king. (e) Samuel's grief at their rejection of God. III. Ruth.^i IV. TheJECingdom of Israel. 1. Saul — the first King. (a) Election and annointing. (b) Victories over Philistines, Ammonites, Amalekites. (c) Saul's death. 2. David — the second King, a man according to God's own heart. (a) J Youth — his choice and consecration by Samuel. (6) In Saul's court; combat with Goliath; friendship : 'c4 with Jonathan; Saul's hatred. (c) \ As king ; Tabernacle built ; Ark removed thither. (d) As Prophet. i. Writer of Psalms. ii. Foretells therein the Passion of Christ. iii. Predicts the conversion of the Gentiles. (e) As Sinner. i. Murder of Urias and marriage with Bethsa- bee. ii. Numbering of subjects. Punished by pesti- lence. (f) His death. 3. Solomon, son of David — third king. (a) Election. i. David's choice, son of Bethsabee. ii. Annointed by Nathan. iii. Prayer for Wisdom. (b) Revolt of Adonias. (c) Foreign Relations. i. Marriage with daughter of King of Egypt. 15 ii. Contract with Hiram, King of Tyre for building the Temple. iii. Reception of the Queen of Sheba. (d) Works. i. Building ; Temple ; his palace ; the city walls. ii. Writing. Proverbs. Ecclesiastes. Canticle of Canticles. (e) Loss of God's friendship by — i. Marrying idolatrous women. ii. Offering worship to idols. iii. Punished by division of his kingdom. New Testament. Review work of the previous grades. I. First Year of Our Lord's Public Life. 1. The Baptism of Jesus. 2. The Fast and the Temptation. 3. Call of the First Disciples. 4. The Marriage at Cana. First Miracle. 5. Our Lord's zeal for the honor of the Temple. 6. Jesus and Nicodemus. 7. The Samaritan Woman. 8. Jesus at Nazareth. 9. Miracle of the Ruler's Son. 10. Miracles of Jesus at Capharnaum. 11. The Sermon on the Mount. 12. The Miraculous Draught of Fishes. 13. Return to Capharnaum — Cure of the Paralytic. The Call of St. Matthew. 14. Messengers of St. John the Baptist. Catechism. Kinkead No. 2, Lessons 1 to 37. Insist on accuracy and intelligent enunciation. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of children. Subjects from other grades. The goodness of God shown in His Sacraments, (a) Baptism, (b) Penance, (c) Holy Eucharist. The Mass. How the Sacramentals re- mind us of the truths of religion, (a) Sign of Cross. (b) Holy Water, (c) Blessed Candles, (d) Crucifix, Scapulars. (2) To teach and to train in obedience to the law of God and to parents and superiors. The Examination of Conscience. Fighting temptation. The Commandments of God. The Evil of Sin. The Occasions of Sin. Selecting good companions. Fidelity in prayer. Confession and Communion. (3) To teach and to train in important virtues. 16 Devotion to parents. Truthfulness and honesty. Polite- ness. Good behaviour in Church on the street and at home. Generosity. Gratitude to benefactors and to God, the Giver of all good gifts. Personal honor. Note: 1. In teaching English prayers the psalms "Out of the Depths" and 1 'Magnificat" need not be learned by heart. The children are to become familiar with them through frequent use in the class room. 2. Beginning in this grade teachers presenting the "Public Life of Our Lord," should accompany lessons with the general geographical knowledge of Palestine, its political divisions, the Lake of Genesareth, cities blessed by the presence of Christ, approximate distances, etc., so that the mention of names will recall an intelligent idea of locations and of the circumstances which made them famous. RELIGION Grade VI Approximate time 150 minutes per week Prayers. Review English prayers of preceding grades. Rosary, Litany of Blessed Virgin, Prayer for the dying. Latin — Pater Noster, Ave Maria, Credo. Ejaculations. "Sweet Sacrament we Thee adore, O make us love Thee more and more." Old Testament. Review work of previous grades by topics. I . Kingdom of Juda. II. Kingdom of Israel. Kingdom destroyed by Salmanasar, King of Assyria. III. Elias, Eliseus, Tobias, Jonas. IV. Prophets. (a) Were men acting by divine inspiration. (b) Foretold events and warned of Divine Judgments. 1. Four Major Prophets. (a) Isaias prophesied. The Virginity of the Mother of Christ. Our Lord a Man of Sorrows. (6) Jeremias prophesied: Conversion of Gentiles. (c) Ezechiel prophesied: Our Lord would unite Jews and Gentiles. (d) Daniel prophesied: Advent of the Messiah. 70 weeks of years. Destruction of Jerusalem and Temple. 2. Twelve Minor Prophets. Jonas, Osee, Abdias, Micheas, Nahum, Amos, Joel, Sophonias, Habacuc, Aggeus, Zacharias, Mala- chias. 17 New Testament. Review work of previous grades by topics. Second Year of Our Lord's Public Life. 1. Heals the Cripple at the Pool of Bethsaida. 2. Seven Parables of the Kingdom of God: (a) The Sower. (6) The Cockle. (c) The Mustard Seed. (d) The Leaven. (e) The Hidden Treasure. (f ) The Pearl of Great Price, (g) The Draw-net. 3. Choice of the Twelve Apostles. 4. The Leper. 5. Mary Magdalen at Simon's Banquet. 6. Healing of the Centurian's Servant. 7. Raising of the Widow's Son at Nairn. 8. Jairus' Daughter. 9. Christ stills the Tempest. 10. Death of St. John the Baptist. 11. Multiplication of the Loaves. 12. Jesus Walks on the Sea. 13. Promise of the Blessed Sacrament. Catechism. Kinkead's No. 2. All lessons. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of children. Subjects selected from previous grades. Studies from Our Lord's life on earth. The Mass with an explanation on principal parts. High, Low, Solemn, Requiem. The Sacraments of Extreme Unction and Holy Orders. Vocation to the priesthood and the religious life. Devotion to the Rosary of the Blessed Virgin. (2) To teach and to train in obedience to the law of God and to parents and superiors. How conscience guides. The evil of sin. Seven deadly sins. Prayer in time of temptation. Value of frequent Confession and Holy Communion. (3) To teach and to train in important virtues. Christian character. Fidelity to duty. Self Control. Charity in conversation. Charity ennobles character. The Cardinal Virtues. Honesty and Truthfulness. Honor. Effort. Note: The Litany of the Blessed Virgin and Prayers for the dying need not be memorized. Children are to become familiar with them through hearing them frequently in the class room. 18 RELIGION Grade VII Approximate time 150 minutes per week Prayers. Review prayers of preceding grades. English— "Soul of Christ," etc. Latin — Pater Noster, Ave Maria, Credo, Confiteor. Old Testament. Review work of previous grades by topics. I. The Babylonian Captivity. 1. Nebuchodonosor marches several times against Jerusalem. 2. City and Temple destroyed. People carried into captivity. 3. Sacred Vessels taken to Babylon. Jeremias allowed remain in Jerusalem. 4. Jews treated kindly by the Babylonians. 5. Vision of Dry Bones; its meaning. 6. Nebuchodonosor 's dream explained by Daniel. 7. Three young men in the Fiery Furnace. 8. Baltassar's Feast. The Handwriting on the Wall. 9. Darius takes Babylon and divides the Kingdom. 10. Daniel in the lion's den. Habacuc. II. Return from Captivity after 70 years. 1. Forty thousand under Zorobabel return to Jerusalem. 2. Cyrus restores the sacred vessels. 3. Foundation of the new Temple in Jerusalem. 4. Samaritans try to prevent building of walls. 5. The Story of Esther. 6. The Story of Judith. III. Alexander the Great destroys the Persian Empire. 1. Jews pass under the Greek rule. 2. Evil times befall the Jews under Syrians. 3. Septuagint translated into Greek. 4. Martyrdom of Eleazer. 5. Exploits of Judas Machabeus and his brothers. 6. Seven Machabees. 7. Jews under Romans. 8. Herod, a stranger, placed on the throne. 9. Prophecy of Jacob accomplished. 10. Birth of our Lord Jesus Christ. New Testament. I. Third Year of Our Lord's Public Life. 1 . The Canaanite woman. 2. The Primacy Conferred on Peter. 3. The Deaf and Dumb. 4. The Feeding of the Four Thousand. 5. The Transfiguration. 6. Jesus Blesses Children. 7. The Unforgiving Servant. 8. Jesus Teaches in the Temple. 19 9. The Lost Sheep. 10. The Prodigal Son. 11. The Mission of the Seventy-Two. 12. The Good Samaritan. 13. The Cure of the Blind Man. 14. The Ten Lepers. 15. The Publican and the Pharisee. 16. The Rich Young Man. 17. The Laborers of the Vineyard. 18. The Resurrection of Lazarus. 19. The Jews seek to kill Jesus. 20. Conversion of Zacheus. 21. Mary Magdalen at the Feet of Jesus. 22. Events of Holy Week : Sunday. (a) Triumphal Entry of Our Lord into Jerusalem. (b) Jesus weeps over Jerusalem. (c) Our Lord visits the Temple. (d) In the evening returned to Bethania with the Twelve. Monday. (a) Jesus leaves Bethany for Jerusalem. (b) Curses the Fruitless Fig Tree. (c) Drives the Buyers and Sellers from the Temple. Tuesday. (a) Journey from Bethany to Jerusalem. (b) Jesus enters the Temple. His authority is questioned. (c) He speaks against the priests and the scribes. (d) The Widow at the Treasury. (e) Discourse to the Apostles on the Mount of Olives. Wednesday. (a) Judas agrees to betray the Master. (b) Called "Spy Wednesday." Thursday. (a) The Paschal Supper. (b) Jesus points out the Traitor. (c) Our Lord washes His Disciples' Feet. (d) The Institution of the Blessed Sacrament. (e) Jesus promises to send the Paraclete. (/) Our Lord goes forth with His Disciples to Mount Olives. (g) The Agony in the Garden. (h) Jesus is betrayed by Judas. Night of Thursday. Friday. (a) Jesus is led bound to Annas and Caiphas. (6) Peter's Denials. (c) Jesus condemned by the Sandhedrim. (d) He is led to Pontius Pilate. (e) Led before Herod. (J) Barabbas preferred to Jesus. (g) Jesus is scourged and crowned with thorns. (h) Pilate says, "Behold the Man!" (i) Jesus is led away to be crucified. (j) The Seven Last Words. 20 (k) Signs that follow the Death of Jesus. (/) The Side of Jesus opened with a Spear. (m) Jesus taken down from the Cross. (n) The Sepulchre made sure. II. The Risen Life of Our Lord. 1. Morning at the Sepulchre. The Holy Women came to complete the embalming of our Lord's body. Peter and John told by Mary Magdalen came running with all speed. 2. Apparitions on Easter Day. (a) To Mary Magdalen. Jesus bade her go to say to His disciples, "I ascend to My Father," etc. (b) To the Holy Women who had the privilege of kissing our Lord's Sacred Feet. He gave them the message, "Go tell My brethren," etc. (c) To Simon Peter alone. (d) To two Disciples going to Emmaus. (e) To the Apostles, Thomas absent. He gave them the power to forgive sin. 3. Apparitions from Easter Day to the Ascension. (a) To the Apostles in Jerusalem, Thomas present. In Galilee — (b) To the seven disciples who had spent the night fishing. St. Peter appointed chief Pastor. (c) On the mountain which our Lord Himself had indicated. The eleven were present. The Apostles commissioned to preach and baptize. (d) To 500 brethren mentioned by St. Paul. (e) To St. James, but the place is a matter of conjecture. (J) To all the Apostles in the upper room. (g) On Mount Olivet (Ascension Day). Lifting up His hands, He rose from their sight and slowly disappeared in a cloud "and was carried up to Heaven where He sitteth on the right hand of God." Catechism. Kinkead's Catechism No. 3, Lessons 1 to 16 inclusive. Questions to be treated as explanatory. Introductory Chapters. Questions 28, 32, 68, 123, 124, 125. Chapter 1, Questions 128, 129, 138, 139, 146, 147, 148, 149, 178, 179. Chapter 3, Questions 200. Chapter 4, Questions 215, 220, 221, 222, 228, 229. Chapter 5, Questions 234, 235, 237, 240, 244, 245, 247, 254, 260, 261, 273. Chapter 6, Questions 286, 288, 292, 297, 299, 301, 303, 307, 310, 312. Chapter 7, Questions 320, 326, 327, 328, 331, 346, 347, 352, 358, 359, 361, 362, 263, 364, 366. Chapter 8, Questions 371, 372, 374, 376, 377, 386, 387, 390, 408, 409. Chapter 9, Questions 416, 421, 429, 432, 441, 448, 449. Chapter 10, Questions 452, 454, 464, 470, 473, 481. Chapter 11, Questions 511, 514, 515. Chapter 12, Questions 529, 533, 538, 545, 555, 556. 21 Chapter 13, Questions 580, 581, 588, 597, 603, 604, 614, 615, 616, 617, 619. Chapter 14, Questions 624, 626, 630, 634, 636, 640, 648, 649, 656, 659, 661, 664, 667. Chapter 15, Questions 672, 673, 680, 690, 693, 695. Chapter 16, Questions 705, 710, 712, 713, 714, 717, 718. Questions in heavy type are to be memorized by pupils. Questions selected above are to be explained and presented to be read by pupils. Suggestions for Instructions. Aims: (1) To increase the love of God in the hearts of pupils. Talks on our Lord's Public Life. His Passion and His Death. Our Lord's goodness to us in establishing a Church. The privilege of Faith and of Membership in the Church. The marks by which we know the true church of Christ. Attributes of Church. The au- thority in the Church, The Holy Father, the Bishop, the Parish Priest. (2) To teach and to train in obedience to the law of God and to parents and to superiors. How to examine conscience. The obligation to obey the Commandments of the Church . Prayer sin time of temp- tation. Avoiding occasions of sin. (3) To teach and to train in important virtues. Christian character. Personal honor. Talks on Industry, Love of one's work. The glory of being humble and obedient. Modesty in behaviour and speech. Respect for elders and for representatives of Church and State. Serious interest in one's vocation. Note : The pupil should not be required to memorize all the answers required in the work in catechism. The heavy typed questions must be learned by heart. The teacher is free to select a few of the more im- portant questions and to require the pupils to memorize them. The child is to learn the idea of the text, not merely the words. RELIGION Grade VIII Approximate time 150 minutes per week. Prayers. General Review. Oral and written review of prayers taught in pre- ceding grades. I. English — Short Act of Reparation to Sacred Heart. Prayer to Patron Saint. II. Latin — Pater Noster, Ave Maria, Confiteor, Credo, Credo and Gloria of Mass. Old Testament. 1. The Seven Machabees. Judas Machabeus. The Sceptre passes from Judah. Promises, types and chief Prophecies relating to the Messiah. 22 Church History. I. General. (a) The founding of the Church. (b) The cause of the persecutions. The most illustrious mar- tyrs. (c) The heresies. How they arose. (d) Constantine. (e) Crusades. Purpose and General Results. (/) Protestantism. (g) Council of Trent and Vatican. (h) Leo XIII. ($) PiusX. (;) New Legislation. (AO Benedict XV. (/) Pius XI. II. The Church in the United States: (a) Early Missions. (b ) Church in the Colonial Period. (c) Catholics in the Revolution. (d) Ecclesiastical provinces in the United States. (e) Archdiocese of Boston. 1. Early History. First public Mass in Boston — School Street Church, November 2, 1788. 2. First Catholic Pastor of Boston, Rev. John Thayer, 1790-1791. 3. Early Priests, Fathers Matignon, Ciquard. 4. Bishops, Cheverus, 1808-1823; Fenwick, 1825-1846; Fitzpatrick, 1846-1866; Archbishop Williams, 1866- 1907; Cardinal O'Connell, 1907. 5. First Cathedral, Franklin Street, ground broken March 17, 1800. Cathedral, 1808. 6. Growth and Development. Catechism. Text suggested, Kinkead's Book III. Chapters 17 to the end. Chapter 17, Questions 724, 727, 728, 732, 737, 740, 742, 743, 745, 746, 747. Chapter 18, Question 754, 763, 772, 775. Chapter 19, Questions 778, 779, 783, 784, 794, 797, 808, 809, 812, 814, 815, 817, 818, 821, 823, 824. Chapter 20, Questions 827, 831, 834, 836. Chapter 21, Questions 850, 851, 852, 854, 857, 862, 864, 867. Chapter 23, Questions 899, 902, 911, 914, 915. Chapter 24, Questions 924, 928, 939, 941, 942, 943, 955. Chapter 25, Questions 958, 965, 966, 968, 972, 976, 977, 982, 983, 995, 1000. Chapter 26, Questions 1010, 1012, 1016, 1017, 1020, 1021, 1022, 1029, 1030, 1041, 1042, 1045, 1046, 1048, 1051. Chapter 27, Questions 1065, 1073, 1076, 1081, 1082, 1084, 1085, 1086, 1087, 1090, 1094, 1095, 1096. Chapter 28, Questions 1102, 1103, 1108, 1110, 1120, 1122, 1123. Chapter 29, Questions 1133, 1136, 1137, 1138. 23 Chapter 30, Questions 1154, 1157, 1168, 1175, 1176, 1178, 1184. Chapter 32, Questions 1229, 1233, 1234, 1235, 1247. Chapter 33, Questions 1258, 1266, 1272. Chapter 35, Questions 1335, 1336, 1341, 1347. Chapter 36, Questions 1351, 1362, 1363, 1369. Chapter 37, Questions 1384, 1398. Questions in heavy type are to be memorized by pupils. Questions selected above are to be explained and presented to be read by pupils. Suggestions for Instructions. Aims: (1) To increase love of God in hearts of pupils. God's love manifested in foundation of Church. The Sacraments a manifestation of God's generosity. The Power of Grace. God's Providence in guiding His Church from the beginning. The lessons of God's Providence in the History of the Church. Our duty to show appreciation by loyal and generous support of Church and Schools. (2) To teach and to train in obedience to law of God and to parents and to superiors. Conduct after graduation. The will power to obey conscience. The determination to follow Christian standards. Sin the evil of life. How Catholics fight sin and avoid sin. Responsibility of individual to family, to the Church, to his country, to its government and its laws. (3) To teach and to train in important virtues. Self Respect. The Value of the Soul. The Dignity of the Christian. Industry. Truthfulness. Honesty. Self improvement in Christian character aided by prayer, the sacraments, spiritual reading: (a) The New Testament, (b) The Following of Christ, (c) Catholic books and papers. Serious interest in one's vocation. APPENDIX L NOTES ON GEOGRAPHY OF PALESTINE Since the time when our Blessed Lord and Saviour Jesus Christ lived on earth, the whole Christian world loves the beautiful land of Palestine. So Christian children should learn all about the holy places sanctified by our Lord's life and miracles. 1. Location. (a) North of Arabia bordering on the Mediterranean Sea. (6) In the center of the civilized workd known to the ancients. (c) Surrounded by civilized countries, viz., Assyria, Babylon, Phoenicia, Egypt, Greece, Italy. 24 2. Divisions. In the time of Christ, Palestine was divided into four provinces; three west of the Jordan and one east of it. The western prov- inces were Galilee, Samaria, and Judea; Perea was on the east. 3. Names. (a) Oldest name Chanaan-from Chanaan, fourth son of Cham, and ancestor of the Chanaanites, who occupied all the land west of the Jordan. (b) Land of Israel — it was inhabited by the descendants of Jacob or Israel. (c) Land of Juda — from the time of David and Solomon onwards, the tribe of Juda was important. (d) Land of Promise — promised by God to the Patriarchs as their dwelling place. (e) Palestine — first meant to designate the territory of the Philistines, was later given to the whole country by the Greeks and Romans. (J) Holy Land — by Christians because it was the scene of our Lord's life, sufferings and death. 4. Boundaries. (a) North — Syria and Phoenicia. (6) East — Arabian Desert. (c) South — Wilderness of Sinai. (d) West — Mediterranean Sea. 5. Extent. (a) Length — 150 miles. (b) Breadth— 125 miles. (c) Area — About 12,000 miles, equal to Massachusetts and Con- necticut. 6. Surface. (a) A "land of hills and plains." (6) Level in the west and high in the center. (c) The Dead Sea and the lower valley of the Jordan are more than 1300 ft. below the level of the sea. 7. Mountains. (a) Lebanon Mts. — celebrated for their cedars. (b) Carmel on which the disciples of Elias were succeeded by the holy religious to whom the mountain gives name. (c) Thabor — glorified by the Transfiguration. (d) Calvary — the world's most sacred places — scene of our Saviour's death. 8. Drainage. (a) The Jordan River, the chief river, rises on Mt. Hermon, flows south through Lake Merom and the beautiful Lake of Genesareth into the Dead Sea. Owing to the rapid slope of land, it flows quickly and contains about 30 waterfalls. It is not navigable. 25 (b) Lake of Genesareth, the finest sheet of fresh water in Pales- tine, is fourteen miles long and six miles broad and is liable to sudden and violent storms. In our Saviour's time its shores were lined with prosperous villages which He frequently visited. (c) Lake Merom — ten miles north of Galilee. Its waters are fresh and full of fish. It covers an area of nine square miles. (d) The Dead Sea, 1300 ft. below the level of the sea, forty-seven miles long and ten miles wide, covers the site of the wicked cities of the plain. It is shut in by high, barren walls of rock and is justly called the Dead Sea, as no vegetation is visible anywhere near it. 9. Climate. (a) Mild and healthful. (b) Only two seasons mentioned in Holy Scripture. 10. Places of Interest. (a) Jerusalem — made sacred by our Lord's sufferings and death, is situated in the northern part of Judea. (6) Bethlehem — the birthplace of Christ, lies two hours' journey to the south of Jerusalem. (c) Jericho — a very ancient city of the kings of Chanaan, is northeast of Jerusalem, at some distance from the Jordan, was miraculously captured by Josue. (d) Bethel — the place where Jacob saw the ladder from Heaven, is four and a half hour's journey north of Jerusalem. (e) Nazareth — lies on a hill in southern Galilee, southwest of the Lake of Genesareth. (/) Cana — Where our Lord wrought His first miracle, is located north of Nazareth. (&) Capharnaum — our Saviour's favorite town, was on the north- west side of the Lake of Genesareth. Every trace of it has disappeared. (h) Sichem — mentioned as early as the time of Abraham and Jacob, is situated in the central part of Samaria. It was selected by Jeroboam as the capital of the new kingdom of Israel. 11. Government. (a) After the capture of Jerusalem by the Mohammedans in 638, the Christians in the East were protected by the power of Charlemagne. (b) Charlemagne's death in 814 was the signal for renewed persecution which continued for 400 years. (c) In 1099, Jerusalem was taken from the Mohammedans by the heroic efforts of the Crusaders. After a short period, Palestine fell again into their hands. (d) Jerusalem was taken by the British under General Allenby on Dec. 9, 1917. N.B. — In teaching the Bible History be not content with the use of wall-maps only. Have the pupils sketch their own but do not 26 look for exact detail. Splendid directions for drawing the map of Palestine will be found in "A Handbook for Teachers," — The Dolphin Press. APPENDIX H. SPECIMEN OUTLINES FOR SPECIAL STUDIES A. THEfHOLY MASS.— DEFINITION. L The First Part of the Mass. 1. Sign of the Cross. 2. Forty-second Psalm, "Judica me Deus." 3. Confiteor. It consists of two parts. 4. Oremus: The priest asks the people to unite with his intentions. 5. Prayer said ascending the altar steps. 6. Priest kisses the altar out of reverence to the relics of the martyrs. 7. Introit: The priest makes the Sign of the Cross as he begins it. 8. Kyrie Eleison, a Greek word. 9. Gloria in Excelsis Deo — omitted in time of mourning. 10. Collect. 11. Epistle. A reading from Scripture taken from the Epistles, Ecclesiastes or Book of Wisdom. 12. Gradual consists of a few verses from the Psalms. 13. Tract is added to the Gradual when the Allelulia is omitted, therefore, peculiar to penitential seasons. 14. Sequence. The following are the Sequences now used in the Mass : (a) Victimae Paschali for Easter Sunday and oc- tave. (b) Veni Sancte Spiritus for Pentecost. (c) Lauda Sion for Corpus Christi. (d) Dies Irae used in Masses for the Dead. (e) Stabat Mater for Feast of Seven Dolors. 15. The Munda Cor Meum, just before the Gospel. Dur- ing its recitation the book is changed. 16. Gospel read at the right hand side of the altar. 17. Nicene Creed proper to the Mass of — (a) Sundays. (b) Feasts of our Lord and the Blessed Virgin. (c) Feasts of Apostles and Doctors. (d) Feasts of All Saints and Guardian Angels. (e) All doubles of First Class. (/) St. Mary Magdalen alone among the female Saints has the honor of a Credo. II. Second Part of the Mass. 1. Offertory: — The word is now used in two senses — (a) The prayer which the priest reads imme- diately after the Creed called in the Missal "The OfTertorium." 27 (6) All that takes place at the altar from "The OfTertorium" to the end of the oblation of the bread and wine. The prayer consists of a verse from the Psalms. 2. Oblation of the Host. "Accept O Holy Father," etc. 3. Oblation of the Chalice— "We offer Thee," etc. 4. Lavabo — The washing of the fingers is a sign of perfect cleansing of the heart for the worthy celebration of the Mass. 5. Orate Frates — Pray Brethren. 6. Secret — said in a low voice, the number corresponds to the number of Collects. 7. Preface serves as an introduction to the Canon. There are several prefaces in use. (a) The Common Prefaces used on ordinary days. (b) The Preface for the Nativity used from Christmas till the Epiphany, except on the Octave of St. John the Evangelist, when a special one is used, that of the Apostles. This Preface is also said on the Feast of Corpus Christi, Feast of the Transfigura- tion, Feast of the Holy Name and in Masses of the Blessed Sacrament. 8. Sanctus. All Prefaces end with "Holy, Holy," etc. The bell rung fixes the attention of the people. Third and Most Solemn Part of the Mass — from the Preface to the Pater Noster. 1. Canon — Most solemn part of the Mass, read entirely in secret. The five prayers before the Consecration are: — (a) "Te Igitur," prayer for the Pope, Bishop and Clergy, for all those present. (b) Memento for the Living. During the prayer the priest prays for the living. (c) " Communicant es" — This prayer puts the priest in communication with Saints in Heaven. (d) "Hanc Igitur." The priest spreads his hands over the oblation and the bell is rung to warn the faithful that the Consecration is near. (e) "Quam Oblationem. ' ' During this prayer five crosses are made over the oblation. 2. The Consecration of the Host. The Priest takes the bread and blesses it, bows down and says the words of Christ ("This is My Body," etc.) By these words the bread is consecrated. The priest adores the Sacred Host and then elevates it for the people to adore. The bell rings a second time. 28 He places the Sacred Host on the corporal and adores. The bell rings the third time. 3. Consecration of the Chalice. The Priest takes the wine, blesses it, bows down and says the words of Christ, ("This is My Blood," etc.) The Priest adores. The bell rings for the first time. He elevates as before. The bell rings a second time. He places the Chalice on the corporal. The bell rings a third time. The five prayers after the Consecration: (a) "Unde at Memores," Wherefore O Lord, we Thy servants. (6) "Supra quae propitio, ' ' Upon which vouchsafe. (c) "Supplices te rogamus," We most humbly be- seech Thee. (d) The Memento of the Dead. Be mindful, O Lord. (e) "Nobis quoque peccatoribus," And to us sinners. IV. Fourth Part of the Mass — from the Pater Noster to the end of Mass. 1. Pater Noster — "Instructed by Thy saving precepts," etc. The Priest wipes the paten with the purificator. Then holding the Host he recites the "Libera Nos." The Priest uncovers Chalice and genuflects. He breaks the Host over the Chalice into two equal parts, saying — "Through Christ our Lord." 2. Agnus Dei — The Priest strikes his breast at each repe- tition of the prayer. 3. The Pax — The Priest recites three prayers. 4. Communion of the Priest — I will take the Break of Heaven," etc. 5. Communion of the people. 6. The Ablutions. 7. The Communion. — This is a verse from the Psalms read at the Epistle side of the Altar. 8. The Post Communion. — A prayer immediately follow- ing the Communion. 9. St. John's Gospel. SACRAMENT OF BAPTISM. I. Definition. 1. Doctrinal Meaning: Baptism is a sacrament which cleanses us from original sin, makes us Christians, children of God and heirs of Heaven. 2. Word Meaning: From Greek "Baptize." "I plunge into the water," therefore signifies washing or cleansing. 29 II. Necessity of Baptism. 1. Taught by our Lord when He said, "Amen, amen, I say to you, unless a man be born again of water and the Holy Ghost, he cannot enter into the kingdom of God." (St. John III, 5.) 2. No one can be saved without receiving Baptism. If it is impossible to have Baptism of Water, it can be sup- plied by that of desire or blood. (Define each and give examples.) HI. Baptism a True Sacrament. It contains the three essentials of a Sacrament, namely: 1. Outward sign. 2. Inward grace. 3. Institution by Christ. IV. Outward Sign. 1. Matter. (a) Water. (b) In case of necessity, natural water, otherwise only baptismal water blessed for the purpose on the eve of Easter and Pentecost. 2. Form. (a) Words used while pouring the water — "I baptize thee in the name of the Father, and of the Son, and of the Holy Ghost." (b) Unless the words accompany the pouring, the Baptism is invalid. V. Inward Grace. 1. Confers sanctifying grace. (a) Washes away original sin. (6) In addition also cleanses the soul from actual sin. 2. Confers sacramental grace by giving the help necessary to secure the end of the sacrament. 3. Imprints an indelible character on the soul — the mark of a child of God. VI. Institution. Scripture Texts. (a) "Unless a man be born again of water and the Holy Ghost he cannot enter into the Kingdom of God." —John III, 5. (6) "Going therefore teach ye all nations, baptizing them in the name of the Father and of the Son and of the Holy Ghost.— Matthew XXVIII, 19. VII. Minister. 1. Ordinary — bishop or priest. 2. Extraordinary. — In case of necessity anyone who has the intention of doing what the Church does. 30 Vm. The Subject. 1. Any living being not yet baptized. 2. Adults to receive validly must consent. IX. Effects. 1. The remission of all sin, original and actual. "Be baptized and wash away your sins." (Acts V., 16.) 2. The infusion of sanctifying grace and supernatural gifts and theological virtues. 3. The imprinting of a spiritual mark on the soul which remains forever. 4 . Makes us members of the Church . X. Ceremonies. 1. A profession of faith and renouncement of the devil to signify our worthiness. 2. The placing of salt in the mouth to signify the wisdom imparted by faith. 3. The holding of the priest's stole to signify the strength given by the Sacrament. 4. The annointing to signify the strength given by the Sacrament. 5. The giving of the white garment or cloth to signify our sinless state after Baptism. 6. The giving of the lighted candle to signify the light of faith and fire of love that should dwell in our souls. Sponsors. 1. Name — Godfather and Godmother because they take God's place in seeing to the spiritual life of the child. 2. Number — One sponsor suffices, but two and no more may be admitted. 3. Duty — To see the child brought up in the Faith and practise of Religion if the parents neglect to do so or die. 4. Conditions. (a) Must be a practical Catholic. (b) Must be appointed by the child's parents or the priest. (c) Must touch the child at the Font. Promises. 1. They consist in renouncing Satan and all his works and pomps. (a) Works — all sin. (6 ) Pomps — all that the world loves, esteems or seeks. 2. In living according to the life and maxims of Jesus Christ. 31 XI. XII. APPENDIX III. FACTS IN CHURCH HISTORY I. The Church. 1. A visible society — the kingdom of God on earth. 2. Our Lord Jesus Christ established it on His Apostles. 3. St. Peter, its first visible head, appointed by our Lord. 4. With the Descent of the Holy Ghost on Whit Sunday the history of the Church began. 5. St. Peter converted and baptized 3000. 6. Its object is to lead mankind to heaven by the profession of the same faith and the use of the same sacraments. 7. The growth of the Church — the most striking fact in the history of the Church is its rapid and widespread growth through the first three hundred years. (a) Began in Judea, afterwards by the labors of the Apostles spread over the whole world. (b) Tradition has left no certain knowledge of the careers of all the Apostles. (c) St. Peter spread the faith in Palestine, Asia Minor and finally in Rome where he fixed his See and was martyred under Nero, about 66 A. D. (d) St. Paul, "the great Apostle of the Gentiles" evan- gelized cities of Asia Minor, Macedonia and Greece ; wrote wonderful Epistles. Martyred in Rome. (e) St. John became Bishop of Ephesus, was banished to the island of Patmos where he wrote the Apoca- lypse. (/) St. James, brother of St. John, labored in Judea and Apain. Wrote an Epistle. (g) St. James the Less, Bishop of Jerusalem, called the "just" on account of his holiness. Qi) St. Andrew labored in Southern Russia. Was cruci- fied for the faith. (i) St. Philip preached the Gospel in Asia Minor. (/) St. Bartholomew brought the Gospel to Armenia where he received the crown of martyrdom. (k) St. Thomas preached in India. (/) St. Jude, the author of an Epistle, labored in Arabia. (m) St. Simon labored in Egypt, Northern Africa and Babylon. («) St. Matthias spread the faith in the countries south of the Caucasus. (o) St. Matthew, the Evangelist) labored in the coun- tries south of the Caspian Sea. II. The Persecutions. 1. Arose from the opposition of the corrupt pagans to the doctrines of the Church. "Because you are not of the world, therefore, the world hates you." 2. Began with Nero, 64 A.D. — ended with Diocletian, 305 A.D. (a) First under Nero — 64 A.D. 32 Christians blamed for burning Rome. St. Peter and St. Paul suffered martrydom. (b) Seventh under Decius, 249 A.D. Directed especially against bishops and priests. It aimed to exterminate the Catholic Church. (c) Tenth under Diocletian— 303 A.D. This period called the "Age of Martyrdom." Executioners were weary with slaughter. The Theban Legion together with their commander, St. Mauritius, St. Sebastian, St. Agnes, St. Lucy and St. Afru suffered martrydom. (d) Other martyrs during the Persecutions were: St. Ignatius, Bishop of Antioch. St. Blandina, a Christian slave. St. Lawrence. The Thundering Legion. 1. Effects of the Persecutions. (a) The Church rose up with undiminished fervor. (6) New recruits sprang up to fill ranks. (c) The blood of the martyrs became the seeds of the Church. (d) The conversion of Constantine, 312 A.D. brought peace to the Church. Heresies. A heresy is a denial of one or more articles of faith. To reject an article of faith is to attack the infallible authority of the Church. Chief Heresiarchs. 1. Arius y an apostate priest, denied the Divinity of Christ, St. Anthanasius, "Father of Orthodoxy" defended the Divinity of Christ. Condemned at the First Ecumenical Council of Nice, 325 A.D. 2. Macedonius denied the Divinity of the Holy Ghost. Emperor Theododius strongly opposed this error. Condemned at the Council of Constantinople, 381 A.D. 3. Pelagius, an English monk, denied original sin and the necessity of grace. Refuted by the great St. Augustine. Condemned by the Provincial Council at Carthage and finally by Pope Innocent I, 417 A.D. 4. Nestorius taught the existence of two Persons in Jesus Christ. 4. St. Cyril defended the Catholic truth against Nestorius who objected to the title of "Mother of God" as applied to the Blessed Virgin. Condemned at the Third Ecumenical Council of Ephesus. 431. 5. Eutyches taught that there is but one person, and also one nature in Jesus Christ. Condemned at the Fourth Ecumenical Council of Chalce- don, 451. 33 IV. The Crusades. 1. General Causes. (a) Holy Land dear to the Catholic world. (b) Cruel treatment of pilgrims to Holy Land. (c) Appeals of Popes to Catholic Nations. 2. First Crusade, 1095-1099. (a) Preached by Peter the Hermit, a nobleman of Amiens. (b) Led by Godfrey de Bouillon. 3. Second Crusade, 1147-1149. (a ) Preached by S t . B ernard of Clairvaux . (b) Led by Louis VII of France, Conrad III of Germany. 4. Third Crusade, 1189-1192. (a) Preached by William, Archbishop of Tyre. (b) Led by Frederick Barbarossa, Richard the Lion Hearted and Philip Augustus. 5. Fourth Crusade, 1197-1204. (a) Preached by Fulk of Neuilly and others. (b) Led by Baldwin of Flanders. 6. Fifth Crusade, 1217-1221. (a) Preached by James de Vitry, Cardinal Robert du Curzon. (6) Led by Andrew II, King of Hungary and others. 7. Sixth Crusade, 1228-1230 (Sham). (a) Preached by Honorius III. (b) Led by Frederick II of Germany. 8. Seventh Crusade, 1248-1254. (a) Preached by Innocent IV and Clement IV. (6) Led by St. Louis and his brothers. 9. Eighth Crusade, 1270-1283. (a) Cause, the conquest of Mamelukes. (b) Led by Louis the Saint. 10. Results: (a) A great revival of religious fervor throughout Europe. (b) Elevation of the standard of Christian Knighthood. (c) Advancement of knowledge, science and art. (d) Development of commerce and navigation. (e) Improvement of the conditions of the lower and middle classes. V. Protestantism. 1 . A great religious revolt began in Germany. 2. In 1517 Martin Luther, a self-willed, proud monk taught that good works are useless. (a) Gave up one by one the doctrines of the Church. (6) Denied authority of Church. (c) Finally declared that faith alone will save us. 3. Spread rapidly through different countries of Europe under various leaders. 4. In England propagated by Henry VIII who declared him- self head of the Church. 5. Brought into Scotland by Knox who learned it from Calvin in Switzerland. 34 VI. General Council of Trent, 1545-1563. Convened for the purpose of 1. Propagating the faith, elevating the Christian religion, up- rooting heresies, restoring peace and reforming the Chris- tian people. The decrees of the Council condemned the errors of Protestantism. VII. General Council of the Vatican, 1869. Convened by Pope Pius IX. Decreed the dogma of the Infallibility of the Pope. Vm. The Church in the United States founded by the early Mission- aries from Spain, France and England. 