>. .4^'\>;4.'i:.X J^yJ^i^r^^^ ^A-r.-.X ><.:iii ^^v v*^^*^^/'^ "^"^^1^^'*^ ^^y^-''^^ "^M^^ V, -oV*' '%.. Agriculture " Arithmetic Available Material • ^^^ Boys' and Girls' Clubs • ^-^ Civics • • -^^^ Committee ^ Daily Schedule 1 7^ Drawing i ' "^ Elementary Science . ^ ^•• Geography • • • ^-"^ History • "'-' Home-Making • Hygiene • I0.5 Language and Grammar 103 Music : ' 1^^ Parent-Teacher Association • • 12 Plays and Games • • • ^53 Picture Study 259 Heading , • • • ■ 1^ School Library • H Spelling ^S Suggestions on Management 9 Writing : • I'J'* ACKNOWLEDGEIVIENT In preparing this bulletin many courses of study and authorities on education have been consulted and an effort has been made to adapt the best that could be found to the needs of the schools. Principals and teachers from various counties have been consulted. Valuable aid has been given by members of the faculty of George Peabody College for Teachers, the University of Tennessee, the State Normal Schools and by the supervisors of Davidson, Hamilton and Shelby counties. The aim has been to outline a course of study flexible enough to meet the needs of the schools of the State. Much suggestive material is included and it is our hope that the teachers of the State v^all adapt it to the needs of their schools. This course of study is only tentative. After it has been tried out in the schools for a year it will be revised and im- proved. We invite helpful criticisms and suggestions after you have made use of the work outlined herein. To all who have aided us, we extend our thanks. This work could not have been done without the co-operation of those interested in improving rural school conditions in Tennessee. The course of study is intended to aid, but not to hamper the teacher. It is not to be supposed that every school will do all of the prescribed work. With conditions varying from the one-teacher school with very little equipment to twelve and fourteen-room buildings with special teachers and modern equipment and with a school term of from five to nine months, the amount and character of the work will necessarily differ. The teacher in the smallest school, however, should have the same ideals as the tokacher who works in the largest and best equipped school. In every part of the plan the teacher shall use her own discretion in determining how much she shall undertake and her inflfiyiduarity and training will determine largely the methods of presentation. Every teacher should familiarize herself not only with her particular part of the work, but with the course of study as a whole. J. B. Brown, Superintendent. COMMITTEE The following committee gave aid in preparing the Course of Study: Dr. Thos. Alexander, Professor of Elementary Education, George Peahody College for Teachers. C. F. A. Alden, Teacher of Vocational Agriculture^ Goodlettsille High School. Dr. K. C. Davis, Professor of Agricultural Education, George Peahody College for Teachers. Dr. F, B. Dressier, Professor of Health Education, George Peahody College for Teachers. George S. Dutch, Assistant Professor of Fine Arts, George Peahody College for Teachers. Dr. Norman Frost, Professor of Kuilal Education, George Peahody College for Teachers. Miss M\. Adele France, Primary Supervisor, Shelby County Schools. Miss Lucy Gage, Assistant Professor of Elementary Education, George Peahody College for Teachers. D, R. Gebhart, Professor of Music, George Peahody College for Teachers. Miss Julia Green, Primary Supervisor, Davidson County Schools. Mrs. J. B. Lanclerbacli, Home Economies Supervisor, Hamilton County Schools. Miss Ada Lea, Principal, Red; Bank School, Hamilton County. Dr. Charles A. McMurry, Professor of Elementarj^ Education, George Peal)ody College for Teachers. Dr. Shelton J. Phelps, Professor of School Administration, George Peahody College for Teachers. Miss Sue M. Powers, Principal, White Haven High School, Shelby, County. Mr. C. E. Rogers, Professor of Mathematics, East Tennessee Normal School. Miss E. Mi'ay Saunders, Professor of Music, Middle Tennessee Normal School. Jesse M. Shaver, Assistant Professor of Biology, George Peahody College for Teachers. Dr. Jno. A. Thackston, Professor of Education, University of Tennessee. James S. Tippett, Elementary Education, George Peadody College for Teachers. Mrs. Cassie B. Webb, Supervisor, Hamilton County. Hanor A. Webb, Associate Professor of Chemistry. George Peahody College for Teachers. ELEMENTARY SCHOOLS OF TENNESSEE The Daily Schedule A daily schedule of recitation should be carefully worked out and placed in some convenient place where it can be seen and read by all the puj)ils. This schedule should be followed closely. There should also be a regular study schedule to be followed by the pupils in preparing their lessons. Work should be carefully assigned for these study periods. In such subjects as spelling and language combination of classes can be worked to advantage. The following is a suggestive schedule for a one-teacher school of eight grades. It is difficult to work out a schedule that will meet the needs of all. This must be left to the initiative and good judgment of each teacher. All daily schedules after they have been worked over and perfected should be submitted to the County Superintendent for his approval. COURSE OF STUDY « WO ZW >W HO m 5/3 o) 0) ;3 -4:; +-' '2 c c (D 2 ^ .2 .2 s P S ■g 3 3 -a -73 ."ti o c p c G a c C > S S S "O 'O S 5 o 0) S " ?^ ._ CD O 'o O 13 d 3.5 3.S oi S M O ™ CD r5 rh O <■ > >?P-' rOl-'HtQl-'H ;2 P ■; m Sp WO 4000 o K +J +J +J +J ■g 0) oj 01 cp f-; S S £ S K<; 4_» +_» +j ^ ph 'H^ "C "Ct "C '*^ "^ '^ "^ c "ci "d 'O •'^ i tn) bjD ta 1)1) &0 M bjj isc a:i ® (iq .^.^.„^ "::; 3 3 p O) m r? o o^i> CO u d >>a)Z ■1-1 o e «2tfd g g feS.S .S.B S cc ra ■- d 13 -a -r; ■^ ^ 3 3 U K -^ M OJ Ch Kg HP O 2 ijotcy' o c e .s X t' t^ S •^ Td tS -■■.•■; ■g 3 P « O tj)i (D O O Oi Q O 3 3 3 B-B S c c 3 ante -< -^ -^ ^ ^ '\ ^0)03 t; a<» •3,0! .3'C 000 oOg .^'b b«!>,b ^.S ^ rQ 1^ r^ . m m m mPn dP 'o C.3 Ai be to bfl ^ 0*3 en's SS-^ -^ ,0 03 : nS«i[?^^g^t5S^aa>m>p5? > > ^ 5 |?Si^»iS^i ^te.*rirtc3■2d>.p^2!>>c^3P^db^lScD •g 3 O CQ ^ - - - ^- 1- - +- d M aMp^ O m gm 3 " 302 6q.S o: ^^5P^ 1^-1^5 m 3 o to SP ■1-1 [c d ,ii r^ S °3 3 xStS^S^^oP^ooaiodoaJoi^M ' 0) S - d d Ph « Sp^ o P5 'Z3 o o CO m o ■?■ S d d cci p^ c3 +j ;" CD 3hs, capitalization and simple punctuation. Teach the meaning of each. Make application of the work in phonics in attacking new words which the children cannot get from the setting. Let the children read the sentence silently and then tell the class w^hat they have read. In reading a new story the children ELEMENTARY SCHOOLS OF TENNESSEE 19 may guess what is going to liappeu next and then read the next sentence or two to see if they have guessed correctly. Occasionally entirely new matter may be used for sight reading. The child may make his own selections, frequently, from supplementary readers that should be kept in the room for the use of the children when they want them. Three rules for phonics in the second grade — learn the vowels and consonants; where two vowels occur in the word the first is long, the second does not speak, as note and not; where one vowel occurs, it is short. Group sight words. The pupil should be able to sound and pronounce at sight most of the short words of his vocabulary. Tea-tbool:—CMWs World Second Reader. Supplementary Reading. Halliburton's Second Reader. Free & Treadwell's Second Reader. Elson's Reader, Book II. Story Hour Reader, Book II. Carpenter's Stories Pictures Tell, Book II. Riverside Series, Book II. ThiPvD Grade. When the pupil enters the third grade he should be able to do some independent reading and his reading should have become a pleasure. In addition to the adopted text, longer selections may be read. These should not be too difficult and should be inter- esting to the children. Some of this reading may be done at home, the stories being discussed briefly in class. Robinson Crusoe, Fairy Stories, Kipling's Just So Stories, and similar material are suitable for this grade. Regular reading work and supplementary reading should go hand-in-hand through the year. In oral reading stress should be laid ujion the reading to the listening group of se- lections by i!id!vidiial pui)i1s. Dramatization will play an 20 COURSE OF STUDY important part in the work of this grade. Proof of the child's understanding of what he reads is his ability to give to others what he has gotten from the text. The teacher should see that the reading is closely related to the history, literature, geography and nature study. In the study of the daily lessons in the textbook the teacher should help the pupil over difficulties. New words should be written on the board and discussed. Questions should be asked to bring out the important parts and difficult pronunciations drilled on. Do not assign a lesson for home study that has not been developed in this way. The teacher should read to the class occasionally, but this should not take the place of the regular reading lesson. The work in phonics should be reviewed. Teach the sounds that have not already been taught and continue the drill on words and word building. Textdook.—Ghild's World Third Reader. Supplementary Reading. Fryer's, Our Home and Personal Duties. Riverside Series, Book IV. Carpenter's Stories Pictures Tell, Book IV. Halliburton's Fourth Reader. Free & Treadwell's Fourth Reader. Elson's Relader, Book IV. Carpenter's Around the World With Children. Reference Books. Briggs and Cofifman, How to Teach Reading, Row, Peterson & Co. Klapper, Teaching Children to Read, Appleton. Sawyer, Five Messages to Teachers of Primary Reading, Rand, McNally Company. Jenkins, Reading in the Primary Grades, Houghton, Mifflin & Co. ELEMENTARY SCHOOLS OF TENNESSEE 21 INTERMEDIATE and GRAMMAR GRADES General Statement Ej' the time jjupils reach the tourth grade they will have mastered the mechanics of reading in a general way. That is, they will be able to recognize most of the common words, they will be able to help themselves by means of their knowledge of phonics in pronouncing new words, they will be able to give the meaning of simple sentences and easy paragraphs, they will be able to read aloud with expression, and they will have familiarity witli fables, legends, poems, s,tories, and other selections suitable to their age and grade. So far as reading is concerned, then, the teacher in grades four to eight will find these things to do: 1. Pupils should gain added ability to help themselves in the pronunciation and meaning of new words. The glos- saries found at the back of all the adopted reading text- books and also a dictionary which every pupil above the third grade should own will be of service in this. 2. Pupils must become more efficient in getting the meaning of that which they read. The teacher's questions, the use they are required to make of their reading, and a large amount of reading material will accomplish this. Pu- pils must be made to realize that much of their reading will be done to gain information. They must be taught how to read silently. 3., Reading must be of service to the other school subjects. Pupils should be taught to read the arithmetic problems sio that the meaning of the problems is clear. They must be helped to read the history, the civics, the physi- ology, and the geography lesson intelligently and with the least loss of time. 4. Pupils must be encouraged to read widely. The teacher must supply them with books and other reading material. 22 COURSE OF STUDY 5. I'lijiils must be encouraged to like good books. Their literary taste must be improved and cultivated. They should have their- imagination cons.antly stined by being taug^ht to see the beauties in that which they have lead and by being encouraged to talk about those beauties. Power and beauty of language wherever found should be recognized. 6. Last of all the reading task of the intermediate and grammar grade teacher is that of impro^dng the oral read 'ng of the child. Pupils will improve in oral reading if they are encouraged in their silent reading. However, there is a place for oral reading when the teacher or the pupils want to bring out some special point, when a beautiful passage is being discussed, or when the individual pupil has a se- lection to read to the other members of the class. Suggestions as to How, the Teacher op Intermediate and Grammar Grade Reading Can Make Her Task Easy and Her Efb'orts Effective. 1. The Dictionary Habit. Tt is very necessary that pu- pils be made to feel the importance of words. Words, mate ihe sentences. If the meaning of the word is not clear, the meaning of the sentence will not be clear. To give the mean ing and the pronunciation of the new words in the adopted reading text books the glossaries at the back of the books will serve. Expect the pupils to use the glossary in prepar- ing the lesson. Show the fourth grade pupil hoAV to use the glossai'y to get the meaning and the pronunciation of words. Dur- ing the first month of school have two or three lessons in finding words in the glossary or the dictionary. Explain to the pupils the diacritical marks which are used as aids in pronunciation. Make up lists of words to be pronounced. Drill pupils in finding correct pronunciations. Help pupils ELEMENTARY SCHOOLS OF TENNESSEE 23 select the meaning wliicli is most suitable, that is the one which makes best sense. Require daily use oi the dictionary in all grades. 2. Develop Efficiency in Getting the Meaning. At the back of the adopted textbooks for grades four, live and six, and immediately following the selections in the adopted text- books for grades seven and eight, teachers will tind IStudy Helps and Suggested Questions which are designed to help pupils get the meaning of the selection. Similar study helps and questions can be made for selections in any of the supplementary reading material. Teachers should study any selection before it is assigned to the class. Teachers should outline (m^ke a list of the main points of) a. few selec- tions for the pupils. They should be constantly on the look- out for opportunities to make pupils think. They can do this by asking questions, the answers for which require thought. They should frequently ask, ''What is the main point, in this paragraph ?" It is helpful to require reading for a definite purpose. Pupils may be asked to get additional infoTmatiou about a subject, as for instance one of the large topics suggested in the history or geography course. Tliey may be asked to read a certain story and tell it to the class. Tliey must be constantly encouraged to get at the meaning. Silent Reading. It will be observed that practically all of the above suggestions call for silent reading. The pupil is reading to himself to get information which he can use for himself or to contribute to others for their use and in- struction. Silent reading should be no 'bugbear' for teach- ers. It simply means a recognition on the part of the teacher that ])eople usually read silently and tliat she can help train pupils to read silently effectively if sihe helps them get the meaning, and has developed a need for that meaning. 24 COURSE OF STUDY Extensive Reading. It will be observed also that a great amount of reading is planned for. Pupils ought to read books, magazines, and newspapers. Some of this reading can be under the teacher's supervision ; much of it will be done at home; much of it will be for mere pleasure. But by such extensive reading pupils -get practice in getting meanings. 3. Reading as an Aid to Other ScJiool subjects. .When jmpils are studying the history or the geography lesson they are reading. The regular reading lesson may be omitted to give place to reading supplementary material which bears upon the other school subjects. If for instance the class is studying Europe' in geogra- phy, the reading lesson for the day may be taken from Car- penter's Europe or from any supplementary material deal iug with Europe. Or if "Wheat" is the subject of study in Agriculture, the reading lesson may be taken from Circu- lar No. 68, 1910 of the U. S. Department of Agriculture. To read about Daniel Boone, or Cotton, or Mosquitoes is as much a reading lesson as to read any of the selections in the adopted reading textbook. Beading and training in reading becomes helpful in developing any of the school subjects. There is time to complete all the required read- ing textbooks and also to give much attention to reading material which will make the work of the other school subjects more interesting. Then, too, a few of the lessons in the other school subjects can well be devoted to training in reading the material of those subjects. 4. School Litrary. Every school must have books. The state has traveling libraries which teachers can get. Children may bring books and papers from home. The school should buy books and magazines. The U. S. Depart meut of Agriculture as well as other departments at Wash- ington has bulletins for free distribution. Teachers and pu- pils mav collect advertising material which can be used for ELEMENTARY SCHOOLS OF TENNESSEE 25 reading. Get books somebow. Lists of suitable books are suggested at the end of tliis reading outline. 5. CulUvation of Good Taste in Reading. Pupils must be taught to know the power and beauty to be found in all good literature. Whether that power and beauty is found in one of the recognized literary masterpieces or in a newspa- per clipping, the pupils must be awake to it. Pupils should be encouraged to keep scrai)books of beautiful poems, par- agraphs, stories, or other selections which they like. The selections may be in the form of clippings or they may be written out. Each pupil ought to keep a Book List, showing the book read, the author, the number of pages, the date of the reading of tlie book, a brief statement of the subject of the book, and a statement as to whether the book was en- joyed and why. The adopted textbooks, give excellent material for the cultivation of good taste. Pupils ought to know the mean- ing of what they read, they ought to discuss good questions about it, but they ought not spend too much time on it. Many a beautiful masterpiece has become hateful to pupils because they have been required to analyze it and to spend days reading it. A good general rule for reading a literary masterpiece is; Read the selection, be sure the meaning is clear, discuss the main points, get the pupils to explain whether they like it or not, bring out any particular beau- ties of language, imagery, or thought, and then pass on. Come back to a future reading if the pupils desire or if there is need for it. 6. OraZ Reading. Oral reading has occupied most of the time of reading classes. It should be very largely done away with, and especially so in the sixth, seventh, and eighth grades. It should be used when the pupil wants to bring some beautiful passage to the attention of the class or when he wants to prove a point in his discussion. There is also a good use for oral reading when the pupil is pre- 26 ■ COURSE OF STUDY senting to the class material wMch is contained oiily in the book from which he is reading. It is wasting valuable time to have one pupil read aloud while the others are sup- posed to follow him in their own books except when the meaning of some particular paragraph or sentence is in question. Pupils of intermediate and grammar grades should get training in oral reading by bringing to class selections to be read to tbe clasfe to give them information or pleasure, by bringing to school selections to be read during opening exer- cises or at public entertainments, and by reading special para- graphs for a special purpose. The teacher herself should sometimes prepare selections which she ■\^''ill read to the school. 7. Increasing Speed. The reading rate must be increas- ed for most pupils. This can be done by allowing a definite time to do a certain piece of reading at the same time requir- ing that certain questions be answered. Reading rate can be increased by helping pupils take in iircreasiingly long groups of words at a single glance. The Reading Course The sjelections in the adopted textbooks may be read in any order desired. It will be better if several selections bearing upon one general topic can be read in succession. In the Elson Readers suggestions are made as to the order of reading the selections. Similar arrangements of the selec- tions may be followed for any of tlie grades. Grades five and six may be grouped together for the read- ing lesson. Grades seven and eight may be similarly group- ed. Someiimes all the intermediate and grammar grade pupils may be groirped together for the reading lesson. This is especially true if the teacher is to read or if some pupil is to read an interesting story. Remember that the reading less^on may be based uporr sup ELEMENTARY SCHOOLS OF TENNESSEE 27 plementary material which is being used in history or geo graphv or some other school subject. (trade Four. Textbook: Child's World Fourth Reader. Supplementary Eeadiiig— Fryer's Our Home and Person al Duties. Kiverside Series, Book IV. Carpenter's Stories Pictures Tell, Book IV. Halliburton's Fourth Reader. Free and Treadwell's Fourth Reader. Elson's Primary School Reader, Book IV. Carpenter's Around the World With the Children. McMurry — Pioneers of the Mississippi Valley. Chamberlain— How the World Is Fed. How the World Is Clothed. How the World Is Sheltered. ^icAIurry — Corn and Cotton. Kipling — Just So Stories. Hazard — Three Years With the Poets. Carroll— Alice in Wonderland. McMurry — Excursions and Lessons in Home Geogra])li.v. Patch — A Little Gateway to Science. Frentz— Uncle Zeb and His Friends. Shillig — Four Wonders. (iRADE Five. Textbook : Riverside Readers Book V, Supplementary Reading: Child's World, Book V. Cowles' The Robinson Crusoe Reader. Terry's History Stories of Other Lands. Halliburton's Fifth Reader. Elson's Reader, Book V. Miles' Our Southern Birds. F7ee and Treadwell's Fifth Reader. Carpenter's Stories Pictures Tell, Book V. 28 COURSE OF STUDY Fryer's Our Town and Civic Duties. Kinne-Cooley, Clothing and Health. Van Gilder's Course of Study and Suggestions for Picture Study. Hawthorne — Wonder Book. Baldwin — Fifty Famous Stories Eetold. Spyri — Heidi. Church — Iliad, for Boys and Girls. Burgess — Bird Book for Children. Wiggin — A Bird's Christmas Carol. McMurry — Pioneers on Land and Sea. Pioneers of the Eocky Mountains and the West. First Steamboat on the Mississippi, Southworth — Builders of Our Country — 2 vols. Alleii — United States. Pyle— Otto of the Silver Hand. Garland — Boy Life on the Farm. Miller — True Bird Stories. Thompson- Seton — Krag and Johnny Bear. Gulick — Good Health. Grade Six Textbook — Riverside Reader, Book VI. Supplementary Beading. Mace and Tanner, Story of Old Europe and Young America. Gordy's American Beginnings in Europe, Corney and Borland, Great Deeds of Great Men. Southworth's A First Book in American History with European Beginnings. Hall's Our Ancestors in Europe. Prichard and Turkington's Stories of Thrift for Young America. Elson's Sixth Reader. Literary World, Book VI. Carpenter's Stories Pictures Tell, Book VI. ELEMENTARY SCHOOLS OF TENNESSEE 29 Food and Health. Twain — Prince and Pauper. Brown — In the Days of Giants. Mabie — Myths Every Child Should Know. McMiirry — Larger Types from American Geography. McMurry — Irrigation and the Salt River Project. Kipling — Jungle Book. Wyss — Swiss Family Robinson. Dodge — Hans Brinker or The Silver Skates. Tappan — Hero Stories from France. Pyle— Men of Iron. Grade Seven. Textbook— Elson's Grammar School Reader, Book III Supx>lementary Reading. Riverside Series — Book VII. Home and The Family. Watson's Golden Deeds on the Field of Honor. Horton's A Group of Famous Women. Lest We Forget. Winning a Cause. Literary World, Book VII. Carpenter's Stories Pictures Tell, Book VII. Warren's Stories from English History. Pratt's America's Story for America's Children. Thompson and Bigwood's World War Stories. St. Nicholas for Boys and Girls. Bassett — Story of Limber. Hasbrouck — The Boy's Parkman. Bengtson and Griffith — The Wheat Industry. Brooks— The Story of Cotton. Bishop and Keller — Industry and Trade. Burns — The Story of Great Inventions. Thompson-Seton — Wild Animals I have Known. Maeterlinck — Bine Bird for Children. Hawthorne — Tans^lewood Tales. 30 COURSE OF STUDY Alcott — Little Women. Warner- —Being a Boy. Warner — A Hnnting of the Deer. More^ — Benjamin Franklin. Stokes — Wonder Book of the Bible. Grade I'^Kurr. Textbook — El son's Grammar School Header, Book IV. Snjiplementary Beading. The Spirit of Democracy. Carpenter's Stories Pictures Tell, Book VIII. Literary World, Book VIII. Payne's Southern Literary Eeadings. Eiverside Series, Eighth Header. National Geographic Magazine. Carpenter — Europe, South America, Asia, Africa. McMurry — Panama Canal . Gordy — Abraham Lincoln . London— Call of the Wild. Twain — Huckleberry Finn. S te venson — ^Tr ea sure Island. Stevenson — Kidnapped. Lamb — Tales from Shakespeare. Shakespeare — As You Like It. Mulock— John Halifax, Gentleman. Barbour- — For the Honor of the School. Burrough — Birds and Bees, Bralliar — ^Knowing Insects Through Stories. Parkman — The Oregon Trail. Christmas Carol — Dickens. Hughes — Tom Brown's School Days. Cooper — The Spy. Scott — Quentin Durwood. Bolt-Wheeler— Thomas A. Edison. ELEMENTARY SCHOOLS OF TENNESSEE 31 LIST OF TWENTY FIVE BOOKS RECOMMENDED AS THE FIKST SUFPLEMENTAEY BOOKS TO BE PURCHASED Baldwiu — Fifty Famous Stories Retold. Lamb — Tales Irom Shakespeare. Spyti — Heidi. Kipliug — Just So Stories. Parkman — Tlie Oregon Trail. Scott — Quentiu Durwood. Pyle — Men of Iron. Maeterlinck — Blue Bird for Children. Barbour — For the Honor of the School. Brown — In the Days of Giants. Allen — United States. Carpenter — Europe. Burgess — Bird Book. Shillig — Four Wonders. McMurry — Pioneers of the Mississippi Valley. Rolt-Wlieeler — Thomas A. Edison. Bralliar — Knowing Insects Through Stories. McMurry — Larger Types from American Geography. Bassett — The Story of Lumber. Southworth — Builders of Our Country, 2 vols. Gulick— Good Health. Hazard — Three Years with The Poets. National Geographic Magazine. St. Nicholas. Stokes — Wonder Book of the Bible. FOR THE TEACHER. The teacher of reading in the Intermediate and on accuracy and the rate at which the pupils can make the fundamental combinations. Limiting the time in which work must be accomplished is the best means of speeding up pupils. Short cuts increase speed while excessive labeling and long analysis waste time. 11. Supplementary Books. For the sake of additional problems and drill material it is advisible for teachers to have copies of several good modern arithmetics on hand. The following books will be helpful to teachers. Even if a teacher cannot buy all, one is better than none. Several teachers in the same school or neighboring schools may co- operate and exchange books. 1. Klapper, Teaching of Arithmetic. D. Appleton Co., New York. ELEMENTARY SCHOOLS OF TENNESSEE 75 2. Tliorndike, New Methods iu Arithmetic, Raud, MciS^ally Co., New York. 3. Brown and Coffman, How to Teach Arithmetic, Row Peterson, Chicago. 4. Stamper, Text book on the Teaching of Arithmetic, American Book Co., Cincinnati. 5. Smith, Teaching of xlrithmetic. Teachers College Re- cord, Columbia University. 6. Stone, Teaching of Arithmetic. 7. Overman, Principles and Methods of Teaching Arith metic, Lyons and Camahan, Chicago. For Supplementary Drill and Problem exercises and methods of drill the following are suggested: 1. Courtis Standard Practice Tests, World Book Co., Yon- kers, N. Y. 2. Studebaker Economy Practice Exercises, Scott, Fores- man Co., Chicago. 3. Thompson's Minimum Essentials, Ginn & Co., Chicago. 4. Madden and Turner, Rural Arithmetic, Houghton Miff- lin Co., Boston. 5. Thorndike, Thorndike Arithmetic, Rand, McNally. Chicago. , 6. Hoyt and Pert., Every Day Arithmetic, Houghton. Miff- lin, Boston. Arithmetic in First Three Grades. The teacher of young children should recognize and build upon all that the child brings to the school by way of num- ber experience. The child of this period lives in a world of personal, direct contacts in the home and neighborhood life. He comes to school with ]>lay experiences that hold nnnibpi' content, counting, massing, classifying; and more real con- tacts in use of money, assisting mother in her cooking pro- 76 , COURSE OF STUDY cesses by bringing certain number of eggs, certain quantity of sugar and butter, etc., helping father to measure feed for the farm stock, gathering eggs and classifying by putting in fresh pile from those gathered earlier, weighing butter for sale, filling 16 and 24 quart crates with berries, counting vegetables for marketing. All these and many more force us to appreciate that number should be handled incidentally to other subject matter, but continually seizing every opportuni- ty for using it and then stressing its significance. Your own community will furnish material peculiar and close to the lives of your children. If logging or lumbering, if mining or agriculture is the industry of your district, draw upon these first hand experiences for material and let your beginning number work have reality and \4tality. The first three grades should establish familiarity with fundamental processes — counting, addition, subtraction, multi- plication, and division are all introduced during this period, not abstractly, not formally, but by letting number grow out of social situations that call for use of calculation. When ends become defined to a child with problems to be solved, preference and selection must be made; witli no limits he could not be conscious of quantity. We find young chil- dren massing stones, then selecting them to outline a garden. This requires estimating in solving crude calculation. All play activities of the young child, ring games, competitive games, building, fashioning, modelling, decorating, call forth the direct response of number sense and instinct. It is the part of the school in addition to this to lift num- ber to conscious realization by supplying definite problems and showing the processes necessary in solving them. The simplest process perhaps is counting, and adding is but short cut of counting. In order to put before us definitely how this is to be accomplished the following outline may prove sug- gestive. ELEMENTARY SCHOOLS OF TENNESSEE 77 First Grade. Note to the Teacher: The adopted book, First Journeys in Cumberland— Harris and Waldo, should be in the hands of the teacher. It is filled with suggestive matter from the child's own world that the teacher may build upon in her daily work. I. Counting. (a) counting to 100 by I's (b) from 10 to 100 by lO's (c) from 5 to 100 by 5's - II. Measuring — Comparison of ' long, short wide, narrow use of inch and foot ■' use of cent, nickle, dime, dollar. III. Playing Games: ■J Ring Toss — values 5 and 10 Bean Bag Ten Pins Use of simple addition and subtraction in scoring in all competitive games — Note: — Plaij games for their otvn sake rather than for the ' teaching number. Number becomes a necessity to the child when competition becomes the important end. IV. Written Symbols up to ten — 1-2-3-4-5-6-7-8-9. V. Eeading Numbers — Telephone numbers / Pages of books Road-side signs Calendars' Clock face 78 COURSE OF STUDY VI. Addition — Combinations wliose sum does not exceed ten. Suggestions for Teachers : During tirst six oi- seven months use all the opportuni- ties that present themselves tor counting such as those ati'ord- ed by games, counting out, choosing sides, in arrangement and classification of materials, crayon, pencils, books in cup- board, distribution of materials for dailj' work. Eepeat fre- quently so that counting becomes automatic and groups are easily recognized. In oral English let children tell of home experiences in- volving use of number. 1. Setting table for their family — Knives, forks, spoons, plates, cups, and saucers, napkins, chair^. 2. Buying at the store for mother — Money values, measuring values. 3. The setting and hatching of chickens. Suggested Problems: — I. The building of a play house or combining them into a Village. Material: Dry goods boxes, saw, hammer, nails. Number experience in measuring — proportion and compari- son of size both in house and furnishing. II. The School Picnic or Festival Party. Number of paper plates, Number of napkins Number of sandwiches needed. Amount and proportion of — Lemons, su£rar, water to make lemonade. ELEMENTARY SCHOOLS OF TENNESSEE 79 Books for the TeacJief to Read — 1. Psychology of number — McGlellan and Dewey. 