1. Early Mission. (a) Of the Colonial Period. (b) Church in Revolutionary days. 2. Organization of the Church after the Revolution. (a) Treaty of Paris severed the clergy from England. (6) Priests of Maryland petitioned Pope Pius VI for a superior. (c) Rev. John Carroll named Prefect Apostolic, 1784. (d) Consecrated Bishop in 1790. (e) Diocese included all territory east of the Mississippi, except Florida. (/) Foundation of Georgetown College, 1 789 . (g) St. Mary's Seminary, Baltimore founded in 1791. (h) French priests came to aid Bishop Carroll. (i) Rev. Father Baden, first priest ordained in Balti- more. (/ ) Establishment of Religious Communities of Women. (k) Baltimore raised to the rank of a Metropolitan See. 3. Division of Baltimore Diocese. Four Suffragan Bishoprics, 1808. (a) New York — Rt. Rev. Luke Concanan, O.P. (b) Philadelphia— Rt. Rev. Michael Eagan, O.S.F. (c) Bardstown — Rt. Rev. Benedict Flaget. (d) Boston — Rt. Rev. John Levebre Cheverus. 4. Diocese of Boston (all New England). (a) Rt. Rev. John Cheverus. Born at Mayenne, France in 1768. Ordained priest in 1790. Consecrated at Baltimore, 1810. Ordained first ecclesiastical student (Denis Ryan) 1817. Death of Father Matignon — St. Augustine's Chapel, South Boston, a memorial to him. Ordained Rev. Patrick Byrne, 1820 and Rev. Virgil Barber 1822. Returned to France, 1823. Died Cardinal Archbishop of Bordeaux, 1836. (6) Rt. Rev. John Fenwick, S.J. Born in Maryland. Ordained priest in 1818. Consecrated Bishop at Baltimore, 1825. 35 Opened a seminary in his own house. (Fathers Fitton and Wiley attended this seminary). Weekly paper edited "The Jesuit." Now The Pilot. Sisters of Charity opened Orphan Asylum, 1831. Ursuline Convent of Charlestown burned, 1842. Holy Cross College founded, 1843. Rt. Rev. John Fitzpatrick was appointed coadjutor, 1844. Erection of the Diocese of Hartford. Death of Bishop Fenwick, 1846. (c) Rt. Rev. John Fitzpatrick. Born in Boston, 1812. Ordained priest in 1840. Consecrated bishop in 1844. Erection of the Dioceses of Burlington and Portland. Died in 1866. (d) Most Rev. John J. Williams. Born in Boston, 1822. Ordained in 1845 when the Church of Boston was in its infancy. Rector of St. James Church and Vicar General to Bishop Fitzpatrick. Consecrated Bishop in 1866. Boston an Archdiocese, 1875. Erection of the Dioceses of Springfield and Man- chester. Diocese of Fall River, 1905. Most Rev. William H. O'Connell, Coadjutor with right of succession, 1906. (e) His Eminence, Cardinal O'Connell. Born at Lowell, Mass., 1859. Ordained at the American College, Rome, 1884. Made rector of American College, 1895. Bishop of the Diocese of Portland, 1901. Sent as a papal envoy to Japan in 1905. Coadjutor Archbishop of Boston in 1906. Succeeded the Most Rev. John J. Williams in 1907. Created Cardinal in 1911. APPENDIX IV. RELIGION REFERENCE BOOKS Teachers' Handbook to the Catechism (3 vols.) Urban The Catechist (2 vols.) Rev. Canon Howe Exposition of Christian Doctrine Seminary Professor Popular Sermons on the Catechism Bamberg-Thurston Religious Training Cardinal Vaughan How to Teach Catechism Rev. Father Furniss First Religious Instructions to Little Ones Rev. A. Schaffler Religion — First Manual Rev. Roderick McEachen First Course Rev. Roderick McEachen 36 Religion — Second Manual Rev. Roderick McEachen Second Course Rev. Roderick McEachen To the Heart of a Child Josephine Brownson The Sacraments Explained Rev. Arthur Devine The Creed Explained Rev. Arthur Devine The Commandments Explained Rev. Arthur Devine Illustrated Explanation of Creed Rev. H. Rolf us Illustrated Explanation of Sacraments Rev. H. Rolfus Illustrated Explanation of Commandments Rev. H. Rolfus History of the Mass Rev. John O'Brien Explanation of the Mass Rev. Father Cochem The Mass and the Vestments of the Catholic Church, Rev. Father Walsh The Mass Rev. P. C. Yorke The Externals of Catholic Church Rev. John F. Sullivan The Visible Church Rev. John F. Sullivan The Catechism in Examples Rev. D. Chisholm Anecdotes and Examples Illustrating the Catechism, Rev. Francis Spirago Faith and Duty Judith Smith Catholic Ceremonies Abbe Durand The Catholic's Ready Answer Rev. Father Hill, S.J. Faith of Our Fathers Cardinal Gibbons Child of God Mother Mary Loyola Soldier of Christ Mother Mary Loyola First Communion Mother Mary Loyola The Children's Charter Mother Mary Loyola The King of the Golden City Mother Mary Loyola A Simple Confession Book Mother Mary Loyola A Simple Communion Book Mother Mary Loyola A Simple Confirmation Book Mother Mary Loyola Question on First Communion Mother Mary Loyola Mass for First Communion Mother Mary Loyola Stories for First Communion Rev. Joseph Keller Little Lives of the Saints Berthold Children of the Kingdom Mary A. Garnett Course of Christian Doctrine — A Handbook for Teachers, Dolphin Press Instructions in Christian Doctrine for Teachers, Provost Wenham, St. Anselm's Society, London Advice on Communion for Little Children Msgr. de Segur The House and Table of God Rev. William Roche, S.J. Catholic Practice Rev. Father Klauder The Liturgical Year Dom Gueranger Patron Saints (3 vols.) Mary Mannix Testimony to the Truth Rev. Hugh Smith The Catholic Dictionary and Encyclopedia Rev. James McGovern Short Stories on Christian Doctrine Benziger Bros. Legends and Stories of the Child Jesus Lutz A Lamp of the Word Rev. Canon Carr (English Pub.) The Catholic Pupil Teacher (Series) . .Rev. Canon Carr (English Pub.) Doctrine Explanation. . . . Sisters of Notre Dame de Namur (Eng. Pub.) Holy Mass Explanation Book, Sisters of Notre Dame de Namur (English Pub.) 37 Outlines of Old Testament History Rev. E. E. Gigot Outlines of New Testament History Rev. E. E. Gigot Life of Christ.... Rev. F. Maas, S.J. New Testament Studies Rt. Rev. Mgr. Conaty Manual of Scripture History Rev. Walter Richards Readings from the Old Testament Provost Wenham Scriptural Readings on Catechetical Questions .... Rev. James Baxter Hours with the Bible Geikie Commentary of Holy Scripture (2 vols.) Rev. F. J. Knecht The New Testament Narrative St. Anselm's Press, London Catholic Bible Stories Josephine Van Dyke Brownson The Story Ever New Rev. James Higgins Jesus of Nazareth Mother Mary Loyola The Life of Christ Mother Mary Salome The Divine Story Rev. Cornelius Holland The Divine Twilight Rev. Cornelius Holland Bible History Joseph Reeve Bible History Richard Gilmour Bible and Church History Spalding — Dillon Bible Stories for Children A Catholic Teacher Catholic Child's Bible History Sisters of Mercy Ancient and Modern Palestine Brother Lievin de Hamme Divine Parables Explained Rev. Joseph Prachensky, S.J. Practical Handbook for the Study of the Bible. . . .Dr. Seisenberger Scripture Manuals for Catholic Schools. . . .Rev. Joseph Rickaby, S.J. Manual of Bible History Charles Hart The Lord Jesus, His Birthday Story Extension Press There Came Three Kings Extension Press The Parable Book Extension Press General History of the Christian Era (3 vols.), Rev. A. Guggenberger, S.J. Stories of Church History Rev. Henry Formby Manual of Church History Published by Murphy Bros. Church History Gilmartin History of the Catholic Church in U. S John Gilmary Shea Compendium of Church History .... Sisters of Notre Dame de Namur History of the Roman Catholic Church in the U. S., Rev. Rt. Dr. O'Gorman A Brief History of the Catholic Church in the U. S., Sisters of Notre Dame de Namur History of Archdiocese of Boston Rev. M. J. Scanlan APPENDIX V. MATERIAL FOR OBJECTIVE TEACHING OF RELIGION 1. Wall maps of Palestine: Wanderings in the Desert, Egypt and the Sinai Peninsula, etc. 2. Chart of Tabernacle and Court. Chart for Furniture, Vestments, etc., for the Tabernacle in Six Plates. 3. Biblical Charts — Published by Bancroft, San Franciso. (Very useful as they give specimens of coins, weights, measures, and other articles mentioned in the Bible with explanations.) 38 4. The Bible Panorama. A series of revolving pictures illustrating vestments, sacred vessels, etc., mentioned in the Bible. 5. Catechism Chart by Rev. Roderick A. McEachen. Published by the Catholic Supply House, Wheeling, W. Va. 6. Charts of Vestments and Sacred Vessels. These can be easily made by cutting the pictures out of catalogues and mounting on cards or on sheets of manilla paper. These pictures may be slightly shaded so as to look as if painted. An explanation may be written beside each picture. 7. Mass. Charts. 8. Home-made picture charts of the Life of Christ. Pictures from Perry, Brown, etc., may be secured and mounted on manilla paper. Beside each a brief explanation may be written. On pp. VIII and IX in 'To the Heart of the Child" may be found a list of eighty pictures with name of artist and number to be used in ordering from Brown & Co., Beverley, Mass. 9. A blackboard is indispensable. But to secure the best results the teacher should be a "chalk-talker," i.e., be able to draw diagrams in illustration as he gives instructions. 1 . Toy Altar Furniture . 11. Sets of Miniature Vestments. The Object lesson of the putting on and the taking off of these articles from a doll will be worth hours of instructions. 12. The Sand Board can be effectively used in teaching important points both in the Old and the New Testament. ENGLISH Grades I, II, III The term English comprehends the work in literature, reading, phonetics, spelling, grammar, oral and written composition. Habits of correct use of English should be fostered in all work in the class- room. These habits are formed chiefly through unconscious fixation of the correct form by constant repetition in conversation, games, drills, stories, poems, and dramatization. English in the primary grades is largely oral. The careful use of the best forms, day by day, on the part of the teacher will have a very great influence on the speech habits of the children. A poem or story told is more effec- tive than one read, hence the primary teacher should have an abundance of each at her command. Some are told simply for pleasure, some for reproduction, and some for memorizing. Teachers should discrimi- nate. All stories for little children should be full of life, action, and conversation. Repetition always pleases, as do rhythm, poetical expressions and "pretty words." They should be given much of the best poetry. Books of simple stories and poems should be available to children of the second and third grades. Certain types of errors have been set down for attention in each grade, but only to make sure that they are touched upon sometime in the course. Each teacher should note and strive to correct the errors peculiar to her grade. 39 Written work in grades one and two will consist of copying, and some simple dictation. In the third grade short and original composi- tions are added. Attention should be given to spelling in all written work. In order to talk or to write a child must have something about which he can talk or write, — something that he knows, or has seen, or has done. The work then must have two phases, — impression, or the sources of thought material, and expression, or the reaction from this thought material. This expression when written, must show certain correct forms, and here we get the practice in the technicalities. I. IMPRESSION —Sources of the thought material. A. Experience. 1. At home. Love and courtesy in relations with father, mother, sister, brother, baby and other members of family. Treatment of pets. 2. In church. Respect, devotion, prayer. 3. At school. Conduct with teachers and schoolmates. Care of school, yard, furniture and equipment. Behavior in school and at play. 4. In the street. Conduct on the streets. "Safety First." Parades, acci- dents. Policemen, firemen. 5. In community life. Politeness in dealing with others. Holidays, trips. B. Industries: Grocer, butcher, builder and others. C. Literature: Poems and stories read, reproduced and learned. D. Pictures: Chiefly those which show life and action, giving a chance for original and inventive self expression. II. EXPRESSION— Reaction from thought material. A. Oral expression. 1. Dramatization. The activity side of language, should be freely used in primary grades. All children have dramatic instinct. Do not confine the work to a few few who have dramatic talent. Take as many children as possible. Be sure that the child is familiar with the story and then let his imagination work; the teacher merely guides. Do not work for a finished product, but for free and ready expression. Choose short, simple stories, full of action, taking a new one as soon as an old one becomes tiresome. At first give leading parts to the more capable children, but gradually draw in the more timid ones. In the third grade parts may be read directly from the reader. Do not criticise the acting during the play. 2. Conversation. Begin with topics from child's personal experience (See I, Impression), then to those based 40 on knowledge and observation, narration and descrip- tion. Encourage spontaneity, free expression, while training to keep to the topic and use correct forms in sentences. (This is a matter of very gradual develop- ment). Never should desire for accuracy and form be allowed to check freedom of expression. Teacher inspires to best efforts by words of appreciation and timely help, but pupil talks. A definite plan of ques- tion will help to keep pupils to topic, to sequence of time events. Practice increases the child's vocabulary and so the power of expression. 3. Reproduction. Stories given for reproduction should be few, short, definite. Those with a short, simple clear beginning, a related middle, and a definite end are best. Stories like "The Three Pigs" which contain much repetition develop logical order, and maintain the interest by successive additions (what happened first, next, last). Different children might tell various parts and one put the whole together. This is the first step toward paragraphing. Not every story can nor should be reproduced. Children lose the pleasure in the story if they feel that it must always be given back. Children and teacher may alternate with contribution of event or question. Guide words may be placed on board in groups suggesting paragraphs Apt words, clear phrases should be noted and used. 4. Original Invention. Matter dictated, discussed, criticized and arranged by teacher and pupils may be written on board by teacher, to be talked of. (Later written.) Teacher may write, dog-dusty road-boy-barefooted-pail. Child will be weak and ineffective at first, but teacher will be keenly appreciative of the least effort. When children are telling about something in which they have taken an active part the teacher is securing real self activity and real inventiveness in self expression. 5. Corrective Drills. These will suggest themselves in the errors noticed by each teacher. Typical errors will be listed under Written English. WRITTEN EXPRESSION. J. Reproduction and Invention. Follow same suggestions as in II (3 and 4). In Grade One, very little written work, if any, before latter part of second term. Copy sentences, write little sentences from dictation, spelling words, name, school, grade and home address. Through sentences dictated test the use of capitals and punctuation as required under technicalities for this grade. In Grade Two while oral language must be given every day, written language should be given two or three times a week. Copy, first with close co-operation of teacher, then without, two or three related sentences on a given topic. Dictation to test the use of capitals, punctuation, and abbreviations as required under technicalities for this grade. 41 In Grade Three copying of one or two paragraphs, instead of sentences, followed by dictation of same. Write an original paragraph or two with help of guide words. Dictation to test use of capitals, punctuation, and abbreviations as required under technicalities for this grade. 2. Technicalities of Written Expression. Grade One (a) Arrangement of paper (by end of year) Name Grade School Date (b) Capitals; proper names, first word in sentences, I. O. (c) Punctuation; period and interrogation point. (d) Corrective English; use of parts of do, go, come, see; double negatives; "I" last in series. (e) Dictionary preparation; phonics and alphabet. Grade Two (a) Review work of Grade One. (b) Margin at left of paper (one inch). (c) Capitals ; Days of week, months, abbreviations, Mr., Mrs., St., Ave., Mass., first line of poetry. (d) Punctuation; period after abbreviations. (e) Corrective English; 4 'ain't," you were, may and can, might and could. (/) Dictionary preparation; phonics and alphabet. Grade Three (a) Review work of Grades One and Two. (6) Paragraph one-half inch beyond inch margin. Blank line between heading and title, between title and first paragraph, and always last line of paper. (c) Capitals: Initials, holidays, first word in direct quota- tion, abbreviation, months, days, measure, Dr., Rev., A.M., P.M., N., S., E., W. (d) Punctuation : Apostrophe in possessives and contractions, comma to cut off direct quotations. (e) Corrective English: use of parts of give, begin, ring, take. "I" after "to be." (J) Dictionary preparation: phonics, alphabetical arrange- ment of words, simple diacritical marks. 3. Letter Writing. Beginning of letter writing is made in the third grade. Heading salutation, conclusion of friendly letters of the simplest form. Copy complete but short letters; later copy only body of letter; pupils supply head- ing, salutation and conclusion. At first letters should be developed orally. Write letters to real people, playmates, relatives or teachers; or write the answers to letters really received. Direct envelope and place stamp. 4. Spelling. From speller used in grade, from subjects taught in grade, from words commonly misspelled by class. In grade one spelling is taken in second term. Much of the work in spelling should be written, and much practice given at 42 board. Anticipate the difficulties in a word, and spend the time on the words which need it most. Make knowledge of phonics of use in learning words which are phonetic. IV. READING. From reading the child should acquire power to get the thought directly from the printed page, that he may enjoy books and se- cure the knowledge they contain. He should at the same time develop the power to give the thought he gets to others in an agreeable and correct way. To accomplish all this exercises must be given in articulation, pronunciation, voice training, expression, as well as abundant drill in phonics and the recognition of words. Phonics must never be neglected as they give the child the inde- pendent power of word recognition. Phonic and word drills should be given at a time in the day entirely distinct from the reading period. Guard against danger of extremes — all phonics and no phonics. Do not try to sound unphonetic words, and let children see that there are times when phonics will not help in learning a word. However, a good knowledge of phonics makes the child eighty-six percent independent in his reading, and should be carefully taught. A child who makes phonics correctly will speak very distinctly. No slovenly pronunciation of sounds should be accepted, as the smallest child can make them perfectly when shown how. Let the study of phonics, words, and phrases move along together, always training the child to pick out the largest phonetic combination found in a word. Instead of being a slave to one method, use the best in all methods. Thus an agreeable variety will be secured, and a variety that will be sure to reach all the children. The reading matter for each grade has been chosen for the teacher in the books at her com- mand, but the manner of using this material to the best advan- tage rests largely with herself. She should be perfectly familiar with the books in use, especially with the suggestions for the teacher often found in the Preface, and with the Manuals which accompany the books. In these will be found sufficient matter for drills in the various phases of the preparation men- tioned above. Even* effort should be made to make of read- ing what it is and should be the most wide reaching acquisition made by the child while in school. The time given each week to work in English Grades I to III should be approximatelv as follows : Grade I Grade II Grade III Reading and Literature 525 475 400 Spoken and Written English . 230 200 200 POEMS, PICTURES, STORIES (These lists are suggestive, only. Poems, pictures and stories of like import and value may be substituted by the teacher ; care being taken that none from the list of a higher grade be chosen. Choice will vary according to need, ability of class, or specific purpose of teacher. Often a few lines or stanzas of long poems may be used, and many hymns may be memorized as poems. 43 (Use freely selections from Father Abrarn Ryan, Father Blunt, Father Tabb, Father Garesche, Denis McCarthy, Joyce Kilmer, Eleanor Donnelly, Adelaide Procter, Eugene Field, Robert L. Steven- son.) Grade I. POEMS Mother Goose. I Love Little Pussy. — Taylor. October. — Jackson. (4 lines) The Wind— Rossetti Little New Year. Rainbow Colors. The Little Star. — Taylor. Good Night and Good Morning. — Houghton. The Swing. My Shadow. By the Sea. Rain. Autumn Fires. Winter Time. Block City. My Bed is a Boat. — Stevenson. The Raindrop's Ride. — V/ohlfarth The Baby.— McDonald. First Snow Fall. — Lowell (8 lines.) Santa's Cake. I Ought to Love My Country. Two Little Pussies. — K. L. Brown. Little Bird With Yellow Bill. STORIES (Stories simply told of the Life of our Lord, our Blessed Mother, our Guardian Angels, the Saints, particularly child saints, and of the great heroes of our country and other countries. Tell the story connected with all holydays and holidays.) Legends of the Holy Child. — Lutz The Little Fir Tree— Bryant Gingerbread Man. Three Pigs. The Old Woman and the Pig. Tiny Tim. Autumn Leaves. Lion and the Mouse. The Hare and the Tortoise. Tales of the Angles. — Faber Why Fir Trees Keep Their Leaves. — Bryant Little Red Man. Three Bears. Little Red Riding Hood. Jack and the Beanstalk. The Elves and the Shoemaker. Fox and the Grapes. Dog and His Shadow. PICTURES Make use of any good pictures, patriotic, religious (infinite in number by great artists) and seasonal. Pictures of children: — Emile Muniar, S. J. Carter, A. J. Elsley; Of birds : — Hector Giaaomelli. Children should be led to read a picture, not merely describe it. Note time, season, characters, dress, actions, imagine sounds, what people are saying or doing and why. Suggest name for picture. First Steps — Millet Feeding the Birds. — Millet Baby Stuart — Van Dyke Soap Bubbles. — Gardner Cat Family. — Adams Four Scamps. — Adams Saved. — Landseer Puss in Boots. — Paton Pilgrims Going to Church. — Boughton Holy Night. — Corregio Children of the Shell. — Murillo St . John and the Lamb . — Murillo 44 Grade n. (See suggestions preceding lists in Grade I.) POEMS Bed in Summer. The Wind. The Land of Counterpane. — Stevenson The Lamplighter. — Stevenson. For-Get-Me-Not. Obedience. Waiting to Grow. Suppose. — Cary Santa Claus and the Mouse. — Poulsson. Wynken, Blynken and Nod. Norse Lullaby. — Field The Cat's Tea Party. They Didn't Think— Love joy The Pet Lamb— Wordsworth The Violet.— Taylor STORIES Child's Christ Tales. — Proudfoot Child's History of the Apostles. Nature Myths. — Cooks — MacEachen Golden Cobwebs. — Bryant Star Dollars. — Bryant Discontented Pine Tree. — Bailey Adventures of a Brownie. — Mullock Pig Brother. Billy Goats Gruff. Golden Goose. Field Mouse and the Town Mouse. Raggy Lug. Goody Two Shoes. Tom Thumb. Fox and the Crow. Puss in Boots. Dog in the Manger. The Boy and the Dyke. PICTURES. Madonna of the Chair. — Raphael The Bells.— Blashfield Helping Hand. — Renouf Ploughing. — Bonheur The Pet Bird.— Bremen Piper and Nutcrackers. — Landseer Infant Samuel. — Reynolds Can't You Talk?— Holmes Pussies' Temptation. — Rotta The Fisherman's Children. — Israels The Little Brother. — Bremen A Fascinating Tale. — Ronner Grade m. (See suggestions preceding lists in Grade I.) Hiawatha (selected). — Longfellow Night Wind.— Field Sandman. — Vandegiuft Children's Hour. — Longfellow Visit from St. Nicholas. — Moore September. — Jackson Pussy Willow's Secret. — Wohlfarth Spring. — Celia Thaxter Marching Song. — Stevenson Seven Times One. — Ingelow Sweet and Low. — Tennyson Barefoot Boy. — Whittier The Four Leaf Clover. — Ella Higginson The Song for the Flag. (4 lines) — Denis McCarthy STORIES Pandora's Box. The Frog Prince. The Brave Tin Soldier. Snow White and Rose Red. The Ugly Duckling King Midas. The Pot of Gold. Epaminondas and His Auntie. Cinderella. Alladin and His Wonderful Lamp. Robinson Crusoe. Brownie Book. Cox. Peter Pan. — Barry Dutch, Eskimo, Irish, Japanese Twins. — Perkins Stories of Great Americans for Little Americans. — Scudder PICTURES Christ Blessing Little Children. — Finding Moses. — Delaroche The Sailor's Return. — Rosenthal Come Along. — Bremen Pair of Nutcrackers. The Horse Fair. ■Plockhorst Aurora. — Rem My Pets. — Knaus Fisherman's Daughter. — Jameson Shoeing the Horse. — Landseer Britanny Sheep. — Bonheur ENGLISH Grades I, II, III Books Helpful to the Teacher Titles. Authors. Publishers A Child's Rule of Life Benson Benziger Life of the Blessed Virgin in Pictures. . O'Brien Extension Religion, Books 1, 2, 3 Shields Cath. Ed. The Lord Jesus Sisters of Notre Dame Pocket Full of Posies Brown Houghton Golden Staircase Chisholm Putnam Ballads of Childhood Earls Benziger Fairies and Chimnies Fyleman Dor an One Thousand Poems for Children . . Ingpen Jacobs Story Telling Olcott Houghton Poems for Use in Catholic Schools. . . . Sisters of Notre Dame . . . Angel Guardian Child Verses Fr. Tabb Small Pinafore Palace Wiggin & Smith. .Grosett Tales of Mother Goose. (Edited by Charles Welch) Perrault Heath Faity Ring Perrault Heath Magic Casements Perrault Heath Golden Windows (Fables) Richards Little Bow Wow and Mew Mew Craik Merril The Lonesomest Doll . . . Brown Houghton Sara Crew, Little St. Elizabeth, etc. . . Burnett Scribner Kittens and Cats Grover Houghton Banbury Cross Stories Howard Merril Once Upon a Time Stories Howard Merril 46 Titles. Authors. Publishers. Stories the Iroquois Tell Their Chil- dren Powers American Ten Boys Who Lived on the Road from Long Ago 'Till Now Andrews Ginn The Story of Our Country Smith Putnam Big People and Little Poeple of Other Lands Shaw American Lads and Lassies of Other Days Price Silver American History for Little Folks . . . Ball Little Around the World with Children Carpenter American Fifty Famous Stories Baldwin American Stories of Great Americans for Little Americans Egleston American Docas, the Indian Boy Sneddan Heath Lincoln. Washington Mace Rand Plant Baby and Its Friends Brown Silver Nature Studies for Little People .... Burroughs Ginn Wings and Stings Daulton Rand Krag and Johnny Bear Seton Scribner SUGGESTIVE SPELLING LIST Grade I am doll girl kitty papa and dog give little play are do God like red at day go mama ride all did good man run apple eggs has Mary see baby ear have may she big eye he me saw bird eat his milk the book each I my to box feed in nest this can fish is not up cat fly it now us come for Jesus on we cow fun John of will cut gave jump one was SUGGESTIVE SPELLING LIST Grade II about carry easy join none after catch earn kitten number again child face knee north any clean father knife night arm could fine know off ask candy flower knock once ate cried from laid only 47 asleep cheese flew large other away cent fence laugh orange awake clock garden leaf our aunt coat grate letter own been cake goes lesson often black dear gone love picture blue desk grass lunch pencil bread does great leap played bright done goat lamb please bring don't hand melt present brother drink hair matches paint buy drive head many pretty best dead hear might put boat deer horse mouse pear bear dew house mother paper beat duck hurt meat peach butter east half much proud burn eight help name poem buzz ever idle never quick came every Joseph next rude river street then to-day went robin Santa Claus these tried what read store toast two when said string teach use where say story third under white school seven teeth until who shall such to-night walk why should soft train want wish sister summer thumb were with small sure they warn work spell table think wait write some talk those water yard south that three wear your SUGGESTIVE SPELLING LIST Grade III ache bunch curtain daughter guess afraid butterfly circus divide ginger almost built color doesn't guilty animal birthday climb either geese apron braiding careful eagle gloves always bought chimney empty grapes another brought coming early ground April build chair earth February angel between countries edge honest autumn broke carried enough heard acorn breath comb eleven having above blew caught evening heaven afternoon beech chopped Easter hungry ankle breakfast clothes example hour ashamed busy Christmas fruit holiday 48 August bridge cousin fourth hundred answer break country field iron although broken children family Indian against Boston cities first 111 bakery- catechism daisy fierce jewel basket church doctor feather January beach chestnut dollar fourteen June beans corner dropped forty just before caterpillar daily friend July berries couldn't December farther juicy both cranberries dozen Friday kept because circle driving grocer kettle buckle crumb dishes grade knocked kitchen neither rooster spring unless knives naughty really taught valentine known obey ready to-morrow violet learn October running throw visiter laughed oyster replied truly voice leaving ocean right through very listen ought raise touch view lose often rough tough vacation lazy- o'clock study too visit lilac orchard stretch thread wheel month picture shoes twelve whistle money people September thirsty winter moving piece squirrel though worth mouth piano sugar teacher whisper minute pitcher Saturday thought weather May pleasant stopped towards women Monday pair stooped thirty written move pupil saucer their which much peanuts surely Tuesday whole morning perhaps stairs true wagon multiply picric Sunday Thursday wrong making pigeon shining threw writing meant poetry scholar ticket whose March potato sleigh tomato while needle primary stories turkey wrote noisy queen scatter twice Wednesday nickel quiet scratch Thanksgivingwindow ninety quart second used weigh November quarter seven upon watch noise question stocking uncle yellow nothing quite supper using yesterday notice rabbit square umbrella yonder ENGLISH Grade IV Approximate time 285 minutes per week I. General Aims. (a) To form the habit of using good English. 49 (6) To speak plainly in clean cut sentences. (c) To develop power in oral composition and not to test thought. (d) To permit no incorrect nor indistinct expression to pass without correcting it. (e) To develop power to produce four or five related sentences on a given subject. II. Specific Aim. To develop recognition of the sentence by eliminating from compositions all unnecessary "and's" and "so's." HI. Methods of Directing and Helping Child's Effort. (a ) Preventing monosyllabic replies . Teacher suggests beginning of the sentence, — "My cat's name — n (b) Restraining the over-talkative. Teacher gives restraining directions, — "Tell me one thing your pet can do." (c) Awakening the recognition of the sentence idea. 1. Teacher reads models to the class. 2. Teacher suggests beginning of sentence when necessary. 3. Teacher calls for one sentence each from four children speaking in rotation. Frequently form a line of good sentence makers and call it "making a book." Reason : To eliminate possibility of "and's" and to impress the idea of simple complete sentences. (d) Developing the single phrase idea. 1. Repetition of the four sentences one after the other, by the entire class. Reason: To impress the idea of a connected whole. 2. Repetition of all four sentences by an individual child. Reason: To develop in the child the habit of speaking in simple related sentences. (e) Eradicating the trite beginning and ending. 1. Teacher controls it through graded questions. 2. Teacher guides composition by suggestion an interest-. ing beginning. A. Composition. Oral: This takes precedence of written, both in time and in importance. If speaking is properly taught, mechanics of writing will be easily mastered. Have a story telling day in each week, giving the full language time on that day to the telling of stories. Thus each child will have told a story, short and interesting, by the end of the month. Dramatize the stories occasionally. 1. Aims: Readiness, poise, interest, a good title, sticking to the point, good sentences, a habit of regarding the audi- ence by speaking clearly and distinctly, and a habit of speaking connectedly in sentences whenever the occasion demands. 2. Material: Personal experiences and reading. Literary themes in connection with reading. 50 3. Achievements: Ability to make complete sentences; ability to finish, compose, or reproduce simple stories like the narratives found in the books of the grade. 4. Correct Speech: Correct use may be acquired through lan- guage games and daily drill exercises. Drill on correct use of ate and eaten; grew; done, don't and doesn't; give, gave and given; has no and have no; saw and see; teach and learn ; went and gone ; was and were ; may and can; ran and run; rang and rung; sang and sung; is and are; isn't for ain't; those and them; I and me. TOPICS FOR ORAL COMPOSITION Centers of Interest 1. Religion. 2. Home. 3. Pets. 4. Toys and Games. 5. Trips. 6. Special Days. 7. School. 8. Vacations. 9. Street Experiences. 10. Nature. RELIGION What My Conscience Tells Me. How I Obeyed My Mother. My Patron Saint. How I Try to Please Our Blessed Mother. How I Pray at Mass. The Lepers Who Did Not Thank Our Lord. Keeping Lent Well. HOME Our Baby. A Baby I Know. When Mother Goes Away. When I was Sick. When Company Comes. Amusing My Baby Brother. When Bed Time Comes. When Father Comes Home from Work. A Birthday Surprise for Mother. What Happened when I Disobeyed Mother. A Trick My Dog Does. When We Sold Our Dog. My Cat's Trick. PETS How I Taught My Dog to Beg. How I Play with My Dog. The Mischief Maker. How Our Kitty Plays with Her Tail. TOYS AND GAMES My First Toy Playing House How to Make a Mud Pie. Playing School. Making a Kite. Making a Dress for My Doll. Making a Snow Man. A Funny Race. My First Party. The Game I Like Best. Learning to Roller skate. Playing Store. 51 TRIPS Our Picnic at the Park. Lunch in the Woods. My First Ride on the Train. My Birthday. Getting Ready for £ My Best Christmas Keeping Our School Room Neat. Why I Like to go to School. How the Ink was Spilled. The Lesson I Like Best. Coming Home on the Train. When Mother Took Me Shopping. I's Birthday, at Our House. When I was Tardy. A Visit to the Office. If I were Teacher. SPECIAL DAYS My Friend Santa. Christmas Present. SCHOOL VACATIONS Picking Berries. Learning to Swim. Our Camping Trip. A Fishing Trip. STREET EXPERIENCES A Funny Accident. A Lucky Moment. Going to the Store. A Lost Child. Our Peddler. NATURE An Awful Storm. Feeding the Birds. What the Wind Did to Me. Why I Like Winter Best. Hints and Helps for the Teacher. (a) Accept the child's efforts no matter how crude they may be. (6) Encourage the monosyllabic child; suggest the beginning of sentences; supply the needed word. (c) Restrain but do not repress the over-talkative child. Do not allow him to monopolize the time of the class. (d) Do not interrupt the child nor allow others to do so. Errors of speech may be noted and corrected later through the in- strument of the language game. (e) Commend the child's effort; it will encourage renewed efforts. (f) Establish a friendly attitude toward criticism. Let your criti- cism serve as a model for the child to imitate in his criticism of his classmates. Lead the children to see what is good and why it is good. (g) Train the child to address his classmates. This will help to over- come the belief prevalent among children that they recite to the teacher alone. (h) Make participation in the oral composition a privilege to be desired by the child — a period of happy spontaneous expres- sion. 52 B. Written Composition. On blackboard or on paper, as circumstances determine. 1. Aim: Mastery of mechanics needed for written expression. 2. Material: The same as for oral expression. 3. Achievement: (Review work of previous grades). (a) Capitalization. Titles prefixed to proper names, as Aunt Mary, Cousin James, King Cole, Geographical names. Names of people, as American, Indian, Ro- man, Greek. Proper adjectives, as Irish, Scotch, French, Polish, German. Superscription on an en- velope. (b) Punctuation. Period in abbreviations used by pupils of this grade; superscription on an envelope; inter- rogation point; apostrophe in contractions, as in the work in reading and spelling; also in possessives as usually occur in children's compositions. Comma after salutation in a letter, as shown below. Dear John, Your friend, John Cartier. (c) Manuscript form. Titles of composition in center of line. Margin at left edge of paper; no crowding of words at right. In this grade no words divided at the end of a line. Letter form extended to include the courteous close. Suggestions : Make sure at the outset that each child has a well established idea of good form, both on the blackboard and on paper. Set the example. Teach the pupils how to make helpful criticisms, beginning first with the larger matters of composition. (d) Dictionary Work. Accent mark, diacritical marks, phonics, alphabetical arrangement of words having initial letter, only, alike. Note: In this grade, there should be a review with application of all phonetics taught. Difficult words, phrases and sentences should be selected from basal and supplementary reading lessons and drilled upon during phonetic periods. C. Spelling. Determine, by means of preliminary tests, the actual spelling ability of the class, and anticipate their spelling needs. Train the pupils not to take chances, but to know positively whether or not they can spell the words they wish to use. Let them experiment with different methods of studying their spell- ing. The teacher should keep a notebook in which to record the words which give trouble, and require each pupil to keep a similar record of the words which trouble him individually. The words to teach to a given class or pupil are the words which he will other- wise misspell in the daily written work. There can be no fixed and final list of spelling words in any school. Discover what words your pupils write, and make sure that they can spell them. 53 D. Literary Reading. Literary selections may be presented orally and through silent reading. In addition to the reproduction and dramatization of from three to six stories from the previous year, children should be held responsible for four new stories, and five new poems as a minimum requirement. Do not use stories or poems assigned to grades above. Any poem or story from a grade below may be used, provided it has not been taken previously. So much is made of committing to memory that a word about it is necessary. When a selection is properly studied memorizing almost takes care of itself. Every month complete the study of one or two poems by having them "learned by heart," and recited. Through the hearing, discussing, illustrating, repetition of lines, copying, dictation exercises, and the various other uses suggested, the poem is memorized by some children in the class, and partly by all. Learning and reciting a poem in this manner is of immeasurably greater value in every respect than the mere learning of stanza by stanza from book or blackboard. Have frequent recitations of poems thus learned. The teacher should read to the class selections in prose and poetry. Strive to cultivate the desire to make reading aloud sound much like good talking. Let the reader try to make his hearers get each picture by suitable phrasing; dramatization often helps to develop the meaning. Many stories and poems in this grade should first be presented orally. Aims: To develop power in language, to build up ideals, to assist the reading. 