2. Teachers College Record, March 1903 — McMurry. These are wholly from the adult standpoint for the teacher herself. Second Grade. Note to the Teacher: J First Journeys in Numberland should he in the hands of the teacher and pp 81 to the end of the book will form the basis of the work of the Second Grade. The teacher can get helpful material from Wentworth & Smith's Primary Arith- metic. This work will prepare the pupil for use of the text in the Third Grade. Definite Accomplishments. I. Counting as in grade I using more difficult processes — counting to 100 by 2's. II. Heading and writing of 3 digit numbers. III. Use of simple fractions in all industrial processes— the use of 1/2 inch, 1/2 foot; simple cooking processes involving measurement, using cup, 1/2 cup, tea-spoon, 1/2 tea-spoon, pint, quart. IV. Acquaintance with certain symbols +, , x, =, % 4 V. Eoman numerals through 12— to master telling time. Suggested Problems: I. The School or Home garden, making of a simple dia- gram showing arrangement of beds for planting, size, etc. Buying of seeds. Cost of plowing, 80 COURSE OF STUDY Sum up cost of production. I Calculate income from sale of vegetables. Profit — ^How to invest it— How much will it buy? II. Store to sell garden products, Christmas toys, groceries, involving, Exchange and money values Price Signs — writing numbers Weighing, measuring: dry-peck, bushel, quart; wet- quart, gallon. Third Grade. Adopted Text— AVentworth & Smith's Primary Arithmetic to page 150. Definite Accomplishments. I. Reading and writing numbers to any limit that chil- dren are ready for. II. Addition of 45 combinations and subtraction, using re- verse. New problem of carrying in addition. Multiplication through six or seven. Simple division, no larger divisor than 9. III. Adding and subtracting the simpler fractions with common denominator. IV. Usage of such terms as sum, difference, product, mul- tiplier, divisor, also the sign -f-. V. Much oral work — associating number constantly with life experiences and usage; 5 — nickle; 6 — % dozen, y^ foot; 12, dozen; months of the year, inches in foot, hours on clock face, etc. VT. Written work simple enough in form to establish ha- bits of accuracy and correctness. - VTT. Certain skills acquired through short snappy drills to facilitate the use of number, and to make the fundamental processes automatic. ELEMENTARY SCHOOLS OF TENNESSEE 81 Suggested Prohlems : I. Possible campaigns put ou at school. Red Cross^ Famine Sufferers Buying new piano. ' School Entertainments — Price of tickets, Number needed, Capacity of audience room, etc, Advertisements. II. Dairy farm — Marketing the milk, Number of cans of milk, from how many cows ? How much does average cow yield? How many quarts and pints from can of milk ? Care of cows? cost of feed? cost of labor? Retail price of milk per quart, per pint. How many families supplied? Is it a profitable business? Creameries — Cheese factories in neighborhood. Wholesale price paid for milk in large quantities. Advantages over retail market. Variety of milk products. Butter, buttermilk Sweet milk, cream. . Cheese. Transportation proW em — Trucks,' railroad, interurban, horses, wagons. ... . 82 COURSE OF STUDY Fourth Grade. I. Review. In the fourth grade the childreu should review the num- ber facts they have already gained in the primary grades. Drill on fractions in common use as 1/2, 1/3, 1/4, 1/5. The review should not all be done during the first of the term, but distributed throughout the year. Continuous review is es- sential to the formation of permanent habits. It is best to introduce the review through the arithmetical situation based upon the experiences of the children ; playing store, vacation expenses, games, and the like. Review based merely on ab- stract number combinations is neither interesting nor pro- fitable. II. Advanced Work. The essentials of the fourth grade are : 1. Long division. 2. Four fundamentals. 3. Easy common fractions. 4. Practical measurements. 5. Easy problems based upon the child's experience. 1. The mastery of the technique of long division is the chief point in the new work of the fourth grade. In pre- paration for long division the children must have thorough drill in the tables. Daily drill upon such problems as : How many times is 9 contained in 64, in 83, in 35? A need must be shown for long division before the work is undertaken. This is essential to good results. It is well to find a problem situation which involves numbers which cannot be handled by short division. The work in long division is approached by showing its similarity to short division as indicated in the text. The four steps in long division which every child must know are : First. Estimate how many times the divisor can be found in the partial dividend. ELEMENTARY SCHOOLS OF TENNESSEE 83 Second. Multiply the divisor and the trial quotient. Third. Subtract the product from the partial dividend. Fourth. Bring down the next iigure. These steps siiould be learned thoroughly in a problem like 154-1-11=14 in which the trial quotient numbers are easily obtained. Brilli should then follow in which the divisors are 21, 31, 41, 51, etc., so that the estimated quotient will not often be changed. Next num- bers like 21), bd, 49, etc., should be used so that the child will learn to think 30 for 29, 40 tor 39, and so on in esti- mating the quotient. Then take up divisors like 22, 32, 42; 28, 38, 68; 23, 27, 33, 37; and finally 25, 35, 75. Do not always select exercises that will come out exactly even. Get the order of procedure first. The chief errors in long division on the part of children are: (a) Having remainders larger than the divisor, (b) fundamentals, (c) failing to write zeroes in the quo- tient or writing too many zeroes. Teachers should be on the lookout for these and similar errors. 2. Standard tests should be given to determine the speed and accuracy in the fundamental operations. Emphasize S2^eed and accuracy. Develop pride in the chil- dren in attaining these ends. This is the greatest aid known to good work. Daily drill— three to five minutes — on the fundamental operations is the only method by which to develop permanent, valuable, dependable habits of rapid and accurate calculation. Set time limits in which work shall be done as a valuable aid to improving speed. Checking results of work done is a valuable aid in improv- ing accuracy. Avoid the use of large numbers. The following types of exercises are the sort which the 84 COURSE OF STUDY fourth grade child should know when he leaves the grade; Add: 4186 $ 81.79 | 12.89 9287 817.90 48.23 4381 347.60 Subtract : 2936 1986.45 1987 478.64 Multiply: 29 892 876 38 63 201 401.43 56.75 189.25 56 Divide: 920-f-87 7782^56 $4856-^29 3. The work in fractions for the fourth grade should involve only the addition of and subtraction of the simplest fractions that can be handled by inspection. Finding the fractional part of a number, like 1/4 of 36, or 2/3 of 18 is important. Problems should be the chief basis of all the work in fractions. Abstract drill in fractions must be very limited. At the end of the year the children should know facts like these in fractious: 1/2+3/8 1/2+3/4+1/8 2/3—1/2 2/3 of 96 7 2/3—3 1/2 4. The work in measurement of this grade should be en- tirely concrete in the beginning. The way to learn to measr ure, is to measure, not to learn tables. Tables should be learn- ed only after the ideas have been thoroughly grasped through use in the home and school, children should be required to know by experience the inch, foot, yard, rod, mile, ton, pound, ounce^ peck, quart, gallon, bushel, pint, hour, second, minute. The children are always isterested in games involving the guess- ing or estimation of weights, distances, heights, volume, and the like. At the end of the year the child ought to be able to demonstrate his actual knowledge of the above facts of ELEMENTARY SCHOOLS OF TENNESSEE 85 measurement. Also he should be able to complete statements like these: 1 ft. = ? 16 oz. = ?lb. 7 ft. = ? in. 7 pk. = ? bu. 7 Td.= ?ft. 2 hr. = ?min. 1 mi.= ?rd. 3 gal.= ? qt. 5. The problems of the fourth grade should not involve more than two steps and if possible be taken from the experi- ence of the children. Do not think that the problems in the book must all be solved. Problems made up by the teacher and pupils from experiences in the school or at home are better generally than the ones in the text book. In teaching children to solve problems in this grade, be sure thiat the children have the facts of the problem in mind, let them tell how they are going to solve it^ — and ask them to check their results. Do not insist on too detailed an Analysis. It fre- quently interferes with good thinking. Problems of this difficulty are hard enough for fourth grade children : 1. I have |9,786. How much more must I have to buy a farm costing 117,225? 2. What will 24 quarts of cream cost if one gallon costs |].60. 3. A man bought a farm for |16,575 at |85 per acre, fiow many acres did he buy? Fifth Grade. Adopted Text, Wentworth & Smith, Grammar School Arithmetic pp 1—140. Review. 1. Notation and numeration. 2. The fundamental operations in whole numbers. 3. Factors, divisors, and multiples of numbers easily factored. 86 COURSE OF STUDY Advanced Work. 1. Common fractions. 2. Measurements. Suggestions for Putting into Effect. T Review. Tlie pupil sliould be taught to read any number in general use both in the Arabic and Roman Systems. The Roman System is used principally for numbering chapters in books and for expressing the years on cornerstones of buildings, etc. The seven symbols. I, V, X, L, C, T>, and M, in combi- nations should be taught, and also the additive and subtrac- tive principles. That is, the child should understand that placing a symbol of smaller value to the left of one of lar- ger value sfubtracts, while placing the smaller to the right, adds. 2. Give pupils drills that emphasize speed and accuracy in all the four operations. Complete the multiplication and division tables. Some of the many standardized drills such as the Courtis, or Studebaker drills, are very helpful as guides to the teacher. Encourage the pupil to excel his own previous record in time and accuracy riather than compete with his class-mates. Competition with self gives every child an opportunity to excel. Make the drills brief and of fre- quent occurrence. 3. Meaning may be given to factors, divisoTs, and mul- tiples by numerous illustrations. The illustrations and drills should make vise of numbers that are used as denominators of fractions in current business usage. Drill Avith numbers of this type should prepare for reduction of fractions to lower terms, and for addition and subtraction of dissimilar fractions - the chief practical applications of divisors a.nd multiples in arithmetic. Have the pupil understand that cancellation involves the principle of reduction, and that common divisors must be found for numerators and denomi- ELEMENTARY SCHOOLS OF TENNESSEE 87 natorsi. The process of cancellation is of so much value to subsequent work in arithmetic that it should be practiced until the pupils become proficient in its use. 4. SuflBcient time should be spent in measurements of time, length, surface, and weight to fix the work already covered in these subjects and prepare for additional work of larger scope. II. Advanced Work. 1. Common fractions constitute the chief topic for this grade. Care should be used not to include too many exer- cises involving large and unusual fractions, but the emphasis should be put upon fractions in general use in the business world. These rarely include fractions with denominators other than 2, 3, 4, 5, 6, 8, 10, 16, 32. The pupil should thor- oughl}^ master the purely mechanical operations of reduction, both ascending and descending — addition, subtraction, mul- tiplication and division of common fractions with the denomi- nators named. Spend very little time on the formal definitions, but give the child the primary idea of the fraction as one or more of the equal parts of a whole. Much of the work should be oral. Encourage the child to perform most of such exercises as are found on pages 60, 63, 64, 72, and 83 without the laid of pencil and paper. A little time should be given to simplifying such complex 3 1/3, 21/2, fractions as — etc. Such simplifications should be 10 10 based upon the principle of reduction, namely, that multiply- ing or dividing both terms of a fraction by the same number does not change its value. 88 C -:ouh ISE OF STUDY Illustration : 3^j / a ■■ X Z 3o 3 o und, ~ - / o 7.3 ^^ X •7- - 1y / O 7-0 ^ Z- ' '/^ In the addition and subtraction of dissimilar fractions em- phasize such concrete illustrations as those given on pages 58 and 59 of the text, and supplement them with other similar comparisons. Ordinarily the multiplication &nd division of fractions offer little difficulty. Do not attempt to have the child understand the vylvy of every process unless he asks, but emphasize the liovi). Employ cancellation freely. 2. Measurements. The work in measurements should in- clude the learning of the tables of liquids, weights and meas- ures, and the simpler fundamental operations with denominate numbers of one and two orders, such as dollars and cents, gallons and quarts, feet and inches, pounds and ounces, etc. In addition to this, floor plans of chicken houses, simple floor plans of dwelling houses, etc., and the finding of the amount and cost of nitaterial, may be introduced. The problems on page 139 suggest many others of similar ELEMENTARY SCHOOLS OF TENNESSEE 89 type on Tomato Clubs, Pig Clubs, Corn Clubs, etc. Also, the problems on page 140 suggest similar ones on road building. The exercises in the text headed, "Problems Without Num- bers," are of great value in helping the child to understand number relations, and all such exercises should be emphasized. The "Industrial Problems" alsio offer fine opportunity for correllating arithmetic with life. Be free to adapt and sup- plement such lists as are given in the text with data collected by the children themselves relating to their own local environ- ment. The introduction of decimal fractions through the four combinations involving! dollars and cents may be mlade in this grade. Frequently combinations of the fifth and sixth grades may be made with profit and economy of time in arithmetic, since the topics are closely related. Sixth Grade. Adopted Text, pages 141-288. Review. 1. Such as may be needed to fix the principles underlying the fundamental operations mth common fractions. Advanced Work. 1. Decimal Fractions. 2. Measurements. 3. Percentage with applications in a. Interest. b. Discount. c. Commission. d. Profit and loss. Suggestions for Putting into Effect. I. Review. 1. In this grade much of the fixing of the combinations in the four operations may be done in connection with problem solving, so that relatively more time may be given to ration- 90 COURSE OF STUDY alization; tliat is, the tliiiiking process, and less to pure drill. Of course all the combinations in the addition, subtraction, multiplication and division tables should be made automatic by the time the child enters the sixth grade, and the drill ex- ercises are intended principally to detect weaknesses in such abilit}^ and correct them. II. Advanced Work. ^ 1. The work in decimal fractions follows logically common fractions, and should be approached through common frac- tions. The child should be led to understand that certain common fractions are also called decimal fractions because of the peculiar relation of their denominators to 10 {decein), that is, that all fractions with denominators of 10, or some power integral of 10, are called decimal fractions, and may be written by a sort of shorthand notation in which a decimal point indicates the denominator. Practice should be given in changing common to decimal fractions, and vice versla. Then should follow the fundamental operations in commonly used decijnal fractions, which extend through the second and third places, rliow the validity of the laws of pointing off the mul- tiplication and division by first performing the operations with corresponding common fractions. Illustration : 90 ; hence 0.6 x .15= .090 (1) 6 x 15 = 90 10 100 ) 90 ^ 15 =. 1000 6 1000 10 10 ; hence .090 ^ .15 = .6 In division of decimals it will avoid much confusion and labor to show how the exercise with a decimal as a divisor may be changed to one with an integer as a divisor. Illustration : .090-^.15=9.0-~l5=.6 ELEMENTARY SCHOOLS OF TENNESSEE 91 Call attention to the principle that gives anthority for multiplying- or dividing both dividend (numerator) and di- visor (denominator) without la change of the quotent (frac tion) in value. 2. All the denominate tables in general use should be learned and applied in such situations as are likely to confront the average farmer or business man. In lumber measure use the form of solution combining the various steps in one and employ cancellation. This is a great economizer of time, and also tends to accuracy. To illustrate : Find the cost of 36 pieces of timber 10 feet long, 4 inches wide, and 2 inches thick at |30 per thousand. Solution : •^ D;rawing to a scale certain geometric figures, such as rect- angles, squares, etc., and of floor pltans for barns, houses, etc., and the computation of the amount and cost of material re- quired to build simple structuresi may be made of much in- terest and of great value to the child. Develop the rule for findin,g areas of simple geometric figures by use of objects cut out of p&steboard, such as the illusitrations on pages 193, 194, 196, and 198 indicate. Volume measurements as applied to bins, roomsi (capacity of room in air), etc., may be made simple and helpful as suggested by the illustration on page 199. Certain business forms are of such practictal value that chil- dren in this grade should have some organized knowledge of the arithmetic involved. Problemsl arising from the transac- tions in the home of the child similar to those outlined on pages 158-165 will serve to motivate this work wonderfully. 3. In beginning the topic of Percentage the pupil should 92 COURSE OF STUDY he led to see tliat a "rate per cent" is merely a common or decimal fraction of the hundredths order. He should under- stand Ihat certain common or decimal fractions may have a mew name and a new form of written expression called 'per feut" and written with the symbol "%," or, just as decimal fractions, n.ay be thought oj' as certlain common fractions, namely, those with denominators of some integral power of 10 and expressed in a new form with a decimal point, so the "per cent" fractions are certain common or decimal fractions, namely, those of hundredths order, land may be expressed in a new way. A great deal of attention should be given to transcribing fractions from any one of the three forms mentioned above to the other two forms. For example : // ^<^ y '^ /OO The ability to transpose such rates readily and correctly is of vast importance, for the reason thiat the form containing "%" is simply a symbol and may not be used as a factor or pdivisor until transcribed into the form of a common or a decimal fraction, and for the further reason that operations are more conveniently ciarried out with the rate in some one particular form than in other forms. Develop the method of changing siich fractions as 3/7, 5/6, etc. — whose denominators are not divisors of 100— to the "%" form by di\4ding the nu- merator by the denominator, carrying the quotient to hun- dredths, as 3/7=0.42 6/7=42 6/7%, 5/6=0.83 1/3=83 1/3%. Postpone one treatment of such rates as 1/8%, 2%, etc., until later. ELEMENTARY SCHOOLS OF TENNESSEE 93 For example work iu this grade use situiations only involv- ing the direct case, that is, finding the per cent of a number. Emphasize the convenience of changing the form of the rate in such exercises as 25% of 48^1^ of 48, etc. Problems in simple interest with the legal rate of 8%, and the time in years, mouths, and periods of 90 and 60 days are of such practical vtalue and common occurrence that the pupil should be given some time in solving them. Problems made up from advertisements involving single discounts, such as occur in sales of various kinds, may be used to supplement those of the text. Commercial discounts allowed on large purchases, commission, profit and loss, are of sufficient gen- eral importance, and easy manipulation, to justify some at- tention in this grade. The problems in interest should involve only the finding of interest and amount, xls a form of solution the continuous process where cancellation may be employed is recommended. To illustrate : The interest on |150 for 90 days at 8% = / >5^ ^. /^O -5^-^. J ^n-i^t^-yt^^^^^ ^^ ^/^ = J //£^'^ /a£>. or, the interest on |180 for 7 months at 6%. The child should be led to see the importance of certain types of business which make the charging of commission and the giving of discounts advisable. For example, a fruit grower in Tennessee ships a carload of peaches to Chicago and ar- ranges with a man (commission merchant) there to sell the peaches to retail merchants. The grower piays the commis- 94 COURSE OF STUDY siou meicliaiit a certain per cent of the selling price, wliicb is known as commission. If a merchant has a large stock of certain goods which he wishes to sell in order to make room for new stock he ma}^ offer the old stock for quick sale at a discount, or if a merchant is in the habit of purchasing large quantities of goods from manufacturers or wholesalers he may get certain discounts if he pays cash or pays within a specified time. Do not include problems having more than one dis- count. The question of profit and loss is one of more or less common interest and observation and should be presented in a systematic way in this grade. All of the problems for this grade in percentage, interest, commission, discount, and profit and loss should apply the finding of so many per cent of a number, and interest cases should be postponed until later. The teacher should feel free toi omit certain types of prob- lems in the text not related to the child's immediate or remote needs and adapt other problems involving the siame principles based upon the environment of the child and his probable future needs. Chapter VII of the text on 'How to Solve Problems" should be emphasized as a matter of economy of time. The short methods in multiplication and division, the discussions on analysis and interpretation, the industrial problems, and the stating of a problem in one step are all helpful. Much splendid problem material may be secured from any postoffice on postal rates, postal savings banks, etc. Similar information for problem material on telephone and telegraph rates may be secured from any local telephone or telegmph office. For further suggestions on sources for practical prob- lems see page (05) under ''A Minimum Course Suggested,"' above. Seventh Grade. Adopted Text, pages 289-416. Review. 1. Make a brief review of the meaning of ''per cent" frac- ELEMENTARY SCHOOLS OF TENNESSEE 95 tioiis, and of the changing of fractions from common to decimal per cent forms. 2. Eecall the principle, and mtake some applications by way of review, of the direct case in percentage as applied to a. Successive Discounts. b. Interest. c. Banking. Advanced Work. 1. Measurements including solids. 2. Ratio and Proportion. .3. Applications of Percentage including: a. Successive Discounts. • b. Interest. c. Banking. Suggestions for Putting into Effect. I. Revieu\ 1. Let the review in transposing be frequent and brief and continue through the grade wherever needed. 2. Much oral drill on finding per cent of a number may be done in connection with problem solving. Advanced Work. 1. The work in measurements may be extended in this grade to include areas of triangles, rectangles, parallelograms, trapezoids, as well as areas and volumes of rectangular solids. Develop the solution of areas and volumes by objects, begin- ning with the rectangles for surfaces, and the cube for solids. Suggestions such as found on pages 193, 194, 199 are helpful. After arriving at a general solution for such areas and vol- umes, generalize these solutions in formulas. For example : let I) == ha.^c, h = height, 1) = upper lase (in trapezoid). A = area, V =^ volume; then A (rectangle) ^ b X h; A 96 COURSE OF STUDY (paralellogram) = bXli, A (trapezoid) = i/^ of hX(b+b)y V = 2 (length) X^Xw (widtli). These formulas afford an opportunity to introduce the idea of general number and also the algebraic method of solution, that is, the manipulation of the equation. More extensive work should be done in this grade on lum ber measure applied in problems of finding the cost of ma- terial for buildings, etc. Measurements and costs of plastering, papering, etc.^ should have some attention. Scale drawings for tables, desks, floor plans, etc., offer a good opportunity for correlating the arithmetic with indus- trial situations. 2. Ratio and proportion are treated in this grade as a means of extending the practical concept, and giving an op- tional method of solving certain problems usually solved by the unitary analysis method. The chief difficulty encountered by children in comprehending the ratio idea is the failure of the teacher to correlate the ratio with previously conceived ideas. If the child can be led to see that a ratio is merely an indicated division, or a common fraction, expressed in a new form, the difficulty will largely disappear. For example, use such illustration las the following: ^ 8-f-4= 8/4=8 A Dividend (8)= Numerator (8)= Antecedent (8) D^ivisor (4)= Denominator (4)=: Consequent (4) Division = Fraction == Ratio. The proportion expresses an equality of two ratios, and> offers a splendid tool for the solution of problems where rela- tions, or comparisons, are involved. In manipulating ratios and proportions make full use of the principle that both terms of a ratio may be multiplied or divided by the same number without changing the value of tlie i-atio. To illustrate : 2 2/3 :1 1/2=X :3 1/4. ELEMENTARY SCHOOLS OF TENNESSEE 97 Multiplying the first ratio by 6 apd the second by i, the proportion becomes 16:9= 4X:13. The product of the means equals the product of the ex- tremes hence 36X=208, and dividing by 36, X=5 7/9. Problems on heights of trees, flag poles, etc., by propor- tion will be found of much interest to the children. Always have the children make their own measurements for these field problems. 3. The chief topics for this grade are grouped under Ap- plications of Percentage. (a) The topic of Successive Discounts is of sufficient prac- tical value to justify a few days of careful work. Have the child understand the reason for such discounts, that is, a dealer may give one discount in consideration of the payment of the bill within 30 days, a second discount if it is paid with- in 10 days, a third for cash, etc. After the student under- stands how to take off the discounts separately, and that the order is immaterial, as illustrated in Exercise 12, page 345, show him that a short method is better for ordinary computa- tion of net prices, as follows: Find the net price of goods listed at |200 with discount.s of 25% and 10%. Solution : That is 3/4 of the list price remains after the first dis- count is taken off, hence the second list price would be $200 X 3/4, while 9/10 of the second list price remains after the second discount is taken, hence the next price would be |200X3/4X 9/10. (b) In the subject of Interest some of the short cuts, such as the 6% method, will be of value as means of economizing time. Little time need be given to Partial Payments. Applica- tion of the principles of percentage to industrial situations, such as suggested on pages 363-382 are of great importance Many of these problems may be easily adapted to local situa- tions. 98 COURSE OF STUDY (c) Banking is of such great importance, both for the arith- metic land for the information involved, that some time should be given to a careful consideration of the various phases of the business. This topic also offers splendid opportunity to encourage thrift and energy. Careful attention should be given to the various forms, such as those shoAvn on pages 389, 391, 393, 402, 403, and 407. Visits to a local bank for the purpose of acquainting the child with banking procedure may be arranged. The business of discounting notes is one of the most im- portant carried on by banks, and should have careful atten- tion. Where a note is given by a first party to a second and discounted by the second before it matures, the steps should be made very plain. Illustration : A gives B a note for |150 June 1, 1921, to run 3 months, with interest at 6%. B dis- counts the note on July 1, 1921, the bank charging a discount of 8%. What are the proceeds ? Solution : (1) Amount of note at date of maturity =|152.25 (2) Discount (interest) on |152.25 at 8% for 2 months (the term of discount) -= |2.03 (3) Proceeds=|152.25— 12.03=1150.22. Call attention to the three distinct steps in the solution of problems of this type, then raise these questions : How much does B get? When? How much does the bank pay? When? Whom does A pay? When? How much would B have received had he held the note until it matured instead of selling (discounting) it at the bank? How much does the bank make out of the transaction ? Eighth Grade. Adopted Text, pages 417-530. Review. 1. Finding the per cent of a number. 2. Finding the rate, or rate per cent, when two numbers are given. ELEMENTARY SCHOOLS OF TENNESSEE 99 3. Finding a number (base) when tbe part (percentage) and rate per cent are given. Advanced Work. 1. Taxes. 2. Insurance. 3. Stocks and Bonds. 4. Miscellaneous. Suggestions for Putting into Effect. I. Review. 1. Most of the drill in finding such per cents of numbers at 10%, 121/2%, 25%, 33 1/3%, 50%, etc., should be oral. Un- usual rates, like 1/8%, 4%, etc., should be carefully drilled upon since the customary rates of brokerage, of taxes, aad in some instances of commission, are fractional per cents. Lead the child to see thtat 1/8%, is 1/8 of 1%, that .4% is .4 of 1%, etc. 2. Finding what per cent one number is of anotlier is merely writing a fraction that represents tlie fractional part the one is of the other and then transcribing the fraction to the per cent form. Illustration: What per cent is 3 of 8? Solution: 3 is 3/8 of 8; and 3/8=0.371/9=371/2%; hence, 3 is 371/2% of 8. 3. The finding of the base when the percentage and rate are given should be drilled upon slightly, and the child should see that the process is the inverse of finding the per- centage. That is, just as multiplying the base by the rate • gives percentage, so dividing the percentage by the rate will give the base. Illustration: A city wished to keep the tax rate down to 1/10% and still raise |20,000. What must be the assessed value of the taxable property? 100 COURSE OF STUDY Solution : Value of property X 1/10%=|20,000. Hence $20,000-^ 1 =20,000 X 1000 = |20,000,000. 1000 II. Advanced Work. 1. The necessity for the payment of taxes in order to build school buildings, bridges, roads, afford protection to life and property, etc., should be brought to the attention of the children in approaching Taxes. Point out the custom of stat- ing the rate in your county, and show that a "rate of |2.40" means |2.40 taxes on each |100 worth of property, and that the rate .per cent may be found by the process: |2.40 = 2.4%. 1100 Where the rate is stated in mills show that the measuring is so many mills taxes on each |1 worth of property, as, '*24 mills tax" means a rate of |0.024 = 2.4 = 2.4%. 11.000 100 Most of the work in taxes involves the direct case in Percentage, finding the amount of taxes when the rate and value of property are given. If a tax official, or a member of the county court who knows something of tiie taxing system of the county, could be secured to talk to the children about taxes, it Avould serve the double purpose of enlisting the in- terest of the official in the work of the school and giving the children a practical viewpoint of the subject. 