1. Prose. The following list is only suggestive. Each teacher is free to choose other selections. Many of the selections in the following list are to be found in various standard readers. Little Lame Prince Mulock Ali Baba and the Forty Robbers . Scudder Alice in Wonderland Rand McNally Sleeping Beauty Grimm's Tales The Bell of Atri Longfellow Story of Grace Darling Baldwin Cornelia's Jewels Baldwin Betty Zane Evans Wonder Book Hawthorne Norse Stories Mabie Stories of Missionaries in the New World. United States History Stories. Buttercup Gold Richards Moni the Goat Boy Spyri The Story of Ruth Bible Story of Father Las Casas Bible Stories in Religion Course of this Grade. Good Readers suited to this grade. Selections for Dramatization The Bell of Atri The Miller of the Dee The Coming of Hudson The Boy Who Tried 54 2. Poems. Suggestion : It is suggested that one of the American (New England) writers be chosen as the poet of the grade, that the pupils may become familiar with the biography of the writer, and a few of his best poems. Brief excerpts to be learned will take little time, and the children like to learn them. An occasional "Author's Afternoon" may be spent profitably, in which the children give short quotations from his works. Poets Suggested for the Grades Grade Four Henry W. Longfellow Grade Five John G. Whittier Grade Six Oliver W. Holmes Grade Seven William C. Bryant Grade Eight James R. Lowell Achievement: Sufficient acquaintance with at least ten poems to make possible intelligent preference among them; ability to recite five of the starred poems from memory. *The Village Blacksmith Longfellow The Children's Hour Longfellow Hiawatha Longfellow Rain in Summer Longfellow *Daybreak Longfellow *Little Jesus Thompson The Captain's Daughter Field *October's Bright Blue Weather . H. Jackson *September H. H. Jackson Song of the Brook Tennyson *A Child's Thought of God E. B. Browning *A11 Things Bright and Beautiful Alexander The Wonderful World W. B. Rands The Nativity Father Tabb *We are Seven Wordsworth *The Mother's Quest Father Blunt The Children and the Angels Mary E. Mannix Take Care Alice Carey Guardian Angel Cardinal Newman *A Song of Our Flag Wilbur Nesbit The Star Spangled Banner (2 stanzas).. .Francis S. Key E. Pictures. Teach the children to read pictures not to describe them. The teacher should try to have the child discover the reason that prompted the artist to paint the picture, and should ask him to suggest a name for the picture giving his own reason for the picture and the name of the artist should then be given by the teacher. Facts of the life of the artist that appeal to the child should be told to them, and as many pictures by this artist as can be secured should be shown. Finally the story of all the picture tells should be asked for. No attempt to study too many pictures, or any one too much in detail, should be made. 55 SUGGESTED PICTURES The Boy Columbus. Christmas Subjects. Madonna of the Chair Raphael St. Michael and Dragon Raphael St. Cecilia Raphael The Sower Millet The Angelus Millet The Last Supper De Vinci Portrait of Henry W. Longfellow. Grammar. In this grade the child can be led through his use and study of the sentence to understand what is meant by the terms subject and predi- cate. It is sufficient for him to know that what is being talked about is subject and what is said of the subject is called the predicate. In much the same method the child may come to an understanding of the work done in the sentence by nouns and verbs. The emphasis in English in this grade is on the correct use of the language. The teacher is teaching not to import technical informa- tion but to awaken interested activity in the correct use of the mother tongue. The work in Grammar in this grade is to be considered as largely informal and of secondary importance. READING IN GRADE IV Approximate time 200 minutes per week Aims. 1. Interest children in good literature by having teacher or child read a chapter or two of some good book and then give the members of the class an opportunity to finish the book independently. 2. Encourage children to bring copies of their books and maga- zines such as The Little Missionary and the Sacred Heart Messenger. 3. Encourage reading aloud to parents and friends. 4. Encourage much silent reading at home for pleasure. 5. Keep in touch with what children are reading, through class discussions of interesting books which pupils have read. 6. To increase interest in current events, make a scrap book of clippings and pictures from newspapers and magazines. A. Reading for Study. 1. Lead children to observe accurately and listen attentively. 2. Have children follow accurately either printed or written directions. 3. Lead children to find descriptions. 4. Develop the habit of finding simple quotations. 5. Have the children find the part of the selection which gives most knowledge of a certain character. 6. Lead children to judge characters in a story giving reason for their judgments. 7. Have children find elements of time and place in selections. 56 B. Reading for Recreation or Enjoyment 1. Have children compare characters in stories to those in life. Have them select chief characters and minor characters. 2. Have children select appropriate titles for a story or for various parts of a story. 3. Lead children to find everything said by one person through- out the story, also questions asked. 4. Lead children to find descriptions. 5. Have children find the part of the selection which gives most knowledge of a certain character. Use of Books. 1. Develop skill in finding titles in table of contents. Teach these points only in the most simple form. 2. Give training in the care of books and finding pages quickly. 3. Have children make original stories about pictures and combine into a booklet. These stories may be read to the class or to another grade. A. Silent Reading. 1. Have at least half of the reading, silent reading. 2. Encourage either oral or silent reading merely for pleasure. 3. As children read a selection silently, suggest that they list the words they do not know. From these, teacher makes general list. 4. Encourage pupils to reread simple, familiar material. Place a time limit and see how many pupils approach the standard rate for the grade. 5. Have silent reading on projects in connection with Religion, History, Geography, etc. 6. Have children write questions on selection which has been read. Other members of the class read the questions silently and answer them orally. 7. Give speed drills in reading for thought. Borrow supple- mentary readers from lower grades. B. Oral Reading. 1. Provide audience situations for oral reading. Occasionally require a summary of what has been read to the class by individual pupils. 2. Review phonetic rules and principles, continuing work with polly syllabic words, with opportunity provided for application, Give attention to syllabication and accent. 3. Drill on alphabetic arrangement of words having the same initial letter. (See course of Study in English). Emphasize purpose of words in heavy type at top of page. 4. Lead children to determine meaning of unfamiliar words from context. 5. Make word books in preparation for dictionary work. 6. Write word groups and sentences on the board, one shown at a time. After short exposure have children reproduce. 7. Encourage children to report new words found in outside reading. 57 8. To increase rate, teacher asks for certain word groups which the children find rapidly then one child reads the entire sentence orally. 9. Have the children make lists of certain kinds of words as: — "time words," "place words," "descriptive words," etc. 10. Give drills for correct use of unfamiliar words found in context. Simple exercises may be planned by having sentences pre- viously written on the board in which synonyms are used. After drill on meaning of unfamiliar words, permit children to see sen- tences for the first time and substitute new words for synonym. ENGLISH Grade V Approximate time 285 minutes per week Two hundred and eighty-five minutes per week is allowed for the work under English Language and Grammar of this grade. Eighty minutes of this time is to be given to the topics under Grammar. Work in language is to be emphasized for the acquisition of good habits in speaking and writing. Train for facility and accuracy in use of English. It is skill in the art of language that is of first importance in this grade. Make the children interested in good self expression. The Grammar work will give the child an exact and true idea of words with their real names. It must not be overdone, nor allowed to inter- fere with the constructive work in language. I. Grammar. The Sentence. Simple sentences. Analysis. Elementary and oral. (a) Subject. (b) Predicate. Simple phrases. Adjective and adverbial, explaining use, not form. Difference between phrase and sentence. The Parts of Speech. Continue work of recognizing and defining parts of speech from office they perform in sentence. 1. The Sentence. The short sentence should be the unit of work. (a) Classes on basis of use. (b) Punctuation of the different kinds. (c) Subject and predicate. (Use sentences about nature, music, history, drawing, etc.) (d) Three aspects of subject : "Who (or what) does something." "Who (or what) is something." "Who (or what) has something done to him (or it)." (Teach pupil to distinguish complete subject and predicate.) (e) Ample opportunity for drill on sentences not in their natural order. 2. Nouns — common and proper. Teach that nouns and verbs are the TWO PRINCIPAL parts of speech, since they are necessary to form a sentence. 58 3. Verbs. Special attention to the use of the common irregular verbs. Drill daily on the correct use of see, do, lie, lay, sit, set, rise, raise, grow, blow, flow, spoke, broke, broken, began, begun. The lessons on correct usage are most important. Verbs should be taught by action or the picture of action. Teach verb phrase. 4. Adjectives and Adverbs. II. Composition. A. Oral: Original stories in clear sentences. Emphasize through- out on using good sentences. Five sentences requested. Let voice show where sentence ends. Vacation stories; stories from a picture; dramatizing the story; finishing the story. Conversation lessons; study of beautiful word pictures (poetry, etc.). Bible stories, lessons in Religion. Corrective work in speech must be accomplished by drill. Perception cards devised by teacher may be used for the rapid repetition of the correct form in sentences. Drill on correct use of have, with, could, should, would, might ; of ought and ought not; pronoun after "it is," "it was"; shall, will, may, can. Language games frequently. B. Written. 1. Dictation. Dictation should be given once, and only once, repetition invites careless attention. Concentration should be one product of dictation. Clearness, distinct- ness and certainty are imperative on the part of the teacher. New and difficult words should be placed on the black-board. Pupils will correct their own papers if dictation is taken from a book in the hands of all the pupils, or is placed on the blackboard. 2. Copying. 3. Descriptions. 4. Original Stories. Some of the stories may be put into class storybooks. 5. Letter writing. 6. Technicalities of written expression. (a) Capitals, Review work of grade four. Proper names in History and Geography. (b) Punctuation. Comma to set off clause or phrase out of natural order. Comma in series of words. (c) Abbreviations. A.M., P.M., A.D., B.C., D.D., Prof., M.D., Esq., and other common degrees. U.S.A. and abbreviations of names of states. (d) Dictionary work. Beginning in this grade every child should have a copy of the dictionary used in the school. Review work of the fourth grade, and arrange in alphabetical order words with unlike initial letters. HI. Literature. A. Prose. The aim of all teachers should be to awaken in every child a love for good literature. The literature presented to 59 children in the fifth grade should be wisely chosen from the best writers. Through the use of the story list for all grades it is possible for teachers to make a wise selection of the stories to be read. In any grade it is a good plan to review some of the reading of the previous grades. Catholic readers that contain complete selections offer excellent material for class use. The teacher should keep in mind that this list is only sug- gestive. It is not intended that all stories on the list be given nor is it advisable to give only these stories. The teachers are free to choose other selections. (A minimum of three required each term.) *Stories of Catholic Missionaries. *Story of Joan of Arc. Story of Father Marquette. *Bible Stories. Lives of the Saints. Stories of Explorers. *Little Lord Fauntleroy Burnett Robinson Crusoe Defoe Jackanapes Ewing *Tanglewood Tales Hawthorne Story of Joseph Bible The Truth-Speaker Crompton The Legend of William Tell Knowles A Story of Robin Hood Skinner The Story of Tarcisius Cardinal Wiseman *Black Beauty Sewell *Bird's Christmas Carol Wiggin David and Goliath Bible Heidi Spyri Christmas at the Cratchit's. Saving of John Smith's Life. Columbus. B. Poems. Class Poet — John Greenleaf Whittier. Barbara Frietchie. *Corn Song. *Barefoot Boy. Huskers. *In School Days. Citizen of the World Kilmer Old Clock on the Stairs Longfellow Santa Christina Van Dyke Battle of Blenheim (read) Southey *Star Spangled Banner (Three Stanzas).. Key *America (Four Stanzas) Smith The Flag Gges By Bennett Selections for Dramatization Fern Song . . Love of God My Mother . Father Tabb Father Faber Father Ryan 60 The Sun's Travels Stevenson Our Lord and Our Lady H. Belloc God in the Night Father Ryan A Boy's Song James Hogg Psalms 23, 129, Magnificat. St. Luke Verses Chap. 1, 46-55. Christmas Selections for December. Patriotic Selections for February. *Spring Thaxter Robert of Lincoln Bryant Snow-Bound Whittier Bob White Cooper The Little Brother A. Carey The Sandpiper Thaxter A Child's Wish Father Ryan *Month of Mary Cardinal Newman Our Heroes P. Carey Trees Kilmer *Heroes D. A. McCarthy The Bluebird Emmily Miller Starred poems to be memorized. IV. Pictures. The teacher should not attempt the study of too many pictures nor of any one too much in detail. Take the picture which is pre- ferred by most of the children for individual study by the whole class. Provide each child with a small copy, and if possible secure a large copy, the largest and best that you can afford, for the walls of the school room. Madonna and Child Murillo Children of the Shell Murillo Sistine Madonna Raphael The Last Supper Da Vinci Holy Night Correggio Christ in the Temple H of man Oxen Ploughing Rosa Bonheur Torn Hat Sully The Angelus Millet Primary School in Britany Geoff roy The Balloon Dupre Pitching Hay Dupre A Shepherdess Knitting Millet Pilgrim Exiles Houghton The Boy Columbus. A Fascinating Tale Ronner Christmas subjects. READING Grade V Approximate time 180 minutes per week. See suggestions under Grade IV. 61 ENGLISH Grade VI Approximate time 250 minutes per week. I. Grammar. A. The simple sentence. 1. How distinguished from a mere collection of words. Drill in distinguishing between word groups that are sentences and those that are not sentences. 2. The essential parts of a sentence: (1) the subject; (2) the predicate. 3. The simple subject and the simple predicate. 4. Drill in the analysis of easy simple sentences. Use sen- tences in the inverted order as well as those in the direct order. B. The noun. 1. Proper. 2. Common. 3. Uses of the noun. Case. (a) Simple subject. (b) Direct address. (c) Object. C. The personal pronoun. D. The verb and the verb phrase. Not more than one auxiliary word to be used, and the parts of the verb not to be separated. 1. The adjective. (Note: The use of the possessive as an adjective may be taught. ) 2. The adverb. Classes. 3. The preposition and the prepositional phrase used as — (a) an adjective. (6) an adverb. 4. The conjunction taught in connection with — (a) the compound subject; (6) the compound predicate. 5. The interjection. 6. The analysis of easy sentences containing compound subjects or compound predicates. Use only sentences containing a limited number of modifiers. Do not use sentences containing more than two phrases. 7. Give pupils practice in building sentences from the work of the day. II. Composition. Attainment in English at the end of the Sixth School Year. The following points have been suggested as what normal children may be expected to do when they have reached the close of the sixth grade : (a) To arrange, capitalize, and punctuate correctly an original theme of from six to eight sentences. (b) To avoid both in speech and in writing gross errors in grammar. 62 (c) To write in correct form a simple letter to a friend, or a brief business letter. The use of " Gentlemen" is preferred to "Dear Sirs" in business letters. (d) To spell the words they commonly write. (e) To read silently and after one reading to reproduce the sub- stance of a simple story, news item, or lesson. (/") To quote accurately and understandingly several short poems, such as Bennett's "The Flag Goes By." (g) To quote readily and intelligibly news items, lessons from the textbooks being used, or literature of such difficulty as Dickens' "Christmas Carol." The above outline is not to be regarded as a complete summary of all that children should and do gain from the study of reading and com- position. 1. Oral Expression. The "sentence sense" has been developed through five years of oral composition work. If properly taught children have been consciously speaking in sentences. They should be taught enough about the Subject noun and the Predicate verb, including verb forms, to assist them to understand the agree- ment of verb with subject. Present and past tenses may be taught by way of helping the child to correct his mistakes. The ten minute drill should be used as frequently as possible ; to make automatic the use of correct forms, after the particular errors of a class have been discovered. Correct speech games are most effective for this purpose. In every case where a correct speech game is used its exact purpose should be ex- plained to the class. Aim: To establish correct speech habit in the use of the nominative case of pronoun without using the terminology. Games to correct "me and him"; "I seen it"; "he done it;" "I got it off him"; "you was there"; "are there no school"; "they was too". Much drill for ear training on subject forms as "It is I"; "It is he"; "It is she"; "You and I"; "If I were you"; etc. 2. Written English. Minimum requirement: Six or seven sentences on a familiar subject given without error, arranged in order, and showing a definite beginning, middle and end. A short friendly or business letter written and addressed without error. (a) Technicalities. 1 . Capitals ; proper use required in all papers . 2. Punctuation; comma separating name of person ad- dressed. Caution against quotation marks in in- direct quotation. 3. Abbreviation; O.K., C.O.D., f.o.b., inst., ult., etc., e.g., viz., anon., mdse., Messrs. 4. Dictionary work; words at top of dictionary page; diacritical key. Exercises in opening the dictionary readily to the required page. Abbreviations in de- fining words: n., a., v., adv., pron., sing., pi. 63 5. Book report. Title of book read. Author's name. Date of reading. It is the story of The most interesting event in the story is The characters I most enjoyed reading about were My opinion of the book is Name Grade (b) Letter writing. Letters of friendship may be written to friends or rela- tives, to the teacher, or to pupils of another grade, in reply to letters received from them. Attention should be given to the contents. Pupils should acknowledge letters received with some reference to the contents; reply to the inquiries of a friend; include in the answer items of interest to the one receiving the letter; questions the writer may wish answered; and close with expressions of respect, esteem, or affection. See "Letters to Children Written by Famous People." III. Literary Reading. Approximate time 175 minutes per week. Literary selections may be presented both orally and through silent reading. Aim: To become familiar with the best pieces; to build up ideals; to develop the vocabulary both in study and in expression; to strengthen the reading habit ; to develop a taste for good litera- ture. Achievement: Sufficient acquaintance with at least ten stories and ten poems as to make possible intelligent preference among them; to be able to recite from memory in clear distinct tones, and with intelligent expression five of the starred poems; to be able to tell what any of the stories is about. Pupils should read library books, mainly at home. Note : Suggest a list of books, and do not permit wasteful or harmful * reading. Teach the children how to make use of the public library, especially the branch. It is of utmost importance that the teacher be familiar with the books suitable to her grade. A list of books suitable to each grade will be found at the end of the course. SUGGESTIVE LIST OF STORIES, POEMS, PICTURES 1. Stories to be told or read, (a) Bible Stories : 1. Old Testament. Stories from work in this grade in Religion. 2. New Testament. Stories from work in this grade in Religion. (6) Greek Stories. 64 (c) Legendary Tales : Brian Boru William Tell King Robert of Sicily The Pied Piper Rip Van Winkle (d) Stories of real life (History, Biography, Fiction). (e) Stories of American Statesmen. (/) Hero stories. (g) Stories of Animals. 2. Poems. Nature should be grouped under three heads, autumn, winter and spring. This helps greatly in bringing out the beauty of the poem. April, May and June are the months for poems dealing with budding life; September and October for those dealing with declining life. Teach poems in season. Many of our beautiful hymns may well be read as poems and even memorized. Scatter many of them through the year. Too many hymns are sung as mere words. Every day give a few moments to the discussion of some beautiful poetic gem. This will lead to unconscious memorizing. Let the children bring to class a short poem which they have read. Devote one period a week to authors. Pupils may memorize a few lines from one of his works, give the name of the poem and of a few of his other works. Allow the pupils to select their own quotations for memorizing. Six poems should be memorized each year from the list. Class Poet — Oliver Wendell Holmes. The Last Leaf. Opening of the Piano. *The Chambered Nautilus. Lexington. *01d Ironsides. Grandmother's Story of Bunker Hill. Seasonal Poems. Summer: A Day in June (Vision of Sir Launfal) . . Lowell *Trees Joyce Kilmer September Helen H. Jackson Barefoot Boy Whittier Autumn: ♦October's Bright Blue Weather H. H. Jackson The Fringed Gentian Bryant Corn Song Whittier The Huskers Whittier * Death of the Flowers Bryant Robert of Lincoln Bryant The Whip-poor-Will Van Dyke The Planting of the Apple Tree Bryant Woodman Spare that Tree G. P. Morris Winter: *Snowflakes Longfellow 65 Snow-Bound Whittier Vision of Sir Launfal (Prelude II) Lowell Spring: Vision of Sir Launfal (Prelude I) *The Dandelion The Brook Song Daffodils *Flower in the Crannied Wall . . . To a Butterfly Christmas: Peace on Earth Lowell Ring Out, Wild Bells Tennyson The Three Kings Longfellow While Shepherds Watched Their Flocks . Nathan Tate The Repose in Egypt Agnes Repplier ♦Little Jesus Thompson Character Building Poems: *The Choir Invisible . . . The Village Blacksmith The Psalm of Life Heaven is not Gained . . Excelsior Poems about Children: The Children's Hour Longfellow The Wreck of the Hesperus Longfellow Boston Boys Nora Perry The Leak in the Dike Phoebe Cary The Lamplighter Stevenson ♦Little Boy Blue Field ♦A Child's Thought of God Elizabeth Browning The First Snow-Fall Lowell Hiawatha's Childhood Longfellow To be read to the Children or by the Children: ♦America Smith *Star Spangled Banner (Required) Key A Song for the Flag McCarthy Tubal Cain Mackay Today Carlyle Four Things Henry Van Dyke The Lost Chord Adelaide Proctor ♦The Real Presence McCarthy My Beads Rev. Abram Ryan *What is Good John Boyle O'Reilly *In the Tomb Rev. Hugh F. Blunt *Psalms 1-8-60-66 (Memorize 2) Bible Hohenlinden Campbell Incident of the French Camp Browning The Burial of Moses Alexander Stories from Homer and Virgil Alfred J. Church Battle of Blenheim Southey 66 Lowell Lowell James W. Riley Wordsworth Tennyson Wordsworth Louise Guiney Longfellow Longfellow Holland Longfellow How They Brought the Good News From Ghent to Aix Browning Legend of Saint Christopher H. H. Jackson Song of the River Father Ryan Selections for Dramatization. The Miraculous Pitcher King of the Golden River Betsy Ross Barbara Frietchie 3. Pictures. Under this head the teacher will have the pupils study pictures, not for art's sake alone, but as a means for better expression. A picture contains a story, just as a printed narra- tive does. The picture reveals its story only to those who know how to read it. Reading pictures is an art to be taught and learned. Naming the objects in a picture, or telling what one sees in it, or describing it is not reading the picture, and children should not be permitted, much less encouraged to talk about pictures in this way. They must be taught to READ a picture as one reads a story. A good plan is to name one or more famous pictures for study in each month during the school year, so that when a pupil has completed the elementary course he will know something about more tnan sixty of the world's masterpieces of art. Sermon on the Mount H of man Christ Preaching from the Boat H of man Christ and the Doctors H of man Divine Shepherd Murillo Arrival of the Shepherds Lerolle Infant Samuel Reynolds St. Michael and Dragon Reni The Gleaners Millet The Shepherdess .Lerolle The Mill Ruysdael Pilgrims Watching the Return of the Mayflower Boughton ENGLISH Grade VII Approximate time 250 minutes per week I. Grammar. Aim: A more intensive study of the sentence, and of the parts of speech should be insisted upon. "The test of a pupil's knowledge of grammar should be his ability to make use of it in speech and writing. Objectives: To classify sentences. To distinguish readily between sentences and clauses, between clauses and phrases. 67 1. Sentences: Review sentences classified as to their meaning, parts of speech studied previous year. The review work to be carried on throughout the term should be considered quite as much a part of the work of the grade as the new topics outlined. There should be daily drill and practice in building sentences. Note: Make lists of sentences from written work of pupils; to show how they might be combined; to show how an attempt has been made to combine sentences that do not belong together; to show how the omission of a subject or a predicate has made the sup- posed sentence a mere group of words. 2. Analysis of easy sentences. Note: Use diagramming conservatively, and only to aid in making clearer ideas of relationship. 3. Classification of parts of speech. 4. A detailed study of the adjective; (a) definition; (6) comparison. 5. Appositive — emphasis on case. 6. Direct object or object complement; objective complement. 7. Transitive and intransitive verbs. 8. Copulative verbs and their attribute complements. 9. Active and passive voice of verbs; drill on changing from one to the other; no work on conjugation. 10. The indirect object. 11. The Clause. (a) Definition. (b) Classified. 1. Principal. 2. Subordinate. (a) Adjective. Words introducing adjective clauses. Practice in interchanging adjectives, adjec- tive phrases and adjective clauses. (b) Adverbial. Words introducing adverbial clauses. 1 2 . The Sentence classified as to form : (a) Simple. (6) Complex. (c) Compound. 13. The Conjunction. (a) Co-ordinate. (b) Subordinate. (c) Correlative. 14. The analysis of simple sentences containing not more than two phrases; of complex sentences containing not more than one subordinate clause; of compound sentences containing not more than two clauses. II. Composition. In the seventh grade and eighth at least one half of the work should be oral. It should be remembred, however, that it is talking to some purpose that counts. Clear enunciation and correct pronunciation are essential. Stress the importance of 68 pronouncing all the syllables in a word, and of sounding the final consonants. Require the pupils to speak clearly and distinctly, and loud enough to be heard in all parts of the room. All recitations are regarded as recitations in English. Written expression should be called for when oral work has prepared the way for it. 1. Oral. (Five periods weekly.) Aim: The principal aim of oral English is to increase the children's ability to speak clearly and to the point, and to foster the habit of doing so; to enlarge the vocabulary; to develop the sentence sense ; and to apply their knowledge of technical grammar. Frequent oral composition, six or seven well constructed sentences in paragraphs, based on reading, observation, personal experience, stories and anecdotes. 2. Written. Two written compositions weekly, including descriptions, expositions, imaginative stories, school activities, timely topics, and friendly letters written and addressed without error. The teacher should be very careful not to allow pupils to choose subjects that will tend to lead them beyond their own experiences, and this make their stories unreal. Dunng the seventh grade all compositions should be corrected with this main point in mind — the ability of pupils to recog- nize the sentence as they write. Note 1 : Criticizing Composition. Children must be lead to criticize intelligently, and must be taught to appreciate the good points in written work, as well as to detect mistakes. Suggestive plan for correction of work by pupils. (a) After reading what has been written on the blackboard tell one thing which makes it interesting to you. (b) What words make the meaning clearer to you? (c) Are any of the expressions new to you? (d) Select a sentence and tell why you like it or do not like it. (e) Have any incorrect expressions been used? (/) Are there any errors in capitalization, punctuation or spelling. Note 2: The following form should be required for written compositions. 1. Title on the first line. 2. Capitalize important words. 3. Place no period after title. 4. Leave one blank line between the title and the com- position. 5. Leave a left-hand margin of one inch. 6. Leave a right hand margin of one-half inch. 7. Indent each paragraph one-half inch. 8. Write name, grade, date in upper right hand corner. 69 A. Technicalities. Review and give simple practice in the use of capitals and marks of punctuation outlined for the preceding grades. Emphasize according to the needs of your class the techni- calities supposed to have been taught before the students enter this grade. Test by frequent dictation. (1 ) Capitals : Require proper use in all written work. (2) Punctuation: Comma to set off a part from the rest of the sentence, expressions in apposition; to set off connecting adverbs introducing sentences as finally, moreover, first; to separate parenthetical parts from rest of sentence. (3) Abbreviations: Ph.D., D.D., Gen., Lieut., U.S.M., Capt., C.O.D., O.K., i.e., viz., pro tern., anon., mdse., of., ult., f.o.b., etc., id., va., q.v. (4) Dictionary work : Continue the practice in dictionary work suggested in previous grades. Meaning of the following abbreviations; syn., obs., colloq., naut., orig., synonyms and antonyms. Teach the pupils to utilize the sentences given in the dictionary to illus- trate the meaning of words, and to select a definition which they understand and which applies to the context in which the word is found. Literature. Four periods weekly. Approximate time 150 minutes per week. The end and aim of the study of literature is general culture, elevation of character and development of sensitive value of words, pleasure and enjoyment of the masterpieces of great minds. Whether or not the children read, and what they read, after they leave school, depends largely on the amount of pleasure they have found in their daily reading lesson. Their choice of reading matter will be in proportion to the power the school has given them to discriminate, understand, appreciate, and enjoy the good things in literature which are available for grammar school children. For class work in Grade Seven some of the shorter poems of Longfellow and Whittier: Miles Standish, Evangeline, The Great Stone Face, Rip Van Winkle, The Legend of Sleepy Hollow, Treasure Island, The Gold Rug, Stories of King Arthur, and the Jungle Books are of about the right grade difficulty for general reading. The treacher should use the grade library as an inducement to the pupils to form the acquaintance of public libraries. The grade library will bring the right books within reach of pupils too young to select for themselves ; it will inspire the habit of using good books. A suggestive list of books for each grade will be found at the end of this course. 1. Prose. Legend of Sleepy Hollow Irving The Great Stone Face Hawthorne 70 Cricket on the Hearth Dickens William Tell Schiller King Arthur and His Knights. Story of Esther. Stories from Old and New Testament. Consult Religion Course for this grade. 2. Poetry. Many excellent stories have been embodied in narrative verse. Children should acquire the habit of memorizing the choice bits in all literature studied. The teacher is free to choose other selections not suggested in the list. Three poems should be memorized each half year from the list. Class Poet — William Cullen Bryant. The Song of Marmion's Men. *To the Fringed Gentian. ♦March. The Yellow Violet. The Death of the Flowers. The Planting of the Apple Tree. *To a Waterfowl. ♦Quality of Mercy Shakespeare ♦Columbus Miller Roses Joyce Kilmer The Dream of Columbus McCarthy The Sign of the Cross Cardinal Newman ♦The Light of Bethlehem Father Tabb The Flag Goes By Bennett Flag of My Land T. A. Daley ♦Star Spangled Banner (required) F. S. Key Psalms 119, 120, 150 (Memorize Two) . . Bible Columbus at the Convent Trowbridge Autumn Song Father Tabb The Rosary Joyce Kilmer ♦Evangeline (to be read) Longfellow America for Me Henry Van Dyke The Legend Beautiful (to be read) Longfellow To be read by the children: King Robert of Sicily Bell of Atri Longfellow Evangeline Longfellow Charge of the Light Brigade Tennyson Skipper Ireson's Ride Whittier Selections for dramatization. Christmas Carol. Courtship of Miles Standish. Pictures. Note.: "Picture Study in Elementary Schools" by Mrs. L. L. Wilson, Ph.D., will be found very helpful. 71 Sir Galahad Correggio Joan of Arc Lepage Arrival of the Shepherds Lerolle Resurrection Plockhurst Spring Corot The Sower Millet The Golden Stair Burne- Jones At the Watering Trough Dagnan-Bouveret End of Day Adam Song of the Lark Breton The Horse Fair Bonheur The Mill Rembrandt The Assumption Titian Sistine Madonna Raphael ENGLISH Grade VIII Approximate time 250 minutes per week I. Grammar. The following topics embrace all the grammatical knowledge that the elementary school child needs : 1. Subject and predicate. 2. Classes of sentences according to meaning. 3. The parts of speech and their uses. 4. Noun, adjective and adverbial phrases and clauses. 5. Sentences classified according to form. 6. Analysis of simple sentences containing not more than two phrases. 7. Analysis of compound sentences containing two simple clauses. 8. Analysis of complex sentences containing one dependent clause. 9. Synthesis or combination of two or three short sentences con- taining related ideas into one sentence of appropriate form. 10. Principal parts of verbs, to be studied not so much by lists as by drills in the use of the past tense and the participle in sentence. 11. Conjugation in the indicative mood, including verbals treated as parts of speech according to their use in sentence. 12. Declension of relative and personal pronouns. "The test of a pupil's knowledge of grammar should be his ability to make use of it in speech and writing." 1 . Review work outlined for the seventh grade. 