2. The topic of Insurance is one that contains a great deal of information of a valuable kind, as well as applications for arithmetical principles. Have the child understand the economic place of insurance in the business world and the value of proper provision for protection of life and property. This topic involves no new i^rinciples and its plac^ in arith- metic is largely justified because of its informational value. ELEMENTARY SCHOOLS OF TENNESSEE 101 3. The subject of stocks and bonds is of more value than it has ever been because the people at large are pretty gen- erally a bond or stock-holding people now. The Liberty Bonds offer a splendid approach to this topic. Have some sample bonds, and shares of stock of some corporation, if possible, for members of the class to inspect. Many of the children can bring such samples from their homes. Bring out the distinc tions between a bond and a share of stock, such as: (1) The bond is merely a. proimissory note; (2) The share of stock is evidence of ownership; (3) The bond pays a fixed dividend (interest) ; (4) The share of stock pays, or fails to pay, a dividend according to the degree of success of the business ; (5) The bond fluctuates very slightly above or below par because of its fixed dividend; (6) The share of stock fiuctuates greatly above or below par because of its possibilities as to dividends. Call attention to the nature of organizations for carrying on business of various kinds, such as partnerships, stock com- panies, corporations, etc. Illustrate thoroughly the meaning of such terms as capital, dividend; shares, brokerag'e, etc Have the children suggest other illustrations of these terms with imaginary organizations of their own similar to the il- lustration on page 437. 4. Among the miscellaneous topics that might be treated in the latter part of the eighth year are: a. Additional work in mensuration ; b. Square root; c. The Metric System; d. Various industrial problems. a. The work in mensuration should include the relation of the diameter of a circle to its circumference, the area of the circle, both developed objectively; the capacity of silos, the volumes of pyramids and cones, etc. 102 COURSE OF STUDY b. The square roots of such numbers as are usually needed may be found by inspection. But since the usual process of extracting the square root is not difficult and since occasionally a situation arises where the child may want to know the square root of a number correct to a certain decimal place, it will be well to give a little time to the method and to the applica- tion in a few problems. The method employed on page 453 is good. c. The Metric System is coming into more prominence than ever befoie in this country because of the closer relations growing out of the war of our own country with countries using the Metric System. The system is so scientifically per- fect and so easily learned when the underlying principle is understood that it should not offer serious difficulty in this grade. Have the child see that the scale is 10 or some power of 10, and that reduction consists merely in moving decimal points. Some attention should be given to equivalents of the principal units in our system of weights and measures and the Metric System. d. Emphasize the practical problems grouped under vari- ous headings in the latter part of the text, and feel free to adapt, or substitute, or supplement. ELEMENTARY SCHOOLS OF TENNESSEE 103 LANGUAGE AND GRAMMAR Language in the First Three Grades As a rule little children come to us perfectly natural, not afraid to say, with perfect ease, what they think. They have confidence in themselves. Ours has been the blame in the past for suppressing this childish exuberance by our constant ''don't talk", ''keep still", until when we have wanted the child of the fourth, fifth and sixth grades to talk he has had nothing to say and we have been exasperated by his dumbness and self-consciousness. The modern idea of education is to build constantly on what we have. Education is an endless process from birth to death, a constant accretion of new experiences, a constant unfolding of the individual. We must recognize the fact that the child comes to us with quite a bit of education. It is our duty to make use of what he has, from the first. He has a family— mother, father, brother, sister; he has pets — dog, cat, chicks, pig, bird, etc.; he knows how to play some games perhaps; he knows some stories — few or many; he has been to a circus perhaps, to the city, to church, to the store; he has certain possessions — a top, a knife, a doll, a wagon, toys, and various odds and ends dear to the heart of the little tot. From the very first day, lead the child to talk about these things ; in this way we overcome this shyness incident to com- ing into a new environment and begin to build up oral compo- sition work. A great deal of oral composition work should be done throughout the first three grades — a separate period may be used for this, but it is not necessary ; in the first two grades, ,s.f any rate, it can go right along with the reading. Wliere the teacher has many grades, the language work of the first two grades can easily be done together, even the first three grades can be put together for this work, if necessary. The 104 COURSE OF STUDY teacher has only to remember that a little more is to be ex- pected of each higher grade, due to its added experience. Ample material is to be found in reading, nature study, hygiene, home-making, civics, geography — as outlined in these various courses. It is not intended that separate periods be given for these, but that they supply the material for language work. In the third grade Jeschke's Beginner's Book in Language may be used. This is optional with the superintendent or teacher. If it is used, the teacher should read it through before she attempts to teach it, in order to get the author's plan and to be able to carry it out intelligently. In the second grade the child should be able to write a story of two or three short sentences ; in the third grade a connected paragraph may be expected. Below are listed some minimum language requirements for Grades one, two, three. First Grade. 1. Capital letter at the beginning of sentences. 2. Period at end of sentences. 3. Writing and proper use of capitals in child's own name. 4. Pronoun I. Second Grade. Child's own address, with capitals and punctuation marks involved. 2. Abbreviations, Mr., Mrs., Dr., and names of months (as needed). 3. Capitals in days of week, months, and holidays, as used. 4. Dates. 5. Interrogation point. Third Grade. s 1. Exclamation point. 2. Commoa contractions as I'm, I'll, don't, won't. ELEMENTARY SCHOOLS OF TENNESSEE 105 3. Capitals in names of places. 4. Abbreviations as needed. 5. Indentation of paragraphs. 6. Forms of friendly letters, including the address on en- velope. Children in this grade should not be held re- sponsible for heading or close of letters. These should be written on the board by the teacher, and copied by the children when necessaiy. Content for the First Three Grades. 1. Reproduction. 2. Stories suggested by pictures. 3. Original stories, poems, dialogues. 4. Dramatizations of reading lessons, stories, poems, etc. 5. Descriptions of the weather, simple experiments, ex- cursions, games, projects carried out in nature study, " home-making, and hygiene. 6. Friendly letters. 7. Toems and short prose selections written from memory. Fourth Grade. Adopted Text— Sanford, Brown k Smith, Book One, Part 1, Pages 1-170. Minimum Requirements. I. Oral Composition. 1. A fourth grade pupil should be able to stand and talk connectedly on an assigned subject for at least two min- utes, without too frequent use of the conjunction and. 2. Special attention should be given to correct forms of speech. II. Written Composition. Fourth grade pupils should be able 1. To use quotation marks correctly. 106 ■ ^ COURSE OF STUDY 2. To make proper use of capitals at the beginning of sen fences and in proper names. 3. To use, correctly, the period, the question mark and the exclamation point at the close of sentences. 4. To write a short story, paying attention to form and punctuation. 5. To write a letter, observing good usage in punctuation, heading and salutation. 6. To use a and an correctly. 7. To know the plural of man, child, tooth, and foot. Oral Composition. Aim: To talk easily and according to good usage. (Cor- relate with Reading, Geography, History). 1. Class Conversations. The ability to stand on one's feet and talk is a most worthy and most necessary aim. Therefore, encourage the child to talk in an easy and interesting manner, free from self -consciousness. In every lesson in oral composition have very definitely in your mind what it is you expect the child to do and what ;you expect him to get from the lesson. If, for instance, you want the child to describe the picture, "A Reading from Homer", and you want him to get from doing that greater ability in expressing himself easily and clearly, do not in- terrupt him every second to correct an error in English and do not asTi leading questions that require "Yes" and "No" for an answer. , , , Let the child talk. Commend and encourage him to say all he can. Then take up, if you desire, the correction of his errors, in the kindliest, most helpful spirit, so that he will feel that you are really trying to help. If on the other hand, your" aim should be to have him speak correctly on some occasion and to get from the ex- perience in correct speaking greater ability to speak cor- ELEMENTARY SCHOOLS OF TENNESSEE 107 rectly in the future, because of an understanding of the errors made, then, and then only are you justified in stop- ping the pupil at each error to explain and correct it. a. Descriptions Pictures — "A Eeading from Homer", page 3 ; Descriptive poems — "September", page 28; Stories— 'The Pine and the Flax", page 125 ; Objects near home and school — ''What I saw on the way to school this morning", b. Narrations Of child's own experiences, "Gathering Nuts", "How I Hunt Rabbits", "When I went to the Circus." Of experiences of others, "The Lark's Nest", page 48; "The Spider and the Fly", page 113; "The Gar- den at Plumfield", page 71; "The Christ Child", page 88. c. Story telling Reproduction — original form and dialogue form, "The Town Mouse and the Field Mouse", page 31; "The Christ Child", page 88. 2. Original Stories, In imitation of well known fables, fairy tales, stories, poems and riddles. 3. Dramatization, Use selections from the reader and the history. Give frequent opportunity for this type of composition. 4. Memorizing, a. One selection each month. Give special attention to enunciation, pronunciation, and expression in all memory work. "Autumn Leaves", "The Stars", "The Rainbow", "The Wind", "Work", "Just a Little", "The Bird", "The Brown Thrush". b. Prose selections from well known stories. 5. Establii«h correct habits of speech. a, At the beginiiing: of the year make it a matter of 108 COURSE OF STUDY class pride to use good English during the year^ — not only in ^'school speech", but in every day speech. b. Encourage free and easy speech. c. Give frequent drills in use of am, is and are ; was and were; has and have; does and do; sit and set; lie and lay; their and there. Games are excellent de- vices to fix good habits of speech. 6. Dictionary drills. Give frequent drills on how to use a dictionary. Written Composition. Aim : To communicate and preserve thought. 1. Class work in summary of an unusual lesson in nature study, history, geography, literature, as ''The Life of a -But- terfly", 'The Flour Mill", "Daniel Boone", "Robinson Cru- soe." Children enjoy preserving their work in booklet form. The covers for the booklets should be made in the drawing lesson period. Sometimes it is well to let each member of the class write a summary, the best to be preserved by the class in their note books. At other times contributions might be gotten from the entire class, either the teacher or some child writing the suggestions on the board. In this case the class as a whole should select by vote the best sentence and put the story to- gether in the best form, step by step. The completed story may then be put in the note books. 2. Individual expression: "My Garden", "A Picnic", "Going Fishing", "My Favorite Pet", "A Bird's Nest", "My Chickens", "My Pig". 3. Dictation beginning with short paragraphs frem the text. Class criticism to secure skill. 4. Letter writing: Give special emphasis to this form of composition, a. Parts — heading, salutation, ending, signature. ELEMENTARY SCHOOLS OF TENNESSEE 109 b. Address on the envelope. c. Writing of simple letters to playmates, parents or friends on subject in which pupil is specially in- terested. 5. Technical work : Give special attention to a. Indentation of paragraph, b. Use of margins. c. How to write titles. d. Punctuation — the period, question mark, quotation marks, the comma in address. Suggestions : 1. Method of procedure, : a. Talk about the assignment of the written work. b. Write the story. c. Correct errors. d. Rewrite, after corrections. 2. Accept only careful work. 3. Let class work at the blackboard frequently. Teacher and class discuss and correct work. 4. Encourage spontaneous and rich expressions both oral and written — even if the child cannot spell correctly all the words he uses. 6. Lesson Plans. a. Oral picture study— '^A Reading from Homer." (1) Study the picture in detail: persons, central figure, positions, dress, expression of faces, other objects in the picture. Use of questions in text that will help to secure desired results. Class discussion must be free and easy. (2) Some story tellers of the present day. How the story is told today. Reference to their readers. Local story tellers. Use any refer- ence books available. 110 COURSE OF STUDY b. ^Vritten composition. ;" "The First Thanksgiving Day". (1) Teacher should tell the story of the Pilgrims. (2) Class discuss why they left England, the voy- age, the landing, building their new homes, spring time planting, the harvest, thankful hearts of the Pilgrims, their friends, the In- dians, Thanksgiving Day, a national holiday. (3) Write a simple outline on the blackboard. (4) Class write the story. (5) Teacher collect papers, sepai-ate into groups of good, medium, poor, correcting most com- mon errors for class discussion next day. Place on exhibit paspefrs that show careful composition and marked improvement over other work of the same kind. (6) Require pupils to rewrite untidy work. (7) After discussion of form and errors, have stories rewritten. c. A sample lesson in dramatization: (children to do the work). The Wise Judge. (Child's World Fourth Reader, p. 27). Characters, The Wise Judge, The Rich Man, The Honest Man, Otliers — Three by the roadside. Three in the courtroom. Scene 1. A Roadside. (The Rich Man walks along the road. He drops a p&ckage, but goes on not noticing. The Honest Man comes along. He finds the package. Turns it over and over to find some mark of identification, but fails). Honest Man : '^I do not see any name on this package. I'll ELEMENTARY SCHOOLS OF TENNESSEE 111 wait a few dlays and perhaps the loser will advertise". (He goes on). (Later the Rich Man and Honest Man meet here. Two or three passersby come along and stop to hear the conver- sation). Honest Man: ^'I found this package. Did you not lose one? Is this one yours?" Each Man: (Quickly taking the package from the Honest Man). "Yes, that is mine. How glad I am to get it back again". (He sits down beside the road to count the money, the Honest Man and the bystanders watching) . A Bystander: "You offered a reward for the recovery of that package. You owe this man one hundred dollars." Rich Man: (Counting the money again) "There were eight hundred dolltars in this package. There are seven hun- dred dollars now. No doubt you have rewarded yourself, my friend." Honest Man: "I am an honest man. I did not open the package, and, of course, took no money out. I do not care for the reward so much as I care that these people think me an honest man." Rich Man : "You must be an honest man or you would not hlave returned to me the seven hundred dollars. So, good-by, my friend — (He tries to walk away. The honest man takes hold of his arm). Honest Man : "No, no, I did not take the hundred dollars from the package. No honest man would have done so.' 2nd Bystander: (To the Honest Man) "Why do you not go before our Wise Judge to have this matter settled ?" 3rd Bystander : "Yes, he is the one to settle this question for you. Go to him". Rich Man : "Oh no, no, no, there is no need to bother our Wise Judge with our little affairs. Honest Man : "It is not a little affair to be thought a dis- honest man. Come, we must go. (He takes the Rich Man by the arm and leads him away. The others follow). 112 COURSE OF STUDY i Scene 2. A Court Eoom, (The Judge is sitting at his desk. Others are seated on one side. The Rich Man, Honest Man and three Bystanders enter) . Honest Man: "Your Honor, will you listen to us?" Wise Judge : '^Yes, my friend, what can I do for you ?" Eich Man: "I lost a package". Honest Man: ''I found the package". 1st Bystander: ''He offered a reward of one hundred dollars". Rich Man : "He took his reward". Honest Man: "The package was sealed and I did not open it". Wise Judge : "Had the package been opened when it was returned to you?" • Rich Man: "How could I tell? Of course, he would try to conceal ever having opened it." (Walking restlessly about). 2nd Bystander: "It did not look to me as if it had been opened". 3rd Bystander. "Nor to me". Eich Man: "The package had eight hundred dollars in it when I lost it. It has only seven hundred now". Wise Judge: "You say it had eight hundred dollars in it when you lost it and only seven hundred when returned to you. Then, this must not be your package. Another man lost this package. My honest friend, take back the money you have found and keep it until it is claimed by someone who lost seven hundred dollars". (The honest man takes the package and walks away. The rich man bows his head and walks slowly out). d. Plan for dramatizing a history story. After the children have read some history story in their reader, or some such story has been told them, the teacher should suggest, or talk about it so enthusiastically that the children will suggest, that they make a play of it for their own ELEMENTARY SCHOOLS OF TENNESSEE 113 enjoyment, for another grade, or to present at assembly. (1) First select a title. (2) Name the characters and let the children select the child to be each character. (This may fail at first, in which case the teacher is given a fine opportunity to point out that we must select people for other quali- fications than good looks, "because I like him", etc). (3) Decide, with the class, upon the number of scenes or acts, where they, will be laid, and give them a title, if the children desire. (4) Let each child think about his character, then tell what he thinks he should do and say. (5) Let somebody be stage manager. (6) Put the play together. (7) Discuss and improve upon it. (8) Sometimes the children might write their parts, but it is not necessary. e. Flan for memorizing a poem — "The Eainbow", page 20. (1) Teacher reads over poem once or twice, with expres- sion and feeling. (2) Discuss the poem with the children, thought by thought; read the phrase or sentence giving a thought, then get the children to talk about it, make sure to repeat the exact words often in the discussion. (3) Have the children select the thought they like best (4) Have children describe the various pictures. (5) Let several children read the poem and have class or consider prettiest. vote on who reads it best. (6) Let other children compete against the one selected as best reader of the poem. (7) Suggest that every child study poem and see who will know it first — each child to stand when he is sure he knows it. 114 COURSE OF STUDY 8. Let children say poem; if mistake is made, have child look at it again. (If this plan is pursued, the poem will be thoroughly learn- ed in half the time, the children will look upon it as a game, and there will be no trouble about enunciation, pronunciation and expression.) LANGUAGE. Fifth Grade. Adopted Text: Sanford, Brown & Smith, Book One, Part II. Minimum requirements in addition to preceding grades: I. Oral Composition: 1. Fifth grade pupils should be able to stand and talk definitely and to the point on an assigned subject, for three minutes. 2. Stress should be placed on use of correct English in all work in all classes. II. Written Comjiosition : 1. Fifth Grade pupils should be able to write a composition of three paragraphs, paying attention to margins, inden- tation of paragraphs, use of capitals at the beginning of a sentence and proper punctuation at the end of sentences.' 2. Letter writing — the ability to write a business letter and invitation according to good usiage as to form, punctuation of heading, salutation, beginning and close. III. Technical points: 1. To know the most common contractions. 2. To know the use of the possessive case singular. 3. To know the commonly used abbreviations. 4. To point out the subject and predicate of the simple sentences. ELEMENTARY SCHOOLS OF TENNESSEE 115 5. To recognize the noun. Suggestions for the work of the grade: I. Literature ( See reading) . 1. Definite study of some selection, as "The Slandpiper^', page 180, or "Our Nation's Strongholds", page 260. Give attention to enunciation, pronunciation, and em- phasis to get the proper emotional response. 2. Sight-reading from easy, new material. Use any ma- terial on hand. The five-cent classics furnish excellent material. 3. Individual reading, a. Silent reading to emphasize the thought. b. Group reading may be used here. This method is described in detail in "Rural Education", by Pickard. c> Discuss with pupil stories he has read, and let him tell story to the class. d. Make use of selections from books, magazines, news- papers, children's papers, etc. e. Encourage home reading. 4. Memorize such selections as, "Little Brown Hands", page 220 ; "Cotton", page 281 ; "Pippa's Song", page 244 ; "In the Wheat Field", page 201; "Summer's Ending", page 173 ; "What do we Plant when we plant the Tree", page 205. II. Oral Composition. 1. Material : Nature study topics ; history topics ; current events; glames; daily experiences; literature; pictures; discussions of books read; short debates on school topics. 2. Plan, execute and judge work in co-operation with pupils in narration, description and argument. "Frank- lin's First Day in Philadelphia", page 185; "The 116 COURSE OF STUDY Gleaners", page 203 ; ''The Camp Fire Girls", page 253 ; are types of such lessons in the text. Suggestions : 1. Correct bad habits of speech by practice of the correct forms. 2. Give much opportunity for free expression. 3. Use simple themes for short paragraph practice, being sure to use subjects of interest to the child. 4. Strive for clear, concise, correct expression. 5. Use oral composition to prepare for all "Written work. 6. Make use of all reference books possible. III. Written Composition. 1. Continue narration in history work ; description in his- tory, geography and nature study; begin argument in history; exposition in home economics, farm problems, games ; continue the reproduction of stories ; land begin the interpretation of poems. Have at least one lesson each week in this kind of work. 2. Plan for arrangement : a. Place title, correctly capitalized, on first line near the middle. b. Give attention to the proper margins. c. Indent the first line of every paragraph or group of sentences on one topic. Begin new paragraph only when there is a real division of thought. d. Write neatly. Use ink when possible. e. Place name at close of composition, followed by the date on the next line. 3. Marking the papers : a. Accept only the best work of the pupil. b. Correct, a few at a time, common errors in arrange- ment, expression and spelling. c. Exhibit models of best work done. Commend all ELEMENTARY SCHOOLS OF TENNESSEE 117 good work. Reject all slovenly and careless work. d. Require pupils to make corrections asked for. e. Read aloud to the class the best papers for com- parison and enjoyment. f. Place special emphasis on originality and effective- ness of expression. 4. Letter writing: Make business letters brief and clear; friendly letters, interesting ; choose words carefully ; use good beginning and closing forms ; use pen and ink, only ; teach folding of letter and proper address of the envelope. 5. Original stories: Make a study of two or more stories of a kind, for ex- ample, "The Buckwheat", page 210. a. Outline of story for study: ( 1 ) Recall other stories of this kind. (2) Explain words and phrases. (3) Read the story, (4) Questions for an understanding of the story. (5) Write flamiliar phrases on the board: "black as a coal", "Oh, yes, indeed I do", "lifted up their heads", "golden grain", "rosy apple bio? som", etc. (6) Note the order of telling the story and make a fitting outline on the board with the help of the class. (7) Is there any unusual arrangement of words in the sentences? Does this add to the attractive- ness of the story ? b. Encourage the pupils to write an original story of the, same type. e. Study poems and ballads in the same way. 118 COURSE OF STUDY IV. Technical points to be accomplished: 1. Parts of speech : a. Nouns, common and proper; number, formation of plurals ; possessives. b. Pronouns. Drill work in use of ''I", ''he", "him", "she", as "was it he?" "It is I", etc. c. Most common irregular verbs. Agreement in num- ber with the subject. Drill exercises in use of "have" and "got", "teach" and "learn", "like" and "love", "shall" and "will", "may" and "can". d. Adjectives used in description. Use exercises to select the appropriate adjective, the, a or an ; this, these; that, tbose. e. Adverbs, words or phrases. Exercises to distin- guish between the adjective laud the adverb. 2. Sentence study: a. Subject and predicate, change in order. b. Exercises to get variety of expression. c. Use of negative and positive forms. d. Synonyms. 3. Other requirements : a. Use dictionary constantly. b. Teach direct and indirect quotations. c. Give frequent dictation exercises. d. Contractions. e. Punctuation : Commas in series, indirect address, with yes and no. f. Eules for capitalization. Sixth Grade.. Adopted Text — Sanford, Brown & Smith, Book Two, Part I. ELEMENTARY SCHOOLS OF TENNESSEE 119 Minimum requirements in addition to preceding grades: I. Oral Composition. Pupils of the sixth grade should be able 1. To give in a connected way a narrative, a description and an argument of two minutes length. 2. To tell a story that contains several sentences of con- versation. II. Written Composition. Pupils of the sixth grade should be able 1. To write narrations, descriptions and arguments of three and more paragraphs. 2. To write business letters, notes, invitations, and friend- ly letters according to good usage in paragraphing and punctuation required for preceding grades. 3. To write titles correctly spaced and capitalized. III. Technical points. 1. The pronoun; (2) the verb; (3) the adjective; (4) the modified subject and predicate (5) how to write a divided quotation; (6) the use of "the possessive case plural; (7) kinds of sentences as to meaning. Suggestions for the work of the grade : I. Literature (see reading). 1. Continue the work begun in the fifth grade in definite study of such selections as "Rip Van Winkle", "Legend of Sleepy Hollow", "The King of the Golden River", "The Daf- fodils", "The Gladness of Nature". Make use of the supplementary readers for work of this kind in all grades. If the child finds a story he thinks will be interesting to the class, let him read it to the class. Re- member that the chief value of literature is for enjoyment; the pleasure and appreciation of the pupil should be the first con- sideration in all literature. 2. Continue the silent reading on a more extensive scale. Encourage the pupils to bring magazines and newspapers 120 COURSE OF STUDY from their homes to supplement the work. Require some home reading, asking for reports on this work. Assign topics in history and geography for individual reading and report. 3. Memorize such selections as "Columbus", Miller; "Star Spangled Banner", Key; "To a Waterfowl", Bryant; "A Boy's Song", Hogg; "Psalms" 19-24, The Bible. II. Written Composition. 1. Continue the work outlined for fifth grade, enriching the course when conditions demand. 2. Give frequent drills for correction of common errors, keeping always the correct form before the class. 3. Select interesting subjects for all composition work, using the suggestions for fourth and fifth grades in con- nection with the text. Let the pupils frequently select their own subjects for the class, or each for himself. 4. Continue to check the most common grammatical er- rors before class allowing the pupils to give the cor- , rections frequently. 5. Stress formal letter writing. Insist on proper para- graphing, punctuation and capitalization in all written work. III. Technical Points. 1. Eeview thoroughly outline for fifth grade. 2. In addition teach the conjunctions; simple, complex, and compound sentences; declarative, interrogative, imperative and exclamatory sentences. 3. Give attention to the most important suflSxes and pre- fixes. Emphasize spelling in all subjects. Suggestions : In teaching grammatical usage in this grade, as in all others, an abundance of illustrative material should be used, indeed, it seems more true in language work than elsewhere that the child can only learn to do by tloing. ELEMENTARY SCHOOLS OF TENNESSEE 121 Use magazines, newspapers, and books to illustrate punctu- ation and the various kinds of sentences, and htave every child give original examples until you feel reasonably sure he un- derstands what he is doing. Do not confine your illustrations to the text and do not let the child do so, and do not hurry over a new topic before the class has mastered it, because you fetar you will not cover the year's assignment. To know, so that he can use, what he has gone over is of infinitely more importance than to cover every word in the text. Technical Grammar. Seventh and Eighth Greides. Adopted Text: Sanford and Brown, Book II. Seventh Grade, Part II ; Eighth Grade, Part III. Minimum Requirements. In addition to the work of the preceding grades, the pupils of these grades should be able to know land use 1. Declarative, interrogative, exclamatory and imperative sentences. 2. Simple, complex, and compound sentences. 3. Phrases and clauses. 4. Nouns. a. Classes. b. Inflection. c. Gender. d. Number. e. Use in sentences. 5. Analysis. Note: Any work in technical grammiar should be made practical, do not attempt too much, do not attempt anything that the child will not use. Make use of the keynote of each day's lesson. Throughout any course in grammar it should be under- 122 COURSE OF STUDY « stood that it is to be definitely connected witii oral and written composition. Any study of giammar that does not do this is worth very little to the child. Also keep in mind that it is worthless unless the child make use of what he has learned in grammar in all his school work and in his every day speech. I. Aim : In this course it is the purpose to give correct form to oral and written composition. The child must use, and iise repeatedly, the principles learned in grammar. In fact, he must use principles and then learn the technical side — the reasons why. Technical grammar, as such, cannot be consider- ed of great importance as a separate subject, but as a means to an end and that end correct English, both spoken and written, it becomes of inestimable value. Grammar in these grades should be very practical and im- portant work can, and should be done. Try to make each lesson a part of the child's experience. The child has already learned something of the parts of speech, sentences, parts of sentences and their relations, punctuation, capitalization, etc. The opportune time comes in the seventh and eighth grades to organize what the child has learned and to enlarge the subject. The purpose should be to give typical usages and constructions, omitting difficult and unusual points for later treatment. The opportunity comes in these grades for the child to learn the reasons for forms of expression in all oral and written composition. Errors in speech can be explained as well as corrected. II. Suggestions for procedure: A. Review work done in fifth land sixth grades, not as a separate lesson especially, but in connection with the new work of the term. B, Enlarge the study of sentences. 