2. Inflection of pronouns. (Review). (a) Gender (treat briefly). (b) Number (treat briefly). (c) Person. (s — (5 x 3); (3x5). Writ- ten work, integers of three orders by 2, 3, 4, 5, 6. Teach terms, multiplicand and multiplier, sign x. Division. Exact division by reversing multiplication tables, 2, 3, 4, 5, 6 times. Fractions. Halves, thirds, fourths, of single objects taught by folding paper or dividing objects into 2, 3, 4 equal parts and giving names of parts. Problems. Oral, simple problems in buying and selling, etc., including finding cost of several articles when cost of 1 is given, and the reverse Encourage children to suggest problems. 85 Suggestions: 1. Insist on figures and signs being accurately and neatly made. 2. Oral work precedes written. 3. The actual measures should be used by the pupils; merely to learn the tables is of little value. ARITHMETIC Grade III Approximate time 200 minutes per week Aim: 1. To make automatic all the primary number facts. 2. To teach borrowing in subtraction. 3. To acquire accuracy and speed by frequent sight and oral drills in combinations and tables of multiplication and division, always subordinating speed to accuracy. 4. To read and write United States Money. Requirements: Review work of previous grade. Reading and Writing. Numbers to 10,000. Roman numerals to C. United States money to $100. Counting. Counting by 2's, 3's, 4's, 5's, 6's, 7's, 8's, 9's, 10's to 100. Measures. Capacity — liquid, dry; time — seconds, minutes, hour, ^hour, hour. Writing current date. Value United States money, making change to one dollar. Addition. (a) At sight, rapid column work and series work as 7-|-4, 17-+4. (b) Written, columns of four orders, including dollars and cents, not more than six addends with carrying. Subtraction. At sight, subtract any one figure number from any two figure number as, 14—6, 24—6. Written numbers of four orders with borrowing, including dollars and cents. Proofs. Multiplication. Tables completed. Written multiplication, multiplicand of four orders, including dollars and cents, multiplier of two orders. Teach multiplying by 10, 11 and 12 by means of 10, 11 and 12 times tables. Proofs. Division. Oral drill within multiplication tables. Written, dividend of five orders, including dollars and cents, no divisor greater than 12; much drill in uneven division. Teach terms dividend, divisor, quotient, remainder, sign. Fractions. Halves, thirds, fourths, sixths, eighths; oral work in addition and subtraction. 86 Problems. Oral and written one-step problems to distinguish fundamental processes. Encourage children to suggest problems. Suggestions : 1. Introduce such reviews as are necessary to secure accuracy and facility in reading and writing numbers. 2 . Secure interest , and concentration of attention with short snappy drills. 3. Emphasize those parts of the multiplication and division tables with which the pupils have most trouble. 4. Show the use of the decimal point in separating dollars and cents. Pay special attention to the cipher between the decimal point and number of cents when the number of cents is less than 10. ARITHMETIC Grade IV Approximate time 200 minutes per week. Aim: 1. To develop thoroughly the process of long division. 2. To work for greater speed and accuracy in all fundamental operations. 3. To develop in pupils the ability to apply the four fundamental processes to oral and written problems that come within the pupils experience. Requirements : Review work of previous grade. Numeration and Notation. Numbers to millions, thoroughly explained by orders — units, tens, hundreds; by periods — units, thousands, millions; exer- cises in such numbers as 1,040, 10,004, etc. Roman numerals to D. United States money. Measures. Review liquid, dry, time. Teach linear, avoirdupois — practice in use of, as well as in judging lengths and weights. Addition. For speed and accuracy. Limit columns to six addends with numbers of five orders, including dollars and cents — check results. Subtraction. Rapid work with numbers of six orders including dollars and cents. Practice in making change. Prove work. Multiplication. Continue drill on multiplication tables. Written multiplica- tion, multipliers of three and more orders. Practice in use of such multipliers as 409, 904. Division. Short division reviewed — teach long division. Divisor of three orders, attention to cipher. Teach method of proof. United 87 States money divided by integers. Drill in factors of numbers to 144; cancellation developed. Fractions. Halves, thirds, fourths, sixths, eighths and tenths; oral work in addition, subtraction and reduction. Bills. Simple bills of not more than 3 articles, all in proper form with place and one date, etc. Problems. Oral and written, one-step and two-step problems, marketing, shopping bringing in as far as practical the facts of the denominate tables which have been learned. Give many problems requiring use of business fractions, e.g., to find cost of articles at Suggestions: 1. In problems which involve long division give many embracing one kind of difficulty. Systematize and work out each difficulty with plenty of exercises before using problems which involve any other difficulty. 2. Train pupils to think by requiring a round number estimate to all concrete problems in written arithmetic; this estimate to be compared to answer when obtained. ARITHMETIC Grade V. Approximate time 220 minutes per week. Aim: To master thoroughly the processes with fractions and to develop the power to use fractions in simple problems. Requirements: Review thoroughly the fundamental operations and multiplication tables. Notation and Numeration. Numbers through three periods. Roman numerals to meet any need in reading dates found on public buildings, monuments, etc. Measures. Review liquid, dry, time, linear, avoirdupois. Teach square and cubic; number of feet, yards, rods in a mile. Factoring. Prime factors by inspection. Greatest Common Divisor in view of reducing fractions to lower terms. Least Common Multiple in connection with addition and subtraction of fractions. Cancella- tion reviewed and applied in multiplication and division of fractions. Fractions. Teach terms: integer, mixed number, proper and improper frac- tions, numerator and denominator. Teach reduction of fractions. Teach addition, subtraction (a) fractions, (6) mixed numbers, using 88 small denominators or such for which common denominators can be easily found. Teach multiplication and division of fractions and mixed numbers. Bills. Continued, not more than 5 items, bringing in as much as possible common business fractions, e.g., to find cost of 3J yards at 12|c; 5 J lbs. meat at $J. Problems. During the second term practical use of fractions applied to oral and written problems that come within the pupils' experience. Suggestions: Problems in thrift by the purchase of savings stamps and in other ways, such as children's problems of earning, producing and saving. Require pupils to perform all computations accurately and rapidly, using the shortest method. ARITHMETIC Grade VI Approximate time 200 minutes per week Aim: To secure absolute accuracy in the use of the decimal point; and ability to use tables of weights and measures. Requirements. Give many exercises both oral and written in all fundamental opera- tions with a view to securing accuracy and speed. Common fractions reviewed. Teach easy complex fractions and the meaning and use of ratio as expressing the relation of any two like magnitudes. Notation and Numeration. Reading and writing decimal fractions and mixed decimals to millionths. Decimals. Four processes completed. Much practice in changing common fractions to decimals and vice versa. Aliquot parts of a dollar or of 100 as a preparation for percentage in higher grades, and to shorten process of multiplication, e.g., .05, 1/20; .75 3/4. Short methods of multiplying and dividing by 100 and 1000 emphasized. Denominate Numbers. Fundamental operations and reduction ascending and descend- ing of not more than three successive denominations. Time between events studied for use in simple interest problems. Measurements. Area and perimeter of square and rectangle using such objects as may be found in school room and play ground, books, desks, maps, pictures, etc. Percentage. Teach per cent, as the business man's decimal fraction, drill on percentages corresponding to one half, one quarter, one third, three quarters, etc. 89 Problems. Select problems involving real business transactions as far as possible. Suggestions: Continue problems in thrift based on the cost — high, low and aver- age — of food, flour, meat, clothing, etc. Familiarize pupils with units of measurement and their value in money in buying food at the grocery, meat market, bakery, fruit and clothing stores. In work of denominate numbers use only tables in common use. Train the mind to approximate values in the problems of every day life; and the senses to judge heights and distances, longer and shorter; volumes, such as pint, quart, gallon, etc. ; weights, such as half pound, pound, two pounds. ARITHMETIC Grade VII Approximate time 220 Minutes per week Aim: To master percentage, interest and related processes. Requirements. The review of the following topics and their frequent incorporation into the daily work throughout the year is imperative. Review: 1. Fundamental operations. Teach checking results. 2. Common and Decimal Fractions. 3. United States Money, Accounts and Bills. 4. Aliquot Parts. (Fully for economy of time). 5. Weights and Measures. (Of practical value.) Teach use of short methods wherever possible. The work sug- gested should not preclude an early beginning of the prescribed grade work. Teach: 1. Interest. (The Bankers' Method is considered the best adapted to all kinds of problems). 2. Commercial Discount, Single Discount, Bills bearing dis- counts. 3. Profit and Loss. (Oral work in fractional and per cent equiv- alents must be in constant use.) 4. Insurance. 5. Commission. (Boying and selling through an agent.) 6. Taxes. On Real Estate, Personal Property, Income. 7. Duties. (Computing custom duties.) 8. Measurements, (a) Simple and practical problems in area and perimeter of rectangles, (b) Latitude and longitude. Longi- tude and time, and standard time. 90 Problems. The problems of the grade should be essentially practical, clearly stated and reasonable. They should provide constant drill on the most important aliquot parts, tables or weights and measures and application of percentage. Suggestions: 1. Problems should involve taxes, buying on the installment plan, borrowing money to pay cash, property and life insurance, building houses by the help of building and loan associations, investment of money in government bonds, and other problems dealing with ques- tions of thrift, saving, profit and loss. 2. Encourage pupils to bring in real problems, newspaper ad- vertisements of markdown sales, and any other information bearing upon the subject under consideration. 3. In the problems having a bearing on saving and investment begin with a brief talk on the need of saving, explaining carefully the meaning of economy, frugality, thrift, parsimony and extra- vagance. Many never learn to save wisely; others save when they should spend. Every child should begin early to save (if only a few pennies a month) and to learn how to keep little personal account books. ARITHMETIC Grade VIII Approximate time 220 minutes per week Aim: To secure accuracy and facility in performing operations and the power to express in correct language the topical steps leading to results obtained. Review : (a) Fundamental operations with integers, common and decimal fractions, with daily drill for accuracy and speed. (b) Percentage and its application; interest as in previous grades. 1. Banking. Pupils must be familiar with terms used in banking, negotiable and non-negotiable papers, borrowing and lending money. 2. Bank Discount. Teach system used in banks. 3. Simple Proportion. 4. Square Root. 5. Mensuration: (a) Plane figures — area and perimeter of paralle- lograms, right-angled triangles, circles, (b) Solids — 'volume and surface of rectangular and triangular prisms, cylinder and sphere. Use objects and illustrations. In finding capacity of binds and cis- terns teach approximate rule that number of bushels is 4/5 of number of cubic feet and number of gallons is 1\ times number of cubic feet. Suggestions: 1. Arithmetical processes can be made real by grouping them around some business or institution, or some work that is being done, 91 for example in banking, the depositing of money, the proper use and form of checks, and keeping balances; relative cost and advan- tages of the transmission of money by postal and express money orders, by draft, check and telegraph ; transportation of supplies by freight, express, or parcel post. This will lead to a study of the classification of mail, cost of each class, stamps, special delivery, insurance of mail, registered mail, and the meaning of the franking privilege. 2. Teach pupil to apply things found in the book to work outside of the book, e.g., to see and measure parallelograms, triangles and circles that exist all about him; to recognize the prism in a coal bin, a cellar, the air space in a room; the cylinder in a stove pipe, a pen- cil; the sphere in a ball, marble, etc. 3. Consult suggestion 3 under Grade 7 and add instruction on how savings should be cared for. Money must be placed in safe keeping and it should also yield an income. "It is well to remember that the larger the income offered by any form of investment, the greater is likely to be the risk of losing the money put into it." Teach to distinguish between good and bad investments. ALGEBRA Grade VIII 1. Explanation of such signs and terms as are to be actually em- ployed in the course, illustrate their uses. 2. Literal expressions, their numerical value obtained. 3. Positive and negative quantities explained and practical problems involving their uses considered. 4. Parentheses. 5. Addition and subtraction. 6. Multiplication and division. 7. Easy equations and problems involving simple equations. Suggestion: The amount of work attempted and carried through in Algebra is to be determined by the time at the disposal of the teacher and by the ability of the pupils in the eighth grade. UNITED STATES HISTORY Aims and Suggestions for the First Three Years Aims: The fundamental aim in history in the first three grades is to give the child an appreciation of public holidays, national and local; to in- troduce some of the more prominent characters in American history, as well as to awaken an interest in primitive customs. Suggestions: History in these grades is not to be presented to the children as a separate subject, but the stories are to be utilized as material for oral English work. 92 The teacher should first tell the story in a charming and vivid manner so that the heroes will live and act and thus transport the children in fancy to the scene of the story. Tell the story so that the pupils will desire to re-tell it with a vocabulary enriched by the teacher's telling. The character of the reproduction should be the unconscious imitation of a good model. Some of the best stories should be repeated until the children are perfectly familiar with them. The character phase of certain stories; viz., that of honor, endurance, fidelity, honesty, kindness, etc., should be emphasized. All primary work of this kind should be picturesque, leaving pictures in the children's minds. Dramatization of historic scenes, recitations, songs and special day programs are instructive, entertaining and of great educational value. Construction work outlined should be considered suggestive. Grade I A. Indians. 1. Stories. (a) Childhood of Hiawatha. (b) Legends of Red Children. 2. Construction. Paper cutting or coloring of outline stencils. Wigwam, canoe. B. Thanksgiving. 1. Stories. (a) Voyage of the Mayflower. (b) Landing of the Pilgrims. (c) Meeting the Indians. (d) First Winter. (e) Spring. Planting Corn. (J) Thanksgiving Feast. For what were the Pilgrims thankful? For what should we be thankful? 2. Construction. Paper cutting or coloring of outline stencils. Fruits, boat. C. Washington. 1. Stories. (a) His home, parents, brothers and sisters. (b) His playmates. (c) Garden. (d) His mother's love for him, his love for her. (e) First President. 2. Construction. Paper cutting or coloring of outline stencils. Gun, hatchet, flag, colonial hat. D. Patriots' Day. 1. Story of Paul Revere's Ride. 2. Construction. Paper cutting or coloring of outline stencils. Lantern, gun, soldier. 93 Grade II A. Indian Life. 1. Stories. Selections from Hiawatha. (a) Story of Indian method of teaching. (b) Indian hunting scene. (c) Customs of Indians upon return of a victor. (d) Part played by Indian women. 2. Construction. Drawing or paper cutting. Canoe, bow and arrow, tomahawk. B. Columbus. 1. Stories. (a) Boyhood. (b) Desire to be a sailor. (c) Aid from Queen Isabella. (d) New country. 2. Construction. Drawing or paper cutting. Ships, sailors. C. Thanksgiving. 1. Stories. (a) The Pilgrims. (6) The voyage. (c) New home. (d) First Thanksgiving. 2. Construction. Drawing or paper cutting. Turkey, pumpkin, fruits, corn. D. Lincoln. 1. Stories. (a) Lincoln's home. Log cabin. (b) His mother. (c) His honesty and kindly nature. id) Freeing slaves. 2. Construction. Drawing or paper cutting. Log cabin. E. Washington. 1. Stories. (a) His boyhood. (b) His home. (c) Breaking in the colt. (d) First President. Father of his country. 2. Construction. Drawing or paper cutting. Hatchet, tree, soldier. F. Flag. 1. Story of our flag. Betsy Ross. 2. Construction. Drawing or paper cutting. Flag. 94 G. Patriots' Day. 1. Stories. (a) Paul Revere s Ride. b < Minute Men. 2. Construction. Drawing or caper -ttinz. B. Grade m Columbus. (a) Boyhood. Heme near sea: desire to be a sailer; scno: '.: nrst trie in uncle's sh:c . (6) Later Life. Plans to become a sailer: peer; help from Queen Isabella. (c) Yovage. Mutinv among the sail cm : sims of land. (d) landing. America. Meeting natives. "The Zrcss (b) Landing at Phmcuth Rook. (c) Friendlv Indians— Samoset . Souanto. (d) First Winter. (e) Spring. Planting. Harvest . CO Thanksgiving Feast. Lincoln. (a) Boyhood. Life in Log cabin: poor, li: ;C Anecdotes. Story of sums on wonder deatn. D. Washing. (a) Boyhood. Rules for conduct: asriratier to :v a sailor (6) Later Life Carries letter to the French: made ; : : : E. Flag. .: Betsy Ross. (6) Expl a nat ion of flag. F. Patriots' Day. ^ Conditions in Bes:en; English plan :o secure suppli; Concord. (6) Paul Revere; Minute Men G. Independence Day. (a) Signing of the Declaration. (fc) Liberty Bell. (c) General rejoicing. 95 REFERENCE BOOKS The books marked (#) will not appeal strongly to the pupil but they are listed as a special help to the teacher. Grades I, II, HI #The Story Hour Wiggin and Smith Colonial Stories Pratt Hopi, the Cliff Dweller Martha Jewett Little Indian Folk Deming & Denting #Stories of Great Americans for Little Americans Eggleston Stories of Our Holidays I. M. Horsford Little American History Plays for Little Americans . . E. Hubbard Red Letter Days and Red Letter Facts Hall-Lennox The Stories of the Pilgrims Pumphrey Short Stories from American History Blaisdell & Ball Wigwam Stories Judd Stories of United States for Youngest Readers A. C. Davis #Stories of Indians of New England Burton POEMS The Pumpkin Whittier Washington's Birthday Margaret Sangster Foreign Children R. L. Stevenson Hiawatha (Selections) Longfellow The Flag Goes By H. H. Bennett The Landing of the Pilgrims Hemans Paul Revere 's Ride Longfellow Grades m, IV, V Instructor Literature Series Owen Publishing Co. Young Folks' Library of Choice Literature. Educational Publishing Co. UNITED STATES HISTORY Grades IV to VIII "In history we behold the all- wise and powerful Providence of God displaying itself in the course of human affairs." The teacher of history should realize that no other subject, religion excepted, is better adapted to improve the faculties of the soul; there- fore children should be taught the Catholic side of American History, especially the stories of the self-sacrificing missionaries who were among the first explorers; also biographies of those great Catholics whose names brighten the pages of the past, or Catholics who have played a prominent part in shaping the nation. The study of history should be made of character value to the pupils through the lessons of courage, justice, and patriotism which it pre- 96 sents, and through the examples of personal greatness and nobility of character found in its pages. Too much prominence should not be given to wars in themselves, but rather to the principles at stake and to the questions fought out and decided upon in times of peace. History presents a great deal for the training of the imagination, reason and judgment, hence it should not be made a mere memory study. In teaching history impress upon the minds of children the necessity of judging of the events, customs, etc., from the proper view point. Present standings cannot be used in judging the past. Time has changed customs, modes of life, and habits of thought. Institutions and modes of punishment which would be considered cruel today be- cause of change of customs and thought were once of a general practice and very commonly sanctioned. This fact throws a different light upon many events and practices which history records in connection with the explorations and settlements of our country. Train pupils to trace the relation between cause and effect in all great events of history. The cause, the event, the effect, arouse interest and demand thought. Contemporaneous history of related countries will be a valuable aid in teaching the history of our own, since events here were shaped largely by the course of events in other countries. It is eminently desirable that Catholic works on the subject of his- tory should be placed in the hands of the pupils since nowhere more than in history can insidious influences, which will ultimately militate against the spirit of faith, be exerted over young minds. Pupils should not be required to memorize verbatim portions of the text book; instead, they should be trained to use it as a source of in- formation upon that portion of the syllabus which the class is studying. The habit of stating in one's own language what has been learned from the text should be sedulously cultivated. The open text book method is excellent as it trains the pupils to take in the thought of the printed page and grasp the essential points. During this exercise the pupils are asked questions on cause and effect, etc. Answers may be oral or written and criticism should follow. The lavish use of chronology should be avoided. The dates of the most important events are a necessity, but the number should be made as small as possible. The exact dates of events are of much less im- portance than their orderly succession and continuity. Unity is the great principle that should underlie and guide all historical study. Topic reviews under such heads as explorations, settlements, founders of colonies, statesmen of the successive periods, presidents, political parties, important battles, etc., will suggest themselves to every teacher. The teacher should keep in mind that the chief purpose of instruc- tion in history is to inspire the young with broad, sound, generous pa- triotism and to train them for the conscientious discharge, in due time, of the duties of citizenship. The pupils should be taught to see the development of the political institutions of the United States in the progress of events, from the settlements of the colonies to the present time, and to find in these political institutions the source of freedom, stability and power of the nation. If the instruction is pursued in this spirit, the history lesson will constitute no unimportant part of the pupils' school training. 97 UNITED STATES HISTORY Grade IV Approximate time 50 minutes per week Aims: The aim of the teacher in presenting United States History in Grade Four should be to arouse an interest in history and a spirit of patriotism. The purpose of the work should be to make the pupils familiar with the leading facts of the historical periods of our country. The work should consisit principally of oral lessons given in biographical sketches of the great men of our nation. Suggestions : The topics should be presented in a somewhat connected form, not each given in a distinct setting. The characters selected should be pictured in the time in which they lived. The age of the child, however, should be considered. The oral lesson given by the teacher should be reproduced by the child either orally or in written form. These stories may be used in con- nection with language work. Work Required : I. Period of Discovery. (a) European trade with the East at the time of Columbus. Necessity of a shorter route to India. (b) Columbus. Education; favorite study; belief regarding the rotundity of the earth ; aid given by Queen Isabella ; voyage ; planting the cross on the shores of our country; Columbus Day. (c) How America received its name. (d) The Indians. Why so named; appearance; dress; dwelling; mode of life; government; religion; relation with white men; Indian names of places, rivers, etc. (e) Labors of the Missionaries among the Indians; Father Jogues. His labors among the Indians; capture by the Mohawks; sufferings; release from captivity; sent to France; return to America ; martyrdom ; burial place. II. Colonial Period. (a) The Pilgrims. Reasons for leaving England; Life in Holland; Life in the New World. (6) William Penn. Persecution of the Quakers in England. Seeking refuge in America; Penn and the Indians; Penn's city. HI. Period of the Revolution. (a) How the Colonies became the United States. Taxation; Boston Tea Party; Meetings held in Philadelphia; Declara- tion of Independence; United States of America; Our Nation's birthday, July Fourth. (6) George Washington. Birthplace and boyhood; education; services during the French and Indian War; Revolutionary 98 War; honored by nation; Washington's Birthday, February 22. (c) Our Flag. Meaning of stripes; field of stars; When the first flag was made; where; by whom; emblem of our country; salute; Flag Day. (d) Patriots' Day. English soldiers enter Boston; Minute Men; American stores at Concord; Paul Revere's Ride; Battle of Lexington and Concord. (e) Benjamin Franklin. Birthplace; boyhood; Life in Phila- delphia; services to country. IV. Period of the Civil War. (a) Abraham Lincoln. Birthplace; edcation; President; Civil War; Death. (6) Memorial Day. First instituted for the soldiers who fell during the Civil War. Explain meaning of services held. Grade IV REFERENCE BOOKS The books marked (#) will not appeal strongly to the pupils but are listed as a special help to the teacher. #Primary History Gerson American Leaders and Heroes Gordy American Book of Golden Deeds Baldwin America's Stories for American Children Pratt The Stories of the Pilgrims Pumphrey The Story Hour Wiggin & Smith #The History Reader Wilson Colonial Stories Pratt The Coming of the White Men Wade Stories of Great Americans for Little Americans Eggleston Stories of American Life Eggleston Legends of the Red Children Pratt Colonial Children Pratt Legends of the Red Men Tanner The American History Story Book Blaisdell & Ball Stories of American History Bodge Colonial Children Hart & Hazzard Primary History Stories of Heroism Mace #Lif e of Columbus Irving American Indian Life Starr United States Stories for Youngest Readers A. C. Davis Grandfather's Chair Hawthorne #Four Great Americans Baldwin Stories from American History Edna Turpin POEMS Hiawatha (Selections) Longfellow The Landing of the Pilgrims Hemans Paul Revere's Ride Longfellow The Little Drummer R. H. Stoddard 99 UNITED STATES HISTORY Grade V. Approximate time 50 minutes per week Aims: The aim of the teacher in presenting the biographical work of this grade is to awaken interest, encourage supplementary reading, and present worthy ideals by the study of the lives of great American leaders and inventors. Suggestions: In the biographical element, character should be identified with great movements and important situations. The strong feature should be the part taken by the leader. Care should be taken to empha- size the social side, for historical leaders do their work impelled by social forces and interests and not entirely by personal interests. The outline given for the study of biography is only a type study. It is understood that the teacher will eliminate such points as do not apply to the character under consideration. Work Required: I. Make biographical studies of the following men : (a) Robert Fulton. (b) Eli Whitney. (c) Thomas Edison. (d) U. S. Grant. (e) Robert E. Lee. (f) Daniel Webster. (g) Cardinal McClosky. (h) Cardinal Gibbons. Optional. (a) Henry Clay. (b) Samuel F. B. Morse. (c) Alexander Bell. (d) Theodore Roosevelt. Type Study for Inventor. Type virtue — Industry. 1. Boyhood. (a) Birthplace. (b) Family life. (c) Schooling. (d) Characteristics. Anecdotes illustrating character. 2. Youth. (a) Success in business. (6) Experiments. 3. Manhood. (a) Traits of character. (b) Workshops. 4. Accomplishments. Type Study for Leader. Type virtue — Honor. 100 1. Boyhood. (a) Birthplace. (b) Family life. (c) Schooling. (d) Characteristics. Anecdotes illustrating character. 2. Youth. (a) Preparation for life's work. 3. Great Work. 4. Reasons for Success. 5. Effective work. Aims: Make the child familiar with the work of the early discoverers and explorers through the use of a text book. Begin training in the intelli- gent use of the text book. Suggestions : In the child's mind, place precedes time. It is proper to introduce map or globe work as a part of each lesson. No lesson should be given without using a good map, large enough to show details. The pupil should be taught to use this map when he gives his individual recitation. The work of each discoverer or explorer should be summed up in a paragraph giving the essentials of time, purpose, place, necessary details and results. The parts of the country claimed by the different nations as a result of discovery and exploration should be clearly pointed out. II. Mound Builders: (a) Origin of name. {b) Location of mounds. (c) Contents of mounds. HI. Indians: (a) Personal appearance. (b) Traits of character. (c) Mode of life. (d) Religion. (e) Methods of warfare. IV. Discoverers and Explorers. 1. Northmen — Leif Ericson. 2. Spanish. — Columbus Ponce de Leon Magellan Pizarro 3. Portuguese — Vasco da Gama 4. English. — Cabots 5. French. — Cartier Champlain Father Hennepin La Salle 6. Dutch. — Henry Hudson. 101 Vespucci Balboa Cortez Melendez Cabral Drake Verrazano Marquette and Joliet Discoverers and explorers to be studied under the following headings : (a) Nationality. (b) Purpose or motive. (c) Date, if important. (d) Route. Map. (e) Adventures. (7) Result. REFERENCE BOOKS Grade V Stories of Great Heroes Higgins America's Story for America's Children Pratt Story of American History Blaisdell America's Story. Beginner's Book Pratt The Coming of the White Man Wade Stories of Great Americans for Little Americans. . . . Eggleston Primary Stories of Heroism Mace American Indians Starr American History in Literature Lane & Hill A First Book in American History Eggleston Indian Stories Told from St. Nicholas Scribner Half a Hundred Stories Told by Nearly Half a Hundred Persons Scribner #Pioneer Priests of North America Campbell ^Pioneers of France in the New World Parkman Pioneers of the Mississippi McMurray Four Great Americans Baldwin American Explorers Gordy Builders of Our Country, Vol. I and II Southworth #Theodore Roosevelt Hagerdorn Founders of Our Country Coe American History Stories Pratt Life of Columbus Irving POETRY Columbus .Miller Pocahontas Thackeray Landing of Columbus Rogers The Flag. Drake UNITED STATES HISTORY Grade VI Approximate time 120 minutes per week Aim: Give the child a knowledge of the settlement and development of the colonies, together with the manners and customs of the people; an appreciation of the hardships endured in many cases for the privilege 102 of religious freedom. Draw the attention of the child to the part taken by Catholics in the early settlement of our country. Suggestions : The pupils should know the location of important historic places. They should also become acquainted with the physical conditions which have affected the life and history of its people. The "Life in the Colonies" should be taken up in connection with each group as it is presented. Character lessons, principally, that success is the reward of honest labor, should be brought out from the stories of the early pioneers. Under the Inter-colonial wars emphasize the French and Indian War. Work Required : I. Review Period of Discovery and Exploration. II. Period of Colonization. A. Settlements. (a) Southern. Emphasize Virginia and Maryland. (b) Middle. Emphasize New York. (c) New England. Emphasize Massachusetts. Settlements to be studied under the following headings : 1. Causes. (a) Love of adventure. (6) Desire for wealth. (c) Over-crowded conditions at home. (d) Missionary spirit. (e) Desire for religious freedom. 2. Leaders. (a) Nationality. (b) Religion. 3. Settlements. (a) Names. (b) Location. (c) Time. 4. Important Events. (a) Southern. Starving time; First Legislative Assem- bly; Introduction of negro slaves; Claybourne's Rebellion; Act of Toleration; First Mass by Father White. (b) Middle. Capture of New Netherlands by the Eng- lish; Charter of Liberties. (c) New England. First Thanksgiving; Town Meet- ing; Salem witchcraft; New England Confedera- tion; Governor Andros and Connecticut Charter. 5. Relation with Indians. (a) Pocahontas, Powhatan. (b) John Smith. (c) Purchase of land by Maryland Settlers. (d) Penn's Treaty. (e) Massasoit. Squanto, Cononicus. (f ) War with King Philip. (g) Pequot War. 103 6. Life in the Colonies, (a) Social. (6) Industrial. (c) Education. (d) Manners and customs. (e) Government. (/) Religion. III. Work of the Missionaries in North America Prior to the Revolution. A. Missionaries and Religious Orders. 1. Spanish. (a) Field of Labor. Emphasize St. Augustine and Santa Fe. (b) Missionaries. Fathers Cancer and Tolosa, Fathers Martinez and Segura, Father DeCorpa and Father Las Casas. 2. French. (a) Field of Labor. (6) Missionaries. Father Jogues, Brehoeuf, Hennepin, Marquette. 3. English. (a) Field of Labor. (b) Missionaries. Father White. B. Catholic Church in Colonial Days. (a) Small in numbers. (b) Few priests to cover large territory. (c) No colleges, no schools. IV. Inter-Colonial Wars. 1. King William's, (a) Cause. (6) Attack on Schenectady. Attack on Haverhill. Capture of Port Royal, Acadia. (c) Result. 2. Queen Anne's, (a) Cause. (6) Attack on Deerfield. Capture of Port Royal. (c) Result. 3. King George's, (o) Cause. (6) Taking of Louisburg. (c) Result. 4. French and Indian War. (a) Cause. (6) Five objective points. Fort Duquesne — Key to the West. Acadia and Louisburg. Niagara. Crown Point and Ticonderoga. Quebec — Key to Canada. (c) Treaty of Peace. Results. 104 REFERENCE BOOKS The books marked with (*) will not appeal strongly to the pupil but are listed for special help to the teacher. Grade VI Stories of American Revolution Tomlinson Story of Our Country A. H. Burton American History Stories Pratt Stories of the Pilgrims Pumphrey Making New England Drake Stories of Indians in New England Burton A First Book in American History Eggleston Half a Hundred Stories Told by Nearly Half a Hundred Persons Scribner \ Story of American History Blaisdell ^* Jesuits in North America Parkman ^Pioneer Priests of North America Campbell / *Pioneers of France in the New World Parkman Pioneers of the Mississippi Mc Murray ^/Catholic Church in Colonial Days Shea *Home Life in Colonial Days Earle Grandfather's Chair Hawthorne *The Men Who Made the Nation Sparks Calvert of Maryland Otis Mary of Plymouth Otis \. Richard of Jamestown Otis /Ruth of Boston Otis / Stephen of Philadelphia Otis Tales of a Grandfather Scott Builders of Our Country Vol. I and II Southworth Days and Deeeds Stone & Fickett At War with Pontiac Monroe Intermediate History of the United States Sadlier POEMS Pocahontas Thackeray Evangeline (Selections) Longfellow Landing of the Pilgrim Fathers in New England . . . Hemans The Flag Drake Montgomery at Quebec C. Scollard Concord Hymn Emerson UNITED STATES HISTORY Grade VII Approximate time 120 minutes per week Aims: To inculcate an appreciation of the country of which the pupils are to be the future voters ; using the wars and administrations to bring 105 home more forcibly the price at which the blessings and advantages they enjoy have been purchased. From the appreciation thus acquired arouse a sense of responsibility to fulfil duties and obligations imposed; to foster a love for democ- racy, and a strong will for efficient participation in the carrying on of this government. Encourage and interest in historical reading that will carry over and function when school days are over. Suggestions: Emphasize the causes of the Revolutionary War. When teaching the war, lead the pupils to understand the plan and the object of the different campaigns. Keep the battles subordinated to the general movement of the army. The results of each campaign and their effects upon the war should be noted. Maps and blackboard sketches will aid in fixing these pcints firmly in the minds of the pupils. In treating the War of 1912 an outline sketch is always required. Emphasize causes ; brilliant American naval victories ; the changed rela- tion between the United States and Great Britain. Treaty. The Administrations of Washington and Adams may be regarded as the formative period of our history. During this period the govern- ment shaped itself under the Constitution. The differences of political opinion as to the meaning and purpose of the Constitution took their rise during these administrations. During Jefferson's administration political and social changes were introduced which went forward under succeeding administrations until they culminated under Jackson. The opening up and settlement of the West became important dur- ing John Quincy Adams' administration. The great questions of tariff and internal improvements were leading issues during his term and continued to be subjects of controversy until Polk's administration. The anti-slavery movement was strongly advocated during Jackson's administration. The successive acquisitions of territory made by the United States and their relations to growth and improvement in the country should receive special attention and should be indicated on a map showing territorial development. Extensive use should be made of illustrative literature in the form of descriptions, poetry, anecdotes and pictures with the purpose of giving life and reality to the subject. Prominent inventions and progress in literature should be presented in their relations to social development ; their influence upon the wealth and growth of the country and upon the mental and moral improvement of the people should be pointed out. Political complications of different periods of United States History should not be treated at length. It will be sufficient for pupils to know the names of a few of the great political leaders and the part they took in the more important contests arising from opposite views concerning the meaning of the Constitution, internal improvements, state rights, slavery, tariff, national defense and acquisition of territory. 106 Revolutionary War. A. Remote Causes. 1. Unjust treatment of colonists. 2. Navigation Laws. 3. Restrictions on manufactures. B. Immediate Causes. 1 . Taxation without representation 2. Writs of Assistance. 3. Stamp Act. 4. Townshend Act. 5. Mutiny Act. 6. Boston Massacre. 7. Boston Tea Party. 8. Boston Port Bill. C. Military Operations about Boston. 1. Lexington and Concord. 2. Bunker Hill. 3. Evacuation of Boston. 4. Crown Point and Ticonderoga. D. Military Operations in New York and New Jersey. 1. Brooklyn Heights. 2. Washington's Retreat. 3. Princeton and Trenton. E. Military Operations in the Hudson River Valley. 1. Burgoyne's Invasion. 2. Results of Campaign. (a) Retreat of St. Leger. (b) Howe fails to co-operate. (c) Surrender of Burgoyne at Saratoga. Effects. F. Military Operations about Philadelphia. 1. Brandy wine and Germantown. 2. Occupation of Philadelphia by the English. 3. Washington at Valley Forge. 4. Evacuation of Philadelphia and battle of Monmouth. G. Military Operations in the South. 1. Capture of Savannah and Charleston. 2. Greene's Retreat. 3. Virginia invaded by Cornwallis. 4. Operations about Yorktown. Result. H. Clark's Campaign. 1. Object. 2. Events. 3. Result. I. War on the Sea. 1. Jeremiah O'Brien and Brothers. 2. John Paul Jones. 3. Capt. John Barry J. Treaty. 1. Signed at Paris. 2. Terms. 107 Under these headings note : 1. Names of Catholics: — Carrolls, Moylan, O'Brien, Barry, Paca, Fitzsimmons, Lafayette, Polaski, Gibault. 2. Revolutionary Leaders: — Samuel Adams, James Otis, John Hancock, Benjamin Franklin, Patrick Henry, Lafayette, Baron Steuben, Major Andre, Nathan Hale, Marion, Sumter, Pickens. 3. Selections from the speech of Patrick Henry. Address of Catholics to Washington ; his reply. II. Declaration of Independence. A. Introduction. (To be committed to memory). B. Statement of Principles. 1. Equality of natural rights. 2. Purpose of government. 3. Source of authority. 4. Right of revolution. C. Statement of grievances. D. Declaration of Independence. "These united colonies are, and of a right ought to be free and independent states." E. Pledge. (To be committed to memory.) III. Period of Development. A. Articles of Confederation. Defects. 1. Congress could not pay its bills. 2. Congress could not regulate trade. 3. Congress lacked authority to enforce order. B. Constitutional Convention. 1. Purpose. 2. Time and place. 3. Members and delegates. 4. Results. 5. Adoption. 6. Ratification. 7. Preamble. (To be committed to memory.) 8. Bill of Rights. (1791 ) . From Article I, the part referring to religion should be memorized. IV. Administrations. Washington. 1. Domestic Affairs. (a) Payment of debts. (b) Tariff. (c) Establishment of Mint and U. S. Bank. (d) Whiskey Rebellion. (e) Invention of cotton gin. (/) Farewell Address. 2. Foreign Affairs. (a) Issue of Proclamation of Neutrality in French Affairs. (6) Jay's Treaty. Adams. 1. Domestic Affairs, (a) New Capital. 108 2. Foreign Affairs. (a) "X.Y.Z." Papers. (b) Alien and Sedition Laws. Jefferson. 1. Domestic Affairs. (a) Purchase of Louisiana. (b) Lewis and Clark Expedition. (c) Invention of Steamboat. 2. Foreign Affairs, (a) Embargo Act. (6) Non-Intercourse Act. Madison. 1. Domestic Affairs. (a) First Protective Tariff, 1816. 2. Foreign Affairs. War of 1812. (a) Causes. (b) Encounter between Constitution and Guerriere. (c) Perry's victory on Lake Erie. (d) Burning of Washington. (e) Attack on Fort McHenry. (Star Spangled Banner by Francis S. Key.) (0 Treaty of Peace. Monroe. 1. Domestic Affairs. (a) Purchase of Florida. (b) Missouri Compromise. (c) National Road. 2. Foreign Affairs. (a) Monroe Doctrine. Adams, John Quincy. 1. Domestic Affairs. (a) Opening of the Erie Canal. (6) First Passenger Railroad, (c) Tariff of 1828. Jackson. 1. Domestic Affairs. (a) 4 'Spoils System." (6) Tariff of 1832. Nullification. (c) Compromise Tariff of 1833 by Henry Clay. Van Buren. 1. Domestic Affairs. (a) Panic of 1837. (b) Establishment of Sub-Treasury System. 2. Foreign Affairs. (a) Organization of Trans- Atlantic Steamship line. Harrison and Tyler. 1. Domestic Affairs. (a) Invention of Telegraph. (6) Annexation of Texas. 2. Foreign Affairs. (a) Webster- Ashburton Treaty. 109 Polk. 1. Domestic Affairs. (a) Discovery of gold in California. Emigration to California. 2. Foreign Affairs. (a) Settlement of northwest boundary. (b) Mexican War. Causes, Leaders, Results. Taylor and Filmore. 1. Domestic Affairs. (a) Compromise of 1850. Omnibus Bill. (b) Gadsden Purchase. Pierce. 1. Domestic Affairs. (a) Kansas and Nebraska Bill. (b) Struggle for Kansas. 2. Foreign Affairs. (a) Perry's Treaty with Japan. Buchanan. 1. Domestic Affairs. (a) Dred Scott Decision. (b) John Brown's Raid. (c) First Atlantic Cable. L: L, REFERENCE BOOKS Grades VII, VIII The books marked with (*) will not appeal strongly to the pupil but are listed for a special help to the teacher. American History in Literature Lane and Hill History of United States McCarthy Four Great Americans Baldwin Life of Washington Scudder amps and Fireside Stories of the Revolution Hart Leather Stocking Tales Cooper wo Little Confederates Page The Men Who Made the Nation Sparks Four American Naval Heroes Beebe Four American Patriots Burton Century Book of Famous Americans Brooks Founders of Our Country Coe ^tory of Lewis and Clark Kingsley American Inventors and Inventions Mowry From Colony to Commonwealth Tiffany Children's Stories of American Progress Wright Nathan Hale, The Martyr Spy Brown Life of Daniel Boone Thwaites Builders of Our Country Blaisdell Uncle Tom's Cabin Stowe The Real Benedict Arnold Todd The Winning of the West Roosevelt Some Successful Americans Willams 110 r ith Perry on Lake Erie Otis Green Mountain Boys Thompson Famous American Statesmen Bolton Pioneer History Stories of the Mississippi Valley .... McMurray *The Critical Period of American History Fiske Growth of the American Nation Judson Romance of the Civil War Hart Civil War Stories Retold from St. Nicholas Scribner Side Lights on American History Elson Studies in American History and Crisis Sadlier The Rescue of Cuba Draper Expansion Strong Southern Soldier Stories Eggleston First Inaugural Lincoln Memoirs Grant The Crisis Churchill Who Goes There ? , Benson Recollections of Pres. Lincoln Chittendon Lincoln Stillwater Stillwater The Last of the Mohicans Cooper How Our Grandfathers Lived Hart & Chapman Selections from Riverside Biographical Series The Crossing Churchill Horseshoe Robinson J. P. Kennedy ittle Shepherd of Kingdom Come John Fox The Man Without a Country Edward Hale The Perfect Tribute R. 5. Andrews "Richard Carvel Churchill The Southerners Brady v Astoria Irving \Red Rock Page Booker T. Washington * American Catholics in the World War Michael Williams POETRY Paul Revere's Ride Longfellow The Concord Hymn Emerson The Song of Marion's Men Bryant Old Ironsides Holmes Old Glory Riley The Surprise at Ticonderoga Stansbury The Ship of State Longfellow Grandmother's Story of Bunker Hill Battle Holmes Warren's Address Pierpont Arnold at Stillwater Thos. Dunn English The Men of the Alamo James Roche The Blue and the Gray Finch I Was With Grant Bret Hart Poems of American History Stevenson On the Capture of Certain Fugitive Slaves Lowell 111 Sheridan's Ride The Gray Men of Battle. , The Arsenal at Springfield Johnston at Shiloh Union and Liberty Barbara Frietchie Reid John 5. McGroarty Longfellow Fleming James Holmes Whittier UNITED STATES HISTORY Grade VIII Approximate time 140 minutes per week Aims and Suggestions: Same as in the plan for Grade VII. Work Required : Lincoln. 1. Civil War. A. Events influencing Rebellion. Introduction of slavery. Ordinance of 1787. Invention of cotton gin. Importation of slaves prohibited. Missouri Compromise. Nullification Act. Annexation of Texas. Wilmot Proviso. Omnibus Bill. Kansas Nebraska Bill. Dred Scott Decision. Personal Liberty Laws. Anti-Slavery Books, Speeches, etc. John Brown's Raid. Anti-Slavery Parties. Election of Lincoln. B . Immediate Causes : Secession of the Southern States. Surrender of Fort Sumter. C. Threefold Plan of the War. (a) To weaken the Confederacy by stopping sale of cotton to England — Blockade. (b) To weaken the Confederacy by cutting off its outlying portions. The Mississippi, Chattanooga and Atlanta Campaigns. (c) To demoralize the Confederacy by capturing the seat of government — the Richmond Campaign. D. Land Campaigns — East. (a) Advance to the Peninsula, checked by the Seven Days' Battle, 1862. (6) Advance through Virginia, checked by the second Battle of Bull Run. Lee's counter invasion, checked at Antietem, 1862. 112 Lee's second counter invasion, checked at Gettysburg, 1863. (c) Grant's "Hammering Campaign" 1864. The battles in the Wilderness. The Encircling of Richmond. (d) The Capture of Richmond, Lee's surrender. Land Campaigns — West. (a) Southward advance along the Mississippi, Cumberland and Tennessee Rivers. Shiloh, 1862. Vicksburg, 1863. (b) Eastward advance to Chattanooga, 1863, and Atlanta, 1864. (c) Eastward and northward advance to Savannah and Columbia, 1864. (d) Hood's surrender. E. Naval Operations. (a) Blockade 1861-1865. (b) New Orleans, 1862. (c) Merrimac and Monitor, 1862. (d) Mobile, 1864. F. Results of tne War. 2. Trouble with Great Britain— The Trent Affair. The Alabama. 3. The Emancipation Proclamation. 4. Assassination of President Lincoln. Johnson. 1. Reconstruction. 2. Amendments XIII and XIV. 3. Impeachment of President. 4. Purchase of Alaska. 5. Atlantic Cable laid. Grant. 1. Adoption of the Fifteenth Amendment. 2. Settlement of Alabama Claims. 3. Completion of the Pacific Railroad. 4. First American Cardinal, 1875. Hayes. 1. Resumption of Specie Payment. 2. Deepening of the Mississippi — Eades Jetties. 3. Electricity applied to telephone and electric light. Garfield and Arthur. 1. Assassination of Garfield. 2. Civil Service Reform. 3. Chinese Exclusion Bill. 4. Alien Contract Labor Law. Cleveland. 1. Presidential Succession Act. 2. Interstate Commerce Act. Harrison. 1 . Pan-American Congress . 2. Tariff Agitation leading to reciprocity. 3. Establishment of the Catholic University. 113 Cleveland. 1 . Bering Sea Controversy. 2. Settlement of the Venezuela Question. 3. Hawaii recognized as a republic. McKinley. 1. Spanish American War. (a) Causes. (b) Events. (c) Results. (d) Land ceded. 2. Open Door in China. 3. Annexation of Hawaii. 4. Hague Court of Arbitration. 5. Laying of the Pacific Cable. 6. Laws for preservation of forests. 7. Assassination of President McKinley. Roosevelt. 1. Pure Food and Drug Act. 2. Wireless Telegraph. 3. Acquisition of Panama Canal Zone. Taft. 1. Establishment of Postal Savings Bank. 2. Operation of Parcel Post. 3. Polar Expedition. 4. Mexican Difficulties. Wilson. 1. Amendments XVI, XVII, XVIII, XIX. 2. Mexican Difficulties. 3. Purchase of the Danish West Indies. 4. Great World War. A. United States enters the War, 1917. B. American Victories. (a) Belleau Wood. (b) Soissons. (c) St. Mihiel. (d) Meuse-Argonne Region. C. Signing of Armistice, Nov. 11, 1918. 5. War Activities. 6. Epidemic of Influenza. Harding. 1. Peace Conference at Washington. Study of the growth and development of the country since 1850 under the following headings : (a) Area. (6) Population. (c) Immigration. (d) Industries. (e) Inventions. (f) Education. (g) Catholic Education. (h) Catholic Church. 114 Under the work of this grade note the following names: Sheridan Clara Barton Rosecrans Herbert Hoover Mulligan Cardinal McCloskey Kearney Judge Taney Archbishop Hughes Elihu Root Cardinal Gibbons George Goethals Chief Justice White Current Events is an important factor in the study of American History. HISTORICAL PICTURES Washington Stuart Washington Trumbull Martha Washington Stuart Home of Washington, Mt. Vernon Crossing the Delaware Leutze Washington at Trenton Faed Washington and Lafayette at Mt. Vernon Rossiter Washington's Headquarters at Newburgh Washington Resigning His Commission Washington's Tomb Washington at Valley Forge Brueckner Washington and His. Family Washington's Visit to His Mother Fournier Washington and His Mother Fournier Departure of Columbus from Palos Departure of Columbus Columbus Before the Council at Salamanca Columbus at the Court of Ferdinand and Isabella Brozik Columbus on the Deck of the Santa Maria Piloty Landing of Columbus Mander Lyn Death of Columbus Wappers Statue of Columbus Pelzer Columbus Received by Catholic Kings After the First Voyage. Pilgrims Going to Church Boughton John Alden and Priscilla , , Boughton Landing of the Pilgrims Chas. Lucy The Mayflower in Plymouth Harbor W. S. Hallsall Plymouth in 1622 Priscilla Spinning Barse The Mayflower M. Johnson The Signing of the Mayflower Compact White Embarkation of the Pilgrims Parker The Return of the Mayflower Boughton Embarkation of the Pilgrims Weir Departure of the Pilgrims Landing of the Pilgrims , Rothermel Plymouth Rock , , Pilgrim Monument 115 Departure of the Mayflower Bayes Pilgrim Exiles Boughton Captain Smith Rescued by Pocahontas William Penn's Treaty with the Indians B. West Baptism of Pocahontas Chapman Marriage of Pocahontas The Coming of the White Man Reid Treaty with the Indians F. D. Millet Red Horse Indian Gay Head Indians Hiawatha N orris Abraham Lincoln Lincoln's Home Lincoln's Statue First Reading of the Emancipation Proclamation. . . . The Boyhood of Lincoln Paul Revere's House Old North Church Lexington Green Battle of Lexington Lexington Monument Minute Man at Concord Concord Bridge and River Monument Bridge and Minute Man John Hancock House, Boston Faneuil Hall, Boston Old South Church Boston Massacre Gilman Page Battle of Bunker Hill Trumbull Battle of Princeton Trumbull Surrender of Burgoyne Trumbull Surrender of Cornwallis Trumbull The Signing of the Declaration Trumbull Ruins at Crown Point , Ruins of Ticonderoga Independence Hall, Philadelphia Liberty Bell Cornwallis Resigning His Sword to Washington Smirke The Old Belfry, Lexington The Spirit of 76 Willard Franklin Franklin's Birthplace Franklin's Old Printing Press Vespucci DeSoto Discovering the Mississippi Powell Death of General Montcalm B. West Death of Gen. Montgomery Trumbull Samuel Adams Patrick Henry James Otis Jefferson Grant 116 APPENDIX OUTLINE FOR STUDY OF DECLARATION OF INDEPENDENCE The Declaration of Independence I. Introduction — reasons for the Declaration. II. Statement of Principles. 1. Equality of natural rights: (1) Life, (2) Liberty, (3) Pursuit of happiness. 2. Purpose of government : to secure these rights. 3. Source of authority. 4. Right of revolution; when governments fail to secure the rights of the people. III. Statement of Grievances. 1. Usurpation of legislative department (Seven specific illus- trations). 2. Usurpation of judicial department (Two specific illustrations). 3. Usurpation of executive department. 4. Establishment of a military despotism. 5. Refusal of all petitions. IV. Declaration of Independence. "These United Colonies are, and of right ought to be free and independent states." CIVICS "Good laws, good administration and the perpetuity of the govern- ment itself depend upon the manner in which the people discharge their public duties." In teaching civics the aim should be to train for citizenship. Good citizenship depends not so much upon a knowledge of the governmental forms of a community as upon the practice of civic virtue in that com- munity. As a pupil lives in a community and is a part of it, he should know what community life means. He should have the desire to be an honest industrious and useful member of the community, because he has been taught to feel that his happiness and the welfare of the community depend upon his efforts to live right. The town, city, state and nation are political units mutually func- tioning for the public good. The child should be trained to see the part he plays in each respective unit and his duty of loyal citizenship. This study should help him to realize as concretely and as vividly as possible : I. The division of labor in these units: town, city, state and nation, each working for the welfare of its members. II. The common betterment of each political unit resulting from the special function of the various offices. 117 III. The officers of the three departments of each political group, their mode of election, their duties, the passing of laws, the forms of taxation, etc. Each of these topics should be considered as a neces- sary adjunct of the well-lubricated machine of government. IV. The reciprocal exchange between the members of each group for mutual service and honest support. This principle may be applied to any form of reciprocity — to the public and the officers appointed to minor duties of any unit, to employers and the employed, to parents and children, etc. Lessons in civics should tend to form in the pupils right habits of conduct toward authority, respect for the rights of superiors, equals and inferiors. The value of safety, self -protection and self-control should be well impressed. Instructions on this subject should create in the pupils right mental attitudes; form habits which will charac- terize good, clean living, inspire a broad, generous patriotism and train them for the right discharge in due time of the duties of citizenship. It is the religious training in the Catholic School which furnishes a per- fect motive and a perfect ideal in the making of a citizen. Throughout the grades informal civic instruction may be given by the medium of story, poem, song or biography, thus arousing the emotions that influence civic life. Along with the incidental instruction in civics there should be given suitable lessons in present day civic activities connected with the life of the child. Participation of pupils in a "cleaning up campaign," in production, or in a serviceable work in the community is wholesome. CIVICS Grade I I. Daily Walk to and from School. Crossing the street. Where to cross. Danger of running or playing in the street. Keeping to the right. Traffic Policemen. II. Becoming Familiar with the School Building. Entering and leaving the building. Exits. Fire Drill. Appreciation of order and neatness in the use of cloak room, etc. III. The Playground. Care for one's own safety and for that of others. Playing "fair." The habit of being obliging. Courtesy to new comers. IV. Coming in Contact with Certain Persons who Represent the Authority and the Service of Organized Society. Clergy Doctor Principal Janitor Teachers 118 CIVICS Grade II Review work of Grade I, enlarging upon the topics suggested. I. Daily Walk to and from School. Attention to signs: Safety First, Danger, Keep off the Grass. Helping to Keep the Streets Clean. Proper use of rubbish cans. II. Becoming Familiar with the School Building. See Grade I. Necessity for silence and obedience. III. The Playground. See Grade I. Choosing proper places in which to play. IV. Coming in Contact with Certain Persons who Represent the Authority and the Service of Organized Society. See Grade I. V. Home. Neatness. "A place for everything, and everything in its place." CIVICS Grade in I. The Street. Crossing the street. Where to cross. Danger of running or playing in the street. Keep to the right. Appreciation of street cleaners' work. Defacing buildings, fences, and sidewalks by using chalk, pencil or knife. Traffic Policemen. Attention to signs. II. Riding on Street Cars. Boarding a car. Leaving a car. Riding in a crowded car. Conduct on car. III. Visiting Public Places. Conduct in church, at the theater, in the Public Library, in the park. IV. Coming in Contact with Certain Persons who Represent the Authority and the Service of Organized Society. Visitors Caretakers District Nurse Street cleaners Librarian Collectors of waste, etc. Courtesy when making purchases. 119 CIVICS Grade IV I. Riding on Street Cars. See Grade III. II. Visiting Public Places. See Grade III. III. Coming in Contact with Certain Persons of Authority. See Grade III. IV. Family. Father, mother, children, love and respect for one another; duties of father to support family; duties of mother to keep things in order; duties of children to be obedient, truthful, grate- ful, kind and helpful. V. Home. A pleasant, happy place; bright and clean; arranged for comfort and beauty; duties of parents to furnish home; con- sequent duties of children to use with care ; cheerfully assisting in household duties. VI. School. Buildings; teachers, materials, heat, light; all supplied at cost of great expense by parishioners. Duties of pupils to take care of these things ; to make the best use of them ; to be punctual; to do the work assigned; to do one's best to keep the class mark and the appearance of the class up to the highest standard. VII. Street. Necessity of looking where you are going ; danger of running and playing in the street; use of the sidewalks; use of the streets; keeping to the right; crossing the street at the proper place; looking both ways before crossing; traffic policemen; safety first; attention to public signs. CIVICS Grade V Food. Large supply needed in city; some means of transportation; handling of food; packing, storing, cold storage, etc. Selling of spoiled foods is criminal. Some measures for protection from contamination. Food inspectors. Water. Uses; how supplied; how paid for; importance of purify- ing water; meters. Reporting leaks. Housing the People. Advantages of light, ventilation, cleanliness. Building laws a protection for the people. Gas and its uses. Gas pipes, meter, street pipes, source of supply. 120 I. II. III. Electricity, telephone, sewerage. Explain benefits. Expense of arranging for and supervising all public service. Paid for by means of taxes. Relation of tenant and landlord. Duties of citizens to use public property carefully and to protect it. IV. Street. Policemen to protect citizens and property; to keep order, to control traffic, to give directions to strangers, to prevent crime. Policeman to be regarded as a friend, not as an an enemy. Police protection provided for through taxation. V. Street Cleaning. In summer by sweeping and flushing ; in winter by removing snow. Collection of rubbish, ashes and garbage. Necessity for this. Importance of the work and worker. VI. Health. Health inspection of the home and all public buildings. Quarantine. Child labor. Employment. Employment Cer- tificates. Dispensaries. Clinics. VII. Recreation. Playground. Recreation Centres. Parks. Museums. Art Galleries. Theatres. Gymnasiums. Swimming Pools. Pub- lic Baths. VIII. Fire Department. Engine house; firemen; apparatus; fire prevention; false alarms; cost of maintaining fire department met by taxation. CIVICE Grade VI I. Means of Communication. Mails, telephone, telegraph, wireless, aeroplane. II. Means of Transportation. Railroad, Steamship, Trolley lines, Motor busses, Freight Express, Parcel Post, Streets, State Roads, Bridges, Canals, Rivers. Ferry. III. Attention to the payment of taxes, rent, license, fees. 1. Understanding the reasons for taxation. 2. Realization of benefits received from Government expen- ditures. 3. Feeling of part ownership in public property and respon- sibility for its proper use. IV. The simplest form of Government should be introduced. Mayor and Council. Duties of each. 121 V. Explain briefly the duties of these departments of the city government: Local Water Supply. Fire Department. Police Department. Department of Public Parks. School Department. Board of Health Penal Institutions. — Juvenile Courts. CIVICS Grade VII The aim of the instruction in this grade should be to bring out other concrete functions of local and state governments than those pre- viously developed, but the machinery through which these functions are performed, though made prominent, should not be made the primary object. Important Topics: 1. Overseers of the poor. 2. State charities, asylums, alms-houses, etc. 3. State schools. 4. State penal institutions. 5. Care of forests and parks by State and National aid. 6. Government construction of roads, canals, harbors, etc. 7. State government and taxation. Much valuable instruction in civics may be given, especially in the last two grades by introducing for discussion during the general exer- cises topics related to the different lines of human activities, such as child labor, etc. CIVICS Grade VIII Review work of Grades VI and VII. United States Government I. Legislative Branch. Congress: House of Representatives, Senate, Sessions of Congress. House of Representatives: How composed; length of term; members; how apportioned and how elected; qualification of members; legislative powers of the House; concurrent, exclu- sive; elective powers of the House: presiding officer, other officers. Senate: How composed; term; vote; election by the people; qualification of members; presiding officer; other officers; legis- lative powers of Senate; executive powers of Senate; elective powers of Senate; judicial powers of Senate. Law Making: First Method: Action in Congress, action of executive. Second Method : Action in Congress, action of execu- tive, action in Congress on return of bill. Third Method : Action in Congress; failure of executive to sign or return bill. Powers granted to Congress. 122 Executive Branch: In whom vested; term of office; salary; oath; qualifications. Election: By Electors; by House of Representatives. Military Powers and civil duties. Vice President: Qualifications; term; oath; election; executive powers and duties. Judicial Branch: Vested in Supreme Court and Inferior Courts ; appointment of Judges ; term of office ; oath ; jurisdiction. Relations between the States and the Federal Government. Formation and admission of new States; territories; guarantee and protection to the States. I, Miscellaneous Provisions: Supremacy to the Constitution; Method of amendments; number of amendments. II. The work in Civics should be concluded with a consideration and study of The Citizens Part. The obligation to obey law, to cast one's ballot and to pay taxes should be emphasized. APPENDIX OUTLINEJFOR STUDY OF CONSTITUTION OF UNITED STATES I. THE CONSTITUTION A. Introduction I. Other attempts at Government. 1. Congress of 1775 to 1781. (a) Lack of competent governing powers. (b) A makeshift — born of necessity. 2. Articles of Confederation, 1781 to 1789. (a) Lack of executive power. (b) Undue importance of individual states. II. The Preamble. (To be committed to memory.) B. The Nature of the Constitution I. Comparison with Articles of Confederation. 1. Clear statement of three departments of government, and the duties of each. 2. Centralization of general powers in national government. II. Different Views Concerning the Nature of the Constitution. 1. Theory of centralized power. 2. Theory of supremacy of states. C. Specific Provisions of the Constitution I. Legislative Department — Congress. 1. The House. (a) Term of service; qualifications and number of repre- sentatives. 123 (6) Exclusive power of originating revenue legislation. 2. The Senate. (a) Number, term of service and qualifications of sena- tors. (b) Powers as to confirmation of appointment; ratifica- tion of treaties; amendment of bills for revenue. 3. Congress. (The Senate and the House together. ) Powers and duties concerning : (a) Taxation, finance and currency. (6) Commerce, post-office and patents. (c) Army and navy. (d) Territory. II. Executive Department — The President. 1. Election. 2. Term. 3. Powers and duties concerning: (a) Military and civil affairs. (b) Treaties. (c) Appointments. (d) Messages. (e) Cabinet. (f) Approval of laws; the veto. III. Judicial Department — Supreme Courts and Inferior Courts. 1. Method of appointment. 2. Tenure of office. 3. Powers. (a) Interpretation of the law. (6) Final authority of Supreme Court. D. Characteristics of the Constitution. I. Compromises resulting from diverse interests of the States. 1. Representation of small and large states. 2. Representation based on slave population. 3. Control of commerce and the slave trade. II. Checks and balances. 1. Power of President to veto legislation. 2. Power of Supreme Court to declare laws unconstitutional. 3. Power of Senate to refuse to confirm appointments of President. 4. Power of House to refuse appropriations desired by the President. 5. Joint power of Senate and House in final legislation. 6. Power of President through control of federal offices and executive machinery. 7. Powers of the general government and of the states. (The elastic clause.) III. Elements of Efficiency. 1. Distribution of powers and duties. 124 (a) National affairs in the hands of strong central gov- ernment. (b) Matters affecting citizens of a state in hands of state government. 2. Combination of stability and progress. (a) Means of nullifying popular frenzy. (6) Opportunities for sound popular opinion to influence legislation. E. Amendments to the Constitution I. Amendments I. to X. Bill of Rights. II. Amendment XI. Freedom of states from prosecution by citizens of other states in federal courts. III. Amendment XII. Method of electing President. IV. Later Amendments. THE TEACHING OF PATRIOTISM The pupils in Catholic Schools are trained to a two-fold service, the service of God and the service of country. Through the lesson in re- ligion, the truths of God are inculcated, this standard of conduct ex- plained and the true motives for perfect living introduced into young lives. Thus does the lesson in religion make for a higher service of country. For the child knows the significance of the words of our Lord, "Render to Caesar the things that are Caesar's and to God the things that are God's." Here is found the basic principle upon which Catholic education prepares pupils for civic duty and religious responsibility. Patriotism is a holy opportunity. Its sanction comes from God Himself. The classroom work in United States History and Civics aims to teach the greatness and the goodness and the beauty of the United States as a nation, and of American institutions in their relation to the life of all peoples privileged to live under the Stars and Stripes. Effective teaching of United States History is a sure means of develop- ing a devoted patriotism since History reveals the principles and the ideals of American institutions and the American people. With religion as the basis and the History lesson well presented a strong and sturdy patriotism is developed in the Catholic elementary school. As additional assistance to the teachers of the grades the following material is offered to be used on various occasions during the school year. The teacher will find that this work can be correlated with History and the History lesson will grow in interest and vitality. The thought in mind is the preparation of a loyal devoted citizenship for the United States. The material is arranged by grades. In the upper grades the children themselves can secure the poems for the teacher through a visit to the Public Library if the books at hand do not contain what is needed. Some of the selections noted below have been referred to in connection with the United States History and Civics. Others will be found in the standard reading books used in the elementary grades. The songs 125 will be found in music readers and compilations of patriotic music. The Star Spangled Banner and America should be sung frequently in every grade. No month should pass without the use of some of the material assigned or similar material for the high purpose of the growth in patriotic thought and feeling in the pupils. The national holidays furnish appropriate occasion for a lesson of this type. The Salute to the Flag taught in the first grade is continued in every grade and takes place every morning immediately after the prayers of the opening session. 1. The American Flag. Talk about the flag. (a) Colors of flag. (b) Number of stripes. (c) White stars on blue field. (d) Salute. Children stand with heels together, heads erect, hands close to the side. Teacher says, "Prepare to salute." Children place right hand to forehead, the forefinger touching the forehead . Teacher says, ' 1 Salute , children. ' "I pledge allegiance to the Flag of the United States, And to the Republic for which it stands, One nation indivisible, With liberty and justice for all." Silent salute — Teach children the way to stand when the flag is passing. "The Silent Salute." The boys re- move their hats and place them over their hearts. The girls place hands to forehead, the first finger touch- ing the forehead. 2. The work in History Grades, I to III suggests admirable material and references for the teaching of patriotism. The teacher will in each of these grades emphasize the national holidays by relating to the children the great events commemorated and developing a finer appreciation of the privilege of life in the United States. Grades I, II and HI PATRIOTIC SONGS Grade I Our Flag A Cheer for the Flag Columbus On Arbor Day Memorial Day Lincoln's Face George Washington . America Our Flag Flag Song Old Tune Folk Tune W. Earhart W. Earhart W. Earhart H. S. Leavitt R. L. Baldwin Neidlinger N. B. Hartford 126 Grade II Flag of Our Nation /. M. McLaughlin Flag of Our Native Land /. M. McLaughlin Hail Fairest Land 5. Roger Old Glory F. F. Buliard Washington's Birthday F. F. Buliard The First Flag F. H. Atkinson, Jr. Lincoln F. H. Atkinson, Jr. Little George Washington Churchill & Grindell Sailor Boys Churchill & Grindell America Columbia the Gem of the Ocean Grade m The Red, White and Blue F. H. Atkinson The American Flag G. Giordani The Flag Churchill & Grindell Lincoln Churchill & Grindell The Good Old U. S. A T. Morse SUGGESTIONS GRADES IV-VHI Grade IV 1. Salute to the Flag. 2. Study of the Star Spangled Banner. (1) Francis Scott Key. (2) Words of Song. (3) Music. (4) Etiquette. 3. Poem. Finding America Eva M. Tap pan 4. Song. America. 5. Quotations for Thanksgiving Day. 6. Names by which our Flag is know. 7. Lincoln through stories. Sayings of Lincoln. 8. Sayings of Washington. 9. Poem. Paul Revere's Ride. 10. We keep Memorial Day Kate B. Sherwood 11. Story. Battle of Bunker Hill. 12. Poem. Independence Bell Anonymous Grade V 1. A Pledge to Our Flag and Country. 2. The Discovery of America Washington Irving 3. Poem. The Flag Goes By Bennett 4. Song. Columbia, the Gem of the Ocean. 5. Song. Keep the Home Fires Burning. 6. Quotations for Thanksgiving Day. 127 7. Etiquette to the Flag. (a) When the flag passes. (b) The flag in parade. (c) When the flag is old and worn out. 8. Tribute to Abraham Lincoln. The Death of Lincoln Bryant 9. Tribute to George Washington Abraham Lincoln Daniel Webster 10. Story of George Washington. 11. Your Country and Your Flag Edward Everett Hale The Story of a Man Without a Country Edward Evertt Hale 12. Story of Commodore John Barrry and Famous Words. 13. Poem. Memorial Day Joyce Kilmer 14. Quotations for Memorial Day. 15. Poem. A Song of the Flag Denis A. McCarthy 16. A Play in One Act. The Declaration of Independence . . Eleanor Hubbard Grade VI 1. Quotation. The Flag Beautiful George F. Hoar 2. Selection. Patriotism Archbishop Irelamd 3. Song. Hail Columbia. 4. Poem. Columbus Archbishop Spaulding 5. Poem. The Pilgrims Bryant The Twenty-second of December Bryant 6. The study of the history of the Flag. (1) The flags of the colonies. (2) The Flag of the Revolution. (3) The story of Betsy Ross. (4) The authentic history of the Flag. June 14, 1777 — the flag of thirteen stars and stripes. May 1, 1795 — the flag of fifteen stars and fifteen stripes. July 4, 1818 — the flag of twenty stars and thirteen stripes. As each new state was admitted a new star was added on July 4th next succeeding such admission. 7. The Gettysburg Address Lincoln 8. Song. Tenting on the Old Camp Ground. 9. Selections. The Character of Washington .... Thomas Jefferson Henry Cabot Lodge 10. Poem. Old Ironsides. 1 1 . Song. The Battle Hymn of the Republic . . Julia Ward Howe 12. Poem. Lexington April 19, 1775. . . .Oliver Wendell Holmes 13. Quotations for Memorial Day. 14. Selection. Makers of the Flag Franklin K.Lane Grade VH 1. Selections to be chosen from Grades V and VI. 2. Pledges — to be memorized. The American's Creed. 