1. Subject and predicate with all their modifiers. 2, Study of larger sentences; especially complex and compound. To give reason for this study lead the child to see the value of the different types of sen- tences in composition and literature. Show how ELEMENTARY SCHOOLS OF TENNESSEE 123 the language is enriched by the use of the different types of sentences and impress upon the child the necessity of learning much about sentence struc- ture in order to understand good literature as well as to write correctly. A definite use of this princi- ple is found in the following example : "And what is so rare as a day in June? Then, if ever, come perfect days; Then Heaven tries Earth if it be in tune, And over it softly her warm ear lays: Whetlier we look, or whether we listen, We hear life murmur, or see it glisten"; etc. Lowell. Show the child the difference in a sentence of this type from the standpoint of literature, and a num- ber of short sentences. C. Phrases and clauses will need sufficient drill so that the child will recognize the place of each in the sentence. D. The parts of speech have been studied but they should be given careful attention in these grades, especially in the seventh grade. The teacher must not forget that the English language presents many difficulties just at this point. It is not always easy for a child to tell one part of speech from another when the spelling is exactly the same and he must judge by use alone. It will be worth while to spend some time on the use of certain words of this type. The verb is perhaps of most importance. A great many of the most common errors are traceable to the wrong use of verbs especially the irregular verbs. It might be well to give care- ful attention to the lists of verbs to be found on pages 166-167- 168 in the adopted text. A few, such as lie, lay, sit, set, take, drag, blow, etc., should be conjugated and learned in full. E. Mode, tense, voice, gender, declension of pronouns, com- parison of adjectives and adverbs, and conjugation of verbs should be emphasized. 124 COURSE OF STUDY III. Some Correlation. A great part of the work in grammar in these grades will not be effective unless definitely connected with the work in composition and literature, as well as other class work. As the same teacher will very likely teach all classes in English this can be worked out by the teacher. IV. Diagram and Analysis for the Eighth Grade. More attention may be given tliis phase of sentence study in the eighth grade. It may help to clear up any constructions not otherwise understood. Also, a general review may be given toward the close of the term. V. In General. A. Use dictionary freely. B. A great amount of illustrative material may be ob- tained from papers land magazines. This material is very at- tractive when mounted on card boards, colored, or white, and can be used to good advantage in drills and review. C. ''Better Speech Week.'' Observe ''Better Speech Week" in your school. For infor- mation concerning this movement write Prof. James F. Hosic, Editor of "The English Journal", University of Chicago, Chi- cago, 111. The programs for the week are planned and can easily be carried out in any school. It is always a time of great inter- est and much lasting good results can be obtained. ^& » D. At the close of the Eighth Grade the child should know the principles underlying correct form — and should have some ambition to speak and write English correctly. ENGLISH Seventh and Eighth Grades. Minimum requirements for seventh grade in addition to requirements for preceding grades. ELEMENTARY SCHOOLS OF TENNESSEE 125 I. Oral Composition. A seventh grade pupil should show marked improve- ment in choice of words and variety of expression in all oral composition. Discourage the use of slang. Stress requirements for sixth grade oral compositions and in ad- dition require pupils to be able 1. To give a two minute debate on a stated question. 2. To give definite directions to travelers. 3. To make a five minute, well connected report on a history, a nature or a literary topic. II. Written Composition. 1. All written work should be well paragraphed. Inden- tation and margins must also be required. 2. Pupils should be able to write a brief dialogue or con- versation according to good usage in punctuation and capitali- zation. Minimum requirements for the eighth gi^ade in addition to requirements for preceding grades. I. Oral Composition. Eighth Grade pupils should be able 1. To give a well arranged, connected report on current events, newspaper and magazine articles of general interest. 2. To avoid errors in the use of the past participle of the verb, the double negative, and the nominative and objective forms of the pronoun. II. Written Composition. Eighth Grade pupils should be able 1. To make and follow an outline in the composition work assigned. 2. To use compound and complex sentences easily. 3. To show some skill in choice of words, to avoid repe- tition of hackneyed phrases; and to give attention to variety in expression. 126 COURSE OF STUDY 4. To write business letters, applications for positions, social letters and notes, and the different forms of general composition according to good usage in paragraphing, mar- gins, indentation, capitalization, titles, heading, and punctu- ation, including the use of the period, comma, interrogation point, exclamation point, dash and parenthesis. Composition. Follow up the corrective exercises given in the fifth an(J sixth grades to make sure the pupils become more skillful in sentence building, paragraphing, punctuation, and ease in expression. Above the fourth grade, pupils should be required to use the topic method of recitation. Arrange for at least one library period each week in which pupils are required to report on selections of their own choice and books read outside of assigned work. One reading period a w'eek can well be used for this purpose. Use any good books, magazines, newspapers and other current litera- ture available. This material may be secured in several ways. Ask children to bring from home books, catalogues, magazines and papers they may have to give. Write, enclosing postage, your nearest librarian to send you papers and magazines which they have collected for distribution. Write the De- partment of xlgriculture, Washington, D. C, for literature on any phase of home and farm work in which your community is interested. Place tliis material on the reading shelf to which the pupil is allowed to go when he has finished his re- quired work. 1. Oral Composition. Aim: greater . skill in the use of the English language. a. One to five minutes talk ''on current events and newspaper articles of general interest. Material for these dis- cussions may be found in "The Youth's Companion," published by the Perry Mason Publishing Co.', Boston Mass., "Literary Digest," New York City; "Current Events." Write for sam- ple copies. Every school should have the use of one or more of these and a good daily newspaper, if possible. ELEMENTARY SCHOOLS OF TENNESSEE 127 b. Debates. Questions arising in the study of such subjects as agriculture, literature, history, civics, geography, physiology, nature study, home economics, manual training, etc., may be used. Questions of local nature frequently ex- cite interest. c. School Clubs. Let cliild,ren occupy officer's po- sitions in clubs and societies for drill in formal club pro- cedure. This may become a game for correction of seventh and eighth grade errors of speech, as well. In all club work stress dignity in presiding and execution of duties, and obe- idience to rules of order. This ^411 be found helpful in the discipline of the school. d. Jokes. Judgment must be used in the selection and telling of jokes. Everyone enjoys a good joke, well told, and few can tell one well. Be brief; use little detail, and stop when the "point" is made. e. School topics in argument. f. Discussion of books, and stories read in children's magazines. If the pupils are caring more for worth-while literature one educational victory is almost won for the child. 2. Written Composition. Aim : Greater ease in writing the English language. a. Letters. Pupils in seventh and eighth grades should be able to write clear, concise business letters, in- teresting friendly letters, notes and invitations without er- rors in punctuation, paragraphing and subject matter. b. Writing bills. c. Writing receipts. d. Nature topics in detail from first hand experience. e. Picture study in more detail. Study the life of the artist and period of time in which he lived as far as possible. Use "Carpenter's Stories Pictures Tell." f. ' Biography. After finishing a period of history use the outstanding fiigures for subjects in biographical composi- tion. 128 COURSE OF STUDY g. Character sketches. Use literary selections from reading course. h. Dramatization. Choose a suitable story as, ''Scrooge's Christmas," "Courtship of Miles Standish/' from the supplementary readers. Historical events such as ''The Landing of the Pilgrims/' Pocohontas Saves the Life of Capt. John Smith," "Saving the life of Katherine Sherrill." Let the pupils write the dramatization similar to plan given for the fourth grade. i. Short plays, original stories. Encourage this type of composition. j. Interpretation of poems. May use plan given in the fourth grade original work. k. Improvement of sentence structure. (1) Meaning: changing from one form to another, taking care that the exclamatory and interrogative are used only where emphasis is required in general composition. (2) Form: combining two or more simple sentences into compound; lengthening simple and compound sentences into complex. (3) Drill for correct usage: agreement of subject with predicate; proper arrangement in sentences of adjectives and adverbs, words, phrases and clauses; use of conjunction and preposition for better relation of modified element in sentence; use of verbs to agreement in time. (4) Drill in use of adjectives to enrich language. Study standard sentence forms. Study synonyms, antonyms, homonyms, (5) Rewrite sentences to make a better choice of words. ELEMENTARY SCHOOLS OF TENNESSEE 129 GEOGRAPHY Introduction. Geogiaphy hns become an important subject in our modern school course. Teachers should study the text-book thorough- ly and make the best use of the maps and pictures, as well as the content of the printed lessons. It should be understood, however, that the text-book gives only a limited treatment to important topics. A few of the main topics should be enlarged from, interesting material ob- tained from outside sources, supplementary pamphlets, and readers. Generally speaking, the text-books are lacking in the illus- trative and descriptive background that gives interest and zest to these studies. In outlining the course of study" these big central topics are pointed out and teachers are advised to use special ma- terial with which to expand and enrich several of these main topics, for example, the type studies on Corn aud Cotton, New Orleans as a Gulf port, a wheat farm in Dakota, Irrigation on the Salt River Project, and a few others. Let the teacher study up one of these big topics thoroughly, read it over several times iso as to master fully the facts, sketch the local maps that will be needed for blackboard explanation, and collect several good illustrative pictures. Have the whole matter so well in hand that you don't need the book, but can present it and discuss it orally with the children. It is sur- prising what a hold this kind of good instruction gets upon children. Whatever is thus presented by the teacher should be repro- duced by the children before going on to the next topic. In order to find time for this kind of instruction, com- bine two or three classes, as the 4th, 5th, and 6th grades, into one big class, so 'that you can have half an hour for the reci- tation; and keep up this kind of work for several lessons or 130 COURSE OF STUDY days till you have worked out aud mastered one big topic. Bead and recite also what the text book says on the same sub- ject. Hold children responsible for a full and correct state- ment of the facts. Let one child recite without interruption on one point even if it requires five minutes. Encourage them to tell the story in full and to use blackboard sketches. Let the teacher hold back and keep quiet while the children pre- sent a full discussion. Get the children to do the work them- selves. In such teaching the great thing is to see how much the children can do themselves and to hold them to it. A good deal of time is spent by teachers and children dur- ing class recitation in just reading over the lesson in the book. This does not amount to much unless the children then close the book and repi-oduce from memory what they have read. It is far better to understand thoroughly and reproduce a few important topics than merely to read over in a careless way ai large number of topics. It may be necessary sometimes to read together and dis- cuss the lesson in the text-book so as to make necessary ex- planations and see to it that cliildren understand the points. This, however, is only an introduction to the study of the les- son. The next thing and the most important is that children settle down to hard study and master the lesison sO' that they can recite it well without questions or help from the teacher. Some teachers make the mistake in trying to get the whole lesson out of the children by numerous questions. The best thing the teacher can do is to keep still, and require the child to recite the lesson after careful study. In the intermediate grades the mphasis is put first on the local geography of the home, neighborhood, upon food, cloth- ing, and shelter, and the roads and shops and farms of the local town and the country about. Next follow the topics of our own state and of neighboring states, the Cumberland and Tennessee Rivers, Nashville, Knoxville, Chattanooga, and Mem- phis, cotton and tobacco. Later still are the importtant studies of other parts of the United States and of North America. ELEMENTARY SCHOOLS OF TENNESSEE 131 We need not spend inncli time in intermediate grades in the study of otlier countries and of foreign lands. That can be left to the grammar grades for the most part. We need nowadays to simplify our course of study by se- lecting a few main topics for complete mastery. It is a mis- take to spread out superficially over a vast number of small topics. Such a plan calls for the dull memorizing of many worthless facts, instead of an interesting study of big, impor- tant subjects. The big topics need to be enriched and illus- trated freely. By this mastery of the main types of geography of the United States the later study of foreign lands will be more easy and rapid. We should keep in mind all the time that geography is closely related to history and the natural sciences. Many of the topics in geography dip into history and science. For example, the Hudson River and New York are importanit in both history and geography, and so also with Boston and Philadelphia and the Mississippi River. Improve- ments and machines in agriculture and mining and manufac- ture are based upon scientific knowledge. Such studies should be closely correlated, not separated and kept apart. The proper full treatment of important type studies will bring about a close co-operation between geography, history, and the natural sciences. This is one of the chief improve- ments that modern education demands. Geography- — Third Grade. Definite geography teaching should begin in the third grade —not necessarily in a separate period. It can well supply the material for the language period, or sometimes go along with the reading. This is the time for location and acquaintance. Much of the geography work of this grade is in reality nature study and home-making; the child learns something about soil, where various plants grow, the clays, loams, rocks, peb- bles; he learns about streams and rivers, hills and valleys. Frequent excursions should be made to learn about these things from nature— examples can be found right around one. He learns something about the weather — a daily weather map 132 COURSE OF STUDY should be kept. He learns something about food, shelter, and clothing — where wie get our foods, how we preserve them for winter; the different kinds of shelter, why we need different shelter in winter and in summer; where we get our clothing, why we need more in winter. We get the acquaintance with these things in our own neighborhood first, then through reading such a book ae "Around the World wiith the Children" we get acquainted with conditions in other countries beside our o^mi. This is also brought about by the border and sand table work of the year; it is quite customary to use the Eskimo Motif for Janu- ary and the Japanese Motif around cherry blossom time. The other important element that the child should get in the third grade is location. First he should get himself lo- cated, he should learn how to find north, east, south, west; from that he can get his school located, his home, the direc- tions of the roads leading from school and home. The next step is to locate things and places on the map : he learns the parts of a map that correspond to north, east, south, west, then he begins to draw maps — of his desk, of the schoolroom, of the school grounds, of his village, of his county, of liis state. At the same time a community map should be made on the sand table — the school, church, stores, houses, roads, etc., should all be located and placed in position. This work can be done a little at a time, extending through the entire year and formis a splendid basis for the topic treat- ment of the succeeding gardes. Geography — Fourth Grade. 1. The Study of foods. An excursion to the grocery store. Food products and where they come from, fruits, vegetables, flour, cofifee, sugar. 2. Clothing. The raw materials from which clothing is made, cotton, wool, silk, etc. Excursion to a cotton gin or cotton mill. 3. House-1)uilding. Materials used and sources. Excur- ELEMENTARY SCHOOLS OF TENNESSEE 133 sion to a house in process of construction. House building- in cold countries (Eskimos), houses in hot countries, as in Cen- tral Africa. 4. Farming and gardening. Visit to a garden in the fall. Harvesting of crops. Truck farming near the cities. 5. Milh and dairy products. Visit to a dairy. A pure milk supply. 6. Lumbering. Visit to a saw mill. The yellow pine lum- ber belt of the south. 7. Description of a coal mine. Use of coal and location of coal areas. 8. The Tennessee River and water powers. The valley of East Tennessee, Knoxville, Hale's Bar and the Mussel Shoals. Locks. See Type Study on Mussel Shoals, Peahody College series. The Cumberland Eiver, dams and locks. The Ten- nessee Gorge and Lookout Mountain. 9. A Cotton Plantation. See Type Study on Cotton, Pela- body College series. 10. The Sonthern Appalachian Mountains. The Great Smokies. Streams breaking through the mountains. Ashe- ville as a tourist resort. Chattanooga and its surroundings. 11. Tobacco-raising in Kentucky and Tennessee. 12. Early settlement of Tennessee. The Watauga settle- ment — Nashville. Connect with the history stories of Robert- son and Sevier. 13. The Bluegrass Region of Kentucky; connect with the story of Daniel Boone; The Wilderness Road; Boonesboro. 14. AVestern Tennessee. a. The Mississippi River. b. Memphis. (1) Location on the bluffs. (2) Important as a commercial and railroad center. 134 COURSE OF STUDY Suggestions as to how to use the text-books in fourth grade geography in connecton tvith the work outlined ty topics for this grade. 1. Since the fourth grade is the transition period, when the child begins to study books, since it is his first experience with a text in geography, the first lesson or two should be de- voted to getting acquainted with the book. a. He should learn it has a name of its own — just as he has — where to find it. b. Teacher and pupils together should look at the pic- tures and talk about them. This book is rich in colored pictures, by means of these the teachers can easily catch the child's attention and arouse his interest. c. He should leiarn to find what he wants in the book — the use of the table of contents (for general topics), of the index in the back of the book (for particular places and things). d. He should look over the various tables in the back, that he may know what sort of information they contain^ so that he will know where to look for information wlien he needs it. e. All the different kinds of maps in the book should be examined and discussed. 2. A fine point of contact for beginning the fourth grade study of geography is to be found in maps on page 66, since this sort of work is supposed to be done in the third grade, and this becomes, then, merely a review and enlargement of former study. (Do not feel that you must begin on the first page of the book and go straight through because the book is arranged that way. The book is for you to use to the best advantage, not to tie you to it page by page as a slave. The important point to be kept in mind is that we want our pupils to know something about the earth as the home of man. Then we must remember that the child learns best when he is interested and that he is interested when we start with something he knows.) 8. A lesson should be given on v.'^niDarison of the three ELEMENTARY SCHOOLS OF TENNESSEE 135 kinds of maps ou pages 70, 72, 73, — what we can learn from each one, what the colors mean, how this is going to help us in our further study, etc. 4. There should be a lesson on Land and Climate, page 61 — not in detail, but in such manner as to get some idea of the effect of climate on people and products. 5. A study of relief and physical maps should naturally^ lead to a desire to know what sort of things grow in the highlands and lowlands, the conditions of the people who live there. The discussion of the effect of climate enters int(3 this. 6. JS^ow can be taken some of all of the first seven of the big topics outlined, raragraph references in the text will be given, Tn addition to this all the reference material accessi- ble should be used. Do not fail to make the excursions rec- ommended when possible and gather all the information possi- ble by asking questions of people who handle foods, clothing, lumber, etc.. of people who have traveled; of the government. (Information can be secured by writing for it). Topic 1— Paragraphs 3, 38, 43. Topic 2— Paragraphs 4, 100, 101, 126, 133, 137. Topic 3 — Paragraphs 5,127. Topic 4— Paragraphs 10, 11, 12, 18, 19, 20, 21, 22, 23, 104, 113, 124, 133, 139, 148, 157. Topics 5 — Paragraphs 24, 25, 113, 140. Topics 6— Paragraphs 27, 28, 29, 105, 125, 135. Topics 7— Paragraphs 33, 114, 125, 135. 7. When we take up the study of sections, it is well to study our own section first, to make a full study of it, and use it as a basis of comparison for other sections. (The reason for this is that the children know something of their own section to start with, will know more when they have studied it. and then will have some actual experience and informa- tion to refer to in o;etting new information.) Topics 8. 9 10. 11.. 12, 13. 14, deal mostlv with our section, the South 136 COURSE OF STUDY Central States, page 115. Some or all of these topics should now be taken up for an intelligent understanding of Tennes- see geography and that of all of this section. 8. The other sections maj?^ then be taken up — if there is time for it — and comparison made with the South Central States as to position, surface, climate, industry, products, important cities. 9. The purpose of studying sectional geography in the fourth grade is more for the purpose of getting a general idea of the region than to get detailed information. 10. In taking up a section such questions should be asked as, "What climate would you expect this section to have from its location?" "'What industries would you expect to fmd here?" What products would you expect to get from this section?" Why do you suppose this city was located here?" "In which direction would you expect the rivers to flow?" "Would you expect to find health resorts here, pleasure resorts?" Then, constantly, the effort should be made to increase the accuracy of the child's judgments — he "\^ill be interested himself, to see how nearly he has judged conditions from the map and his previous knowledge. This will be found most valuable exercise for future work. GEOGRArHY FIFTH GRADE. 1. Farming with big machines. A wheat farm in Dakota, Type Study in tlie Peabody College series. 2. Iron ore. Coal and iron or steel works at Birmingh|am. B. Sugar plantation in Louisiana. 4. New Orleans as a gulf port. Improvement of the harbor. The Industrial Canal. Capt. Eads and the Jetties. See Type Study in Peabody College series. • 5. Fishing along the gulf. Oyster fisheries. Tarpoon. Gulf resorts. ELEMENTARY SCHOOLS OF TENNESSEE 137 C. The first Steamboat on the Ohio and Mississippi. See Type Stndy in Peabody College series. 7. City of Nashville, Capitol building. State government. The legislatnre and law-making. The state schools. 8. The Great Lakes region. Shipping and cities on the Great Lakes. Chicago, Detroit, Cleveland, Buffalo. Ship- ments of lumber, iron ore, coal, etc. 9. Corn production and the corn belt. Stock-raising. The dairy industry. See Type Study on Corn, Peabody College series. 10. Niagara Falls. Scenery, Gorge, Water power for manufacturing. 11. The Hudson River. Highlands. Exploration. Story of Henry Hudson. Commerce and connection with the Erie Canal. Other coastal rivers on the Atlantic Coast. 12. Yellowstone Park. Scenic region. Compare with Glacier Park and Yosemite. Compare with White Moun- tains and Adirondacks. 13. Gold mining in California and Colorado. Story of the 49'ers and settlement of California. Copper mines at Ruth and Douglas. 14. Salmon Fisheries along thee Columbia. Compare with cod fisheries on the N'eW England coast and on the banks of Newfoundland. 15. Study of the Earth as a whole. Maps of the world. Locate continents and oceans. 16. General survey of South America. Chief rivers, conn- tries and cities. 17. General survey of Europe. 18. Asia and' Australia. 19. Africa in outline. 138 COURSE OF STUDY Geography — Sixth Grade. ■- 1. The Mississippi River as a great valley. Floods on the Mississippi. The levies. Improvement of rivers by dams and locks. Commerce and steamboating. Chief cities on the rivers as trade centers. 2. The Erie Canal — its history and rebuilding. Other canals, Welland, Illinois and Michigan. 3. Cotton Mills and cotton manufacture in New England. Cotton manufacture in the Carolinas and the South. Woolen mills and woolen manufacture. Silk and silk mills in New Jersey. 4. The Pennsylvania Railroad a type of railroad system. "New York Central, Baltimore & Ohio, etc. 5. New York City. Its growth. Its inland and foreign commerce. Kapid transit and city improvements. 6. Pittshurgh, the center for' the steel industry. Other important cities of steel production, as the cities on the south shore of Lake Erie, Chicago, Gary, Birmingham. 7. The Alleghany Mountains. The great valley. Rivers flowing east and west. 8. The city of Washington. Its plan and growth. The Capitol and White House. Other public buildings, as the Con- gressional Library, Treasury Building. Patent offiee. De- partment of State. The three departments of government. 9. Florida and the winter resorts. Hotels. Fruit-raising. 10. Oil wells and oil production in Pennsylvania. Later oil development in Oklahoma, Texas, and the Southwest. 11. Irrigation on the Salt Eiver and in the west. See Type Studies, Peabody College series. 12. San Francisco as a Pacific port. Other ports on the west coast, as Los Angeles, Portland and Seattle. ELEMENTARY SCHOOLS OF TENNESSEE 139 13. Voyage from Seattle along the western coast to Alaska. 14. The Eocky Mountains as a whole. Pike's Peak, Long's Peak, Mt. Shasta, Mt. Kainier. 15. The study of North America as a whole. Great river systems. Mountain systems. Influence of the winds upon the climate. Geography — Seventh Grade. 1. Map study of South America. Mountains, rivers, and countries. 2. The Amazon. Equatorial forest. Navigation of the river. Eubber industry. 8. Coffee plantation in Brazil. Preparation and shipment of coffee. Santos. 4. Eio de Janeiro, the port of Brazil. Compare with other seaports of South America and of North America. 5. Buenos Aires in Argentina. The La Plata shipments to the United States and to Europe. History of Argentina. 0. Chile and other Spanish States of South America. The nitrate beds. 7. Map study of Europe. Mountains and rivers and coun- tries. The peninsulas and irregular coast line of Europe. Gulfs and bays. 8. The Alps. Mt. Blanc. Sources of rivers. The lakes and resorts of Switzerland. 9. The Ehine Eiver. History and scenery. The Danube, Volga and others. GTeat cities. 10. The Fiord coast of Norway. Mountains and glaciers, scenery, fishing, forests. Compare with coast of Africa. 11. Glasgow. Its harbor improvement and shipbuilding. Liverpool and harbor improvements. Manchester and Ship 140 COURSE OF STUDY Canal. Other great seaports — London, iintwerp, Hamburg, Marseilles, Naples, Constantinople. 12. Silk culture and manufacture at Lyons. 13. Paris the modern city. Compare with Boston, Phila- delphia, New York. Also with Dlresden, Munich, Venice, and I^ome. 14. Manchester and Birmingham as manufacturing cities in England. 15. Petrograd built by Peter the Great. Vienna and Ber- lin, Capitol Cities. 16. Rome the ancient city. Compare with Athens and Constantinople. 17. The M(.'diterranean Sea. Historic importance of the Mediterranean. Geography — Eighth Grade. 1. JMap stud}' ;ind survey of Asia. Edvers, mountains, deserts, and countries. 2. The British colonial system. India, Australia, South Africa, Canada and Islands. The Spanish Colonies. Tlie Dutch (^olonies. 3. Tlie F'hort route to India, via the Mediterranean and Suez. The Suez Canal. The old route by Cape of Good Hope. 4. The Himalaya Mountains. Compare with Andes, Alps and Rockies. 5. The Yangtze River, chief avenue of traffic. Large cities. Compare mth Mississippi, Hoangho, and Danube. 6. The Trans-Siberian Railway. Compare with the Union Pacific. Its use in the Russo-Japanese war. 7. The people of Japan. Character of their island home. Their art and manufactures. Rapid progress in Japan. ELEMENTARY SCHOOLS OF TENNESSEE 141 8. General survey of Australia. Its rapid settlement and growth. Gold discoveries. Sheep industry. 9. Survey of Africa. Its European colonies. Great rivers, mountains and deserts. 10. The Sahara Desert. Its people. The Bedouins. Cara- vans. Deserts of Arabia and Gobi compared. 11. The Nile Eiver. Its history and monuments. Irri- gation from floods. Compare with the Mississippi River. The Congo, Compare with Mle and Amazon. 12. The Gulf current in the Atlantic, The Japan cur- rent in the Pacific. Causes and effect of these currents. 13. The Panama Canal. Its building influence on world commerce. See Type Study on Panama Canal in Peabody Col- lege series, 14. North America compared with other continents in size, resources, mountains, rivers, and people. 