128 3. Prose — to be read. Patriotism Cardinal O'Connell 4. Hymn. The Cross and the Flag Cardinal O'Connell 5. Hymn. Faith and Fatherland Cardinal O'Connell THE AMERICAN'S CREED "I believe in the United States of America as a Government of the people, by the people, for the people, whose just powers are derived from the consent of the governed; a democracy in a republic; a sov- ereign nation of many sovereign States; a perfect union one and in- separable, established upon those principles of freedom, equality, jus- tice and humanity for which American patriots sacrificed their lives and fortunes. "I therefore, believe it is my duty to my country to obey its laws; to respect its flag, and to defend it against all enemies." Grade Vm 1. Selections to be chosen from Grades V, VI and VII. 2. Emphasize The American's Creed. APPENDIX THE FLAG How to display it; how to respect it A code drafted by National Americanism Commission of the American Legion, June 14, 1923. There are certain fundamental rules of heraldry which, if understood generally, would indicate the proper method of displaying the flag. The matter becomes a very simple one if it is kept in mind that the National Flag represents the living country and is itself considered as a living thing. The union of the flag is the honor point; the right arm is the sword arm, and therefore the point of danger and hence the place of honor. 1. The Flag should be displayed only from sunrise to sunset, or between such hours as may be designated by proper authority. It should be displayed on national and state holidays and on historic and special occasions. The Flag should be always hoistered briskly and lowered slowly and ceremoniously. 2. When carried in a procession with another flag or flags, the Flag of the United States should be either on the marching right, i.e., the Flags own right, or when there is a line of other flags the Flag of the United States may be in front of the center of that line. 3. When displayed with another flag against a wall from crossed staffs, the Flag of the United States should be on the right, the Flag's own right, and its staff should be in front of the staff of the other flag. 129 4. When a number of flags are grouped and displayed from staffs, the Flag of the United States should be in the center or at the highest point of the group. 5. When flags of States or cities or pennants of societies are flown on the same halyard with the Flag of the United States, the National Flag should always be at the peak. When flown from adjacent staffs the Flag of the United States should be hoisted first. No flag or pennant should be placed above or to the right of the Flag of the United States. 6. When flags of two or more nations are displayed they should be flown from separate staffs of the same height and the flags should be of approximately equal size. (International usage forbids the display of the flag of one nation above that of another nation in time of peace.) 7. When the flag is displayed from a staff projecting horizontally or at an angle from the window sill, balcony, or front of building, the union of the Flag should go clear to the head of the staff unless the Flag is at half mast. 8. When the Flag of the United States is displayed in a manner other than by being flown from a staff it should be displayed flat, whether indoors or out. When displayed either horizontally or verti- cally against a wall, the union should be uppermost and to the Flag's own right, i.e., to the observer's left. When displayed in a window it should be displayed the same way, that is, with the union or blue field to the left of the observer in the street. When festoons, rosettes, or drapings of blue, white and red are desired, bunting should be used, but never the Flag. 9. When displayed over the middle of the street, as between build- ings, the Flag of the United States should be suspended vertically with the union to the north in an east-and-west street or to the east in a north-and-south street. 10. When used on a speaker's platform, the Flag should be dis- played above and behind the speaker. It should never be used to cover the speaker's desk nor to drape over the front of the platform. If flown from a staff it should be on the speaker's right. 11. When used in unveiling a statue or monument, the Flag should not be allowed to fall to the ground but should be carried aloft to wave out, forming a distinctive feature during the remainder of the ceremony. 12. When flown at half staff, the Flag is first hoisted to the peak and then lowered to the half staff position, but before lowering the Flag for the day it is raised again to the peak. On Memorial Day, May 30th, the Flag is displayed at half staff from sunrise until noon and at full staff from noon until sunset, for the Nation lives and the Flag is the symbol of the living Nation. 13. When used to cover a casket the Flag should be placed so that the union is at the head and over the left shoulder. The Flag should not be lowered into the grave nor allowed to touch the ground. The casket should be carried foot first. 14. When the Flag is displayed in church it should be from a staff placed on the congregation's right as they face the clergyman. The service flag, the state flag, or other flag should be at the left of the congregation. If in the chancel, the Flag of the United States should be placed on the clergyman's right as he faces the congregation and other flags on his left. 130 15. When the Flag is in such a condition that it is no longer a fitting emblem for display it should not be cast aside or used in any- way that might be viewed as disrespectful to the national colors, but should be destroyed as a whole, privately, preferably by burning or by some method in harmony with the reverence and respect we owe to the emblem representing our country. CAUTIONS 1. Do not permit disrespect to be shown to the Flag of the United States. 2. Do not slip the Flag of the United States to any person or any thing. The regimental color, state flag, organization or institutional flag will render this honor. 3. Do not display the Flag of the United States with the union down except as a signal of distress. 4. Do not place any other flag or pennant above or to the right of the Flag of the United States. 5. Do not let the Flag of the United States touch the ground or trail in the water. 6. Do not place any object or emblem of any kind on or above the Flag of the United States. 7. Do not use the Flag as drapery in any form whatever. Use bunting of blue, white and red. 8. Do not fasten the Flag in such manner as will permit it to be easily torn. 9. Do not drape the Flag over the hoodtop, sides or back of a vehicle, or of a railroad train or boat. When the Flag is displayed on a motor car, the staff should be affixed firmly to the chassis or clamped to the radiator cap. ( 10. Do not display the Flag on a float in a parade except from a staff. 11. Do not use the Flag as a covering for a ceiling. 12. Do not use the Flag as a portion of a costume or of an athletic uniform. Do not embroider it upon cushions or handkerchiefs or print it on paper napkins or boxes. 13. Do not put lettering of any kind upon the Flag. 14. Do not use the Flag in any form of advertising nor fasten an advertising sign to a pole from which the Flag of the United States is flying. 15. Do not display, use or store the Flag in such a manner as will permit it to be easily soiled or damaged. 131 GEOGRAPHY Geography like all the subjects of the curriculum is well taught when teachers understand clearly the aims and values of the study. To know certain geographical facts is important in the life of the child. This aim is not tne exclusive aim in teaching the geography lesson. It is equally important to develop in the child the power to interpret these facts in their relation to the life of communities and peoples. Geography presents splendid opportunity for the inculcation of the fundamental truths of the influence of man's environment on his activities, of man's progress in the control of the environment, of the dependence of the parts of the world one on another and particularly of man's dependence on God Who in His Divine Providence has created the earth as a wonderful home for man. The religious teacher will not fail to use the opportunities of the Geography lesson in leading pupils to a sincere gratutude to God for His Wisdom and Generosity in all His dealings with His creatures. Aims in Geography are important. Facts alone make a small con- tribution to the true education of the pupil. Let some facts be pre- sented but let them be studied in their relation to one another and in their relation to the social, industrial and commercial life of man who is the central figure towards which all the wonders of earth converge in accordance with God's purposes in creating the earth and everything contained thereon. GEOGRAPHY Grade HI Approximate time 75 minutes per week I. Aims in Geography for Third Grade. 1. To present in simple form with a method in accord with the child's experience the necessary foundation for future study of geography. The home is the center of the child's life and the observation and study of the facts of local interest is the first step in the development of correct geographical thinking. 2. The child should know the shape of the earth, that it turns on its axis, that it is composed of large masses of land and great bodies of water. H. Suggested Outline for Study. 1. Aim is to develop habit of observation. To establish in child's mind certain fundamental facts. Preparation: — Arouse interest by conversation with children on their own experience by questions and stories. Use pictures and poems. Presentation: — Keeping of weather map in class. Children led to talk of observations on way to school. Trees — flowers — objects in classroom. Summary: — Results of observations. Spring, mild days, coming of flowers, days and nights of almost equal length, Summer, long warm days, sun high, shadows short. Autumn, mild days, leaves falling. Winter, low sun, long shadows, cold short days. 132 HI. Topics for Work in Geography in this Grade. 1. People, Food, Clothing and Homes. People — Characteristics, Religion and Work. 2. Soil. (a) How made. (b) What plants need. (c) Influence on vegetables and animal life. 3. Plants— Needs: (a) Soil, (6) Water, (c) Sunshine, (d) Influence of weather. 4. Weather. (a) Condition of sky — Clear or cloudy. (b) Variation in its beauty. (c) Rain, Sun, Dew and Frost. 5. Water Forms, Land Forms. (To be taught by sand table when available. Ocean, Sea, Gulf, Lake, River, Pond. Hill, Mountain, Plain, Island. 6. Study of Home, Town or City. Boundaries, physical features, industries, trolley lines, churches, schools, post office and public library. 7. Points of Compass. Direction. (a) Place and direction of objects in classroom. (b) Means cf representing water and land on maps. (c) Reading maps. 8. Hemispheres. 9. Form and size of earth : Appears flat — proved to be round. (a) Rotation of earth on its axis. (Effects.) (b) Rotation of earth around the sun. (Eflects.) 10. Effects of sun's rays. 1. Variations in heat of sun's rays : high and low sun. 2. Day and night. 3. Effects on activities of children and older people. 4. Seasonal changes in daily sun's position and consequent changes in its heat. 5. Games played, home activities, clothing, occupations, plant life. 11. Journey Geography. Imaginary trips from school to points of interest in neigh- borhood. GEOGRAPHY Grade IV Approximate time 125 minutes per week Aims'ofGrade. To fix ideas of Earth and its divisions and to present a compre- hensive study of the Continent of North America. I. Review work of Grade III. Emphasize place and direction. General idea of earth. II. Develop Idea of Earth under following headings: (a) Shape, size, motion. (6) Axis poles, equator. 133 (c) Zones, animal life, minerals peculiar to each, vegetable life. (d) Hemispheres. III. The Continent on which we live, North America. Teach under the following topics : 1. Position and boundary: (a) Position in the Hemispheres. (b) Position in relation to other Continents. (c) Position in relation to Oceans. (d) Zones. 2. Size. (a) In relation to other countries. (b) Extent in Degrees, Belts and Zones. 3. Coast line, its irregularities. Taught by taking imaginary trips in yachts. 4. Surface. (a) Highlands, (b) Lowlands. 5. Highlands. Rocky Mountain highlands — Appalachian highlands. Laurentian highlands. 6. Lowlands. Atlantic Coastal Plain, Great Central Plain, Gulf Lowlands, Great Lakes, Pacific Coastal Plain. 7. Political Divisions. 1. Names and Capitals (Alaska, Canada, Newfound- land, Mexico, United States, Central America) (Em- phasize Alaska as a possession of United States.) 8. River Systems — (uses for power, trade, accessibility). 1. Arctic: (a) Nelson. (6) Mackenzie. 2. Atlantic: (a) St. Lawrence. (6) Connecticut. (c) Hudson. 3. Gulf; (a) Mississippi and branches. (6) Rio Grande. 4. Pacific; (a) Yukon, (b) Columbia, (c) Colorado. 5. Advantages of Navigable Rivers. Great Lakes — Use to man. The river nearest your home city in Massachusetts. 9. Other Water Systems. (a) Seas. (6) Gulfs, (c) Bays. 10. Climate. 1. Causes: (a) Cold Belts. (6) Warm Belts, (c) Hot Belts. 2. Effects of distribution of heat and cold in regard to early settlements. 11. Industries. 1. Agriculture. Products; Wheat, corn, fruit, cotton. Stock Raising; Cattle, sheep, hogs. 2. Lumbering. Regions. Great Forest Belts of North America. Mining. Gold. Alaska. Butte. 134 * 3. Manufacturing: Products : cotton goods, woolen goods. 4. Fishing: Localities : Atlantic Coast and Pacific Coast. 5. Commerce: (a) Shipments; (6) Exports — Whither; (c) Im- ports. — Whence. 12. Soil. Its effects on plant growth. 13. People, (a) Occupation, (b) Clothed, (c) Fed. (d) Housed. 14. Map work. Study of Maps. Outline of Maps and Map Drawing. 15. Journey Geography. Make imaginary trips or journeys to homes of children in other lands, especially to regions related to us. Consider : (a) Location. (b) Route of Travel, Steam Ships, Railroads. (c) People, race, color. To give child a knowledge of the United States, its people, occupa- tions, resources; to teach him to express the fundamental geo- graphical facts; to teach him that the group states of the United States have related interests; to know the names of the states in these groups and their principal cities and their importance as com- mercial or manufacturing centers. Emphasis is to be placed on unity of all these states under one government and one flag. Map drawing from book, blackboard and memory; traced or free hand or both or on outline maps. GEOGRAPHY Grade V Approximate time 125 minutes per week Aims: Topics and Suggested Time Allotment First Term. Review North America 4 New England States with special stress on 4 weeks Massachusetts Middle Atlantic States Central States 8 weeks 2 weeks 2 weeks Second Term: Southern States Western States Possessions of United States . . . Canada Review of New England States 2 weeks 2 weeks 3 weeks 2 weeks 4 weeks 135 OUTLINES FOR STUDY A. New England 1. Position. 2. Names of states and capitals. 3. Shore lines — (great irregularity, advantages to commerce and summer resorts). 4. Mountains, ranges and peaks. 5. Lowlands. 6. Drainage — river systems and lakes. 7. Important cities. 8. Indus- tries — (Manufacturing, Commerce, Lumbering, Quarrying, Fish- ing, Dairying and Market gardening). 9. Products, (a) Natural — potatoes, fish, maple sugar, tobacco, ice, lumber, slate, marble, granite, (b) Manufactured — cotton and woolen goods, boots, shoes, silk goods, rubber goods, machinery. B. Massachusetts 1. Early History. 2. Position. 3. Size. Compare on map with other states in New England. Four states in United States smaller. 4. Shore Line. Use information from experience of children (Nantasket, Cape Cod, Nahant, Gloucester). Irregular coast line (Boston Harbor, Massachusetts Bay, Buzzards Bay, Cape Cod Bay). 5. Islands (Nantucket, Martha's Vineyard, Islands in Boston Harbor). 6. Surface (Highlands and Low- lands). 7. Drainage — Rivers and Lakes. 8. Productions. (a) Agricultural — (grain, vegetables, fruit, tobacco), (b) Mine ral (building stone, marble, granite), (c) Manufacturing Prod- ucts — (cotton and woolen goods, boots, shoes, paper). 9. Occu- pations and Industries. (Commerce, manufacturing, fishing, quarrying, dairy and truck farming). 10. Important cities. 11. People — (a) early settlers, (6) settlers from all countries, (c) simple study of government, governor, mayor. 12. Educa- tion — Colleges, Catholic (Boston, Holy Cross, Emmanuel). Other colleges (Harvard, Williams, Amherst, Tufts, Radcliffe, Wellesley.) 13. Noted writers. 14. Topics and places of his- torical interest. C. Outline for Study of Groups of States 1. Names of States. Position in United States. 2. Coast line if any. 3. Highlands, Lowlands — their value to each section. 4. Drainage — Rivers and their contribution to com- mercial, agricultural or manufacturing interests. 5. Climate, simple treatment. 6. Cities, Capital of each state and one or two important cities located and studied for their importance. Study cities in relation to a harbor, a river, vicinity to mines, coal, oil or gas field, food supply, (a) New England Cities (Boston, Worcester, Portland, Providence, Hartford, Springfield, Bangor, Manchester, Portsmouth), (b) Northern Cities (New York, Chicago, Buffalo, Philadelphia, Baltimore, Washington, St. Louis, Pittsburg, Cleveland, St. Paul, Detroit.) (c) Southern Cities. (New Orelans, Mobile, Galveston, Charleston, Louisville, Plateau Cities, Denver, Salt Lake City. Pacific Cities. (San Francisco, Portland, Seattle.) 7. Natural Resources: (a) Irre- 136 gular coast line (good harbors), (b) Large navigable rivers. (c) Mountains containing minerals and building stone, (d) Forests. (e) River valleys. 8. Occupations (Commerce, man- ufacturing, mining, farming, cattle raising, fishing, etc.) D. Outline for Brief Study of Possessions. (a) When acquired and how. (6) Location and size, (c) Physical features, (d) Productions, (e) Cities. (/) Religion. Under these headings only the briefest treatment is desirable. E. Outline for Study of Canada. 1. Position: Area and Population. Rivers. Lakes. 2. Geographic Division. (a) Eastern Section, (b) Central Plains, (c) North West Territory, (d) Western Area. 3. Government. 4. Industries. (1) Lumbering. (2) Fishing. (3) Agriculture. (4) Mining. (1) Lumbering — (Conditions affecting Development: (a) Cli- matic Conditions. (6) Character of Woods, (c) Prox- imity to Market, (d) Regions, (e) Centers.) (2) Fishing: — (Conditions affecting development of this in- dustry, (a) Factors determining location, (b) Depth of Water, (c) Abundant Food, (d) Temperature of Water. (/) Fish.) (3) Agriculture: — (Conditions affecting Agriculture. (a) Character of People, (b) Quality of Soil, (c) Climatic Conditions, (d) Proximity to Market.) (4) Mining: — (Conditions affecting Development, (a) Cen- ters. (6) The People. — Their Response.) GEOGRAPHY Grade VI Approximate time 125 minutes per week. Aims: To give the pupil a knowledge of the important physical features of South America, Mexico, Europe; to enable him to interpret maps and from them to draw true conclusions as to position and direction; to note the likenesses and differences between North America and South America ; to give him the power to express orally the knowledge gained. Lessons are to be developed by teacher from globes, maps, pictures, supplementary reading, etc. Map drawing from book, blackboard and memory; traced or free hand or both or on outline maps. Topics and Suggested Time Allotment First Term: Review 4 weeks 137 South America Mexico, Central America, West Indies 10 weeks . 3 weeks Second Term: Europe 20 weeks OUTLINES FOR STUDY A. South America. 1. (a) Location as regards Hemispheres, Zones, other Continents and Oceans. (6) Size in relation to other Continents, (c) Form of Coast Line. (Discuss number of good Harbors and compare its Coast Line with that of N. A. Compare harbors of east coast of S. A. with those of West coast of S. A. ) (d) Water — Divisions, (Oceans, Seas, Canals, Rivers and Lakes), (e) Climate — Belts, Winds, Rainfall. (/) Surface — Highlands, Mountains, Plateaus, Lowlands, Plains and Valleys. 2. Resources of South America. Regions of Development; Development of Resources, Character of People. Immigration, Chief Industries and Centers. 3. Con- tributions sent to other regions. Conditions affecting Produc- tion, Countries to which sent. 4. Dependence on other coun- tries : Material received from Countries supplying these products ; Conditions affecting sources of supply. 5. Means of Transpor- tation: Chief routes and centers. 6. Trade. United States trade with South America. Possibilities for United States, par- ticularly Boston. Effect of Panama Canal. 7. Occupations. (a) Gathering rubber. (b) Mining Products: Gold, Silver. (c) Valley of Amazon. 1. Character of People: Race and Religion. 2. Products: Meat, Hides, Wool, Corn and Wheat. 3. Industries, (a) Commerce: (1) Character of the inland regions. (2) Accessibility of the inland regions, nearness of commercial centers. (3) Foreign and Domestic trade. (4) Imports and Exports. (5) Important Trade Routes. (6) Centre: Rio de Janeiro. (b) Stock Raising. Ranching: (1) Animal products. (2) Condition affecting de- velopment of Stock Raising. (3) Conditions of Vegetation. (4) Accessibility to Market. (5) Improved methods of Trans- portation. (6) Centers, (c) Agriculture. (1) Conditions af- fecting Development. (2) Character of Topography. (3) Qual- ity of Soil. (4) Climatic Conditions. (5) Accessibility to Market, (d) Manufacturing: Conditions affecting Develop- ments. (1) Accessibility to Market. (2) Raw Materials. (3) Centers, etc. (e) Mining: (1) Regions. (2) Centers. (3) Smelting. 4. Commerical relations with United States. 5. Trans- portation, B. Important Countries, Argentina, Brazil, Chili. 138 C. Mexico, Central America, West Indies 1. Location. 2. Climate. 3. Important Industries, and Indus- trial Centers. 4. Study Industries according to Products, Regions, Centers and Markets. 5. Commercial Relations with United States. 6. Consult for suggestions Outline for Study of South America. D. Europe A. Europe taken as a Whole. 1. Position (Hemisphere. Surrounding waters. Land boundar- ies.) 2. Shore Lines. Character, adaptability. 3. Surface. (a) Highlands. Mountain systems, Ranges, Peaks, Volcanoes. (b) Lowlands. Location, Extent. (c) Points of Interest. Southern Europe. 4. Climate. Causes, Latitude, Elevation, Mountains, Wind, Rainfall, Healthfulness. 5. Rivers, Lakes. B. Important Countries. 1. British Isles, Ireland. 2. France, Italy, Belgium, Germany. 3. Scandinavian Countries, Russia. C. Outline for Study of Country. 1. People. (Natural Characteristics. Mode of Living. Religion.) 2. Climate. (Hot, Cold, Temperate. Temperature and Moisture. Effect of Ocean Currents.) 3. Surface. Highlands: (Mountains, Peaks, Volcanoes). Low- lands: (Plains, Valleys). 4. Drainage. River systems and Lakes. 5. Political Divisions. Countries, Capitals and Government. 6. Relation to U. S. 1. Emigration. 2. Exports and Im- ports. 7. Industries. Study of Industries. 1. Agriculture: (a) Conditions affecting development. Grains, flax, sugarbeet and fruits, (b) Quality of soil. Climatic conditions Temperatures and rainfall, (d) Products, (e) Accessibility to market. (/") Distribution to centers of population. 2. Stock Raising, (a) Products, (b) Reasons for development of In- dustry, (c) Regions, (d) Distribution of Products and By- products. 3. Lumbering, (a) Reasons for growth as affected by climate and physical features, (b) Regions, (c) Character of Woods, (d) Distribution of Products. 4. Mining, (a) Products: Coal, Iron, Salt, Tin, Platinom, Gold and Petroleum. (b) Centers: Location, Mining and Smelting, (d) Distribu- tion of Products, (e) Affects of discovery of products or> prog- ress of country. 5. Manufacturing, (a) Conditions affecting development of Industry. (6) Accessibility to market, (c) Climatic conditions, (d) Sources of raw material, (e) Capital (f) Skilled labor, (g) Sources of power, (h) Distribution of finished products. 139 Note. In connection with Manufacturing and Commerce study Rivers. 6. Commerce. Development of Railroads for Domestic Commerce. 1. Factors influencing development, (a) Character of Harbors, (b) Nearness to other commercial regions, (c) Climatic conditions, (d) Influence of people. (e) Centers: Paris, London, Liverpool and Hamburg. Location and Size. Reasons for growth. (/) Routes, (g) Competition with other commercial regions, (h) Exports and imports. Note. Emphasize Trade with Colonial Possessions of each Country and with the U. S. 7. Fishing, (a) Centers, (b) Fishing Grounds, (c) Depth of Water. Temperature of Products. 8. List of Cities of Europe. Purpose. — To be able to locate each and to associate with it the cause of development. London, Liverpool, Manchester, Edinburg, Glasgow, Belfast, Dublin, Birmingham, Queenstown, Berlin, Hamburg:, Vienna, Rome, Naples, Milan, Constantinople, Petrograd, Odessa, Paris, Harve, Bordeau, Antwerp and Amsterdam. 9. Religious centers. Rome, Lourdes. GEOGRAPHY Grade VII Approximate time 150 minutes per week Aim: To study Asia, Africa and Australia; to train pupils to the habit of logical deduction by showing the dependence of climate on position, ocean currents, coast line and surface features, by showing the rela- tion of products to climate, of occupation to products and of the loca- tion of important cities and trade routes to surface features. Map drawing from book, blackboard and memory. Topics and Suggested Time Allotment First Term: Review 4 weeks Asia 14 weeks Second Term: Africa 8 weeks Australia and small islands 4 weeks Mathematical Geography 3 weeks OUTLINE FOR STUDY A. Asia 1. Shore lines. (Character, Oceans, Seas, Gulfs and Bays; Straits, Islands.) 2. Highlands and Lowlands. 3. Climatic Features. (Temperature — dependent on latitude and altitude. Winds, Currents.) 4. River Systems. Flowing into Arctic Ocean, Pacific Ocean, Indian Ocean. Commercial importance of rivers. 140 5. Vegetation. (Forests, Grain, Desert, Animals.) 6. People. (Races, Occupations, Civilization, Religions, Foreign Mission Work of Catholic Church.) B. Important Countries — China, Japan, India 1. Position. (In which hemisphere, direction from us. Latitude compare with United States.) 2. Shore lines. (Drainage, rivers.) 3. Important cities. 4. Products. (Mineral, Agri- cultural, Manufactured.) 5. Industries resulting from pro- ductions. 6. Commerce. (Domestic, Methods of land trans- portation. Foreign. Lines of steamers to United States.) 7. People. (Race, Great numbers. Characteristics, Manners and Customs. Government. Religion. Work of Catholic Foreign Missionaries.) C. Africa 1. Position. Form, Size. Compared with other countries. 2. Shore lines. (General character. Absence of harbors.) 3. Highlands. (Mountain Peaks, Plateaus.) 4. Lowlands. (Deserts, Extents, Surface, Oasis.) 5. Climate. (Tempera- ture dependent on latitude, altitude, winds.) 6. Drainage, (Rivers. Nile, Nile Basin) . Indian Ocean drainage. Atlantic Ocean drainage. 7. Important Countries. (Important areas are Nile Region and South African Region. Short study of Congo and Sahara regions. Cities, Products, Industries, Com- merce. 8. People. (Race, Religion, Catholic Mission Work.) D. Australia. 1. Location. 2. Form. 3. Size. 4. Shore Lines. 5. High- lands. 6. Lowlands. 7. Important Countries. 8 Cities. 9. Products. 10. Industries: (a) Agriculture. (6) Sheep and cattle raising, (c) Gold mining. 11. People. Government, Colonization, Religion. 12. Value of Australia to mother country. F. Mathematical Geography 1. Movements of the Earth, (a) Daily motion, Rotation, Axis, Poles. Direction of Rotation. Time. Effect. Day and Night. (6) Yearly motion. Revolution. Time. Direction. Effect of rev- olution. 2. Change of Seasons. Seasons for each hemisphere. 3. Variation in length of day and night in different seasons and in different latitudes. Simple treatment of parallels, meridians, degrees, latitude and longitude to be taught as means of definite location. International date line. Local and standard time Zones. Note: Detailed outlines in Grades V and VI offer suggestions for the development of general topics given above. 141 GEOGRAPHY Grade VIII Approximate time 140 minutes per week Aim: To make an intensive study of the United States and possessions: to give knowledge of the trade facilities within the United States and of the trade relations of the United States with other countries ; to gain an understanding of the influence of the natural resources and the industries of the United States in the development of domestic and foreign commerce; to awaken a spirit of gratitude to God for the riches and blessings with which He has so richly endowed the United States. Map drawing from book, blackboard and memory. OUTLINES FOR STUDY A. The United States 1. General View. (a) Geographic Regions — extent of each, (b) Relation of physical condition to life and industry, (c) Natural resources compared with other countries. 1. Contribution to other countries. Centers of production. Countries to which sent. 2. Depend- ence on other countries. Nature of products received. Coun- tries supplying them. Trade routes and Commercial centers. (d) Place of United States in Western Hemisphere. Border countries. 2. Study of each Geographic Region. (a) Surface, Highlands, Lowlands, (b) Boundaries and Coast line. Character of Harbors, Capes and Promontories, (c) Cities, Seaports, Lakeports. (d) Drainage. Lakes and Streams. River Systems, (d) Climate. Variation due to Latitude. Elevation, Mountains. 3. Activities of People in various regions. Under following headings: (a) Manufacturing, (b) Agriculture, (c) Commerce, (d) Exports, (e) Imports. (/) Relation to other regions, (g) Transportation, (h) Trade routes, (i) Trunk railways. (;) Influence of natural beauty, (k) Knowl- edge of the accurate location and significance of leading cities in each region. B. Possessions of United States. Alaska, Hawaii, Panama, Canal Zone. (a) Value. (6) Location, (c) Industries. Study of Industries. Conditions affecting. 1. Manufacturing. Proximate to sources of power to raw materials, to markets, transportation, skilled labor. 142 2. Agriculture. (1) Character of topography. (2) Of soil. (3) Climatic conditions. (4) Irrigation. (5) Transportation. 3. Commerce. (1) Shoreline. (2) Climatic conditions. Nearest to commercial centers. (4) Accessibility of interior cities. 4. Other industries. Mining, Fishing, Stock Raising, Lumbering. Study of each. Suggestion. Develop work of grade by use of pictures, advertising folders, outline maps, current events. The assignment of special sub- jects to individual groups for study and report, by showing relation of each region to New England and Boston: by use of problem method where it can be used to advantage. Detailed outlines in Grades V and VI offer suggestions for the development of general topics given above. PHYSIOLOGY AND HYGIENE The importance of the teaching of Physiology and Hygiene in elementary schools is evident from the emphasis placed on these sub- jects by schools of all types at the present time. It is the obligation of education to promote the physical interests of pupils through intelligent instruction and training in matters of health. The Catholic teacher has highest motives for instilling proper regard for the care of the body. She recognizes in the human body a temple of the Holy Ghost which must in every way be maintained worthy of its sublime dignity. In the outline which follows the outstanding purpose is the forma- tion of health habits through daily practice which the teacher sug- gests and directs. Information on physiology will avail little unless the child carries out in his own life the principles set forth in the for- mal instruction. The course includes suggestions throughout for the furtherance of the Safety Campaign among school children. Teachers will assist the children in forming health habits of conduct by correlating the work with other subjects of the curriculum. Isolated lessons wiJl accomplish little in comparison with constant insistence on the formation of important habits of life whenever the opportunity pre- sents itself. Teachers are free to adopt practical suggestions from any grade and to incorporate them into the work of the classroom, PHYSIOLOGY AND HYGIENE Grade I Approximate time 30 minutes per week Instruction in Hygiene. 1. Cleanliness (scalp and hair). 2. Washing for cleanliness (body, head, face, ears, hands). 3. Eating slowly (good teeth neces- sary for proper chewing of food.) 4. Health and cleanliness (clothing, washing hands before and after meals). 5. Cleanliness of play things and utensils (exchanging pens, pencils, chewing gum, food). 6. Use of books (wetting the fingers to turn pages; torn leaves; clean covers. 143 7. Use of desk (keeping the desk tidy; dust on the desk or under the desk). 8. Safety lessons (conduct on the street; caution about sitting on window sills at home; caution about putting unfamiliar things in the mouth, pills, beans or peas into the nose or ear). Suggestions to Teachers. Arrange a Good Health Club along the lines of the Modern Health Crusade. Make each pupil a health officer interested in his own health and the health of other pupils. The teacher can give simple talks which will greatly impress the child. The co-operation of pupils is marked at this period of life. Habits to be Formed. Teach: 1. Correct posture in standing and sitting. 2. Avoidance of exchanging chewing gum, candy and other things liable to be passed from mouth to mouth. 3. Putting on outside wraps when going out of doors and remov- ing them when coming in. Especial care that rubbers and overshoes be removed when pupils come into the classroom. 4. The manner of playing games and playing them fairly avoiding selfishness, anger, rudeness. 5. Use of door mat, waste basket, drinking fountain and care of desk. Proper disposal of waste papers, apple cores, etc., in the school house, in the yard, on the street. The teacher should explain these habits to the children and give reasons for cultivating them. She should arouse a desire in the children to form these habits. PHYSIOLOGY AND HYGIENE Grade II Approximate time 30 minutes per week Instruction in Hygiene. 1. Review work of Grade I. 2. Food and drink (eggs, fruit, bread and butter, vegetables, milk, water). 3. Harmful food (rich cake, pickles, food sold on street). 4. Teeth — care, brushing; decayed teeth. 5. Safety lessons (Fire escapes kept clear, fruit skins placed in cans on street corners, or placed in gutters for street cleaners. Why ? Danger of pushing or tripping in corridors and on stairs. Physiology. 1. Eyes, care of eyes, evil of reading in poor light. 2. Ears, little drum inside, danger of breaking ear drum. Do not put pins in ears to remove wax. 3. Nose, breathing through the nose ; mouth breathing a habit to be broKen. Nose tells us if air is fit to breathe and tells us about foods. 4. Tongue, care of mouth; care of teeth. Too much candy makes children sick. Suggestions to Teachers. Good Health Club as in Grade I. 144 Habits to be Formed in Pupils. 1. Cleanliness — care of hair, teeth, nails, hands and face. 2. Sleep, best time for sleeping hours required, ventilation. 3. Light. Light over left shoulder and from rear. Hold book proper distance from eyes (not less than twelve inches). 4. Nose. Use of handkerchief, breathing through the nose. 5. Voice. Cultivate pleasant tones; emphasize danger to voice from screaming. PHYSIOLOGY AND HYGIENE Grade III Approximate time 30 minutes per week Instruction in Hygiene. 1. Review work of preceding grades. 2. Eating and Foods. (Avoid tea and coffee.) 3. Clothing and Skin. (Clean and tidy, airing clothing, frequent bathing, importance of removing rubbers and rubber boots indoors). 4. Danger of cigarettes. Cigarette smoke contains poison and weakens lungs. 5. Safety first. (Danger of play- ing^with matches, touching electric wires.) Learn Safety Creed. Physiology. Teach the names and location of the principal organs of the body. 1. Brain. Location at top of head. 2. Heart. Location at middle of chest to the left, pumps blood through parts of body. 3. Lungs in chest. Suggestions to Teachers. 1. Teach the Safety Creed. "I must not cross the street without first stopping and looking both ways. If the street is clear for at least half a block, then l£go ahead and cross quickly. I must not steal a ride on an automobile or other vehicle. I mrt not forget to help younger children in crossing the street." 2. Give instructions on dangers of each season. Winter : dangers in skating, and slipping on icy street and falling in front of a moving vehicle. Spring : Dangers of going in bathing too early. Summer: Dangers of becoming overheated. Fall: Dangers of starting fires in the leaves. 3. Composition work should include reproduction of hygiene in- structions, stories of health habits to be formed. 4. Insist on practice of habits of previous grades. Remember the law of habit formation. Confirmed repetition of the acts until they become automatic. 145 PHYSIOLOGY AND HYGIENE Grade IV Approximate time 30 minutes per week Instruction in Hygiene. 1. Opportunities for instruction come with many subjects which the child studies. In Geography, History and Literature, applications can be made frequently to the health habits and the hygiene conditions which the lesson suggests. Hygiene should not be an isolated subject. 2. Review and develop work of previous grades. 3. Food and di- gestion. 4. Fresh air and ventilation. (Recalling protection from colds, necessity of pure air, room temperature.) 5. Dangers of alco- hol and cigarettes. Cigarettes weaken heart and lungs. Boys cannot do everything men do. Smoking not so harmful to men but boys have not the strength to fight poison. Physiology. In addition to the Heart, Lungs and Brain teach the location and functions of the Stomach and the Intestines. Bones protect the easily injured parts of the body and provide framework for the body. Muscles move the different parts of the body so that we can do various things, e.g., writing, walking, jumping. Skin keeps the body warm in Winter and cool in Summer by means of pores. Safety Campaign. "I would rather be careful one hundred times than have one acci- dent." One person in seven is killed or injured in an accident every year. Caution against danger in getting on or off cars when they are moving. Illustrate proper way to get on and off of a car. Care in crossing streets with umbrella up. Review work of grades one, two, three. Suggestions to Teachers. Review work in Hygiene as opportunities present themselves in the pupils' daily life. The lesson correlated with some other subject of the curriculum is very effective. Conduct written and oral exami- nations on work of grade. PHYSIOLOGY AND HYGIENE Grade V Approximate time 30 minutes per week Instruction in Hygiene. 1. Review and develop suggestions of previous grades. 2. Cleanli- ness and Food. (Danger of uncovered milk and other contaminated food stuffs, necessity of individual cup.) 3. Alcohol and tobacco. (Effect on walls of stomach, interference with growth.) 4. Fresh Air. (Necessity of ventilating living and sleeping rooms. Effects of fresh air on garments and bed clothes.) 146 Physiology. 1. The Human Body. Parts, Muscles, Functions, their Exercise. Study of Skin, its two layers, their functions, perspiration. Its nature. Personal Habits. Review the lessons of previous years. Remember the psychology"of habit formation; continued repetition of acts, they become habits. Safety Campaign. Safety First Officer even more to health than to accidents. Personal Hygiene is the "Safety First" of health. Health Promises "My body is the temple of my Soul, therefore I will keep my body clean within and without. I will breathe pure air and I will live in the sunlight. I will try to learn and to practise the rules of healthy living. I will work and rest and play at the right time and in the right way. I wish to make my body healthy and my mind strong so that I will lead a life of honor and service to parents, friends, country and to God." PHYSIOLOGY AND HYGIENE Grade VI Approximate time 30 minutes per week Instruction in Hygiene. 1. Use suggestions offered in previous grades. 2. Personal cleanli- ness (care of hair and cleanliness, care of hands and nails, treatment of teeth; effects of alcohol and tobacco. 3. Food, its care in refrigerators, its appearance on table. 4. Clothes (kinds and purposes). Physiology. 1. The Body — continue study. (a) The Eye (its protection, parts, disadvantages of defective vision. (b) The Ear and its parts. Its care. (c) The Nervous System. Safety Campaign. Review work of lower grades. Keeping to the right. Caution in passing behind street cars dis- charging passengers. Suggestions to Teachers. In composition work include topics on Hygiene. Assign topics as Hygiene of the Street Car. Care of Milk. Travels of a Fly. The value of Fresh Air. The Boy who smokes Cigarettes. 147 PHYSIOLOGY AND HYGIENE Grade VII Approximate time 30 minutes per week Instruction in Hygiene. 1. Continue instructions in subjects outlined in previous grades. The secret of success is insistence on repetition of necessary health acts for the formation of health habits. 2. Fresh Air and its rela- tion to health. 3. Dust (sweeping and dusting germs, bacteria, dis- ease). Physiology. 1. The Body. (a) Digestion. Organs, mouth, stomach, intestines. Special care of teeth. (6) Circulation. Heart. Arteries. Blood (good blood re- sult of food, fresh air and sleep Good circulation result of exercise and freedom from pressure, e.g., light clothing. (c) Nervous System. Organs (location, structure, function of brain, spinal cord). (Effects of alcohol on nervous system, mind, character.) Safety Campaign. Consult previous grades. PHYSIOLOGY AND HYGIENE Grade VHI Approximate time 30 minutes per week Instruction in Hygiene. 1. Review suggestions in previous grades. 2. Relation of Gov- ernment to Public Hygiene (pure food laws of federal government). State laws on diseases on animals. City laws on buildings. 3. In- spection of foods by Government Water Supply. 4. Office of Board of Health. 5. Obligation of individuals to co-operate with govern- ment for conservation of public health. Physiology. Review work of grades under headings. Care of Body. Food and Air. Bones, Muscles and Digestion, The Nervous System. Safety Campaign. Repeat Safety Creed (Grade III) and Health Promises (Grade V). Suggestions to Teachers. The great aim of work in the eighth grade is to fix permanently the habits described and outlined in previous grades. The teacher can enlist the assistance of the pupils themselves in checking up conditions revealed by Health Club. Work in composition and drawing gives opportunity for expression of pupils ideas on Personal Health and the Safety Campaign. 148 PHYSICAL TRAINING A plan of physical exercises to be followed scrupulously by teachers in the grades is an essential element in any program of elementary education. In arranging the following outline emphasis has been placed on calis- thenics exercises. These exercises tend to correct faults in posture: they stimulate the body and the mind; they are the occasion for the complete airing out of the class room to put it in better condition for the lesson periods. Teachers should give two periods a day to the setting up and calisthenic exercises. These periods should break the morning and afternoon sessions outside of the time of recess. The physical training lesson is more than recreation. It is the time when children are taught to stand correctly, to breathe correctly and to develop permanent habits of good posture. Through attention and interest in the work in physical training the teacher is meeting a fundamental responsibility for the physical well being of pupils. Furthermore the physical training lesson does much to give life and zest to other class room activities. PHYSICAL TRAINING Grade I Approximate time 50 minutes per week OUTLINE OF EXERCISES Ready to stand — One ! Two ! Attention. Forward March. Marching on tip toe, also with knees bent up and running — given with following commands: Mark Time.— March— 1-2-3-4-5-6-7-8. Forward March. 16 Counts. Tip Toe March. 16 Counts. Running March. 16 Counts. Knees Bent. 16 Counts. (It is necessary that marching be done in time and in unison.) CALISTHENICS 1. This is my left hand. This is my right hand, ear, eye, foot, etc. 2. Hips firm. 3. Neck firm. 4. Heels — raise — sink. 5. Trunks — forward — bend — raise. 6. Knees — bend — raise. 7. Arms — sideways raise — sink. 8. Arms — upwards raise — sink. 9. Heads — backward bend — raise. (Use deep breathing with every possible exercise.) REPEAT each exercise eight counts. 149 Each day a game should be given and windows thrown wide open. Game: "The Belled Cat." A bell is hung about the "cat's" neck. Three other players are blind folded and chase the cat inside the ring, formed by the other children. The one who succeeds in catching him becomes "cat" and chooses one from the ring to be blindfolded in his place. Note: — 1. In the physical training exercise place emphasis on posture, alert and active response to command and health through exercise of larger muscles groups and correct breathing. 2. The holding up of correct habits of posture constant and uncon- conscious is an aim in the physical exercise period which should carry over into every activity of the school day. PHYSICAL TRAINING Grade II Approximate time 50 minutes per week OUTLINE OF EXERCISES Ready to Stand— One ! Two ! Attention. Mark time — March. Forward March. Tip Toe March. Knees Bent March. Double Time March (running). CALISTHENICS 1. Right Foot — forward place — position. Left foot forward place — position. 2. Right Knee — forward bend — position. Left Knee — forward bend — position. 3. Hips firm — position. 4. Neck firm — position. 5. Breathe, in — out. 6. Arms — upward bend — position. 7. Arms — forward raise slowly 1-2-3-4. Arms — forward sink slowly 1-2-3-4 8. Feet — sideways place — Left 1, Right 2 (two counts) position. 9. Arms — forward and upward raise — sink. 10. Breathe — in — out. Game: "Cat and Rat." Note: — 1 . In the physical training exercise place emphasis on posture, alert and active response to command and health through exercise of larger muscles groups and correct breathing. 2. The holding up of correct habits of posture constant and uncon- conscious is an aim in the physical exercise period which should carry over into every activity of the school day. 150 PHYSICAL TRAINING Grade m Approximate time 50 minutes per week OUTLINE OF EXERCISES Ready to Stand— One ! Two ! Attention. Mark time — March. Forward March. Tip Toe March. Knees Bent March. Double time March. CALISTHENICS 1. Arms — Upward stretch — position. Sideways. Backward. Forward. 2. Hips firm — position. 3. Knees bend — position. 4. Heels — raise, knees — bend — position. 5. Neck firm — head backward bend. 6. Trunks — forward bend. 7. Head — backward bend. 8. Trunks — to the right, twist. 9 . B reathe — in — out . Game: "Huckle, Buckle Beanstalk." Piece of chalk is hidden by teacher — children put heads on desk. Children all move to find it. When boy finds chalk, he says, "Huckle Buckle Beanstalk." Note: — 1 . In the physical training exercise place emphasis on posture, alert and active response to command and health through exercise of larger muscles groups and correct breathing. 2. The holding up of correct habits of posture constant and un- conscious is an aim in the physical exercise period which should carry over into every activity of the school day. PHYSICAL TRAINING Grade IV Approximate time 60 minutes per week OUTLINE OF EXERCISES Ready to Stand— One ! Two ! Attention. Mark Time — March. Forward March. Tip Toe March. Knees bent March. To Places — March. 151 CALISTHENICS 1. Hips firm. 2. Hips firm — left foot sideways place. 3. Hips firm — heels raise — sink. 4. Head backward bend — deep breathing. 5. Class — left face — Arms forward raise. 6. Class — Right face — position. 7. Hips firm— Trunk to left — twist. 8. Arms — upward stretch — heels raise — position. 9. Hips firm and feet sideways place. JUMP. 10. Breathe — in — out. Game: "Circle Game." Three or four circles are drawn on the floor. Class marches around the room. A signal is given to HALT! and the player standing on or in any part of the circle must drop out. (It is very interesting when there are many circles. ) PHYSICAL TRAINING Grade V Approximate time 60 minutes per week OUTLINE OF EXERCISES Ready to Stand. One ! Two ! Attention. Mark Time — March. Forward March. Tip Toe March. Knees Bent March. Double Time March (running.) CALISTHENICS 1. Class right face — inhale — exhale. Class left face — inhale — exhale. 2. Arms — upward bend — sideways. Arms — stretch bend — position. 3. Hips firm. — Trunk to the left bend — raise. Trunk to the right bend — raise. Repeat in rotation. 4. Left face — Arms sideways fling and heels raise — Hold. Arms and heels — sink. Right face — Arms sideways fling and heels raise — Hold. Arms and heels — sink. 5. Hips firm — Heels raise, knees bend, knees stretch. Heels sink — position. 6. One step backward and march — Arms sideways fling, and trunks to left bend. 152 7. Neck or head firm. Trunk forward bend — raise. 8. Hips firm — heels raise. Jump in place, in series — GO 1-2-3-4. 9. Two steps — Forward March. Two steps — Backward March. 10. Head firm. Left leg — forward raise (stiff knee). Game: "Circle Seat Relay." At the start, all players should be seated and there must be an even number in each row. (To avoid interference only alternate rows should play.) At a signal, the last player in each row walks forward in the right aisle, around the front seat of his row, and returns to his seat. As soon as he is seated, he touches the player next in front on the shoulder. The play thus continues down the row. The line wins whose front player has circled the seats, and seated first. (This is more fun when hopped instead of walked.) PHYSICAL TRAINING Grade VI Approximate time 60 minutes per week OUTLINE OF EXERCISES Ready to stand. — One ! Two ! Attention. Mark Time March. Forward March. Tip Toe March. Knees upward bend — March. Double Time March (running). CALISTHENICS 1. Class: Left face. Class: Right face. 2. Class: Left about face. Class: Right about face. 3. Class: Left about face. Two steps — forward — March. — backward — March . Class : Right about face. 4. Arms — Forward and upward raise. Arms — Sideways and downward sink. 5. Left face — with deep breathing. Arms outward turn. Return. Right face — Repeat. 6. Hips firm — head firm — Left hip — Right hip firm. Change. Change. Position. 7. Left face — Arms upward bend and feet sideways place. Arms sideways stretch and heels raise. Arms bend, knees sink. Repeat. 8. Arms forward bend, and feet sideways place. Trunk forward bend. Trunk raise. Repeat. 9. Arms — sideways raise. Trunks sideways bend. 153 / 10. Hips firm — heels raise. Stride jump to count of 8. GO. Heels sink. Position. Game: "Going to 15 Beacon Street." Should be eight or ten more pupils than seats. Put books on barred seats. Play same as "Going to Jerusalem." PHYSICAL TRAINING Grade VII Approximate time 60 minutes per week OUTLINE OF EXERCISES Ready to Stand. One ! Two ! Attention. Mark Time March. Forward March. Tip Toe March. Knees Bent March. Double Time March (running). CALISTHENICS 1. Head firm — Heels raise — Hold. Heels sink. Position. 2. Left face. — Left arm upward raise. Right arm sideways raise. Change to count of 16— GO. 3. Left face. Arms forward bend (deep breathing). Arms sideways fling- — palms up. Arms bend — fling — series GO 16 counts. 4. Left face or right face. Hips firm, left knee upward bend, arms sideways fling — Hold it 1 2 Position. 5. Arms upward bend. Trunks forward bend. Arms sideways stretch. Arms bend. Trunks raise. Position. Repeat to 16 counts. 6. Arms upward bend. Left hip firm and right arm upward stretch. Trunks — to left bend, raise. Repeat, changing arms. Position. 7 . Hips firm (deep breathing ) . Head — backward bend, chins in, raise and Position. Repeat. 8. Hips firm — heels raise. High knee-bending in March time in place. Go 16 counts. 9. Head firm — Trunks forward bend — raise. To left — head raise, etc. Game: "Blackboard Relay or Three Deep." 154 PHYSICAL TRAINING Grade VIII Approximate time 60 minutes per week OUTLINE OF EXERCISES Ready to Stand. One! Two! Attention. Mark Time March. Forward March. Tip Toe March. Knees Bent March. Double Time March. CALISTHENICS 1. Class: Left face, hips firm, knees bend. Position. 2. Left hip and right head firm. Trunks sideways bend — raise. 3. Jump in place — flinging arms forward. Heels raise, knees bend. Position. 4. Arms sideways fling. Head firm. Trunks to left bend. Trunks raise and arms sideways. Change Trunks to right bend. Position. 5. Class: Left about face. Class : Right about face. 6. Left arm — forward raise, and right foot forward place. Heels raise. Change arms and feet. Repeat. 7. Arms: Upward bend — backward stretch. Heels raise — sink. Arms: Upward Bend. Position. 8. Head firm — feet sideways place. Trunk forward bend. Raise in series — GO. 9. Hips firm — Heels raise. Alternate knee upward bending in series — to count of 16. — Ready — GO. Heels sink. Position. 10. Arms: Upward bend. Left arm backward. Right arm upward. Stretch. Change to count of 16. Arms: Bend. Position. Game: "Last Man." 155 MUSIC The aim of this course is to instill into children a love for good music and to develop their taste by teaching them the best within their compre- hension, as well as to afford them every possible opportunity to hear the best music, instrumental and vocal. Much beauty, in one form or another, is often to be found in the children's environment, and much must be provided for their enjoy- ment; hence, we should earnestly endeavor to cultivate in them a true appreciation of the good, the true, and the beautiful — and what subject in our curriculum offers better and greater opportunities than music ? A great need of to-day is the knowledge of how to use leisure time; so the instilling of a love and knowledge of music is a great step towards the solution of this problem. We aim at a true appreciation of the art of music rather than at an attempt to require our children to master the science. We do not want nor mean to neglect the technique, neither do we desire to over- emphasize it. We must teach as much of the science as is necessary for a proper understanding and appreciation of the art — no more. Comparatively few of our pupils will become great artists, yet an elementary school curriculum is incomplete without providing time and means to acquaint our children with the best that the masters have left us. Music is a language that forcibly addresses itself to the heart. Who, more than the Catholic Church, has realized and appre- ciated the civilizing, uplifting and refining influence of music? The greatest minds in the musical world have found in her liturgy a means for the expression of their talents and gifts. Education, as we view it, is character formation, and surely a proper appreciation of music is an important factor in the Christian educa- tion of a child. Is it not a glorious privilege to have a share in teach- ing our little ones to do now, in a proper and becoming manner, what we fondly trust is to be one of their greatest joys in eternity, the singing of the praises of Almighty God? We know it is possible to teach children about music and yet teach them no music. If our pupils will turn in disgust from the sentimental "trash" of to-day and enjoy the beautiful hymns of the Church, our splendid patriotic songs, and the pretty ballads with which our lan- guage abounds (Moore's Melodies, for instance) the work outlined in this Course will have been a success and the aim proposed will have been attained. SUGGESTIONS FOR TEACHERS. 1 . In every grade, every day, before the singing lesson is conducted, the room should be thorougnly aired and the children taken through proper breathing exercises. 2. Voice Drills and Drills on Intervals must be of short daily occur- rence in every grade. 3. Good Voice Drills may be found in "The Teachers' Edition for Elementary Grades" of the Educational Music Course. 4. Good Drills on Intervals may be found in "A Manual for Teach- ers" by E. W. Newton, Educational Music Course. (They may be found elsewhere, of course.) 156 5. Each teacher should possess a good Chromatic Pitch Pipe and USE it. 6. The liturgical music of the Church is a prayer and the music sung in the churches for many centuries is called the Gregorian or Plain Chant. Originated by Pope Gregory in the sixth century, the Gregorian melodies are many and varied. The melodies were unaccompanied by harmony. Properly rendered the Gregorian melodies are stately and beautiful. A few Gregorian Melodies have been inserted for the gram- mar grades. OBJECTIVES OF WORK IN MUSIC Rhythm: — Development of the feeling for and ability to express rhythm in bodily movements. Ear Training: — Appreciation of and discrimination between musical sounds. Eye Training:— Sight reading. Elements of Music : — Oral and written work. This will be out- lined by the Community Supervisors of Music to correspond with the Music Readers used in the school. The order of presentation of the musical notation given in this cor use follows the New Educational Music Course and may be considered optional if it does not follow the plan of the class text book. Harmony: — Singing of part-songs; orchestral ensemble, if possible, under the direction of the music teacher of the school. Musical Appreciation: — Cultivation of a taste for the best music, by singing good songs and hearing good vocal and instrumental com- positions. MUSIC Grade I Approximate time 75 minutes per week Aim to give children rich musical experience from songs outlined each term. Rhythm. — Cultivation of the feeling for rhythm and ability to inter- pret it by movements of the hands, arms, and whole body. The phono- graph may be used here to advantage. Records of a strong rhythmic character, or a miniature orchestra with piano accompaniment will develop rhythm. In the second term teach the simplest time principle, namely, the one beat and the two beat note used in quarter measures with corresponding rests. U These rhythms may be considered optional if they do not correspond to the requirements of the class text book; in such a case, teach the rhythms required by the song material of the grade. Ear Training. — Scale as a whole descending followed by ascending. Tones to be studied ; very frequent intervals, frequent intervals. Recog- 157 nition by children of phrases or melodies that have been heard fre- quently. A Pitch Pipe should always be used to ensure correct pitch. Eye Training. — Incidently teach the names; Staff, G clef, bar, meas- ure, double bar and letters of lines and spaces. Sight reading of simple stepwise progressions from the blackboard with movable "do" using at first only note-heads and later on, the time principles illustrated in the first part of Music Primer that the class will use in Grade II. Voice Training. — Children of this grade who have not the ability to sing simple songs should be given daily individual help. If the teacher uses a light quality of voice in illustrating for the children, and leads them to use the head-voice exclusively in singing, practically every child will be able to sing simple songs when he leaves this grade. At least twenty-five rote songs (hymns and patriotic songs included in this number) should be learned during this year. Holy Cross Hymnal : "Guardian Angel," "Sacred Heart," "St. Joseph." Easy Familiar Hynms : "Jesus, Teach Me How to Pray." "Beautiful Angel." Easy Patriotic Songs. MUSIC Grade II Approximate time 75 minutes per week Aim to give children wider musical experience through many songs and to introduce them to musical forms from printed page. Rhythm. — Development in the children of the feeling for strong pul- sations in music, through listening to vocal and instrumental com- positions. Children may indicate the beats of a piece of music by tap- ping, clapping, marching, swaying, or bending of body, etc. Use records of a strong rhythmic character. Teach the three and four beat tones with corresponding rests if they follow the principles contained in the song material of the class text-book. Otherwise, use the time prin- ciples of the Music Primer. Ear Training: — Infrequent intervals. Recognition of melodies that have been heard frequently. To cultivate the listening habit, have the children, where it can be arranged, sing their rote songs with piano accompaniment, or phonograph record. When these instruments are not at hand use the Pitch Pipe to ensure correct pitch. Eye Training. — Children should begin to read music from the book in this grade. Several good Music Primers are now available for this purpose. There is no better way of teaching concentration than by the use of the text book in the hands of the children. The position of "do" should be given by the teacher if the Primer does not indicate it. Do not teach signature in this grade. Elements of Music. — Musical notation: dotted half and whole note, with corresponding rests. Voice Training. — Children of this grade who have not the ability to sing simple songs should be given individual help. If the teacher uses 158 a light quality of voice in illustrating for the children, and leads them to use the head-voice exclusively in singing, practically every child will be able to sing simple songs when he leaves this grade. About twenty- five rote songs should be learned during the year. Tonal Relationship. — Oral and staff dictation of a variety of inter- vals in all keys, using the time principles taught in Grade I. In addi- tion use the new time principles found in the class text-book. Musical Appreciation. — The rote songs, songs for sight reading and music played on piano or phonograph, should in all cases be good, so that a taste for the best will be cultivated in the child. Holy Cross Hymnal : "Holy Cross," "Blessed Sacrament," "Blessed Virgin Mary." Easy familiar hymns and songs. Patriotic songs. MUSIC Grade HI Approximate time 75 minutes per week Aim to give children a wider musical experience and knowledge of musical forms from printed page. Rhythm: — Develop in the children of the feeling for strong pulsa- tions in music, through listening to vocal and instrumental composi- tions. Children may indicate the beats of a piece of music by tapping, clapping, marching, swaying, or bending of body, etc. Use records of a strong rhythmic character. Teach the new rhythm, the "equally divided beat." Review Time Principles of Grades I and II. Ear Training. — The listening habit is best cultivated by having the children sing their rote songs with instrumental accompaniment, where possible. It is advisable that children hear songs that illustrate the pure, light, sustained tones that they should use exclusively in singing. Teachers should take great care to use only the right quality of voice in teaching the rote-songs and always use a Pitch Pipe. Eye Training. — Children should read from their Music Readers col- lectively and individually, many simple one-part songs, written in all keys and in the various meters in common use. The last half of the year the songs for sight-singing should contain the new rhythm found in the Music Reader. Elements of Music. — Review letters of lines and spaces of the staff. Teach rule for finding "do" in all keys with the sentence "Good Deeds are Ever Bearing Fruit." Musical Appreciation. — The rote songs, songs for sight reading and music played on piano or phonograph, should in all cases be good, so that a taste for the best will be cultivated in the child. Suggestions are gained for the proper interpretation of songs, through listening to good phonograph records. Holy Cross Hymnal : "Holy Mass," "Holy Communion," "Holy Name." Familiar Hymns and Songs. Patriotic Songs. 159 MUSIC Grade IV Approximate time 75 minutes per week Aim to develop a true appreciation of quality of tone and beauty of melody, and to assure definite knowledge of music. Rhythm. — Continued development in the children of the feeling for strong and weak pulsations in music, through listening to vocal and instrumental compositions. In the last half of this year, present six- eight measure, as compound duple meter — two beats to a measure; it will aid the children in the proper feeling for and interpretation of this rhythm if they listen to rhythmic music written in six-eight measure, such as, "Barcarolles," "Cradle Songs," etc. Ear Training. — Recognition by children of musical compositions that have been heard frequently. Eye Training. — Children should read, collectively and individually many good one-part songs written in all keys, and in the various meters in common use. These songs may contain the rhythms known as the "equally" and "unequally-divided beat," the dotted quarter-note fol- lowed by the eighth note, simple chromatics in the ascending scale, and flat seven. Easy Rounds will prepare them for two-part singing in the next grade. Explain the beginning on the last half of the beat, also the use of the "Second Ending." Select exercises and songs from the music reader containing tonal and rhythmic elements previously taught. After counting a few measures to establish the speed of an exercise, the teacher should not beat time for the class. Elements of Music. — Step-wise Chromatic exercises, introducing sharp-one, sharp-two, sharp-four, sharp-five, sharp-six, and flat seven. All sharps chromatics should be followed by a tone a half step above, as five, sharp-four, five. A flat chromatic should be followed by a tone a half step lower, six, flat-seven, six. Ability to sing chromatic repre- sented by sharp, double sharp and a cancel. An occasional test in writing is invaluable. Musical notation should correspond with the principles previously taught. Writing syllable names of a given exercise will develop power to read at sight more accurately. Musical Appreciation. — Only good music should be sung and heard by the children, so that a taste for the best will be cultivated. Sugges- tions are gained for the proper interpretation of songs by listening to good phonograph records. Aids to interpretation are provided in the marks of expression — dynamic and tempo signs, phrase and breath- marks which should be noted as they occur in the songs. "Beauty of tone is indispensable; noisy singing is indefensible." Holy Cross Hymnal: "Holy Trinity," "Faith, Hope and Charity," "St. Patrick." Familiar Hymns. Liturgical Music: "Adeste Fideles," "Adore Te"— Traditional. Patriotic Songs. Folk Songs. 160 MUSIC Grade V Approximate time 75 minutes per week Aim is to develop a true appreciation of quality of tone and beauty of melody and harmony, and to assure definite knowledge of music. Rhythm. — Continue drill in the rhythm, the dotted quarter and eighth and teach the new rhythm (a) four sixteenth notes to the beat; (b) an eighth and two sixteenths; (c) two sixteenths and an eighth; id) a dotted eighth and a sixteenth; (e) a triplet; (f) in compound time, the quarter and two sixteenths; the dotted eighth, sixteenth and eighth. These rhythms may be considered optional if they do not corre- spond to the requirements of the class text book; in such a case, teach the rhythms required by the song material of the grade. Ear Training. — The recognition of musical effects through the sense of hearing, and reproduction of the same by the pupil at first with neutral syllables and then with sol-fa syllables. Sight Training. — Songs for this grade are in one and two part. The descending chromatic tones should be taught here in order to enlarge the song repertoire which may include chromatic tones. The voices of the pupils of this grade are in most cases of the same quality and com- pass, and the alto part in the two-part songs should not be sung exclu- sively by one division of the class. Elements of Music. — Through the reading of music in grades one, two, three and four, children have gained a knowledge of the staff, note- and-rest-forms and values, and meter signatures. In the fifth grade the value of the dot may be explained; also the descending chromatic tones, flat-seven, flat-six, flat-five, flat-three, flat-two, approached from and followed by a tone a half step below. Singing of chromatic tones represented by a flat, double flat, and a cancel. Written Work. — Exercises containing the various rhythms taught may be placed on the blackboard and the children asked to draw a circle around each note or group of notes that have one beat, two beats, etc. Writing syllable names of a given exercise will develop power to read at sight more accurately. Musical Interpretation. — Lead the children to discover and express the significance and beauty of the musical ideas contained in the songs. Aids to interpretation are provided in the marks of expression — dyna- mic and tempo signs, phrase-and breath-marked — which should be noted as they occur in the songs. Musical Appreciation. — Recognition by pupils of musical composi- tions that have been heard frequently. Only good music should be sung and heard by the children, so that a taste for the best will be cultivated. Suggestions are gained for the proper interpretation of songs, by listening to good phonograph records. Holy Cross Hymnal: "Holy Faith," "The Cross and the Flag," "Prayer for a Perfect Life." Familiar Hymns. 161 Liturgical Music: "O Salutaris Hostia," "Tantum Ergo" from the "Pange Lingua.*' Responses for Benediction of the Blessed Sacrament; "Adoremus and Laudate." Patriotic Songs. Folk Songs. MUSIC Grade VI Approximate time 75 minutes per week Aim to develop a true appreciation of quality of tone and beauty of harmony, and to assure definite working knowledge of music. Ear Training. — Give the pupils the opportunity of listening to good part-music. It is advisable to introduce three-part singing the last half of this year; as a preparation for this work, have pupils listen to simple three-part music, preferable unaccompanied. The phonograph may be used or if the school does not possess one, the seventh and eighth grades may entertain the sixth grade from time to time with three-part singing. Sight Reading. — The course in sight reading for this grade should consist chiefly of good two-part songs. In classes in which there is a sufficient number of alto voices three-part singing may be introduced in which the alto voices may sing their proper part the last half of the year. If there are no well-developed alto voices in the class, the alto part need not be sung exclusively by the same children. Gregorian melodies in an "Adapted Modern Notation." Voice Training. — The voices of all pupils in this grade should be tested individually, twice during the school year, and each pupil assigned to the vocal part to which his voice is best suited. Attention should be given to choral work by each class and groups of classes. Elements of Music. — Value of Double Dot; writing of Key Sig- natures; written work involving chromatics in all forms; written work with different Time Signatures; Arithmetic of the Beat. Musical Interpretation. — Lead the children to discover and express the significance and beauty of the musical ideas contained in the songs. Aids to interpretation are provided in the marks of expression — dynamic and tempo signs, phrase and breath marks — which should be learned as they occur in the songs. Musical Appreciation. — Recognition by pupils of musical compo- sitions that have been heard frequently. Only good music should be sing and heard by the children. After hearing a composition for the first time, pupils should be able to classify simple musical forms such as march, waltz, minuet, cradle songs, etc. Holy Cross Hymnal : "Holy Spirit," "Faith and Fatherland," "Confirmation." Gregorian Chant: In an adapted modern notation: — The four Antiphons of the Blessed Virgin Mary, a part of the Divine Office sung at the end of Vespers: — "Alma Redemptoris Mater," "Ave Regina Coelorum," "Regina Coeli," "Salve Regina." Patriotic Songs. Folk Songs. 162 Note. — In this grade the recommendations in Gregorian Chant con- stitute a maximum of accomplishment. The standard cannot be reached in one year. It represents what is looked for when the teach- ing of Gregorian Chant is well developed in Parochial Schools. The beginning of the work in Gregorian Chant can be more easily initiated with small groups of children in school or church choirs. MUSIC Grade VJI Approximate time 75 minutes per week Aim to develop a true appreciation of quality of tone and beauty of harmony, and to assure definite working knowledge of modern music. Choral music is to receive special emphasis. Rhythm. — Measured rhythm and Syncopation in modern music; Free Rhythm of Words and Phrases in Gregorian Chant; The melodic accent — words and melody drawn together into one thought in the chant. How to lift the accent — The Arsis and Thesis taught through movement. Ear Training.— Listening to the quality or timbre of musical instru- ments, and making comparisons, is good training for the ear. Some phonograph records reproduce quite satisfactorily the tone quality of orchestral instruments, and could be used for this purpose. As an aid to clear, pure, part-singing have pupils listen to trios and quartettes, both vocal and instrumental ; phonograph records may be used. Gre- gorian Tonality; Vocal Drills consisting of Scales from the Gregorian Modes may be used to obtain this feeling of tonality. Sight Reading. — Tne work in sight reading for the seventh grade should consist chiefly of good three part songs. Gregorian Melodies in an "Adapted Modern Notation." Voice Testing. — The voices of all pupils in these grades should be tested twice during the school year, and each pupil assigned to the vocal part to which his voice is best suited. Much attention should be given to choral work by each class and by groups of classes. Elements of Music. — Measure Structure in Simple and Compound Time. Orchestra. — An orchestra is a valuable asset in a school. Encourge the pupils to study musical instruments, and wherever feasible organize a grade-school orchestra under the direction of the music teacher. Musical Forms. — Children of the seventh grade are interested in overtures and other instrumental compositions, excerpts from operas and oratorios, and the best "art-songs." It is important that pupils should know the titles and the names of the composers of musical compositions to which they listen. Holy Cross Hymnal: "Hymn for Christmas." "Hymn for Easter," "God of our Fathers." "Kyrie" and "Gloria" from an easy Mass written in an "Adapted Modern Notation." Patriotic Songs. Folk Songs. 163 Note. — In this grade the recommendations in Gregorian Chant con- stitute a maximum of accomplishment. The standard cannot be reached in one year. It represents what is looked for when the teaching of Gregorian Chant is well developed in Parochial Schools. The begin- ning of the work in Gregorian Chant can be more easily initiated with small groups of children in school or church choirs. MUSIC Grade Vm Approximate time 75 minutes per week Aim to develop a true appreciation of good music and a definite working knowledge of modern music. Choral work by class and groups of classes should receive special attention. Rhythm. — Continue drill in Free Rhythm of Gregorian Chant, vocalizing long phrases for smoothness and flexibility. Ear Training. — Listening to good part-music; and to the rendition of various melodies in Gregorian Chant to observe the Gregorian Modes in each. Sight Reading. — The new work in the eighth grade should consist in reading from the Bass Clef and provided there are changed voices among the boys, the singing of four-part songs. Elements of Music. — Major and Minor scale structure, especially the melodic form of the latter, which is the one used in the song melodies. Gregorian notation, modes, psalmody and Masses; application in short selections written in Gregorian notation. Holy Cross Hymnal: General Review. Gregorian Chant : The Mass begun in the seventh grade to be com- pleted with Responses. Patriotic Songs. Note. — In this grade the recommendations in Gregorian Chant con- stitute a maximum of accomplishment. The standard cannot be reached in one year. In represents what is looked for when the teach- ing of Gregorian Chant is well developed in Parochial Schools. The beginning of the work in Gregorian Chant can be more easily initiated with small groups of children in school or church choir. 