142 COURSE OF STUDY HISTORY Introduction The history text books assigned tor the ditfereut grades from the fifth through the eighth should be used with dis- cretion. Some topics are far more important than others and should be illustrated and enlarged beyond what is fur- nished in the regular texts. Jiurgoyne's campaign and the Constitutional convention of 1787, for example, are very important and should receive a full treatment, even if some less important subjects have to be omitted. The Virginia Plantation and the Purchase of Louisiana are such outstanding topics that they deserve a full treatment such as is supplied in the pamphlets referred to. Teachers should make a special stud}' of such topics and learn how to [H-escnt them to classes and to discuss them intelligent- ly. The richer, concrete development of such topics will a^^■akell tlie childi-en to a real interest in history. The teachers should understand that the books are filled up with a multitude of minor topics, which there is not time to teach. It is a Avise plan to select the more important cen- tral topics and to discuss and illustrate them fully — omit- ting many secondary matters. It is better to make a full study of one good story like that of Daniel Boone than to learn the names and dates of a dozen explorers of less consequence such as Cartier, Verrazano, Kit Carson, Pike, Hennepin, Harrod, etc. It is a common fault of almost all of our text books in geography and history that they are overloaded with bare facts and brief statements. The remedy for this is for the teacher to pick out and emphasize the few main topics and enlarge upon them. In teaching history in these grades particular nttentioTi is called to the following points: ELEMENTARY SCHOOLS OF TENNESSEE 143 1. Use maps in nearly all lessons as a geographical basis for better understanding of history. Blackboard map- sketches should be freely and constantly employed by both teachers and pupils as an illustrative device; for example, Burgoyne's invasion, the Purchase of Louisiana. Teachers commonly neglect this use of blackboard sketch- ing as a clear basis for knowledge. The fact is that history and geography go together and can be properly separated. Half of our knowledge of geography should come from our study of history and much of the meaning and interest in geography comes from history. 2. Children should be held responsible for the full repro- duction of history topics in good English. It is not enough to read about a topic and discuss it. Closing the book, the child should be able to render the account in good sentences, expressing his thought connectedly and adequately. Teachers talk too much and they fail to get a proper and full response from children. The final test of a lesson is what the child can give without help from the teacher. It takes time and effort to get this result, that is, the satisfactory reproduction of the lesson by the children; but it is worth all the time and labor it costs. . This full reciting of his lessons by the pupil is among other things the best kind of language work. 3. The seven history stories assigned in this outline to the fourth grade are particularly appropriate to Tennessee as they deal with the early pioneer life of Tennessee, and the neighboring states. These stories can be found in the commonly used supplementary history books. They should be well told by the teacher and retold by the chil- dren, with such discussion as naturally arises. A good share of western geography will be learned best in con- nection with these stories. Use the blackboard freely and the large wall maps of the United States. Show the chil- 144 COURSE OF STUDY dren how to sketch outline maps quickly ou the board. Use pictures also aud diagrams to exhibit forts and palisades. Teachers should all cultivate the ait of good story-telling and then give the children a chance to re- produce such tsories both orally and in Avriting. The whole school can be formed into one class for such lively story-telling and language work. 4. In dealing with these stories of pioneer life in Tennessee and other states, history, geography and language lessons can be brought together and combined into a strong series of lessons. These studies reenforce one another and the results make knowledge more thorough and effective. The children will really master a few things and also learn bow to use them. If a few of these studies are thoroughly and well done, it will greatly improve the teaching in all subjects. 5. In the intermediate grades history should be almost en- tirely biographical and the stories should be descriptively full, enriched with anecdote and adventure; short, scrappy stories are not satisfactory. They should be elaborately worked out and presented in a lively way by the teacher. We are more concerned with a first-class story that in- terests the children than in memorizing a few dry facts and dates. Children will become strongly interested in a few great men and womlen and in their achievements. The teachers themselves can afford to make a full study of such biographies as a basis for strong enthusiastic teaching. HISTORY STORIES FOR HOLIDAYS AND CELE- BRATIONS Second and Third Grades. 1. Thanksgiving day. In connection with Forefather's day. Coming of the Pilgrims. ELEMENTARY SCHOOLS OF TENNESSEE 145 2. Christmas Celebi atioii. Songs of Christmas time and Christmas stories and recitations. 3. Washington's and Lincoln'is Birthdays. Stories of their early lives. Recitations. 4. Life of Robert E. Lee. HISTORY— Fourth Grade. The following biographical stories to be told in lively nar- rative by the teacher and fully reproduced by the children. Wall maps and simple blackboard sketches freely employ- ed by the teacher Avill add greatly to clearness and interest. Take time enough to do this work well. It is an excellent substitute for language lessons and clears up much of the geography as well as the earlier, simpler parts of history. 1. The story of James Robertson. Early life in the Watauga settlement in East Tennessee. Later his founding of Nashville. See Pioneer history stories of the Mississippi Valley. 2. John Sevier. Conflicts with the Indians. Later govern- or of Tennessee and member of Congress. Same reference as above for Robertson. 3. Daniel Boone and the Settlement of Kentucky. Early life in Pennsylvania and Backwoods life in North Carolina. The journey to" Kentucky. The Wilderness Road. Building and defense of Boonesboro. See Type Study in Peabody Col- lege series. 4. De Soto. His exploitations and wanderings through the southern states. Discovery of the Mississippi River. See Pioneers of the Mississippi Valley. 5. Ponce de Leon in Florida. 6. John Ross. His early life. The removal of the Ohero- kees west of the Mississippi River. 7. The story of David Crockett. A hunter. The story of the Alamo in Texas. 146 COURSE OF STUDY HISTORY— Fifth Grade. Adopted Text: Mace's Elementary U. S. History. 1. Columbus. Full biographical story. Geography of those times shown by maps. Voyages. See Pioneer History Stories on Land and Sea. 2. Magellan. First voyage around the world. Map of his ship's journey. See Pioneer History Stories on Land and Sea. 3. Drake's plundering voyage in the Golden Hind. Ra- leigh and Queen Elizabeth. 4. Champlain's first expedition against the Iroquois. La- Salle's exploration of the Great Lakes and the lower Mississip- pi Valley. See Pioneers of the Mississippi Valley. 5. John Smith. His explorations. Adventures in the first settlement of Jamestown. See Pioneers on Land and Sea. 6. Early life of Washington, Braddock's expedition and defeat. 7. Lewis and Clark's exploration of the Louisiana Pur- chase. See Pioneers of the Rocky Mountains and the West. 8. Early life of Lincoln in Kentucky and Indiana. Trip on a flatboat to New Orleans. See Pioneers of the Mississippi Valley. 9. Fremont's trips through the Rocky Mountains. Salt Lake. Crossing the Sierras in winter. See pioneers of the Rocky Mountains and the West, 10. Discovery of Gold in California. The 49'ers. See Pio- ners of the Rocky Mountains and the West. Biographies from the First Book of American History. Mark Twain — Chapter XXII Clara Barton— Chapter XXIII Theodore Roosevelt — Chapter XXIV Thomas Edison — Chapter XIX Woodrow Wilson — Chapter XXV ELEMENTARY SCHOOL OF TENNESSEE 147 Stories from European History. King Alfred iu EnglaDd. Robert Bruce, King of Scotland. William Tell, the Swiss Hero. Richard the Lion Heart. History — Sixth Grade. Adopted Text: McGee's History of Tennessee Review some of the important topics in Mace's First Book before beginning McGee's History of Tennessee. 1. The Plymouth Colony. Miles Standish. The Massachu- setts Bay Settlements. Puritans. The Town meeting and pure democracy. 2. The Virginia Plantation. Coming of the Cavaliers. Large plantation life. See Type Study. The Virginia Plan- tation in Type studies of Peabody College series. 3. William Penn and the Quaker settlement. Penn in Eng- land and in America. 4. The Dutch at Manhattan. Stuyvesant. 5. The Iroquois Indians of Central New York. Indian mode of life. Conquests. 5. The early life of Franklin in Boston and Philadelphia. Social service in local affairs. His plan of Government in New England. 6. Bacon's Rebellion in Virginia. Andros as Royal Gov- ernor in IS'ew England. 7. The French in Canada. Montcalm and Wolfe. Conquest of Quebec. Treaty of 1763. 8. Conditions of the colonies in 1763. Survey of colonial life, commerce, education. Topics from McGee's History of Tennessee. Early explorers and Indians. 148 COURSE OF STUDY K^view of Eobertson, Sevier, and Booue. King's Mountain in tbe Revolution. The Career of James K. Poll^. The Mexican War. Andrew Jackson's Early Life. Conflict with the Indians. Battle of New Orleans. Sam Houston, Governor of Tennessee. Life of Andrew Johnson. Governor, President. Topics and Stories from European History: King John and the Magna, Charta. Charles I and Cromwell. Queen Elizabeth and the Spanish Armada. The Life of Martin Luther. History — Seventh Grade. Adopted Text: Thompson's U. S. History. 1. Eeview briefly the Colonial period. 2. Causes leading to the Revolution. Life of Samuel Adams as opponent to the British. 3. Lexington and Bunker Hill. 4. Movements about New York. Trenton. 5. Declaration of Independence. 6. Burgoyne's campaign from the North. 7. Activity of Franklin in France. 8. John Paul Jones, the naval hero. 9. Campaign against Yorktowti. 10. George Rogers Clark and the Conquest of the North- west. 11. Treaty of Paris. 12. Constitutional Convention of 1787. 13. The Inauguration of Washington. 14. Hamilton's plan for funding the debts. 1.5. The purchase of Louisiana. See Type Study in George Peabody College Series. ELEMENTARY SCHOOLS OF TENNESSEE 149 16. The first Steamboat. Robert Fulton. First Steam- boat on the Ohio. See Type Study in Peabody College Series. 17. Life of Jefferson, founder of democracy. History — Eighth Grade. Adopted Text: Thompson's U. S. History. 1. The rights of Seamen. War of 1812. 2. The Monroe Doctrine. James Monroe. 3. History of Slavery. The Missouri Compromise. The Cotton Gin and Eli Whitney. 4. Life of John Quincy Adams. 5. The Erie Canal. Old National Eoad. See Type Study, Peabody College Series. 6. Webster-Haynes debate and nullification. John C. Cal- houn. 7. Texas, the Lone Star State. The Alamo. Life of Sam Houston. 8. The Mexican War. New Territory. The Oregon Ter- ritory. 9. Gold discoveries. California admitted. First Pacific Railway. Life of Henry Clay. 10. Important Inventions. The Telegraph and Samuel Morse. The Reaper, McCormack. 11. The Kansas-Nebraska BiU. Douglas. 12. The Lincoln-Douglas Debate. 13. Lincoln and the Civil War. Bull Run, Chickmauga, Gettysburg. 14. Losses and costs of the Civil War. 15. Reconstruction and rebuilding in the Soutli. 16. The problems of immigration. See Chapter VII, The Making of Americans. 17. Grover Cleveland and democracy's return to power. 150 COURSE OF STUDY 18. The life of Wm. McKinley. A protective tariff, ^^ee Dunn, Chapter XXV. 19. Eoosevelt and the Panama Canal. 20. Growth of the city of Washington. The Governments at Washington. See Dunn, Chapter XXIV. The Government of the Nation. 21. Causes leading up to the World War. Woodrow Wil- son and the League of Nations. The topics on "The Community and the Citizen," by Dunn, can be interspersed at suitable points among the history sub- jects as arranged above. ELEMENTARY SCHOOLS OF TENNESSEE 151 V CIVICS The purpose of the course in Civics is to give the pupil the correct idea of his privileges and rights, his duties and obligations as a member of the family, the community, the State and the Nation; to lead him to see the need of good government; to prepare for intelligent suflerage through the exercise of civic judgments upon concrete problems. To accomplish this purpose, the work may probably be introduced into each year of the entire elementary school course. This aim may be realized by study of 1. The child and his home. 2. The child and the school. 3. The child a part of the community. 4. What the community does to take care of its health. 5. State Government and the Community. 6. National Government and the Community. 7. County Government. 8. State Government. 9. City Government. 10. National Government. 11. How expenses of the government are met. 12. Social and economic problems of today. In the first four grades the children may be given, in con- nection with their language and reading, ideas of helpfulness and cooperation that will later develop into good citizenship principles. Beginning with the immediate needs of the child, he may be shown the work done by many people to give us food, clothing and shelter. The privileges and pleasures of community life should be emphasized— the work on the farm, the schools and churches, and the public .roads. In connection with geography and history lessons, life and government in pioneer days may be contrasted with present 152 COURSE OF STUDY day life and government, and the effects of inventions and ma- chinery may be shown. When the first text on history is taken up, Grade V, some distinct phases of the study of civics may be taken up with the work in history. This should be continued through Grades VI and VII, taking up the topics that touch, directly, the life of the child. A text in Civics may be used in the last half of Grade VIII, and a more thorough study made of some topics previously presented, and the fundamentals of county, state and national government presented. Following is a list of the material that should be covered in Grades V, VI, and VII. Grade v. 1. Give some evidences of local county government. 2. Give some evidence of State government. Example: Good roads and road building. 3. Give some evidence of national government in Ten- nessee. Example: post office; rural free deliver3\ 4. The County. a. Present population of the county. b. County Court — governing body of the county. c. For what officers do the people of the county vote? (Election time will bring this out.) d. How many school children in your county? e. How is the school board elected? How many mem- bers? Who are the present members of the Board? Who is your county superintendent of schools? f. What is the work of the school board? g. Give evidences of State and County aid on your roads. 5. Some facts about State and Nation. ELEMENTARY SCHOOLS OF TENNESSEE 153 a. Population of Tennessee. b. Name and locate the six largest cities in Tennessee. c. Name the governor of the State. d. Give evidence that you know that Tennessee has a Pure Food and Drug Law; that the Nation has one. e. Who is the president of the United States? f. What men help him plan his business? (Cabinet.) Grade vi. 1. Health Department in County and State. a. Health and the schools. b. Fighting contagious diseases. Point of departure: vaccination when children enter school. 2. Water Supply. a. Precautions necessary to insure good water at school, at home. b. Work of State Board of Health and of U. S. Pub- lic Health Service to inform people about protecting water supply. .3. Milk sent to the city; inspection of milk. 4. Immigration; naturalization. 5. Elections. (Make simple and vivid at time of elections.) 6. Boys' and Girls' Reformatory. Juvenile Court. Tennessee Industrial School. (Compulsory Attendance Law.) 7. Flies and disease, a civic problem. How to eliminate from the home and the community. Point of departure: Daily lunch box and its care. Grade vii. 1. Park Boards, a. National Parks. b. County and City parks. 154 COURSE OF STUDY 2. Parent-Teacher Association and community fair, for improvement of the community. 3. County Council of Agriculture— for improvement of ■farming interests of the county. 4. Chamber of Commerce — for the improvement of the city. 5. Conservation of Forests and Trees. State Game Laws. Point of departure — bird season. 6. Government construction of roads, canals and har- bors. 7. State Governments — state taxation. 8. Mosquitoes and disease — a civic problem. Grade viii. (Give thorough, detailed review of the work as outlined in Grades 5, 6 and 7.) This course is planned for the last half of the 8th Grade, after the study of the History text is finished. It is intended to be suggestive and to create an interest in the agencies that are at work in every community to promote the welfare of its citizens. The children should be given the idea of good citizenship as something in which every man, woman and child should take an active part. Subjects or problems chosen refer to local. State and Fed- eral government agencies which are in evidence constantly, either right around the child, or through conversation, or through the newspapers and magazines. Public health, pub- lic recreation and public utilities are a part of the daily life of every community, so too are such agencies as employees of the Post Office Department, and the Department of Agriculture; supervision of pure food and drugs; immigration and natur- alization. The work should be presented through local interest. These lessons need not be followed in the order given. An ELEMENTARY SCHOOLS OF TENNESSEE 155 immediate issue arising gives immediate occasion for pre- sentation of a subject. If the class is studying the Health Department and the newspapers should announce the recall of our minister to some foreign country, the teacher should leave the subject assigned and discuss U. S. foreign relations. Elasticity of method is necessary in presenting civic topics, because civics is but a presentation of human welfare work- ing through local and national authority. However, summaries of the work covered will be found valuable in helping the pupils to organize the material they have been gathering from various sources. TEXT : Dunn, The Community and the Citizen. I. Schools. 1. How are the public schools supported? 2. Who pay the taxes? 3. How much does it cost your county to educate a pupil if he attends every grade from the first through the high school? Does it pay? 4. Why cannot the family educate the children? 5. What does the school do that the parents cannot do? 6. Is education compulsory in our Stat?e At what age? For how many years? 7. Why are evening schools necessary in factory districts? 8. Why should the Government aid vocational education? 9. Why should agricultural schools be developed? 10. What does Tennessee do for public schools? 11. How are the schools of jonv county organized and managed ? 12. LfOcate the State University. Who may attend ? 13. What is the purpose of the State Normal Schools ? Locate the normals in Tennessee. Who may attend? 14. What is the need of high schools in your county? 15. How may they be placed in reach of all the children? 156 COURSE OF STUDY 16. The schools a civic center — how may you make your school a civic center? 17. Government schools — work with the Indians; in the territories. II. Charities and Corrections. 1. Asylums. 2. Almshouses. 3. Schools for feeble-minded children. 4. Home for Aged and Infirm. 5. Home for Crippled Children. 6. Boys' Eleformatory. 7. Girls' Reformatory. 8. Juvenile Court. 9. State Industrial School. 10. State Penitentitary. III. Department of Health — its campaign against Tubercu- losis. 1. Work of the State Government. 2. Work of the County Government. 3. Anti-Tuberculosis Association. Health Crusade in the Schools. IV. The Community and the Citizen. 1. What is a community? 2. Membership in a community. 3. What fixes the limits of your community? 4. Comnivmity interests : a. Community fair. b. Parent-Teacher x4.ssociation. c. The School. d. The Church. ELEMENTARY SCHOOLS OF TENNESSEE 157 e. The roads. f. Health problems. V. State Government and the Community. 1. Pure Food and Drug Law. 2. Taxes. 3. Aid in road building. 4. Election laws. 5. Protect life nnd propert.y — right to trial by jury. VT. The National Government and the Community. 1. Rural free delivery. 2. Post office — postal savings, parcel post. .3. Aid in road building — transportation. 4. I'rotect life and property. a. National defense. b. Army and Navy. 5. Eegulation of interstate commerce. 6. Government ownership of railroads; of telephone and telegraph lines. yil. Government of the County. 1. Work of the County Court. a. Number of members, how and when elected. b. Matters over which they have jurisdiction. 2. Duties of Magistrates. 3. Other County Officers — sheriff, deputies, trustee, county judge, etc. 4. Show how county officers are elected — state qualifica- tions. 5. Necessity for electing well qualified officers. 6. Suffrage. a. Who can vote? 158 COURSE OF STUDY b. Qualifications of voters. c. Woman suffrage. cl. Method of nominating candidates. e. Political parties — why do we have political parties? f. How parties work, or party machinery; official ballot; how ballot is voted. g. Primary elections. h. Frequency of elections. VIII. Government of the City. 1. Problems of city government. 2. City commissioners ; duties, how selected. 3. City manager. 4. Advantages of commission form of government. 5. The Mayor. 6. Political parties and city government. 7. City finance. 8. Organization of Police, Health, and other departments of city government. IX. Government of the State. 1. Our constitution ; represents supreme will of the people. 2. Have we outgrown our constitution? 3. Why are we asking for a iiew constitution? 4. How may a new constitution be secured? 5. General plan of our State Government. 6. The Legislature — two houses. a. Powers and duties of members — (see State Con- stitution). b. Quorum. c. Show how a bill becomes a law : (1) Drafting a proposed law. (2) First Reading. ELEMENTARY SCHOOLS OF TENNESSEE 159 (3) Bill referred to a committee. (4) Committee hearing. (5) Second Reading. (6) Tliird Eeading and conference. (7) Governor's signature. d. Name your representative to Congress ; your repre- sentatives to Nashville. Show difference between the two. e. Name our State Senators; their duties. 7. Executive Department. a. The Governor; duties and qualifications (see con- stitution) ; how elected; tenure of office; veto. b. State Departments and their duties: Treasurer — state finance; Comptroller; Secretary of State; Adjutant-General; Board of Health; State Superin- tendent of Public Instruction; Department of Ag- riculture, etc. 8. Judicial Department — our courts, duties of each. a. Justice courts. b. City and county courts. , c. Supreme court. d. Circuit court. e. Chancery Court. f. Court of Appeals. X. Government of the Nation. 1. In connection with the work in History, study the evo- lution of the constitution, noting reasons which made necessary the adoption of the constitution. 2. How the constitution may be amended. 8. Distribution of powers. 4. Representation in Congress. 5. Legislative department. 160 COURSE OF STUDY a. Senate and House of Representatives; number of members of each; how elected; qualifications (see constitution ) ; term ; salary ; presiding officer — power (see constitution). 6. Executive department. a. President — powers; duties; salary; qualifications (see constitution) ; tenure of office. b. Vice-President — how elected; qualifications (see constitution) ; powers and duties. c. Show how president is nominated and elected. 7. Judicial Department. a. Vested in a supreme court and five inferior courts — court of claims, district courts, circuit court of ap- peals, court of customs appeals, court of commerce. b. Judges are appointed by the president to hold office for life, or during good behavior. Judge may re- tire on full salary after reaching 70 years of age, if he has served ten years as a judge. Can be re- moved only by impeachment. 8. President's Cabinet. a. Discuss the need of a president's cabinet. b. Discuss, briefly, the chief activities of the Marions departments. c. Who appoints department heads? d. Are members of cabinet responsible to Congress ? e. Department of State — official intercourse of United States with foreign governments. f. Treasury Department — charge of money matters of National Government. g. War Department — charge of army. h. Xlavy Department — controls United States Navy. i. Department of Interior— charge of public lands; patents; pension and Indian affairs; Education. ELEMENTARY SCHOOLS OF TENNESSEE 161 j. Post Office Departnieut — United States Postal Ser- vice. k. Department of Justice — prosecutes persons accused of breaking laws of the Uinted States. 1. Department of Agriculture — looks after interests of the farmers. m. Department of Commerce. n. Department of Labor — aids in development of com- mercial and labor interests. (In addition to the outline given the teacher should work out with the pupils an outline of constitutional prohibitions upon state governments; state rights; rights of citizens; per- sonal rights; public rights. Amendments to the constitution should be taught by referring constantly to the History of the United States which made necessary an amendment.) XI. How the expenses of the Government are met. 1. Cost of government. 2. Direct and indirect taxation. 3. Eate of taxation. 4. Evasion of taxes an injury to the community. 5. Special forms of taxes. 6. Licenses and fees. 7. Imports and excises. 8. Incomes and excess profits. 9. Borrowing money — the Liberty Loans. 10. Thrift and Wtar Savings. 11. Monetary system — money, banking and credit. 12. Expenses of the county. 13. Expenses of State Government. 14. Expenses of the National Government. XII. Social and Economic Topics of Today. 1. Corporations. 162 COURSE OF STUDY 2. Welfare work. 3. Food control. 4. Labor shortage. 5. InteiDational Law. 6. American Federation of Labor. 7. Women in Industry. 8. Minimum Wtage Laws. 9. rnternational trade. 10. National control of food conservation. 11. National resources, conservation and reclamation. 12. League of Nations. 13. The United States and Mexico. (By constant use of the daily papers and of current mtaga- zines, these topics may be kept up-to-date). Keference List. Magazines helpful in teaching civics. Literary Digest. The Survey. World's Work. Review of Reviews. Independent. Outlook. New Republic. Federated Charities Publications. Daily Newspapers. Current Events. Lessons in Community and National Life, Bureau of Eductatiun, Washington, D. C. Teaching History and Civics — Bourne. Various Civics texts. Reports of County, City, State and National Government. ELEMENTARY SCHOOLS OE TENNESSEE 163 HYGIENE The importance of health to the human being cannot be overestimated; how to keep the health we have, how to make our bodies strong and efficient, are the things we need to learn — not how many bones make up the human skeleton, nor the complicated pumping system carried on by the heart. First of all, as teachers, we must take the right attitude toward health and sickness: health means sane, sensible liv- ing ; the common sense observance of the simple laws of health. On the other hand, sickness means the breaking of the laws of health; we must regard sickness as something that can be avoided, something to be ashamed of, not something to boast of and get sympathy for. In the first four grades our attention and time must be given to forming correct health habits; it is not always i>eces- sary that the little child should know tvhy he does certain things which we know he should do to be well and strong, any more than the little first and second grade i3upil should know the "why" for everything he does in arithmetic — the essen- tial thing is to do it, over and over, till the habit is fixed for the present and the future. Appeal to the play spirit of the child — make it a game, bring in competition; let one child compete against another, one grade against another, etc. ; best of all, let each child work to beat his own record. In the first four grades it is well to spend a month on one health law. During this time inspection should be made by the teacher or some delegated lieutenant to see that the law is being carried out. It is a good plan at the beginning of the time to be given to a health law for the teacher to make a suitable big poster, in color if possible (one can always get ad- vertisements from magazines, etc.), exemplifying that law, this to be kept up during the month, or length of time, given to its practice, then removed to give place to another poster. Dur- ing the time the children should be encouraged to make pos- ters or booklets for themselves. 164 CONRSE OF STUDY A good deal of interest may be worked up by comparing the body to a machine, naming all the different parts whose good condition is necessary for the perfect working of the whole, then comparing the part under discussion with the machine to point out why it is necesasry to treat it as we ad- vocate. For instance, when we talk about sleep, we might say, ''Now, children, you know if we keep a machine running all the time, without any chance to rest, it does not last very long, does it? We want our little body machines to last a long time, so we must give them lotsi of chance to rest — not just one or two' parts, but all the machine, and the only time the whole machine can rest is when we sleep. Now, that means we must sleep a great deal, because the longer we sleep, the more rest our body machines will get, and the longer they will last, which means, the longer we will live." When discussing elimination, we might say, "Children, did you ever think about a stove being a machine? Well, it is one. You all have stoves in your homes. I want you to tell me what becomes of the coal and wood when we put it in to burn. Yes, it makes heat to keep us nice and warm, or to cook us some good things to eat, but there are always some ashes left, some waste part that does not go to make heat, and what becomes of that? Yes, we have to clean out the stove in order to make it burn well, do we not? And if we did not clean it out, do you knoAv what would happen? We would get less and less heat, because the stove would be all choked up, and after a while the fire just would not burn at all ! Now, let us ttiink about our little body machines, our little stoves :we put in fuel to burn — bread and milk, and potatoes and candy — all sorts of things we eat, which are just like the coal and wood we put in the stove. These things burn up in our body engines and make heat and give us the power to do things, but there is always some waste left that vidll not burn up, and, if we do not get rid of this, if we do not clean out our body en- gines every day, they Tsdll get more and more choked up, we will have less and less energy, we will feel all heavy and tired and, if somebody does not get us in time and make us clean ELEMENTARY SCHOOLS OF TENNESSEE 165 out our engines, why they will just stop running entirely — that means we will die !" Topics to Be Made Into Laws for the Cultivation of Proper Health Habits. First Four Grades. 1. Sleep — plenty of it. 2. Exercises — how, when, where. 3. Fresh air — need of. 4. Elimination — need of. 5. Food — kind (chance for suggesting right kind of luncn, proper way of eating it, social side, etc.). 6. Skin — care of. 7. Bathing — necessity for, kind. 8. Teeth — care of, knowledge of, value of temporary teeth, value of first permanent teeth. 9. Eyes — care of. 10. Ears — care of. 11. Nose — care of. 12. H'air — care of. 13. Nails — care of. 14. Feet — care of. 15. Clothes — kind, cleajiliness, care of. 16. Posture — correct standing and sitting, how it helps. 