164 DRAWING The elementary school must furnish opportunity for the develop- ment in children of an appreciation of whatever is beautiful. In moving forward towards this objective, a real interest in form, color and nature should be stimulated and fostered. With this interest will come a desire for the skill to reproduce and to originate designs which make an appeal to the pupil's aesthetic sense. The purposes of the lesson in Drawing are varied. The teaching of this subject aims at truthfulness in expression, power to observe, appre- ciation of color and color harmonies, sense of harmony in the rela- tionship of objects to one another and a desire to bring about such harmony. The teacher of drawing must understand the importance and the necessity of correlation in presenting this subject. Religion, English, History, Civics, Nature Study, Health Education, Safety Education, can each bring a vital element for direct interest in the Drawing lesson. The relating of other subjects of the curriculum to the work in Drawing gives the lesson a practical value to the pupil who may have little natural talent or inclination to Drawing itself. In the suggestions for work offered in the following outline, teach- ers are given a large field for selection. It is not expected that every detail set down will be accomplished within each month. It is hoped however that fidelity to the teaching of Drawing will bring to teachers and pupils the satisfaction of a sense of achievement of some of the aims of teaching Drawing to children. The following books will be helpful to teachers. Practical Drawing Modern Arts Course, Practical Drawing Co., Chicago 111. Common Sense Drawing Krone Brothers Industrial Art Books Snow and Froelich A. N. Barnes Co. DRAWING Grade I Approximate Time 100 Minutes Per Week. September. 1. Color Study. Conversation. Color as presented in the rainbow, glass prism, soap bubbles, shells, birds, insects. The standard colors, prismatic colors. Group and match colored pegs. Encourage pupils to bring in materials of differ ent colors. 2. Blackboard Drawings. Lines — Horizontal, Vertical, Curved. 3. Study of the Circle. Make circles of pegs, seeds or by cutting and drawing. Pupils collect circular objects. October. 1. Construction. Paper folding. Tent, barn. 165 2. Color Study. Find red. Recall objects of red. Draw and color red objects. 3. Design. Study the square. Cut squares from colored paper. Fill in squares with color. Make squares with pegs. 4. Booklets. Fold sheet of paper 6 in. x 9 in. Decorate with simple border of vertical and horizontal lines. November. 1. Paper Cutting. Capital letters. Group according to their relative forms as — I L T F E. 2. Color. Teach orange. 3. Paper Folding — a window. 4. Paper cutting of vegetables as squash, pumkin, potato. 5. Draw fruits or vegetables in color as orange, beet, carrot, pumkin. 6. Thanksgiving booklet or poster. Cut out pumkin and letter T. Mount on bogus paper. December. 1. Construction. Paper folding and cutting — a sled. 2. Trace in color — a toy sail boat, horn. 3. Printing of capitals on lined paper. 4. Color — Teach blue and violet. 5. Fold and cut a Christmas tree. 6 . Simple houses with pegs . 7. Christmas Emblems. — Bell, stocking. January. 1 . Conversation lessons about color and shape of toys. 2. Make scale of colors previously learned. 3. Paper cutting and folding — chair, table, bed. 4. Paper cutting capital letters. HS OJDUCQ 5. Drawing and cutting — Mitten, snowball. 6. Make snow man — gray paper and chalk. February. 1. Large free hand cutting of objects selected from some first grade story. 2. Construct paper baskets and boxes from circle or square. 3. Imaginative drawing of some occupation. Emphasize objects used. 4. Practise printing capital letters. Print initials on paper. Cutting Y V W A. 5. Make a valentine. 6. Soldier's cap. Fold cap to fit child's head. Make of manilla or wrapping paper. March. 1. Construction. Cut cups and bowls with straight top. 2. Landscape. Clouded blue sky, suggestive of season. 3. Drill on drawing lines and circles at blackboard. 166 4. Practise use of the ruler. Draw lines. 1 inch. 5 inches. 4 inches. 6 inches., etc. K M N X Z 5. Cut circles and teach semi-circle. 6. Simple Easter card or booklet. April. 1. Nature drawing. Pussy-willow on gray pape r with chalk and crayon. 2. Make simole borders with long and short lines. 3. Paper cutting of kite, hat, shoe, umbrella. 4. With colored pegs, construct fence, ladder, window, chair, table. 5. Imaginative drawing. Emphasize objects. 6. Cut large capital letters B G P R. May. 1 . Make a May basket. 2. Cut and mount motto as "I CAN," "BE BRAVE." 3. Practise arrangement and spacing by placing sticks in simple designs, afterwards, drawing. 4. Spring flowers daisy, bluebell, lily of valley, four o'clock. June. 1. Make a folio for holding papers. 2. Cut original units from squares. Paste on bogus paper as a deco- rative border. 3. Draw flowers at board, large buds and twigs. 4. Imaginative drawing of a game or home. Emphasize action. 5. Paper cutting of some object in room. Suggestion for Grade I. Animal — Cat or Rabbit; Tree — Spruce; Flower — Daisy. DRAWING Grade II Approximate Time 80 Minutes Per Week. September. 1. Teach meaning of the following terms: — vertical right edge square horizontal left corner circle slant lower inside unit upper outside border 2. Color. Values of light, medium and dark. 3. Study and draw flowers. Talk about shape and color of leaves and blossoms before at- tempting to draw. 4. Landscape. Sky, land, tree. 5. Print capital letters, pupil's initials. 6. Draw ellipses — free arm movement. October. 1. Copy autumn fruits or flowers from blackboard on paper with pencil, crayon or brush. Suggestions: — Grasses, seed-pods, wild aster, dandelion. 167 I 2. Draw and color autumn leaves. 3. Paper cutting of fruits and letters for Hallowe'en poster. Mount on bogus paper. 4. Imagination drawing of children playing a game or illustrate story. Draw for illustration not for activity. November. 1. Object drawing. Draw from the object large apples, pumkins, or other fall fruit. Color and cut out to be mounted on Thanks- giving poster or used as a decoration. 2. Teach sphere. Show how it differs from the circle. Let pupils recall spherical objects. 3. Imaginative drawing of local occupation or incident of interest. 4. Fall Landscape. 5. Printing of capital letters at the board. December. 1. Landscape by paper cutting. From dark paper cut outline of buildings as they appear against the sky. Mount on lighter paper. 2. Construction. Candy-box. Fold from construction paper 8§ in. x 8| in. Cover with red paper 9 in. x 9 in. 3. Cut objects for Christmas Posters. Tree or candle or Santa Claus. Capital C. Mount on bogus paper. 4. Make Christmas booklet , suggestive of religious spirit of the season. January. 1. Color. Make a scale of three tones of any color — light, medium, dark. 2. Construct with pegs, houses of different shapes. Let pupils draw same at the board. 3. Practise use of the ruler. Rule off a 6 in. x 9 in. sheet of paper into 1 inch squares. 4. Brush and ink work. Rubber boots, hat, umbrella. 5. Teach borders. The repetition of a unit at regular intervals makes a border. Make borders of pegs. February. 1 . Make a valentine. 2. Envelope for valentine. Paper 9 in. x 9 in. Find center of each side and mark. Fold corners to center of paper. Seal with a red heart. 3. Print capital letters. 4. Occupation work. Draw 3, 7, 10, 9, 6, 4. inches on both sides of paper as often as possible. 5. Use of ruler. Rule off a piece of paper 9 in. x 9 in. into one-half inch squares. March. 1. Construction. Cut or fold tent, umbrella, soldier's cap, pennant. 2. Make a border of units. Let children cut spots, then paste. 168 3. Triangle. Teach triangle by having the children draw a square, then cut diagonally to discover characteristics. 4. Draw triangle, square, oblong, using ruler. 5. Make Easter booklet, suggestive of religious feast of Easter. April. 1. Paper folding and cutting — a cross or star. 2. Cut spring flowers from colored paper. Mount on bogus paper. Flowers may be arranged to represent a window box. 3. Practise use of ruler in measurement of inches. 4. Draw at the board and on paper horizontal, slant, vertical lines. May. 1. Draw landscape suggestive of spring. 2. Make a May basket. 3. Draw grasses and simple spring flowers as daisy, dandelion, but- tercup in different positions, top and side view. 4. Make a border of simple figures. 5. Imaginative drawing of a story or game. June. 1. Review six spectrum colors by sight and name. 2. Drill on drawing lines and circles. 3. Practise printing alphabet of capitals. 4 . Cut or paste border of units . Suggestion for Grade II. Animal — Duck or Swan; Tree — Pine; Flower — Buttercup or Bluebell. DRAWING Grade m Approximate Time 80 Minutes Per Week. September. 1. Fruit study. Autumn fruits, large specimens. 2. Imaginative drawings of outdoor sports. 3. Landscape including trees, hills, fences, houses. 4. Draw fall fruits with table line. October. 1. Imaginative drawing of children in action — outdoor game. 2. Vegetable poster. Cut out vegetables and paste on^bogus paper. Cut out letters of words "FOR SALE." 3. Draw grasses, seed pods, leaves from nature. Color. November. 1 . Print alphabet of capitals. 2. Tone contrasts of light and dark. Study light and dark tones of red, blue and yellow. Select a color and find one lighter, one darker. (Make a scale of three values, ^white, gray and black Use crayon or pencil. ) 3. Print alphabet of capitals. 169 4. Cut vegetables or fruit from colored paper. Mount on bogus paper in good arrangement. One large initial T for Thanks- giving poster. December. 1. Winter landscape showing bare trees with sky-line and road. Insist on good arrangement and proportion of spacing. Use ink and brush or colored crayons. 2. Cut paper designs for Christmas booklets. Let pupils choose their designs, suggestive of season. Star, bell, tree, candle. 3. Illustrate by action figures, children playing games, soldiers marching, boys skating, coasting. 4. Draw motor truck. Careful attention to position of wheels, body. Draw from toy object if possible. January. 1. Let pupils bring in their Christmas toys and books. Draw horn, drum, soldier, automobile from toy object and color. 2. Read story and illustrate objects mentioned. Let pupils plan their own pictures. 3. Animal drawings from toys. Notice general outline of animal. Is it circular, oval or triangular ? Do not have drawings of too many details. 4. Paper cutting of bowls and vases. Fold paper and cut double to secure both sides alike. February 1. The ellipse and the ovoid and objects based on these models, only in the flat. Cut circle from paper about 6 inches in diameter. Draw circle in different foreshortened positions beginning with a straight line as seen on the eye level when the circle is held flat opposite the eye. Develop the ellipse from a straight line to a circle. 2. Make a valentine. 3. Teach one quarter inch. Rule off sheet of manilla paper marking off one-half and one-quarter inches. Rule off sheet of paper into one-quarter inch squares. March 1. Triangle. Kinds, base, apex, altitude. Let pupils find dif- ferent kinds of angles on familiar objects. Use of triangle in construction of: 2. Weather signals, pennants, stars. Draw some of these objects to illustrate. Draw landscape in color. 3. Teach parallel. Find parallel lines of objects in room. Have pupils note all parallel objects on their way to school. Stick laying in parallel lines. Draw parallel objects. 4. Repetition of units to show rhythm. Repetition of combinations of straight lines for a border. Repetition of units in border or surface covering. 170 April. 1. Make an original border. Color. Use two values of a color, making the unit of interest in brighter coloring than the back- ground. 2. Use same design in two colors, contrasted harmony. 3. Discriminate trees by the leaf. Study shapes of different kinds of leaves. How many trees can you name? How do they differ in size and shape ? Draw with pencil or brush and ink. 4. Draw landscape including tree near fence. May. 1. Draw and color spring landscape. 2. Make a May basket. 3. Spring flowers from nature. 4. Construct and decorate with border, a folio for holding year's work. June. 1. Illustrative drawing showing out-door sports or occupation. 2. Make a poster to announce a flower show. Cut letters from paper. Cut flowers from colored paper. Mount in good space arrangement. Suggestion for Grade III. Animal — Bee or Wasp; Tree, Apple; Flower, Dandelion or Lily of Valley. DRAWING Grade IV Approximate Time 80 Minutes Per Week. September 1. Plant life from Nature. Conventionalize leaves, flowers, fruits. Enclose drawing in a rectangle of suitable size. Place pupils' initials in lower left-hand corner. 2. Draw autumn leaves showing position of veins, stem. Foreshortened positions. October. 1. Draw unit designs from simple fruits or flowers. 2. Rule paper into one inch squares and arrange units in squares as a design for a book-cover. 3. Draw half apple showing table line. November. L Draw group of two objects (fruit or vegetable). Sketch lightly with a few simple blocking in lines, using as few lines as pos- sible. Notice relative position of one object to another. 2. The same may be used in cut paper objects mounted on tinted paper moving objects on paper until a suitable arrangement is found. This lesson will help pupils in study of arrangement of posters. 3. Grouping. Cut vegetables from colored paper. Mount on bogus paper placing nearer objects lower on paper than objects farther away. 171 4. Cut letters for the words 4 'FOR SALE' ' from one inch squares, and mount as a poster with material of the previous lesson. December. 1. Practise printing capitals and small letters. 2. Make Christmas cards, using small pictures and printing short verse to make a harmonious whole. 3. Design work. Surface coverings, borders. January. 1. Object drawing. Foreshortened half circle. Show that position below the eye level changes the appearance of the circle. 2. Make sketches of cylindrical objects sucn as flower pots, pails, cylindrical vases, etc. February. 1. Make a chart of color. light green green dark green 2. Make a scale of values. white light gray middle gray dark gray black 3. Practise drawing angles — of 4. Pose Drawing. March. 1. Review six standard colors and their tints and shades. 2. Draw landscape suggestive of season colors. 3. Study and color skies. 4. Mount letters of word DRAWING on bogus paper to use as a folio for holding drawings. Letters may be out from one and one- half inch squares paper, and mounted two inches from top of bogus paper. April. 1. Draw spring flowers — color. Only in the flat. Apply to design or book cover. 2. Draw landscape, showing some land and water forms learned in geography lesson. 3. Draw horse chestnut from nature. 4. Straight line drawing of games or out door sport. 5. Lettering capital and small letters. May. 1. Observe carefully formation and colors of plants. Draw with colored crayons. 2. Simple landscape in good arrangement with brush and ink or black paint. 3. Make borders of repeated units in their values of a color. 172 light yellow yellow dark yellow 90 degrees of 45 degrees. June. 1. Draw clover arranged in rectangular or circular frame. Print initials. 2. Cut bowl shapes from colored paper (double). Draw flowers with colored crayons or cut from colored paper to place in bowl. Mount on gray paper. 3. Cut different shaped mountains from gray paper. Mount against tinted background as sky. 4. Imaginative drawings of vacation sports. Suggestions for Grade IV. — Animal — Bird or Fish; Tree, — Poplar, Flower, Violet or Pansy. DRAWING Grade V Approximate Time 80 Minutes Per Week. September. 1. Color. Complimentary colors: Red-Green Yellow-Violet Blue-Orange Mix to make pleasing gray tone. 2. Leaves in different position only in the flat. Position of veins slanting toward the mid-rib. Color with crayon with curved strokes. 3. Print capital letters. 4. Draw and color autumn flowers. Place specimen on paper in different positions to secure the most pleasing arrangement. October. 1. Draw branch of autumn fruit in pencil outline. Plan carefully the arrangement in a given space. 2. Teach one point parallel perspective drawing a cylinder, cone, half sphere, box. Necessary steps: (1) eye level, (2) front edge of object above or below eye level, (3) vanishing point, (4) lines to V. P. from corners of front face of object nearest the eye level, line representing back edge of object. November. 1. Design book-cover. Print subject in capital letters. Decorate with simple border of lines and dots or unit designs. 2. Surface covering. Rule off 6 inch x 6 inch paper into diagonal or rectangular blocks. Let pupils cut original units of appropriate size and shape to trace in blocks on 6 inch x 9 inch paper. Fill in alternately with complimentary colors. 3. Make a poster to announce a Thanksgiving entertainment. Use printed capital letters and object cut in paper suggestive of season. 173 December. 1. Winter landscape. 2. Christmas poster or booklet. 3. Draw large object — shovel, jug, etc. 4. Print Christmas verses. January. 1. Design work, in surface coverings borders. Repetition of unit. 2. Draw simple objects with table line and shading. 3 . Grouping of objects . February. 1. Draw cylindrical objects below eye level, shading. 2. For a valentine. Let the pupils cut out figures of children from fashion sheets and color in good combinations. Mount on suit- able background. 3. Drill on pencil sighting to secure proportions of objects for practice only. 4. Pose drawing with pencil sighting. March. 1. Draw baskets in parallel perspective. 2. Study trees. Different shapes of trees. Learn their names. Make drawings of familiar trees. April. 1. Design. Make designs for borders and corners. Original units may be obtained by folding and cutting small squares of paper to conventional leaf or flower forms and tracing at intervals of good proportion. 2. Print capitals and small letters. 3. Draw spring flowers with colored crayons or ink and brush. 4. Make an Easter booklet combining flower decoration and print- ing in good spacing. May. 1. Make a color chart. Red, orange, yellow, green, blue, violet. Red and yellow — orange. Blue and yellow — green. Blue and red — violet. Red, blue and yellow — brown, or when applied in their greatest intensity, make black. 2. Pose drawing. 3. Groups of objects with shading. June. 1. Make folio for drawings, decorate with border. 2. Mount best specimens saved from year's work. Suggestions for Grade V. — Animal — Dog; Tree — Horse Chestnut; Flower, Sweet Pea. 174 DRAWING Grade VI Approximate Time 80 Minutes Per Week. September. 1. Plant drawing. More attention given to details, accent stem to show joining of twigs. 2. Landscape. Attention given to grouping of objects in picture and good spacing. 3. Make designs for stencils from drawing of wild flowers, seed pods, etc. 4. Develop the stencil and cut out parts. October. 1. Draw milk weed or other wild plants. Accent stem and shade leaves to show turning and foreshortening. Have drawing within a rectangular or circular frame to show good proportion of spacing. 2. Object drawing of mugs, pitchers, bowls below eye level showing foreshortening of circle. 3. Make a scale of five tones from black to white with soft pencil. 4. Make a scale of five tones of one color from its lightest tint to its greatest intensity. November. 1. A fall landscape with brush and ink in light, medium and dark tones. 2. Parallel perspective of cube and prism, cylinder. 3. Draw and color a landscape. December. 1. Design. Select some plant or leaf form as a motif and divide into smaller units of large, medium and small spaces. Color designs in harmonious combinations. This work may cover several lessons. 2. Make a Christmas booklet or poster. Special attention given to space arrangement and good lettering. January. 1. Collect photographs of landscapes and copy in pencil with values of light and dark. 2. Corner designs. Let pupils develop original corner designs, begin- ning with a simple angle angle and dividing it up into unequal spaces. 3. Practise printing capital and small letters. Cut letters from paper two inches square. 4. Draw perspective views. Houses in perspective. February. 1. Pose drawing with careful attention to proportions. 2. Draw a plan for a school yard marking off spaces for trees, benches, walks etc. 175 3. Draw a table, chair or other large object in parallel perspective. 4. Draw kitchen utensils with handle indicating the thickness of rim and shading. In shading let the strokes go in the same direction as the outline of the object. March. 1. Pose Drawing. Blocking in. Having marked off the proportions of figure, block in the general outline, than finish off details in accented strokes. 2. Draw bare trees showing branches growing out from the trunk, relative thickness of branches. 3. Landscape drawing of a railroad and trees, showing how objects far away appear smaller, applying the principles of parallel per- spective. April. 1. Historic Ornament. Egyptian ornament. Have pupils look up important characteris- tics of Egyptian ornament. Copy some of the more familiar examples of units and borders used in Egyptian ornament. May. 1. Plant study. Spring flowers. 2. Landscape in color. 3. Illustrative drawing of incidents taken from geography lesson. People engaged in occupation in some other part of the world. June. 1 . Review : — Principles of perspective. 2. Proportions of pose drawings. 3. Make a folio for holding drawings. Suggestions for Grade VI. Animal, Horse; Tree, Elm; Flower, Nas- turtium. DRAWING Grade VII Approximate Time 60 Minutes Per Week. September. 1. Foreshortening and turning of leaves. Shading with pencil in light, medium and dark tones. 2. Copy pictures of sprays of leaves for technique. Careful drawing of thickness of stems and joints, a well finished drawing. 3. Autumn flowers in color. October. 1. Autumn landscape including trees, road and hills in background using good arrangement of spacing. 3. Use post cards or simple landscapes for suggestions. Construct from these models, placing centre of interest first. 3. Study characteristic forms of familiar trees relative size of trunk to general mass. 176 4. Hallowe'en poster. Cut designs appropriate to season from colored paper. Mount on bogus paper with word HALLOW- E'EN printed or cut from one inch squares of paper. Have good proportion of spacing. November. 1. Review colors. — Standard colors. Prismatic colors. 2. Teach complimentary harmony. 3. Make color chart of six standard colors — red, orange yellow, green, blue, violet. Those colors which come opposite each other on color chart are complimentary colors and when mixed together make gray. Red and green; Yellow and violet; Orange and blue. Conventional designs from leaf forms or dry seed-pods. Original units to be used in border designs for December work. 4. Lettering. — Capital letters at least three-eighth of an inch in width of line, height about three inches. 5. Practise in lettering quotations and notices, short advertisements. Use brush and ink. December. 1. Design for book-cover. Apply one of the designs made in pre- vious lessons as a decorative border for a book-cover. 2. Winter landscape on gray paper. Delicately tinted sky, bare trees receding road or river. 3. Magazine pictures, photographs of trees or landscape will furnish suggestions for original drawings. Teach analogous harmony. Order of color chart. Red, Orange, Yellow, Green, Blue, Violet. Those colors which come next each other on the color chart, when combined produce analogous harmony, i.e. : red-orange orange-yellow yellow-green green-blue blue-violet. 4. Make unit designs in analogous harmony having, for example, red for background and orange for design. January. 1. Review principles of perspective involved in foreshortened circle, parallel perspective above and below the eye level. 2. Interior decoration. 3. Color scheme. Make a perspective view of corner of room showing one wall and part of ceiling or corner view, showing two walls and part of floor. Have one or two simple objects in picture, such as a table and cover, window and curtain. Plan carefully color scheme before beginning to color. Have darkest colors on floor, lightest on ceil- ing. February. 1. Review principles of parallel perspective. 2. Draw house partly above and partly below eye level. 177 3. Color Hot Colors: Red, Orange, Yellow. Color Cold Colors: Green, Blue, Violet. 4. Mix complimentaries : Red-Green. Orange-Blue. Yellow- Violet. 5. Interior Decoration. Wall and part of floor showing horizontal window. Color with harmonious combination. March. 1. Decorative Initial Letter. Choose an initial letter about three inches in height and not less than three-eighths of an inch in width of line. Decorate within a square or circle with floral design in three or four harmonious colors. Outline letter in black. 2. Pose drawing. Make sketches of boys or girls in the class. Use these drawings for illustrations of stories from literature or history. 3. Illustrative drawings. Select subjects for illustrative drawings from geography or history, outside reading or familiar scenes. April. 1. Color spring flowers in crayons or water colors. 2. Interior decoration. Corner of room. Chair near window. Have center of interest. Color in analogous harmony. 3. Outdoor scene in perspective including railroad-tracks, fence or buildings. Not too many details. 4. Draw group of two or three objects in angular perspective. May. 1. Historic Ornament. 2. Written composition on important characteristics of Greek Orna- ment. Let pupils tell the examples of Greek ornament they have observed in the buildings of the city. 3. Draw Greek borders and symbols. 4. Water colors : — Lotos lily. June. 1. Out-door study. Landscape in color. Flower painting. Suggestion for Grade VII. — Animal, Deer; Tree, Maple; Flower, Clover. DRAWING Grade VIII Approximate Time 60 Minutes Per Week. Spetember. 1. Select a spray of autumn flowers or berries and arrange in the flat. 2. Make an outline drawing of the same and color. Fill in shadows in background with blue green wash. Color leaves, stem and fruit in natural colors. 178 3. Make a simple border design, using horse-chestnut burr and leaf as a motif. 4. Brush and ink drawings of bunch of grapes showing high lights. 5. Geometrical Drawing. Bisect a line; bisect a given arc. October. 1. Draw landscape — color sky in sunset hues. Land objects in sub- dued green or purple tones. 2. Make a working drawing of a book case. Take measurements from one which may be in the room. Show all details in your drawing. 3. Plan color scheme for painting exterior of a house. Discuss good combinations of color and what you think could be pleasing. 4. Print a list of the color terms you have learned such as: Primary colors, tints and shades, complimentary colors, analogous harmony. 5. Geometrical drawing. Erect a perpendicular at the end of a given line. November. Study Trees: 1. Spreading of trunk at the base. 2. Position and growth of branches at joints. 3. Different directions of growth of branches as in elm, willow, apple, maple, poplar and other common trees. 4. Varying shapes of tops of trees. Draw different kinds of trees. 1. Draw landscape showing sky and hills in background; water and tree trunks in foregound. 2. Interior decoration: — Plan color scheme for one room of a house, including floor, walls, ceiling, furniture and coverings. 3. Design menu card for Thanksgiving dinner. December. 1. Review convergence of objects below eye level. Groups of three with shading showing table line. 2. Design. From snow flakes, select a motif for a design. Use design in surface covering. 3. Sketch winter landscape from nature, sky in sunset colors. 4. Draw a line parallel to a given line at a given distance from it. January. L Draw in perspective. Two or three books fastened together with a strap. Draw a book open on desk. 2. Grouping of objects — bowl and fruit with table line and shading. 3. Decorative initial. Draw a circle two inches in diameter and print monogram within it. 4. Print a poster for school entertainment. 5. Bisect a given angle. February. 1 . Make a perspective drawing of a desk. 2. Draw an interior corner of a room showing mantle and fireplace. 179 3. Design. — Draw brackets and iron fixtures, hanging signs. With the circle as a center draw brackets with spiral curve designs. Let pupils study illustrations of brackets as shown in catalogues or ornamental gas and shelf fixtures. Finish drawings in ink, showing thickness of joinings. 4. Upon a given line at a side construct an equilateral triangle. March. 1. Draw simple piece of furniture in perspective. Have pupils test drawings and correct errors. 2. Draw Egyptian designs — lotus lily, papyrus. 3. Draw Greek borders, scroll, egg-and-dart. 4. Perspective views. April. 1. Draw a bunch of spring flowers arranged in vase, color. 2. Interior corner of room. Locate eye level. Show apparent di- rection of lines, ceiling, floor, doors, windows. Show details. 3. Color interior in analogous or complimentary color scheme. 4. Design a border using the lotus as a unit. 5. Upon a given line at a side construct a square. May. 1. Make a poster to advertise some special occasion. Objects in water colors, cut paper letters. Careful arrangement of spacing. 2. Copy border of historic ornament. 3. Design cover for Commencement Day Program. 4. Upon a given line at a side construct a hexagon. June. 1. Design pennant or print motto for some school activity. 2. Conventional design for table runner or pillow top. 3. Initial letters and monograms. 4. j&Historic ornament. Study of proportions, balance, rhythmical lines in good arrangement. Suggestion for Grade VIII. Animal, Camel; Tree, Oak; Flower, Poppy. 180 HUSH HISTORY The following plan for the teaching of Irish History has been pre- pared for introduction in the Parochial Schools of the Archdiocese where the majority of the children are of Irish descent. The purpose is to give to these children some acquaintance with the traditions and achievements of their race. The history of the Irish people offers numerous heroic examples of steadfast adherence to religious principles in the face of long and violent persecution. Fur- thermore in days of prosperity no nation has been more devoted to education and the cultivation of the fine arts. An insight into this new field of knowledge will surely bring to the young minds a deep appreciation of their inheritance and a desire to emulate the splendid examples of devotion and self-sacrifice of the people of their race. The teacher should not present the matter in a disconnected way, but rather in brief narrative form. The topics suggested should be read and discussed orally with the children. They will also serve as occasional subjects in English Composition. Teachers should try to develop two topics a month. The time allotment is approximate and should be included in the History and Literature periods. Grade VH Approximate time 30 minutes per week From the Legendary Races to the Rebellion of 1641 I. Institution and Customs. 1. Books and Book Lore. 2. Music and Art. 3. Churches and Monasteries. 4. Various Customs. II. Ireland Under Native Rulers. (Earliest Times to 1172.) 1. Pagan Ireland. (a) Legends. (b) Religion. 2. Introduction of Christianity. (a) St. Patrick's early life and labors. 3. Religion and Learning in Early Christian Ireland. 4. Schools. Missionaries on the Continent. 5. The Danes. 6. Brian Boru and the Battle of Clontarf. m. The Period of Invasion (1172-1547). 1. The First Anglo-Norman Adventures. 2. A Century of Turmoil. 3. The Statute of Kilkenny. 4. Henry VIII and Ireland. 181 IV. The Period of Insurrection, Confiscation, Plantation (1547-1641) . 1. Causes of Strife. 2. Rebellions and Insurrections. (a) Shane O'Neil. (b) The Geraldine Rebellion. (c) Hugh O'Neil. (d) The Rebellion of 1641. Grade VIII Approximate time 30 minutes per week From 1641 to the Present Day I. The Period of Insurrection and Confiscation ( 1 64 1-1 695 ) . 1. The Confederation of Kilkenny. 2. Cromwell in Ireland. 3. The Reign of Charles I. 4. The War of the Jacobites. (a) The Siege of Deny. (b) The Battle of the Boyne. (c) The Last Siege of Limerick. (d) Sarsfield and the Irish Brigade. II. The Period of the Penal Laws (1695-1829). 1. The Penal Laws governing Religion, Education, Social Position, Property, Trade. 2. Struggles for Legislative Independence. 3. The Volunteers. 4. Legislative Independence. 5. The Rebellion of 1798. HI. The Modern Period (1829-1923). 1. The Legislative Union. 2. Robert Emmet. 3. Catholic Emancipation. — Daniel O'Connell. 4. Father Matthew. 5. The Famine. 6. The Young Ireland Party. 7. Education in Ireland. 8. The Home Rule Movement. 9. The Sinn Fein Movement. 10. The Free State. 11. Industrial Progress. 12. The Irish in Other lands. 182 SUGGESTIVE REGULATIONS FOR MARKING WRITTEN WORK (a) RELIGION, HISTORY, GEOGRAPHY 1. Deduct one-half point for every misspelled word. 2. Deduct one-half point for every grammatical error. 3. Deduct one-half point for each of the following: Omission of the most important punctuation marks such as, the period at the end of sentences and after abbreviations, the interrogation point, exclamation point, quotation marks, apostrophe in possessives and contractions; the comma before a direct quotation, after yes and no followed by a sentence, to separate name of a person addressed, in a series of words; capitals omitted and misplaced, proper names of places and persons, first words in sentences, letters I and O, names of God, etc. The following directions embrace all of No. 3 without the details. In Religion, History and Geography, when marking written tests, deduct one-half point for each failure to apply the rules of punctuation and capitalization taught in that grade and in the preceding ones, other- wise we are teaching for the sake of filling the children's minds with rules which we do not expect them to apply. Take this instance, in Grade V we teach the use of the comma in a series of words, now when the pupils write the answer to the question, "Is God just, holy, and merciful?" it is as easy to teach the application of the rule in this sentence as in any other. The same may be said of written work in History and Geography. Each teacher by consulting the ''Course of Study" for her own grade and the preceding ones can easily prepare for herself a list of the rules taught ; in the higher grades each pupil may have these copied on a card for reference in correcting his own work. It can be done and it is worth trying. (6) ENGLISH The marking should be stricter. When the question asks for only sentences, these should be perfect in every detail; the omission of a capital letter, of a comma, of an apostrophe may be sufficient reason for deducting the full value; all will depend on the question. The answer to the following, "Write an interrogative sentence, or write a sentence containing an abbreviated word or a contraction, the essen- tials would be the interrogation point, or the abbreviated word, or the contraction, if these are omitted, of what value is the answer? The same holds good where a blank is left to be filled in correctly. In marking compositions, the formula for correction containing seven parts: 1. Indenting the paragraph. 2. Capitals, etc., from STANDARDS IN ENGLISH, Mahoney, page 35, is a good guide and covers practically all the details emphasized in the Grammar Grades. From the value of the theme allow so much to cover technicalities, say one-fourth, and make the deductions accordingly. When the deduction is one-half point for the violation of a rule, the omission of commas in a series of words would not require the loss of one-half point for every omitted comma, but one-half point would cover all; the same holds good in the use of quotation marks. 183 (c) ARITHMETIC In arithmetic give no value whatever in any grade for abstract work which is not absolutely correct. Besides the statement of a problem into its parts, known and un- known, or given and required, method is understood to embrace the process by which the problem is solved. In all grades one-half value for method in a problem where some reasoning is required. In a problem where method is correct, but slight error in calculation occurs, the "slight error" does not mean the omission of a decimal point making an answer of $50.00 appear $5000 or vice versa; but where an answer of $4.70 is found instead of $4.75 or the fraction of 5 11/12 instead of 5 7/12, in marking these, deduct one- fourth or one-fifth of what is allowed for calculation. If the pupils are taught the meaning of "approximate answer" such errors as the omission of decimal point will in many cases be avoided. In taxes, commission and insurance this especially is important. 184 Date Due n l o uii 1 ■ '63 / ^ — ^4 ! IQ7 1 ! id / I 1 1 , 1 1 • 1 i 161951 BOSTON COLLEGE 3 9031 01485155 4 BOSTON COLLEGE LIBRARY UNIVERSITY HEIGHTS CHESTNUT HILL, MASS. Books may be kept for two weeks and may be renewed for the same period, unless reserved. Two cents a day is charged for each book kept overtime. If you cannot find what you want, ask the Librarian who will be glad to help you. The borrower is responsible for books drawn on his card and for all fines accruing on the same.