17. Breathing — through nose, mouth closed, why? 18. Colds — what to do, why we get them. 19. Cuts and bruises — what to do. Kleferences and Helps: Health Alphabet (fine for use in first four grades). Child Labor Bureau, New York. Health Training for Teachers (pamphlet), Child Labor Bureau, New York. 166 COURSE OF STUDY Mother Goose (free health laws), Metropolitan Life Insinaiice Company, New York. Tooth Paste and Health pamphlets (free), Colgate Co. Tooth charts (free), Sanitol Educational Association, St. Louis, Mo. Baby's Teeth to 12th year, by Albert Westliake, Mitchell Kennerley, N. Y. Fifth Grade. Adopted Text : New Primer of Hygiene, Ritchie & Caldwell. Except for the fact that the fifth grade has a book, the work is very much the same as that done in the preceding grades. The emphasis is still on health — how to keep what we have, how to regain what we have lost. The keynote is struck at the end of the first chapter, after the term ^'hygiene" has been defined, "It is a most important subject, for its purpose is to teach you how you may be able to lead a happy, wortli-while life." This should be kept in mind by teacher and pupil. It points the right attitude toward all health work and gives an incentive to study and effort. Since our time in the first four grades has been given to forming correct health habits, after reading the first chapter in the book, let work really begin with a discussion of the eight health habits on page 113. Each one should check up the habits he has already formed, through the work of the first four grades, then the chapter on ''The Importance of Habit" page 112 should be studied. (It is suggested that in the fifth grade, as in the preceding grades, a definite time be taken for each habit; that one at a time be stressed, for a month or so, while the regular hy- giene study goes on.) Next, take up chapter two, page 7, where the seven great laws of health are given. These should be fully discussed and compared with the health habits -on page 113, that the pur- pose of each health habit may be seen — how it is intended to carry out some health law. After full discussion, take up the laws, one at a time, and ELEMENTARY SCHOOLS OF TENNESSEE 167 study all the subject matter of the book dealing with that law. In this way all the book is covered and in a much more in- telligent manner than by going through it page by page, for teacher and pupils have a definite plan: to explain and justify those laws which the author lays down as ''the greatest laws of health." Below are listed the page references under each of the seven laws : Law 1 — Pages 12-45. Law 2 — Pages 55-74. Law a^Page 37, Pages 75-89. Law 4— Pages 90-93. Law 5— Pages 40-41, 46-53, 70-74, 104-107, 124-137. Law 6— Pages 39-40, 95-103, 108-111. Law 7— Pages 44, 47-48, 62-69, 78-79, 118-123. The chapters on "Accidents" and ''Some Simple Exercises for Use in Schools" may be used at any time during the year, at the teacher's discretiou. It is suggested that the chapter on "simple exercises" be matde use of all during the year. After reading and discussing it, one exercise might be learned at a time and practiced for a week before the next is learned ; one pupil might be made responsible for each exercise, it being his duty to learn it thoroughly first, then teach it to the class or to the school ; a different pupil could be put in charge of the exercises each day or each week, to teach and conduct them. It is strongly urged that pupils study and recite by topics, not by the questions at the end of the chapters. The latter method is apt to make the work too choppy. Set up problems and let the children study to prove a point or to get some definite piece of knowledge. The "suggestions and topics for development" at the end of the chapters are very good and should be made use of, also any suggestions or problems in any part of this course in hygiene 168 COURSE OF STUDY Sanitation and Physiology. Adopted Text: Ritchie's New Primer of Sanitation and Physiology — Part I. It is suggested that Part One be given in the sixth grade and Part Two be given in the seventh grade, recitation periods two or three times each week, if such an arrangement can be conveniently made. Sixth Grade. In following the outline given for this course stress frc queiitly the important points outlined for hygiene in the fift- grade. Study the health laws of the State of Tennessee. The suggested problems may be used in connection witl the lesson dealing with the iDroblem, as a summing up of th( teaching of a subject, as weekly assignments, or for club oi literary society work. In any case, the pupils should do tht work themselves, using as reference the text, any books tc^ which they have access, and the experience of any adults witl whom they come in contact. It cannot be overstressed that this method of teaching bj problems or big topics is the most vital of the present daj and brings the greatest benefit to the child. Part One. I. Bacteria. 1. Size, shape, where found in nature. 2. Useful bacteria — in milk, butter and cheese; in soil; causing decay of dead animals and vegetable matter; in canning fruits, vegetables and meats. 3. Harmful bacteria that cause disease. a. H]ow to guard the mouth and nose. b. How to protect j^ourself from biting insects. c. How to take care of wounds. d. Protection bv antitoxins and vaccination. ELEMENTARY SCHOOLS OF TENNESSEE 169 e. Destroy the breeding places of harmful bacteria. 1 Protect all wells and springs from germs, g Filtration of city water. h. Avoid crowds in a close atmosphere — the air may be charged with many kinds of harmful bacteria. II. Sanitation : Prevention of germ, diseases. 4J 1. Isolation of germ carriers. 2. Prevent the spreading of germs, r a. By water, d b. By milk. c. By food supplies. d. By fighting flies, mosquitoes, etc. c ^ 3. Dispose of all human wastes. il. Diseases. (Take up the study of diseases in textbook e following this outline) : 1. Nature of the disease. 2. First and later symptoms. ; 3. Treatment. 4. How the germs are spread. 5. How to prevent communication. Write Dr. Olin West, of State Board of Health, Nashville, ;nn., for literature on health and hygiene. ^ Some Suggested Problems in Sanitation. 1. Justify the title "Great White Plague" 'as applied to tuberculosis. 2. Debate : Eesolved, That tuberculosis can be cured. 3. Prove that vaccination is one of t*he greatest medical discoveries the world has ever known. 4. Plan a campaign to break up malaria in any section subject to it. ' 5. What would you do if you were bitten by a dog which appeared to have rabies? 170 COURSE OF STUDY 6. Debate: Eesolved, That medical inspection in sciiools is worth while. 7. Prove that flies should be killed. 8. Plan and carry out a fly-killing campaign. 9. What would you do if there were two or more cases of typhoid fever in your neighborhood? 10. What is your duty to your community in regard to sanitation? SANITATION AND PHYSIOLOGY. Part Two — Personal Health. Adopted Text — Part Two. Seventh Grade. Although this part of the book deals with the anatomy and physiology of the human body, the title "Personal Health'" points the way as to the placing of the emphasis in teaching. The important thing for the child to know is how to keep his various organs in a healthy condition ; it is not necessary that he learn the structure of these organs in their complicated details, or the number and names of the numerous parts, con- stituting them. A child should be able to locate the various organs of his body, he should know just enough of the structure to under- stand how well or poorly the organ is naturally protected from injury, and what he must do to insure adequate protection of it; he should know just enough of its functions to under- stand its importance and insure his giving it the proper care. This can be learned, in most cases, from reading and discus- sion ; by no means should the child be compelled to commit to memory the subject matter of the text. The teacher must use judgment. Below are suggested what seem to be the most important topics to be considered, following the order of the book. 1. How the human body is composed of cells. ELEMENTARY SCHOOLS OF TENNESSEE 171 2. The general plan of the body— locate the various parts on the chart, page 174, then, in your own body. 3. How to care for the skeleton in youth. 4. The Use of the muscles. 5. The importance of the heart. 6. The composition of the blood, the use of its constituent parts. 7. How to care for the heart — the things that injure it. 8. The object of respiration. 9. Ventilation. 10. The function of the nose, how it is fitted for its work. 11. How to combat colds. 3 2. The importance of a regulator of the body heat — what we can do about it. l->. The meaning and importance of reflexes. 14. The value of forming right habits. 15. Care of the nervous system. 16. Sludy the structure of the eye by the diagram on paao 2(>7. Get a cow's eye from a butcher, if possible, and studv it in connection with the diagram. 17. Proper care for the eye — lighting, rest, glasses. 18. Care of the ear. 19. Location and care of the organs of touch, taste and smell. . 20. The body's need of food — what purpose the different classes serve. 21 . Study the digestive system on page 302 ; locate roughly these various organs in your own body. 22. Study the diagram on page 307. 23. Trace a meal in its course through the digestive tract. 24. What happens to the foods within the body. 25. How bad 'teeth injure healtli. 26. Proper care of teeth. 172 COURSE OF STUDY 27. The injurious effects of tobacco. 28. The injurious! effects of alcohol. 29. What to do in the case of the most common accidents. 30. Practical methods of replacing illness with health. Prohlems and Things to Do. 1. Work and exercises to strengthen each set of muscles. 2. Describe a good shoe, giving reasons for each point you make. 3. If you cut your wrist how would you know whether you had cut an artery or a vein? What would you do in each case? 4. Demonstrate the best method of ventilating a room. (Construct a tight box with four windows, two on a side, op- posite each other. Have these so arranged that they can be raised from the bottom or lowered from the top. Put a lighted candle in the box and experiment with every possible opening of the windows to find under what conditions the candle burns longest.) 5. Study and experiment on the ventilation in your school- room and in the different rooms of your home. 6. Pick out the cases of adenoids in your school. Give your reasons in each case. 7. Make a list of your good habits and your bad habits. 8. Pick out your worst habit; strive to overcome it. 9. Plan a well-proportioned breakfast, dinner, supper, lunch. 10. Find out all you can about pellagra. 11. Debate: Resolved, That a person who has chronic in- digestion cannot be happy. 12. Keep a height and weight chart as outlined on pages 322, 323. 13. Discuss your weight with your teacher. If you are under weight, plan with her what you must eat and what you ELEMENTARY SCHOOLS OF TENNESSEE 173 must do to bring your weight up to normal, then carry out the plan. 14. Study the faces of your companions as compared witli the chart on page 347. Suggest how teeth conditions might be improved. 15. Debate: Resolved, That tobacco is an enemy to an athlete. 16. Debate : Resolved, That it is not manly to drink. 17. Get together "a first-aid" kit for your school. ' 18. Practice bandaging. 19. Pretend one of your classmates is nearly drowned. Try to revive him. 20. Demonstrate method of resuscitating a drowned per son. 174 COURSE OF STUDY WRITING Priimary Grades All written work on the blackboard should be as nearly- perfect as possible. The alphabet, both capital and small, should be placed upon the board as a guide and reference for pupils in the first three grades. Be sure that the pupils read from the blackboard only clear, legible script. Ejase immedi- ately all work written hastily on the board for any purpose. The handwriting scale should be placed on the wall at a convenient height for the children's use. Encourage the children to measure their writing at regular intervals. The habit of comparing written work with the writing copy is essental in the third and fourth grades to secure cor- rect size, form and slant. Directions for correct writing position should be given daily. Feet flat, back straight, head up, arms on desk, pen or pencil pointing over shoulder and held lightly. Constant watchfulness, not only during writing periods but during study periods is necessary to secure hygienic position. Strive to gain habits of muscular control through freedom of movement by much practice at the blackboard and in large writing on paper. Continue large writing through the second year, working gradually into the free use of the arm movement in forming ordinary sized letters in third and fourth grades. Written work should never be used as a means of punishing a pupil for some ofl'ense, unless it be for carelessness in writ- ing. Even then the cure is not effected by more writing, but by a change of attitude toward the work. Teach the child to respect his work and to take pride in its appearance as well as its accuracy. First Grade In the beginning of the year all writing should be done ELEMENTARY SCHOOLS OF TENNESSEE 175 either on the blackboard or on large sheets of unruled paper with a soft pencil. Much blackboard work will insure the u,se of the whole arm movement. The purpose is to teach the pupils the forms of the letters and to give them freedom of movement. The lessons should include movement exercises as well as the writing of letters and words. All work should be done from a large copy placed upon the blackboard. During the latter part of the year, the writing may consist of spelling from dictation and simple sentences with and without copy. By direct supervision secure hygienic position, freedom of movement, well formed letters. These are essential in all work of writing. Edmondson's Primary Books I and 11/ combined may be used as the basis of the work in the First Grade. (Book in hands of the teacher). Second Grade Continue work similar to that givjen in the first grade. Use wide-ruled paper and soft pencil. The writing is still large and all written work on paper should be done on paper ruled with one inch space, to insure habits of muscular control. Use large, soft pencils. Alpha, or other similar style. Have the desks clear of everythng except the necessary writing materials. Pay attention to the position of the pupils. Use devices to stimulate interest in forming the letters- the story, the use of colored chalk, tracing, air writing. As the pupils write, notice the general errors and correct at least one during the lesson. Use Edmondson's Primary Books I and II combined, for the work in this grade. Grade Three Pupils in this grade should use ordinary ruled paper and either pencil or pen and ink. Pen and ink may not be intro- duced until the second half of the year. For copies, use Ed- mondson's Books I and II combined. Legibility, uniformity 176 COURSE OF STUDY and a fair degiee of speed should be seemed in this grade. 'ith absolute steadiness until they are memorized. The tone group suggested by Philip C. Hayden, if used, will give splendid results. Sing the following groups in time, and get the effect of it. Do re mi, mi fa sol, sol la sol, sol fa mi, mi re do, do ti do. fa mi re, mi re do, do mi sol, sol mi do, la fa re, fa re do, sol la ti, la ti do, do la fa, re re do. Sing these fts you would develop a rote song until they have been thoroughlv memorized. These exercises should now be 190 COURSE OF STUDY written in diiTerent keys. That of D E F, by placing check mark on the line or space on which do comes, and by point- ing to the other lines and space. Separate cards, (flash cards) upon which each group is written may be given to the children and as the teacher sings- with a neutral syllable the child holding this particular card may sing, using the syllable names. This work may be con- ducted as any game, creating more interest in the work as a whole. Another game that of finding the syllable names for some familiar song gives further emphasis and will be a great aid in sight singing and develop the listening habit. Interval Drill hy Imitations : Teacher sings two skip tones with neutral syllables. Children sing two skip tones with neutral syllables. Teacher sings two skip tones with syllable names. Children sing two skip tones with syllable names. Continue work until children can readilj^ sing any inter- val called for by teacher. Dictation : Teacher may now employ numerals in calling for skips,, tone groups or intervals. 8 1, Do Do, 8 5 3 1, Do Sol mi do, etc. Comparison of Tone Groups : The child thoroughly familiar with the tone group, do ti do, is prepared for the presentation of sol fi sol. The tonal problem is a new one, being the new name fi. After this name is discovered comes a childish problem of finding names for other tones. After di ri fi sil li have been found singing com- binations as do ti do, ti 11 ti, la sil la, sol fi sol, etc. provides the necessary drill. Te is introduced by comparing sol fa mi, do te la. Minor Scale: Teacher sings the scale beginning with la Avith a neutral ELEMENTARY SCHOOLS OF TENNESSEE 191 syllable, the class imitating until absolutely familiar with the new scale progression. Class then sings using the syllable names, later this progression is called the minor scale. Two part Singing: This work should be begun only after the child has become very skillful in reading unison songs and has learned to read the different intervals correctly. For now his real work has l)egun. Up to this time he has been asked to match tones, now he is asked to sing one tone while others are being sung. The two big aims for the child above the fourth grade are to enlarge his singing experience and to learn to listen to music. Fully a third of our time should be given over to the last. A list of references is here submitted, which furnish ma- terial for the work of the course. .Some Points to be Noted: Music is a necessity and not a luxury. Every child has a right to Music. Patriotism is developed through Music. Before music can be taught successfully there must be a clear understanding of its aims and values. Music develops a better school spirit and a better community spirit, in that it involves group action. It is a valuable subject for the training of a social conscience, — a civic spirit. ■Course of Study: First Section, Grades 1-2-3. Ten minute period each day. An additional period of twenty minutes one day in each week. Aims a — To give each child the use of his singing voice, and pleasure in song as a means of expression. b — To provide the means through accompaniments to some of their songs, and hearing of much good music on the 192 COURSE OF STUDY phonogiaph or throiigli other agencies. Thereby giving them an experience richer than that atforded b}^ their own singing. c — To eliminate monotones. (See method in general dis- cussion) d — To develop the power to recognize aurally the simple phrase groups of tones and the feeling of the simplest rhythms. The introduction of the staff. e — To develop pure rich tone quality by suggesting good position of the body, relaxed muscles in throat and Jaw, informal breathing exercises, as smelling rose, blowing out a candle flame, or blowing a feather into the air. Material : a — Rote song book in the hands of teacher. The state adopted text, Primary Melodies, New Educational Music Course, — Ginn & Co. A key board instrument for playing accompaniments, (not absolutely necessary, but better results are gained). b — A pitch-pipe — Also a staff line. Music chart printed in large type. Blank music paper or music writing book, ruled with a wide staff. (Public School Music Tablet), c — A phonograph and at least 20 records of good music. Procedure: a — Singing songs by rote, using light head tones, ordinari- ly not exceeding the range of the Treble Staff'. b — Imitative exercises for eliminating monotones, not more than five percent to be monotones at the end of the year. c — Singing songs entire, or phrase by phrase individually (to include all members of the class). d — The teaching of syllables as desired. e — Ear training for the development of tonal and rhyth- mic thinking. (See drill in general discussion). f — Learning to listen joyfully to good compositions. ELEMENTARY SCHOOLS OF TENNESSEE 193 Attaiiinicnt : a — Ability to sing in a pleasing way a repertory of thirty songs, ten of which shall be memorized. These shall in- clude America. b — The ability to sing at sight easy melodies in the usual major keys. Contained notes and rests, one, two, three and four beats in length, and employing tones in step- wise progression and with simple skips. c — Preference on the part of the children for good tones rather than bad, and the disposition to love the best of the music the,y have sung or heard. d — Ability to recognize some five or six good compositions on hearing the first four measures of each. Second Section — Grades 4, 5, 6, 7 & S. Ten minutes daily, Thirty minute period, one day in each week. Aims: a — Development of free and beautiful songs, development of appreciation particularly in the direction of plea- surable attention to the expression and structural beau- ties of music. b — Development of elementary degree of power and skill in independent sight singing, c — To secure free and correct use of the voice in singing, d — To develop power to sing unison songs at sight with words. e — To develop poAver to sing two part songs at sight, first with syllables and then with words. Material: a — State Adopted Text, Junior Laurel Songs, — Birchard, or one book course — Silver Burdett! Opera Stories — Victor Co. b — Blank music paper or music writing books in the hands of the pupil. e — Pitchpipe and staff-liner. 194 COURSE OF STUDY Procedure : a — Singiug rote songs for pleasure. b — Systematic practice iu sight singing. c — Practice in singing songs with words, striving for pleas- ing interpretation. Individual song singing and sight singing, each child to sing at least once a week. d — Listening to good musical compositions on the phono- graph. e — The introduction of two-part singing, dividing the group both girls and boys ^■oices being treated equally. Assign- ments of vocal parts to groups to be reversed from song to song, or week to week, to give proper practice to the full range of each pupil, and develop in each individual independence in singing the lower parts. The alto to be taken up first on new songs that require practice on the parts separately, and to sing with the lightness of voice and movement characteristic of the soprano. f — Practice in using the accidentals and their restoring signs and in building scales. Attainments: a — Ability to sing thirty unison and two-part songs. Ten of which shall be memorized. b — Ability of seventy-five per cent of pupils to sing indivi- dually, freely and correctly at least ten of these songs. c — Power and skill to sing at sight, individually the ma- terial the class can sing as a whole. The use of the phonograph in the classroom. A phonograph will prove a valuable aid in the teaching of music in the school. Some of the purposes for which it may be used are 1. For marching, rhythmic exercises, games, folk dances, etc. 2. For listening lessons in music. This is a need that it ELEMENTARY SCHOOLS OF TENNESSEE 195 has been difficult to supply and that can now inexpen- sively be taken care of. 3. Supplying the patterns for rote song singing. 4. Giving material for technical study. Exercise care in tlie selection of records for a school library. Get only those records which will develop and foster in the children a love for the beautiful in music. Write the Victor Talking Machine Company, Camden, New Jersey, for New Graded List of Victor Eecords for Children. The Victor in the Rural Schools. Practical Music for JRural Schools. Address the Columbia Graphophone Company, 1819 Broad- way, New York, for An Outline of study for Public Schools based on Colum- bia Graphophone Eecords. Song Books. Small Songs for Small Singers, Neidlinger, G. Schirmer First Year Music, Hollis Dann, American Book Company. Rhythmic Action Plays, Irene Phillips Moses, Milton Bradley Company. Singing Games, Mari Hofer. Folk Song Book, Ward Crampton. Songs of the Child World, Vol. I., Riley-Gaynor, John Church Company, Chicago. Nature Lyrics for Children, Schneider, AVillis Music Company, Cincinnati, O. Mother Goose set to Music, Elliott, McLoughlin. The Most Popular Mother Goose Songs, Hinds, Noble & Eldridge. 196 . COURSE OF STUDY Fiftj^-five Comniunity Songs, C. C. Bircliarcl, Boston, Mass. Songs we Like to Sing, Alexander, Silvei. Bnrdett & Co. Operettas and Cantatas. Indian Plays and Recitations — Normal Instructor, Oct. 1916. The Fairy Rose, Published by J. Fischer & Bro. New York. When Betsy Ross made Old Glory— Wallace. Willis Music Company, Cincinnati. A Fairy Consj)iracy — Alderman, Willis Music Company, Cincinnati. A Festal Day, Keurvals, Willis Music Company, Cincinnati. The Indian Princess — W^allace, W'illis Music Company, Cincinnati. Santa Claus in Mother Goose Land, Willis Music Company, Cincinnati. Snow White, Willis Music Company, Cincinnati. All work on any musical entertainment should be done through the regular music period. Every song should be presented as any rote song, and then the principal characters chosen from those children doing the best work. Any operetta or cantata raaj be supplemented with songs from the regular school list. Plan the work early, practicing all drills and dances through the recreation period. May Day Program. March — Columbia Record No. A 3042. Opening Chorus — Welcome Maj'- — Teachers Edition. Poem — May Magic, Carwen. Song — Mayflower, Teachers Edition, Ginn & Co. Limbricks 'May" — composed by the children. ELEMENTARY SCHOOLS OF TENNESSEE 197 Crowning tlie May Queen. Song. Dance Song — Come Let us be Joyful, English Folk Song. Liebestraum — Columbia Eecord No. A 5756. Dance — Tantoli. Song — May Day — Teachers Edition, Ginn & Co. May Pole Dance. Song. Thanksgiving Program. Music — America. Thanksgiving Song — Teachers Edition, Ginn & Company. Autumn Pleasures— Teachers Edition, Ginn & Company. Thanksgiving Day— Teachers Edition, Ginn & Company. Song of Praise. Christmas Program. Christmas Carols— Victrola No. 31873. Christmas Day — Teachers Edition. Silent Night, Holy Night. O Little Town of Bethlehem. Jolly Santa Claus, First Year Music, HoUis Dann. Old English Carol, First Year Music, Hoi lis Dann. Joy to the World, Hymn. Nature or Autumn Program. The Squirrel — Small Songs, Neidlinger. The Wise Old Owl, Small Songs, Neidlinger. Harvest of the Squirrel and the Honey Bee, Gaynor. Bunny— Small Songs for Small Singers, Neidlinger. Autumn Winds— Teachers Edition, Ginn & Company. 198 COURSE OF STUDY Audubon Society Program. The Bird's Nest, — Songs of Child World— Gaynor. The Blue Bird — Small Songs for Small Singers,Neidlinger. The Yellow-head, Small Songs for Small Singers, N'eid- linger. The Pigeons — Teachers Edition, Ginn & Company. A Day with the Birds — Columbia Kecord, No. A3il8. ELEMENTARY SCHOOLS OF TENNESSEE 199 ELEMENTARY SCIENCE Grades I — III Fall Central thought: Nature's Preparation for Winter. I. Home Studies. (1) In his playthings. (2) ^n his pets: Dog; Cat; Rabbit; Canary; etc. (3) In the cultivated flowers of his yard. Make booklet "Our flowers." Suggested Problems: a. What playthings do you have? b. Which playthings do you like best? c. What pets do "you have? d. How do you take care of your pets? e. What are the names of your pets ? f. What kind of flowers (with respect to color) do you have in your yard? II. Autumn Coloration. 1. Excursions for studying wild flowers. 2. Excursions for studying cultivated flowers. 3. . Leaf colors. Collect a great number of kinds of leaves and have the children group them according to color, 4. Decoration of the schoolroom with the tree leaves and flowers collected. Leaves traced and colored. Make borders for the room by cutting out and stringing. 5. Study of oaks, hickories and walnuts. 6. Fall fruits, (Apple, Pumpkin, Persimmon). Fruits may be modeled, drawn and painted. 200 COURSE OF STUDY Suggested Problems. a. Do you know any wild flowers that have the same colors as the flowers in your yard? b. Can you And any colors in the wild flowers that are different from the colors of the flowers in your yard ? c. How can you tell the Nasturtium the next time you see one? d. How can we have Nasturtiums in our yards next year ? e. How can you tell an oak tree from a hickory? f. How can you tell the walnut tree from the hickory? g. What colors do the fall fruits have? III. Food Storage. 1. Vegetables that can be grown in your community for winter use. 2. Fruits that ofem be grown in your community for win- ter use. I and 2 can ])e developed by trips to farms, grocery stores, markets, etc. IV. Flowers for Winter. 1. Indoor planting of bulbs (Chinese Sacred Lily, Paper- white Narcissus, Tulips) in pots or glass. 2. Outdoor planting of bulbs (at home; demonstration on\j at school) for spring flowering (Crocus, Daffodils, Snowdrops, Star of Bethlehem, Narcissus, Hyacinths). 3. Making and rooting of cuttings of house pltants : Geraniums, Fuschias, Begonias. Suggested Problems: a. Plow can we have flowers in the house in winter? b. How can we have early spring flowers? c. How can we get pieces of Geranium plants to grow? ELEMENTARY SCHOOLS OF TENNESSEE 201 V. Nature's Preparations for Next Spring's Flowers. 1. Seed boxes, pepper-shakers, fruits. 2. Collection of seeds and grouping according to how they get about : Seeds that are carried by the wind : seeds that steal a ride; seeds that are slung out by the plant; etc. VI. Animal Preparations for Winter. 1. Food storage by man, squirrel, woodpeckers. 2. Making of chrysalids and cocoons by caterpillars. 3. Hibernation of toads, turtles and shakes. Suggested Problems: a. How does the squirrel get ready for winter? b. How does the caterpillar make his cocoon? Bring some caterpillars in, put in lamp chimney cages made as follows: tie a rag over one end of the chimney and press the other into the soil. Feed every day Avith fresh leaves of the plant on which they were found. c. How does the toad spend the winter? Seasonal Order of Topics: SEPTEMBER: Playthings, Pets, Cultivated Flowers, Wild Flowers, Tree Leaves, Fruit Colors, Raise Caterpillar. OCTOBER: Cultivated Flowers, Wild Flowers, Plant Bulbs, Root Cuttings, Food Storage. NOVEMBER: Seeds, Collect Seeds, Vegetables, Fruits, Hi- bernation. Winter T. Holiday Studies. 1. Excursions .to grocery stores to study fruits, nuts, etc. 2, Christmas Evergreens: Red Cedar, Holly, Mistletoe. 202 COURSE OF STUDY 3. Food Studies : Candy, Nuts, Fruits. Good meals for children. Suggested Problems: a. What kinds of fruit do we have in the winter? b. From what countries do these fruits come? c. What kind of nuts grow in your community? d. Where have these other nuts come from? e. What kind of nuts do you like best? f. What kind of candy do you like best? g. What kind of food is best for growing boys and girls? h. Why do you like the red cedar for a Christmas tree? i. Why do you like holly at Christmas time? j. Do you know a story about Mistletoe? II. Health : 1. Clean face, clean hands, clean teeth. Bathing. 2. Outdoor plays. 3. The right kind of food. Plenty of milk to drink. Suggested Problems. a. What is the best way to cletan your hands and face? b. Why should you want to have clean hands and face? c. When should you clean your teeth ? d. How should the teeth be cleaned? e. Do you like to play outdoors in cold weather? f. In playing outdoors, how should you keep your face and hands from getting cold? g. How can you keep your feet from getting wet when outdoors in the rain? III. Weather: 1. Chjart of changes. ELEMENTARY SCHOOLS OF TENNESSEE 203 2. Frost, snow, ice; sledding. 3. Keeping warm. 4. Children of cold countries : Esquimaux Polar bears Suggested Problems: a. Wbat kind of pictures does Jack Frost paint upon our windows? b. What kind of games may we have outdoors when there is snow? c. How may we keep warm in winter? Study of clothing. d. What people live in the far north where there is much snow? e. How do they keep warm? f. What do they do in the winter time? g. Where are polar bears found? IV. Pets. 1. Any pets such as cats, dogs, chickens. Suggested Problems : a. How do our pets spend the winter? b. How should we take care of our pets? c. What interesting things do our pets do? V. Trees. 1. Evergreens, pines, magnolias. 2. Trees without leaves. Learn how to tell five trees apart by their shape, bark or twigs. Suggested Problems: a. How can the evergreen tree be told from one which sheds, its leaves in the fall? b. Now is a good time to study tree shape. 204 COURSE OF STUDY . VI. Animals. 1. Study the mocking'bird. 2. Learn to know five winter birds. 3. Study the cow. Suggested Problems : a. How can you tell the mockingbird the next time you see it? b. What things have you seen the mockingbird do ? c. Do you know what the mockingbird eats in winter? d. Shall we put out some food for him? e. Have any other birds come to eat with him ? f. Does he seem to like them? g. How many of the birds that eat with the robin do you know? h. How can you tell them apart the next time you see them ? i. Do you know any birds that do not come to our feed- ing place? j. Why do they not come with the others? Seasonal Order of Topics. DECEMBER: Trip to grocery store. Fruits, Nuts, Candy. Foods. Good meals. Holly. Mistletoe. Red Codar, Christmas trees, Pine trees without leaves. JANUARY : Our Christmas review. Our Christmas weather. Weather chart. Cold weather. Keeping warm. Cold countries. The Esquimaux. FEBRUARY : Polar bears. Our animals in winter. Pets. The cow. The mockingbird. Bird feeding. Birds Spring. Central thought: Nature's Awakening. I, Budding Trees. 1. Study of the opening of buds of many kinds of trees ELEMENTARY SCHOOLS OF TENNESSEE 205 when put in water and kept indoors. Cottonwood is good. 2. Opening of bnds outdoors. Flower buds and leaf buds. 3. Study of willow, cottonwood and maple. Suggested Problems: a. How do buds open? b. What is inside the buds? c. Where does maple sugar come from? d. Are tree flowers different from other flowers? II. Opening Flowers: 1. Dafl'odils, crocus and snowdrops in yards. 2. Wild flowers. 3. Excursions for gathering wild flowers. 4. Study of some of the common wild flowers such as Spring Beauty, Common Chickweed, Buttercup, Blood Root. Suggested Problems. a. Why do we like to have daffodils in our ^''ards? b. How many different flow^er colors can we find on our trips? c. How can you tell the chickweed from other flowers when you find it? d. Why is blood root so named? e. Learn how to tell ten wild flowers apart. I [I. Gardening. 1. Experiments : a. Will seeds grow without water? b. Will seeds grow without soil? c. Can seeds get too mucli water to grow? d. Will })lants grow without light? 206 • COURSE OF STUDY ; e. What does soaking of seeds do ? I f. Egg shell garden of cabbage, etc. 2. School garden or demonstrations on how to plant and care for the home garden. a. Flowers selected b}^ the children. b. Vegetables selected by the children. ?). Home Gardening. a. Study of garden catalogues. b. Selecting seed. e. Planting of seed in school grounds or demonstra- tions. d. Home planting of seeds. e. How should you care for your garden ? rV. Iveturning Birds. 1. ^Making of Bird Charts. 2. T">ird Study Trips. l\. Intensive study of a few of the most common birds. 4. Try to learn 20 birds. V, Seasonal Changes. 1. ISlake chart of weather changes in April. This is very fine vrhen illustrated by the children. 2. T]:e i ainy season. Floods. Outdoor happenings sug- gestive of the season. 8. ?.f;ir(liwinds. 4. IJev'ow of seasonal changes at the end of the term. Seasonal Order of Topics : MARCH : r>udding trees. Daffodils, crocus, etc. FloAver trips Study of buds. Study of so^le tree. Study of some common plant. Intensive study of some birds. APRIL : Flower trips. School Gardening. Demonstration of ELEMENTARY SCHOOLS OF TENNESSEE 207 Gardening. Home Gardening. Egg shell garden. Wild flowers. Bird Chart. MAY: Home Gardening. Gardening Experiments. Review of seasonal changes. Bird chart. Grades IV— V. Fall : I. Flower Studies. ' 1. Excursions for studying and collecting wild flowers. 2. Study of the new wild flowers found. One studied intensively ; the others less so and in a comparative way. 3. Learn to know twenty-five wild flowers. II. Seed Studies. 1. Collection of flower seed and vegetable seed for next year's garden. 2. Seed storage: flower seed, vegetable seed, and field crop seed. 3. Weed seeds. III. Tree Studies. 1. Detailed study of one tree. 2. Field study of other trees. Comparison with the tree studied intensively. 3. Making of leaf booklet, blue print booklet, leaf skeletons. 4. Learn to know twenty-five trees if possible. IV. Animal Studies. 1. Raise as many kinds of caterpillars as can be found. 2. Field studies of insects and insect injury. 3. Try to learn to know ten kinds of insects. Seasonal Order of Topics: SEPTEMBER: Wild flower excursions. Wild flower studv. 208 COURSE OF STUDY Study of cultivated flowers. Trips to study and collect insects. OCTOBEE: Insect study. Tree study. Tree leaf booklets. Seed collections. NOVEMBER : Tree study. Weed seed collection. Leaf book- lets. Seed collections. Evergreen tree study. Winter. I. Physical Phenonema. Fourth and Fifth Gradks, Suggested topics for Study in Winter. Hoiv our homes are kept warm, and well rentilated. The fuels which are used. Comparison of wood and coal fires. How coal has been formed. How oil is secured from the ground. The circulation of air around fire; a lamp, a grate, a stove. (Test with a piece of smoking paper). Test for oxygen in the air. For nitrogen in the air. How our breathing is like burning. What happens when a candle tries to burn under a glass? Test for carbon dioxide in the air, the gas which is made by a burning candle, and by breathing. (Test with lime water, which may be obtained at a drug stoie, or made by slacking lime in water, and letting it settle. Shake the gas and lime water together). Things that spoil good air. Ventilation, the means of keeping good air in a room at all limes. How objects expand with heat, and contract with cold. Observe railroad rails in winter and summer ; the blacksmith's method of putting a steel tire on a wagon wheel. The expansion of mercury in a thermometer used to mea- sure heat. How heat travels. In currents of air or water. Examples: By radiation from hot objects. Experiments with dull and ELEMENTARY SCHOOLS OF TENNESSEE 209 shiny cups, to see which will keep water warm the longest. Should a stove be dull or shiny? A kettle? Eadiatiou from the sun. Why may a window sill be hot, while the window pane is cool? Why does the sun warm a hot-bed more than the ground outside? By movement through solid things. How does a poker be- come warm. Good and bad conductors of heat in the home. Experiments with an alumiinim. iron, glass, and wooden spoon, held in hot water. Experiments with metal handle, wooden handle, handles wrapped with cloth, paper, leather. How a refrigerator is constructed. Studj^ of tireless cook- ers, vacuum bottles, etc. Koiv our homes are lighted. How daylight gets into our homes. Northern and southern windows compared. How light is scattered, and absorbed. Study of different colored cloths, papers, walls, etc. How colors appear when ^ lamp is shaded with different colored tissue paper. How light is reflected. Study of mirrors. In what ways will the inmges in a mirror be different from the objects in front? How light is bent. Looking at coins, pencils, etc., in water. HoAv thick glass changes the appearance of things when we look through it. Lenses, and their use in telescopes, micros- copes, etc. How a periscope is made. Kinds of lamps used in the home. Oil. How oil rises in a wick. How water will rise through oil, and the importance of this principle. The amount of air needed by a burning lamp. Experi- ments in cutting off the air. Other lamps used in the home ; gas, electric. Types of gas lamps used in country (gasoline, vapor, acetylene). Tyjies of electric systems adapted to the country. The hygiene 'of lighting our homes. Experiments with the eye^. The size of the pupil, in dark 210 COURSE OF STUDY and light. Experiments looking at different colors until the eye tires. How should we sit when reading by lamplight? II. Animal Studies. 1. Bird studies. Field studies of our winter birds. 2. Learn to know as many of the winter birds as possible. 3. Care of pets and live stock in winter. III. Tree Studies. 1. Identification of trees by winter characters. 2. Wood studies. Wood collections. 3. Evergreens. IV. Health Studies. 1. Room ventilation; drafts, 2. Heating in winter. Temperature desired, moisture wanted in the air, uniformity of temperature. 3. Clothing. Fabrics. Kind needed to keep warm. How to dress in winter. Seasonal order of topics. DECEMBER : Bird study. Care of pets and livestock. Ever- greens. JANUARY: Bird study. Physical phenomena. Tree study. Heating of buildings. Clothing. FEBRUARY : Bird study. Tree study. Ventilation. Clothing. Spring. I. Tree Studies. 1. Intensive study of the tree studied in the fall. 2. Tree flowers. 3. Further studies on how to know the trees. II. Bird Study. 1. Continue the intensive study of the bird studied in ELEMENTARY SCHOOLS OF TENNESSEE 21i the fall, noting habits, nest building, care of the young, food, and use to man. 2. Learn to know the migrants. 3. What kinds are beneficial and what kinds are injurious to us ? III. Insect Study. 1. Comi)lete the rearing of the insects started in the fall. 2. Study some intensively. 3. Learn to know as many other kinds of insects as pos- sible. IV. Flower Study. 1. Excursions for collecting wild flowers. . 2. Causes for the disappearance of the wild flowers. 3. How we can help save the wild flowers. V. Gardening. 1. The raising of common flowers at school and at home. 2. The raising of common vegetables in the school and home vegetable garden. 3. Gardening experiments: a. Tbe effects of. various fertilizers. b. Do large seeds make bigger plants than small seed of the same kind of plant? These may be increased almost indefinitely. See Whitson and Walsted, Soils and Soil Fertility. Seasonal order of topics. MARCH : Tree studies. Tree flowers. ■ Gardening. Bird study. Flower excursions. APRIL: Bird migration. Insect study. Flower excursions. Gardening. Gardening experiments. MAY : Importance of birds to us. Insect study. Preservation of wild flowers. Gardening. Flower studies: 212 COURSE OF STUDY Sixth and Seventh Grades. Suggested topics for winter study. The machines which toe use at home. The simplest machines, levers. Examples of levers. (Needle, crowbar, nutpick, hammer, and many other tools). The- three points on a lever. Where these points are in different machines. More complex levers. Wheels and axles. Cranks. Cog- wheels. Determining the "gear ratio" of cogwheels, belted wheels, etc. Inclined (slanting) planes. Illustrations: board laid from back end of a. wagon, up which heavy barrels are rolled ; wind- ing roads up mountain sides; inclined tracks in mines. Screws, wedges, "worms". Pendulums, which regulate movement in machines. Rules of the pendulum. Experiments, to determine whether a heavy or light pendulum swing the same; whether wide swings take longer than narrow swings; whether long or short pendulum swing the same. Friction, the force that holds back. Types of useful friction — ^brakes, turns in a rope, etc. Types of wasteful friction. Bearings in a machine, how they are made. Lubrication — the different types of oils and greases used in different machines, and different parts of the same machine. How does oil or grease prevent wear? The laws of force and motion. Study starting and stop- ping a loaded wagon. What force holds up a kite? An air- plane? Study the speed of a falling object. Experiment to see if a light and a heavy object fall with the same speed. Study the curved path of a thrown ball. Study the force which pulls a ball tied with a string, as it is being whirled around your head. Try the same experiment with water in a bucket. Why does a boy lean when running ELEMENTARY SCHOOLS OF TENNESSEE 213 around a curve? Why are railroad tracks not level on a curve? Other illustrations. Determine also what direction the sparks from an emory wheel fly. Why some things are steady, and others unsteady. The center of g■^a^aty in every object. Explain the difference in the steadiness of a block, a top standing on its point, and a ball. How do the performers in a circus do their feats of balancing? Elasticity, or springiness, in a spring-balance, a ball, and other objects. Buoyancy — why some things float, and others do not. The forces which run machines. Man-power; animal power; water power; wind power; steam power; electrical power; gasoline or oil power. Exam- ples of each type, and the places in the world where each is most common. Hoiv we hear things. Experiments with sound traveling through air, water, and solids. Experiments with sounds of high and low pitch. How one sound may produce another. (Singing near a piano, or sounding another musical instrument near the piano). How a phonograph gives sound. How records are made. How we hear with our ears. How sound may be reflected. Echoes. Hoio men communicate with each other. How the telegraph works. History of its invention. How a telephone works. History of its invention. How wireless works. History of its invention and develop- ment. Common electrical equipment used in connection with tele- phones, telegraphs, etc. Magnets, and their force. Experi- ments. Electromagnets — a nail, wrapped with wire, with a current from a dry cell passed through. Larger electromagnets, and their uses. 214 COURSE OF STUDY Dry cells, Avet cells, and other methods of producing weak currents. Things the current will do, such as ring bells, buz- zers, light small lamps, etc. Stronger currents. Study the simpler principles of the dynamo, and motor, especially in rural lighting systems. Elec- trical appliances which are used in the home, for heat, light, or power. How electricity may be stored. The storage battery, and its care, especialh^ in an automobile, or rural lighting system. References. Meier : Home and School Gardening, Ginn & Co., Atlanta, Ga. Comstock, A. B. .-Handbook of Nature-Study, Comstock Pub- lishing Company. U. S. Department of Agriculture, Washington, D. C, Publica- tions on Gardening. Write for free list. U. S. Bureau of Education, Publications on Nature Study and School Gardening. Write for list of free publications. State Experiment Station, Knoxville, Tennessee; Publications on Gardening. (Free publications). Braillar, Floyd : Stories about Insects, Funk, Waguall & Co. Lutz, Frank : Field Book of Insects, Putnam Co. State Board of Entomology, Publications, Knoxville, Tenn. ELEMENTARY SCHOOLS OF TENNESSEE 215 AGRICULTURE To The Teacher : All reference and reiading work referred to in these lessoais can be had by writing the Division of Publications, Washing- ton, D. C, Bureau of Animal Husbandry, Washington, D. C, or Bureau of Public Documents, Washington, D. C. If you fail in getting what you want, write to your Con- gressman for it. He will see that you get it. Suggestions to Teachers These lessons in Agriculture will take more than twenty minutes each. Do what you can do well each dEy and continue the next day on the same lesson. Use your community as much as possible and to the very best advantage. Do not feel that you are compelled to have a recitation each day. Some days it might be well to assign the boys work to get up at home. Have the boys make the things assigned at home. Make them lat the time you are studying about them and bring them to school for show. Invite your County Agent and Smith-Hughes teacher of Agriculture to visit your school to make talks to your Agri- culture Class, and take the students on a field trip. File the Bulletins that you order in little filing cases, four inches thick, seven inches wide and ten inches high. File them by subjects so that you will know wihere to find what vou want. 216 COURSE OF STUDY Have pupils start Junior Project work in Poultry, Gar- dening and Corn, by having them care for the home flock, or cultivate the liome garden, or an. acre of corn. Be sure to have them keep records of what they do. Ask the Smith-Hughes teacher in your County about Junior Pro- ject work. Outline of Subjects This outline of a Course of Study in Agriculture is written upon a plan of a 'Three- Year Eotatiou." It is designed for the Gth, 7th and 8th grades in the rural elementary schools. Because of comparativelj^ few pupils to the grade, and an unusujally large number of classes to be heard by one teacher, this sj^stem of rotation makes it possible for the (>tli, Tjji and 8th grades to be combined into one class and be taught to- gether each year. This makes it possible for the pupils in the 6th grade to get three years' instruction, those in the 7th two years' instruction, and those in the Sth one years' in- struction, before completing the elementary school. To be concrete : — The Gth, 7th kind Sth grades will take the first year, Gar den and l*onltry work. The Gth, 7th and Sth grades will take the second year, Dairying and Field Crops. The Gth, 7th and Sth grades will take the third year, Hogs, Fruit, Home Beautification, etc. x\t the beginning of the fourth year, the Gth, 7th and Sth grades will begin again the votiation, by taking Garden and T'oultrv Woik. ELEMENTARY SCHOOLS OF TENNESSEE 21'. Thus it can be seen that the pnpil who is in the Gth gi-ade when the work begins in the school will he through the Sth grade when the rotation is completed. Elementary Course of i^TUDY ix Agriculture First Year Corn Garden Poultry Making things for Corn, Garden and Poultry. Second Year Dairying- Field Crops Forage Crops Making things, for Dairying, Field Crops. Forage Crops. Third Year Hogs Fruits General Live Stock Beautifying Home Grounds Making things, conveniences of the home. Knot Making. AVhat to Make Note : Do these exercises at home : Make a nest and prepare it for setting a hen. Make an egg candler. Make a brooding coop for hen and chicks. ilake a brooder foi- baby chicks. Make a feed hopper for chicks. Make a drinking fountain for chicks. 218 COURSE OF STUDY Make a dust bath for chicks. Make an oat sprouter. Make a trap nest. Make up a solution of water-glass and preserve some eggs. Reference: Roehl's Agricultural Woodworking — Published by Bruce Pub. Co., Milwauke, Wis. Sowing Winter Cover Crops Study Farmers Bulletin 1142, Growing Crimson Clover. E«ad Duggar P-56, 57, 82 to 84, and 86 to 90 about the bene- fits of humus, and of legumes. Assign topics from these sources and have them recited by pupils. Send a questionnaire as before to the home of each pupil to be returned next day with results. Use these: i . Name 2. Acres in Winter .... Cover Crop last year 3. No, Planted this yr 4. What crops are sown 5. Month sown 6. Pounds per acre 7. How is corn field ground prepared for seeding? , 8. How is seed covered? 9. Was germination satisfactory?. ; 10. If not, why not? 11. Subsequent growth 12. Is crop to be turned under in Spring? 13. Was it last year? 14. What effects? 15. What crops are grown in rotation with corn ? Divide these answers about as follows among pupils for tabulation of results: 1, 2, and 3; 4, 5, and 6; 7, and 8; 9, 10 and 11; 12, 1-3, and 14; 15. 1. What are the chief benefits of winter cover crops? 2 What are the chief benefits when crops are plowed un- der as green manure? 3. How many of the farmers of the region realize the benefits of (1) and (2) ? ELEMENTARY SCHOOLS OF TENNESSEE 219 4. What are the chief reasons when winter cover crops are not gTown? 5. What are the best wajNS of establishing good winter cover crops after corn and after summer gardens? 6. What crops would you grow? 7. Compare these crops for this use: R^^e, Oats, Barley, Wheat, Crimson Clover, Winter vetch, burr clover. Septembkr (a) Learn parts of a flower. (b) Recognize and give common name for four wild fiall flowers. (a) Study shallots and winter onions. (b) Have each child set out fall onion or shallot bed at home. (a) Essential parts of flowers and function of each. (b) Make concrete study of many flowers. Seeds, (a) classify, (b) construct seed cabinet. Introduction Have the pupils to take down these questions and bring back the answers next day. How many hens on the home farm? How many roosters? What kind of chickens have you at home? Where did the chickens at your home roost last night? How many eggs do you get every day now? Did you get more in the spring. Do you expect to get as many this winter? Are there any hens sitting at your home? How many? Does the old hen ever quit the nest this time of the year? Did you ever examine her nest or the old hen to see why she quit? 220 COURSE OF STUDY Paeasitks References : Mites and Lice on Poultry, Farmers Bulletin 889. An illustrated Poultry Primer, Farmers Bulletin 1040, The Fowl Tick, U. B. D. A. Bulletin 553, Chicken Mite, its life history and habits, U. S. D. A. Bulletin 561. Purpose : To determine what parasites attack poultry land how to combat them. Directions : Have each pupil carefully examine some of the hens of the farm, the nests, the houses, the roosts and other places where the chickens stay, to see if they can locate an}^ lice, mites, or other vermin living on the chickens or elsewhere. If they can, have them bring specimens to the school for examination under the magnifying glass. Ask the pupils these questions: Did you find any lice, mites or other insects bothering the chickens? At what time of the year do they bother most? What kind did you find? Where did you find them, on the hen, on the roosts, in the nest, in the house, or where? How does the hen look that is full of these parasites as compared to one that is not infested ? What does your mother do to get rid of th<^.se pests? Exercises: Look at all kinds of lice and mites under magnifying glass. Let childien tell what they saw, by writ- ing a short composition. Reading lesson, after the above observation. Use U. S. D. A. Bulletin 558, The Chicken Mite, Its Life History and Habits, Farmers Bulletin 8Q1, Mites and Lice on Poultry. Combatting Parasites Purpose: To determine what to use in combatting vermin infesting poultry houses and how. Exercises : To mlake kerosene oil emulsion. ELEMENTARY SCHOOLS OF TENNESSEE 221 Teacher note: If it can't be done at any other time, get yonr class together at the noon hour and make this. Place : Ont of doors. Materials needed: Some brick or rock to place pot or pan upon in order that a fire can be made under it. Coal Oil 2 gallons Water I gallon Laundry Soap f pound Directions : Cut up the soap in small pieces and put it in the water. Boil the water with the soap in it until thoroughly dissolved. While the water is boiling TAKE OFF THE FIlfE and when AWAY FROM Till: FIKE, ])0ur in the coal oil and stir until thoroughly mixed. CAUTION : Keep Coal Oil away from the fire. When this is done mix the above solution with 50 gallons of water and spray on the roosts, nests and other places to kill the mites and lice. White Wash Purpose: To make a white wash according to the recipe of the U. S. D. A. and apply it to poultry quarters. Materials : Unslaked lime V2 bushel Salt ^2 peck Rice 3 pounds Spanish Whiting V2 pound Powdered Glue ' 1 pound Directions : Slake lime with boiling water. Strain, dis- solve the salt in warm water and mix with the strained dis- solved lime. Grind up the rice and add boiling water and boil to a thin ;{)aste, then add to the other. To this add a half pound of i)owdered Spanish whiting and a pound of clean powdered glue, after it has been dissolved in warm 222 COURSE OF STUDY water*. Mix these well and let stand for a few days. Heat the mixture before applying. Give this recipe to each pupil after the white wash has been made. Urge tliat he take it home and make some and apply it to his own poultry yards and house.. Field Studies op Cokn Study Duggar Sec, XXII on corn. Also read any other descriptions of corn plants in the school or any of the homes. Then take a trip to a corn field or have a number of stalks of corn brought into school. Let each pupil answer these questions from studying the corn. 1. Are the veins of corn leaves parallel? Are they like those in grasses or those of our trees? 2. How many joints or nodes in one stalk? Where are the leaves on these? 8. AVh}^ does the plant have so many leaves? On what side of thie stalk do these extend? 4. How many rings of brace roots has the plant? What other kinds of roots do you find? Which roots feed the plant? 5. What is the use of the tassel of the corn? The silk" 6. Eemove the husks from an ear nnd tiace the silks from the tip. Oaii you trace a silk to each kernel of corn? Why does each kernel have a silk? 7. How many ears on each stalk? Examine many. 8. Give the approximate heights of the stalks and height of ears from ground. 9. Are upper or lower ears the more advanced? 10. Are rudimentary ears found on any stalks? Are these above or below the others? What variations do you find in the diameters of stalks? Is the variation due to crowding? or soil variation? or other causes? Estimate yields in fields; see exercise Duggar pp 26-27. ELEMENTARY SCHOOLS OF TENNESSEE 223 Let Pupils write an account of this study of corn giving most of the points covered in the foregoing outline. October (a) Get bottles as nearly uniform as possible and begin making seed collections. (a) Select late tomatoes of best shape and quality and begin saving seed for coming year, (b) Save jjumpkin and squash seed. (a) Gather bean and pea seed. Cure carefully and put a^Vay for winter use and next year's seed. (b) Put on exhibit seeds saved by children. Note: Award prize for best individual collection. (a) Garden — Winter cover crops. Diseases op Poultry Purpose : To determine the ordinary diseases that affect chickens and find out how to treat them. Did you ever hear of roup? Can you best detect it among chickens in the day or night? How does it affect a chicken? What is scaly leg? What causes it? How do you treat sore head? Do the chickens at your home ever have cholera? What do you do for it? Do the little chicks ever have the gapes? Do you know what causes it? Can you twist out the worm? What do you use? Do the little chicks eat many earth worms? Do the little chicks ever have white diarrhoea? How does it affect them? Do you know the cause? Do you keep the quarters clean? 224 COURSE OF STUDY Do you ever feed them sour milk? Have pupils name the diseases that affect the chickens at home and tell how they are affected. Also have pupils tell what their parents do for the di- seases they name, and see if what they now do is what they should do. (Teacher can find the 'treatment in the reading lesson listed, Reading Lessons : Farmers Bulletin 528 — Hints to Poultry Kaisers. Farmers Bulletin 957 — Important Poultry Diseases. Further References — Delaware Bulletin 47, Alabama Bulletin 136. Field Selection of Seed Corm Study Farmers Bulletins 415 and 1175. Study Duggar P 129, 131, 46. 1. Why select seed corn in field? 2. From what kinds of plants would you select? ' 3. Height of ears. 4. Condition of husks. 5. Size of shank. Should ears hang down? Why? 6. Size of ears. 7. Number to stalk. S. Freedom from disease. 9. Characteristics of good seed corn. 10. How keep seed 6ars separate from other corn? 11. How much to save. 12. From what i}art of field? 13. Why is west side best? 14. When to save seed corn. Note to teacher: Have pupils rta i these pages from the text and studv the bulletins, then take them to a nearby ELEMENTARY SCHOOLS OF TENNESSEE 225 coi-n field to learn how to practice selecting. Have each stu- dent Uitei- inactice Meld selectinjj- seed com at home or on a ueiuliboi's jilace until proficient. Let each write an aceoniit of his work, telling what principles he has used, reasons for field selecting. He can in effect answer each of the ({ueslions in his written account. Poultry House Construction I'urpose: To find out Avhat aie the poultry house con- ditions at the homes of the members of this class. Do the chickens at your home roost in trees, in houses, or where ? If in a house, what kind is it, a separate house or a part of the barn? In which direction does it front, North, South, East or West? Is it a tight house or open? What side is open, if anj^? W^here are the roosts in the house? Wliat are they made of, i)oles, ])lanks or what? Are the roosts nailed down, or can tiiey be moved? Is there a dropping board under the roosts? Do the chickens roost uj) high or near the ground? Where are the nests? What are they made of? Are they located where th.ey can be easily cleaned? How often lare they cleaned? What kind of disinfectant is used on them? Things to Consider. 1. Location (a) Slope (b) drainage (c) reference to other build- ings, etc. 2. Foundation 3. Floor Space. 4. Light "226 COURSE OF STUDY 5. Ventilation 6. Protection 7. Sanitation 8. Conveniences 9. Scratching Pen 10. Watering Places 11. Feeding Bins 12. Incnbator room 13. Nest constrnction 14. Eoosts 15. Yards . Peferenee Eeadinu: I'laiiiieis Bnllclin 2S7 — Ponltiy :viau- agement. Farmers Bnlletin 574 -Poultry House Construc- tion. Farmers Bnlletin 682 — Trap Nests for Poultry. Corn Harvesting ~ . Have each pui)il or one from each familj^ represented in your school write the following questions on a card or paper. Cut papers exactly the same size for the school. Have- auKSwers returned the next day from each home. Tiy also to send the questions to each home not represented in school. Name I . Acres of corn 2. Kind 3. Is seed corn selected in field? 4. Bushels 5. Is corn crop harvested by cuUing entire stalk... 6. How cut ? 7. 1 'ut ill silo ? 8. Are stalks ever cut above cai s 9. Are leaves ''pulled"? 10. At what stage? II. When are ears removed fiom stalks? ; . . . . 12. How removed 13. Is €orn "hogged off" 14. Are stialks pastured ? Assign these answered papers to several groups of pu])ils; ELEMENTARY SCHOOLS OF TENNESSEE 22'<' One lot to lecord answers 1 and 2; next 3 and 4; 5 and 6; T; 8, 9. and 10; 11 and 12; 13 and 14. After writing results on pai er let each group give the main results on the blackboard for all to copy. After this is completed let the lesults be discussed in class, tas to the most common methods of harvesting, relation of area to method, labor, cost. Then have pupils read Farmers Bul- letin 578, making Silage, 855 and 002 Machinery for cut ting corn ;1 149 Growing corn in Southeastern States. Assign topics from these bulletins to be recited in class. In closing this topic of Harvesting Corn let each write an account of the points covered and the lessons learned. Protection op Stored Corn* From Enemies Hjave each pupil report shape, size and structure of corn cribs he has at home or has seen. Have each tell how seed corn is stored. Have them study Farmers Bulletins 896, Eats and Mice; 915 Keducing Weevil Waste in Southern Corn; 1029 Con- serving Corn from Weevils; 799 Carbon Bisulphide as in Insectiticide ; and 1156 Grain Moth. Assign topics from these bulletins for report in class. Have several neighboring cribs made proof against vdtH and mice and let the method be studied by members of the class and reported at school. Have samples brought to class for study of corn weevils, grain moths and the bad work of each. Treat a sample in Infested corn with carbon disulphide as described in Farmers' Bulletin 799. Do this out of doors using a covered ctan. Have pupils make three or four devices for storing seed corn to dry free from rats. Poultry Feeds How many, chickens have you at home? How many pounds, or quarts do you feed them at each time? 228 COURSE OF STUDY How often do you feed them? What do you feed them? Do you feed them at all or let them get what they can? Do you see that they get fresh water often, more than once a day? How often do you clean out their drinking vessels? Do you ever put boxes of grit, such as oyster shell or ground limestone where the chickens can get it? Do you keep a box of dry powdered charcoal near the chickens ? Do you have a regular time to feed the chickens? Do you think about what they should have at each feed? Do they get something green to eat all the year? Do you save the meat scraps and other scraps from the table for them? Are the old chickens and the young ones fed alike and together ? Do you sprout grains for them in winter? Reiading : Farmers Bulletin 287 — Poultr}^ Management Farmers Bulletin 528 — Hints to Poultry Raisers Farmers Bulletin 1067^ — Feeding Hens for Egg Production. November See' Lessons on Corn December 1. Barn yard manures (a) composition (b) care (c) value and utility 2. Green manures. Fertilizers. 1. Phosphate. (a) sources (b) forms (c) function in plant life. ELEMENTARY SCHOOLS OF TENNESSEE 229 Potash. (a) sources (b) forms (c( function in plant life. Nitrogen. (a) sources (b) forms (c) function in plant life. Poultry Breeds What kind of chickens have you at home? What are pure bred chickens? Do you see any advantage in having your chickens all oj'.e kind ? How many roosters have you at home? What kind are they? What is your idea of a scrub? Do you think you could get your parents to kill the scrub rooster and get a pure-bred? What is your choice breed? Why? Have you ever studied the purpose of the different types and breeds of chickens? How many breeds of chickens can you name? W^hat do you think of the idea of every member of this class going into the pure-bred chicken business and getting the same kind of chickens? Would all of you be willing to raise the same kind of chickens if the teacher would arrange to get all of you a sitting of eggs each, of the same breed of chickens? Reading Lesson : — Farmers Bulletin 806 — Standard varieties of chickens. I. — The American Class. Farmers Bulletin 898 — Standard varieties of chickens. II. — The Mediterranean and Continental Classes. Farmers Bulletin 1052 — Standard varieties of chickens. Ill — Asiatic and French Classes. 230 COURSE OF STUDY January 1. Green Houses. (a) Constiuctioii, (b) Utility. 2. Hot Bed. (a) Construction, (bl I^tilit}-. Construct School Hot- Bed. Cool season plants raised in hot bed. (a) Lettuce — varieties — cultural methods. (b) Radishes — varieties— soil — cultural nietliods. (c) Onions from seed. — variet'es — soils — pi o]'()^2:at!<>n. Cabbage. (a) Varieties — soils — propogation. Culling Poi'Ltry How old is the oldest hen on the farm? HoAV old is the oldest rooster on the farm? Do you ever sell any hens? Do you know what kind yon are selling? Are you sure they are not good layers? Are you sure they are old hens? How do you know when a hen is a good la^^er? Bid you ever notice the color of the beak, and legs, before and after laying seasons? Ho the hens at your home take a long period of rest be- tween laying seasons? Do you know how mRnj eggs per year each hen at your home la^'S? When do the hens at jour home begin to molt? Do you know the "egg bag"? Do you know the "vent"? Do you know the pelvic arch? Do you ever cull the chickens? When? Reading : — Department Circular 31 — Culling the poultry, JFlock. Why, When, How. ELEMENTARY SCHOOLS OF TENNESSEE 231 Bureau of Animal Husbandiy^ — Bulletin 141. The Improvement of the Farm Egg. Corn Judging Study Duggar pp. 129 to 135 on Selecting or Judging Seed Corn ; also Farmer's Bulletin 415, Seed Corn ; and 1175 Better Seed Corn. After these assignments have been read, have the exercise work performed as suggested on page 135 of Duggar's book. All types and varieties in the neighborhood should be studied by this method. Corn Show Follow the corn judging work with a corn show at the school. This may be held on Saturday and all the community invited. This may be combined with a garden show, com- munity fair, fall festival or Thanksgiving Celebration, accord- ing to. local conditions. There should be 10 — ear exhibits of corn from every home, and of all varieties and types of corn. Best three stalks of each variety may be brought by all. In- clude competitions with companion crops as cow-peas and soy-beans. Also include all crops suitable as winter covers — take up green covers in shallow boxes showing the fall growths. Include devices for storing seed corn and of protection of cribs from rats. . Premium lists may be written off by all pupils to take home. The ])reroiums may be mere ribbons, or articles donat- ed by individuals, or of cash if that is available. (See Farmers' Bulletin 870, The Community Fair. COMPOSITION, PRODUCTS AND USES OF CORN Study Duggar's book pp 21, 24 and 316. Try the iodine test for starch in corn as suggested in Bug- gar's book p 37. Have figure 21 or some other section of corn drawn in note books greatly enlarged. Make sections with knife as directed ]) 20 (exercise).. Also do the weighing there suggested. Draw a diagram of a square bushel of shelled corn and (by the ta- 232 COURSE OF STUDY ble OD p. 322) represent on the table about the proportion there would be of each ingredient of corn or corn meal : Pro- tein (7.8) Carbohj'drate (66.7) fat (4.3) water (10.6) indi- gestible matter (10.6). Write to the American Corn Products Co., Chicago, 111., for a set of bottles showing many products made from corn. These bottles should be kept in sghool for study and exhibi- tion. Have pupils make up a set of bottles showing the compo- sition of corn. Represent a pound of corn in six stoppered bottles thus: Protein (1.3 oz. Cottage Cheese preserved with a few drops of formalin or other antiseptic) ; Carbohydrate (11 oz. of corn starch) ; fat (0.7 oz. lard or solid oil) ; water (1.6 oz.) fibre or indigestible matter (1 oz. wood pulp) ; min- eral matter (a teaspoon of salt). Draw in note book a dia- gram of this set of bottles showing the content of each. 1. What are the special uses of corn in stock feeding? 2. What are the dangers in exclusive use of corn in feed- ing laying hens? 3. Why are pigs often weak when fed on corn alone? 4. Discuss Corn Meal as human food. (See F. B. 565. Corn Meal as a Food.) Simple Principles op Poultry Breeding How many hens are there to each rooster on the home farm? Do the roosters and hens run together the entire year? Are the roosters ever changed? How often? Do the new roosters come from the home flock, or do you buy new ones from your neighbors, or order them? Do you ever pen your chickens? Do you ever trap nest your hens? Do you know what hen on the home farm lays the most eggs in a year? Do you select the eggs you set, or set what you have on hand ? ELEMENTARY SCHOOLS OF TENNESSEE 233 ' Do you try to grade up your flock, or "just raise your chickens" ? Do you pen your old hens with young roosters or young hens with old roosters, or old hens with old roosters? Breeding Poultry Reading : — Farmers Bulletin 287— Poultry Management. Farmers Bulletin 528— Hints to Poultry Raisers. Farmers Bulletin 1040— An Illustrated Poultry Primer. Year Book Separate 778- Better Poultry Through Com- munity Breeding Associations. February Soils. Soil Preparation for early garden. English Peas. (a) Types, (h) varieties, (c) soils, (d) time of plant- ing. 1. Renew Onions, radishes and lettuce. ^. cs'Tions. (a) Tinifc x^ ^i^j^^ seeds. (b) Time to put ouv ^g^g_ 3. Radishes. (a) Time to plant seeds in open. 4. Early Turnips. (ai Ti'nie to plant seeds in open. 5. Lettuce. (a) Time to plant seeCm in open. 6. Plant tomato seed in hot bei. (a) varieties, (b) general dismssion. 234 , COURSE OF STUDY Incubators and Incubation Do you use an incubator at your home, or do you depend on the hen as a means of incubation? AVhat care should be taken of the eggs previous to setting them? Did you ever candle eggs? Do you know the difference between a fertile and infer- tile egg? How long after setting should eggs be candled? How often should they be candled? How does an infertile egg look at the end of ten days in- cubation? If you use an incubator, tell how to care for and manage it. Do 5"0u know hov.'' to regulate the temperature? Do you know how to regulate the moisture? How often should you turn the eggs ? Do you set one or more hens at a time at your home? What advantage is there in setting more than one hen at a time? What is the period of incubation of eggs? What are the chai;*acteristics of a good broody hen ? Do you know how to break a hen from being broodv"^ Do you baptize her? Do you put her in a coop on the g-r^"^^' •'' ^^' *^^ J^^ P^^ her in a slatted bottom p--P ^^^^ i^ <"i *''^''lts or is sus- pended, which is 1"=^!^; '^ud why? Eeadino': "'^^^ch the questions of the pieeeeding lesson in mind, yoad : Farmers Bulletin 585— Natural and Artificial rncubation of Eggs. Bureau of Animal Husbandry t^eries G-28-Early Hatching. Bureau of Animal Husbandry Bulletin 160— Care of the Farm Egg. Corn Testing Read Duggar's bo*i^ pp. 26 and 27, then let each pupil test ELEMENTARY SCHOOLS OF TENNESSEE 235 six kernels from each ear of corn in a lot of ten or more ears. Eead directions for testing corn by the "rag doll" method. (F. B. 948, Eag Doll Tester.) Then let each pupil test a number of ears by this method. Have the results written in the pupils' note books. They should add to this the leasous for testing corn before shelling and before planting. Have pupils report from homes of the community what farmers test corn and what ones, do not. Thought Questions 1. When should corn testing be done? 2. How many ears should be tested to secure enough for planting ten acres, if nine out of ten are worth planting? 3. What use may be made of the discarded ears ? 4. In a year when good seed corn is abundant what would be your standard fixed for discarding ears? ^ 5. Why is seed corn much poorer some years than others? 6. In a year of poor seed corn what would your time be worth to your father while testing his seed corn? Compare ^'our time with all the losses from planting poor seed without resting. March Eoot Crops. 1. Beets — soils, varieties, etc. 2. Carrots — soils, varieties, -etc. 6. i>.,,^^-pg — gQJig^ varieties, etc. Irish Potatoes. (a) Early varieties, (b) su-.^ (,) preparation of land lor set,.^ .'ultuie. (d) planting. Corn— Testing, etc. Strawberries. fa) Varieties, soils, exposui., transplanting. Easpbenies. (a) Varieties, soils, exposure, tr^isplantino-. 236 COURSE OF STUDY CORN SOILS Assign topics relating to this subject from Farmers' Bulletin 537, How to Grow an Acre of Corn; 1149, Growing Corn in the Sontlieastern States; also from Duggar's book pp. 65-69. Study also pp. 93-96, barnyard manure, and 97-101, commer- cial fertilizers. Get soil map of your section as suggested p. 64, or by writ- ing to the State Geologist at the capitol, Nashville, Tenn. In bottles or pint glass cans collect samples of the soils and subsoils of the region. Label each by the locality and the popular or technical name. These should be studied at school as to content of organic matter, color, proportion of sand and clay and acidity. Send a questionnaire to the farmers of the region to de- termine which types of soils and what fertilizers are con- sidered the best for corn (see Duggar p. 350). Have students list the soils of the region and tell which are best for corn. They should also record the results of the reports regarding the use of manure and commercial fertilizers. Preparation of Soil for Corn Study Duggar's book pp.70 to 73. Select also parts of sec- tion X,I1 pp. 74 to 81, Select topics on soil preparation from F. B. 537 and 1149. Steps in Spring Preparation op Corn Ground 1. Plow ground deep and early. 2. Harrow or disk soil the ^-^ ^^^ i* ^^ P^^^^^' *« P^^" vent clodding. .■.-,. 3 Disk or ha-^w every week or t-- "ntil time to plant, maintaining a bare fallow, for 4 to 6 weeks. 4. Tlse spike-tooth harrow l^t thing before planting. . rrnOt'OrfT QUESTIONS 1. How does ^rly spring plowing without harrowing un- ELEMENTARY SCHOOLS OF TENNESSEE 237 til dry compare with the method of making sun-bricks? (See step 2.) 2. What effect does the bare fallow method (step 3) have on (a) weed seeds sprouting in the soil? (b) on the temperature of the soil? (c) on evaporation of soil moisture? (d) on the percolation downward of surplus rain water? (e) on the rotting of green manure or stable manure or other organic matter in the soil? (f) on the development of soil bacteria? (g) on the unlocking of plant food and on other chemi- cal changes in the soil? 3. Just how are soils warmed in the spring? 4. Why do so many farmers neglect the preparation of soil until planting time? Make a little inquiry to determine how many framers of the region prepare corn soil according to the four steps enumerated. Which steps are most commonly omitted? Have students keep records of the dates and operation in preparing corn ground as performed on their own place; then write the story of the methods, including descriptions of the soil at various stages. Care of Baby Chicks With the Hen How oftan after hatching do you "take off" the hen? How many chicks do you allow one hen ? How long do you keep the hen confined ? How much run do you allow the chicks? How sooD in the morning do you turn out the hen and her brood? How often do you feed them? Do you allow them the run of a grass lot Do you aflow them the run of a plowed plat? Do you let them range where they can get a good manv earth worms? Do the cliicks ever have the gapes? 238 COURSE OF STUDY Do you know tlie cause? Do you know how to remove them from the thioat? Do the chicks ever have white diarrhoea? AVhat do you do with the oues that have it ? Do you disinfect the quarters of the little chicks? Do you ever feed them sour milk? Do you know the cause of white diarrhoea? Do you keep plenty of fresh clean water before the chicks? Do you keep grit and ash where they can get it at all times? Baby Chicks Reading: Farmers Bulletin 287— I'oultry Management. Farmers Bulletin 624— Natural and Artificial Brooding of Chickens. Bureau of Animal Husbandry Series G-30— First Care of Baby Chicks. April 1. Sweet Potatoes. (a) Varieties; (b) Soils; (c) Propagation, etc. 2. Bedding Sweet Potatoes. Blackberries. (a) Varieties, soils, transplanting. 1, Sweet Corn. (a) varieties, soils, planting. 2. Field Corn. (a) varieties, soils, planting. Continue cultivation of Irish Potatoes and Corn. Field Trips. May ' Warm Season Crops. j 1. Tomatoes — review varieties. - \ 2. Soils — fertilizers, transplanting, trellising and culture. "^''I'ater melons and squash. . ELEMENTARY SCHOOLS OF TENNESSEE 239 Cantaloupes, encumbers, okra. Observation trips. Eeview cultivation and see that all pro- jects are in clean state of cultivation. Planting Corn Study Duggar pp. 125 and 126; F. B. 537 and 1149. Try experiment at school on depth of planting (Duggar p. 22). Bottles may be used instead of the glass box. Send questionnaire to each farmer and determine these points: (1) method of marking off the corn field; (2) meth- ods of planting corn; (3) distances between rows; (4) dist- ances apart in rows and number of kernels in a place; (5) depth of planting; (6) level, ridge or furrow jdantinj,!;. ( Duggar p. 125) ; (7) varieties of corn planted; (8) purposes to which the crop is to be put. Let pupils calculate the number of stalks per acre from some of these answers. Again calculate the amount of corn required to plant an acres by several of the different plans. Record summar}^ of the survey in the note books. Cross Harrowing and Intertillage op Corn Bead these topics in F. B. 537 and 1149. Study F. B. 773, Corn Growing Under Droughty Conditions. If corn ground has been prepared by the "bare fallow" meth- od (see step 3, in a former lesson) it will be so smooth and free from clods and trash as to allow cross harrowing after planting. This should be done once before germination and about once a week after germination until it is too high. Do the harrowing when the corn leaves are limp ; i.e., after they have lost the turgidity of dew or rain, when the wind and sun have dried the corn a little. How many acres can a man cultivate by this harrow method in one day? (Read Dug- gar pp. 126 and 127.) What types of cultivators are used in the neighborhood to cultivate between the rows? 240 COURSE OF STUDY Which of these are best for shallow cultivation? Why should the inter- tillage be shallow? Why should it be frequent? Explain what is meant by the term "dust mulch". How is it maintained How does ridging the surface increase evaporation? Why should the surface remain nearly level? Watch for corn enemies and read about them in Farmers Bulletins: 739, Cutworms; 872, Corn Earworms; 875, Corn Stalk Beetle; Corn Kootworm; 1176, Root Diseases of Corn. The following Farmers Bulletins are recommended as ref- erences for this course : 218. School Garden. 2:52. Okia: Its Culture and Uses. 254. Cucumbers. 256. Preparation of Vegetables for the Table. 282. Celery. . . 289. Beans. 354. Onion Culture. ^ ] 460. Frames as a Factor in Truck Gardening. 481. Concrete Construction on Livestock Farm, 528. Hints to Poultry Eaisers. 660. Weeds : How to Control them. 668. Squash "S^ine Borer. 766. The Common Cabbage Worm. 829. Asparagus. 837. The Asparagus Beetle and Their Control. 884. Saving Seed for Home and Market Garden. 1)25. Cabbage Diseases. 9.34. Home Gardening in the South. 959. The Spotted Garden Slug. 1038. Striped Cucumber Beetle .and Its Control. 1044. The City Home Garden. 1060. Onion Diseases and Their Control. 1061. Harlequin Cabbage Bug and Its Control. 1074. The Bean Ladvbird and Its Control. ELEMENTARY SCHOOLS OF TENNESSEE 241 HOME-MAKING First Six Grades. For several years it has been felt that the home economics or domestic science of the high school and upper elementary school should have its beginnings lower down in the grades; that girls and boys alike should have this rudimentary train- ing which could better be given by the regular room teacher than by some specialist at special periods. So the present course in home-making is designed to meet this need; in it are gathered together the rudiments of many' sciences : home economics, agriculture, nature study, geography, etc., all of which go to the making of a successful home. It is not expected or suggested that every teacher do every- thing listed in the course. In most cases there is given oppor- tunity for choice. Each teacher knows her own limitations and those of her neighborhood. The former she can overcome, the latter she will have to arrange her work to make the most of. It is certainly possible for everybody to do some of the work ; the more done the better. It is suggested that the work be started at the opening of school by making a job analysis for each pupil : what father does, what mother does, what brothers and sisters do, what "I" can do to help— not on paper, just to talk about it. In this way the child gains some idea of the dignity and necessity for work and sees how he can take his place in the busy world about him. It is suggested that each grade, each room, or each school keep its own accounts for the year— what money it receives and how this is spent; and that each child keep a personal account, especially during December and February. The grades have been put together in groups: Group I includes grades one and two; Group II includes grades three and four; Group III includes grades five and six. In one- room scliools all the children might be put into one group and 242 GOURSE OF STUDY such topics taken up as can be used with profit to all. The work may be done for the most part in the language period, though it would be very advantageous to give one period a week to home-making projects. In conclusion, it should be primarily a "doing," not a studying, course. If attacked in the right way, it should re- f>;ult in real pleasure and recreation for teacher and ])upils, in addition to the gaining of much valuable information and a lasting formation of good habits. SEPTEMBER— TEXTILES. The keynote to be struck in the study of textiles is their use to man. The first two grades get an acquaintance lesson with one or two textiles; the second group will study at least two tex- tiles more in detail, while the third group will make a still more detailed study of the four textiles, taking up sources, uses, and quality. The textiles selected for study and the amount taught will vary according to the teacher's judgment. As much practical Work should be done as possible, such as weaving and darning, testing materials, testing and setting colors. The teacher will find it possible to work in correlations with geography, English and writing. Group I — Wool. Cotton. This study in the first two grades should be wholly con- crete. The child must come into actual contact with the thing studied. To study wool : get the wool, clean, dye, card, spin and weave it. To study cotton : pick, gin, card, spin and dye it. A collection may be gathered of -things made of wool or cotton and an exhibit given for the school or some other grade. Charts may be made of wool or cotton showing it in various stages. ELEMENTARY SCHOOLS OF TENNESSEE 243 Group II— Silk, Wool, Cotton, Linen.- Study one or more, by making charts or booklets showing stages and uses. I)e?elop the industry on the sand table: weave hammocks and rugs, which should be followed up by a darning lesson. Correlations: Geography. Reading. Language. Writing — have children write for exhibits. GROi-r IT I — Cotton, Wool, Silk, Linen. Study two OT more, make charts txnd booklets showing sources and uses. In studying cotton show uses of cotton K.opf] products as food. Correlations: Geography. English. Writing. Reading. Culmination work. Group III. Testing materials. Testing and setting colors. Darning. Sewing on buttons. OCTOBER^FOOD, SHELTER, CLOTHING. The general idea to be kept in mind for all the teaching of this month is the preparation for winter — the preparation made by plants, animals, and people for the winter season is the keynote of October. Examples are plentiful all around us : trees and plants ])ut their seeds away for the spring, drop their leaves and go to sleep; animals put on a heavier fur coat; 244 COURSE OF STUDY, the squirrel puts away his winter store of nuts; man gathers iD his firewood and fills his pantry and bams. Everyone should make an actual visit to the woods in this month and see nature's preparation first hand. This might be in the fornij of a picnic after school, which gives a fine op- portunity for the pupils themselves to work out all the plans, what we shall have to eat, the cost, each one's part, and the actual cooking. Group I. Observe and talk about how plants, birds, animals, and people get ready for winter. Find out what foods are stored for winter and iiow they are prepared. Furnish a house f^^- Triurer. Group TI. Observe and discuss the preparation for winter made by plants, birds, animals and people. Make charts and booklets showing this preparation — food, shelter, and clothing charts, separate or all together. Furnish doll house for winter — four rooms. Correlations : Geography, Eeading. Group III. Study the preparation for winter made by plants, birds, animals, and people. Make charts and booklets. Compare food, shelter, and clothing of different countries, and of different periods. Correlations : Geography, History, Reading. Culmination work : Groups II and III. A picnic, giving a chance for contact with nature, and for practicing some camp cookery. Correlations: Arithmetic, English.' ELEMENTARY SCHOOLS OF TENNESSEE 245 NOVEMBER— COSTUMES. This subject is to be treated in such a way as to instill proper ideas as to appropriateness of dress for the season, age of child, and occasion. This can be well brought out in the dressing of dolls, and the style show planned for the end of the month makes a fine culmination of all the month's teaching. The style show is to be simply a little play displaying the suitable and unsuitable types of costumes for different occa- sions. This little pla:? should be given to the public to make it impressive. Attention should be given to the hygiene of clothing. Stress particularly the care of the hair, the right type of shoes, cor- rect scliool dress, and correct night dress. Group I. Talk about the kinds of dress to be worn at different sea- sons and for different occasions. Show pictures and dress dolls— paper and regul^-- ^^^^^ illustrating the things talked about. Group II. discuss and illustrate with pictures the kinds of dress to be worn at different seasons and for different occasions. Dress dolls in different types of dress, including kimona. Dress dolls in characteristic costumes of different nations. Correlations : Geography. Group III. Study appropriate dress— school dress, Sunday dress, party dress, house dress, night dress and kimona. Discuss the care of clothes, care and arrangement of hair, kind and care of shoes. Correlations: Hygiene — cleanliness of the body and cloth- ing worn next to the body ; Arithmetic — personal accounts. Culmination work : Group III. Style Show, showing cor- 246 . COURSE OF STUDY rect and incorrect clress for different occasions and different seasons. (This conld well be given to the public.) DECEMBER— FOODS. The correct selection of food materials for the building and repair of the body is the outstanding idea of this month. Special attention should be directed to the lack of an ade- quate supply of green vegetables and fresh fruits, and of milk ; to the harmful use of tea, coffee and coca-cola; to an overuse of sweets and of fried foods of all kinds, especially fried starchy foods. A meal should always have a meat or meat substitute, a juicy fruit or vegetable, a starchy vegetable or cereal, bread and butter, a suitable drink, and something sweet may be added This should be kept in mind in planning all menus. It is suggested that some hoys and girls from Group III, under the direction of their room teacher, give a demonstra- tion of a desirable school lunch before the Parent-Teacher As- Some desn-tivr^ r)lixn of eating the school lunch should be worked out for each schom ^,.^ g^di room, in order to en- courage children to use a sufficient amouxxi. ^f time to eat to give attention to good table manners, and to insure goou ^-o,^^] housekeeping and a clean campus. Group I. Talk about what little boys and girls should eat for break- fast, dinner, and supper to make them strong and healthy; milk and cocoa, eggs, cereals, fruits and vegetables. Make charts showing well-selected foods for each meal. Talk about and practice good table manners. Group II. Discuss foods and menu making, table setting, table nian- ne'is, and sewing. Make food charts^starches, sugars, fats, pioteins, mineials, vitamines. Make menu charts — for the three meals. ELEMENTARY SCHOOLS OF TENNESSEE 247 Draw on tablet the correct table setting for each meal, showing arrangement for one person. Table setting and service may be demonstrated in the Home Economics laboratory, on a table in the classroom, or on the child's desk. Correlation : Arithmetic — personal accounts, Hygiene. Group III. Study sources and uses of common foods. Study the making of menus. Make food charts and menu charts. Learn to order from a menu. Discuss marketing, using the child'si own experience as a basis. Correlations. Arithmetic— personal accounts, Geography, Hygiene. Q^iiii^jxictuon work: (tfoup II. Serve a breakfast and wash the dishes. Group III. Select the best breakfast menu offered, cook this and serve it, then wash the dishes. JANUARY— HOUSE FURNISHING. Good taste is the predominate thought this month — good taste in the selection of furnishings, in color combinations, in the selection and arranging of pictures. The proper cleaning and care of the dining-room, bedroom and bath should be studied and demonstrated, using the do- mestic science department or rest room at school, or borrow- ing the bedroom and dining-room of some neighbor. Special emphasis should be placed on the protection from flies and mosquitoes afl'orded by screens. The method of making the hospital bed is a very satisfactory standard. Group I. Talk about furnishing a house. Illustrate with pictures. Furnish a doll house. 248 COURSE OF STUDY Group II. Discuss desirable house furnishing, illustrating with pic- tures. Discuss the child's part in the daily care of his own home. Make charts and booklets furnishing all the rooms in a house, using materials for curtains and pictures of floor cov- ering for floors, thus giving a chance to make correct color combinations. Furnish a doll house. Correlations : Hygiene— emphasize ventilation, particularly in regard to the bedroom, dining-room and living room. Group III. Study, with iliusirations, desirable house furnishing, keep- ing in mind two important points. v.«f.fulness and attractive- ness. Study especially the child's own bedroom, whether he oc- cui>ies it alone or with others, especially his part in the care of it. Furnish rooms in booklets or on charts. Furnish a four-room house. Correlations : Hygiene — emphasize ventilation, particular- ly of his own sleeping; room. Culmination work: Group II. Make up a bed. Group III. Make up a bed. Visit a home in the community to show a well-arranged room. Clean a room. FEBRUARY— ENTERTAINING. According to the title, attention will be directed this montli to parties; parties for various occasions, home parties es- pecially, at which the duties and proper conduct of hos^, hostess and guest are taught. The teacher should utilize all the preceding work of the course in the planning and execution of the party — menu mak ELEMENTARY SCHOOLS OF TENNESSEE 249 ing, arranging and decorating of room, table serving, table manners, suitable party dress. This offers a fine opportunity for the selection and playing of games suitable to the day. The children should be divided into groups and each group given certain details of thei party to work out." Group I. Plan and carry out a children's party. Let the room select a group of children to be the ones giving the party, in order to give it the home atmosphere, and to teach the duties of host and guests. Group II. Plan and carry out a party . (Practically the same as Group I.) Correlations : Language, Arithmetic, Writing. Group III. Discuss how to entertain at home; the best time to have parties, especially during the school term; the necessity for having entertainment; the kinds of parties! appropriate to the season. Discuss the duties of host and hostess at meals and at parties. Correlations : Language, Writing, Arithmetic. Culmination work : Group III. Plan and carry out a home party. MAECH— POULTEY. The outstanding lesson of the month is the care and feeding of baby chicks, applying the knowledge gained in the study of foods. The same principles apply here as in the feeding of children: chicks must have buttermilk for muscle-building ma- terial, green food to obtain mineral matter for building bone, and starchy foods to give heat, energy and fat. The same principles apply in feeding calves and pigs, not 250 COURSE OF STUDY forgetting' the baby chick needs grit in addition to what other animals need, because he has no teeth. Special emphasis should be given to sanitation, including clean nests, airy coops for baby chicks, and hen houses, which is necessai'y to prevent insect pest and diseases. It is well in this connection to point out the importance of ha^dng eggs in the child's diet, and desirable methods of cook- ing. It would be very desirable for every child to own a hen and raise some baby chicks. Group I. Talk about the hatching of baby chicks, care of the mother hen, the care of feeding of the baby chicks. In connection with this talk about the care of the baby in the home. Make a chicken yard on the sand table, showing a home made sanitary hen's nest, chicken coop, drinking fountain, and self-feeder. Group II. Discuss the hatching and care of baby chicks. The d lifer- ent breeds of chickens. Discuss the food value of eggs. Make a chicken yard on the sand table (similar to that of Group T). Make booklets and charts of breeds. Correlations: Hygiene and Physiology. Group III. Study the hatching, the care and feeding of baby chicks. Study the care of the hen house and poultry yard. Study the food value of eggs and some desirable wa^^s of pre- paring them. Observe the sand table work of Groups I and II. Visit a model poultry yard if possible. Borrow or make ELEMENTARY SCHOOLS OF TENNESSEE 251 as many home-made appliances as possible to equip a tempo- rary model poultry yard at the school. Demonstrate the making of a hen's nest and the setting of a hen. Correlations: Hygiene and I'hysiology. Culmination work. Group I. Soft cook an egg. Make some Easter eggs. Group II. Cook eggs. Make Elaster eggs. Group III. Cook eggs. Preserve eggs in waterglass. APBII^— GARDENING. Under gardening is comprehended both vegetable garden ing, to teach the production and care of useful plants, and flower gardening to teach the production and care of licauUfy- ing plants. As we watched nature's preparation for sleep during the long winter, now we see her waking up, fully refreshed, put- ting on her gay spring garments. This is the time when everv- body loves to be out of doors, so it is easy for us to correlate our gardening study with nature study, and do it all first-hand. Every group should plant flowers or vegetables for their own room ; it might be on the saud table, in a window box, or outside, and every child should plant at home either some flowers or some vegetables. Special attention should be given to the desirable arrange- ment of the flowers they plant. Group I. Talk about gardens — how to make Ihem, what to plant, which vegetables and flowers grow best. Plant a garden on the sand table. Take care of a plant in school. Group II. Discuss gardens and gardening. Become familiar with the spring flowers. Make garden charts and booklets— vegetable and flower. 252 COURSE OF STUDY Lay out a garden on paper. Make a spring garden on the sand table. Correlations: Arithmetic. Group III. Study spring gardens and all-the-year-round gardens. Study the proper preparation and planting of a garden. Plan a garden, lay it out on paper. Discuss the beautifying of the home grounds and the sc1k»o1 grounds. Make garden charts and booklets. Correlations: Arithmetic, Drawing. Culmination work : Groups I, II, and III. Plant some vege- tables or flowers at home. ELEMENTARY SCHOOLS OF TENNESSEE 253 I PLAYS AND GAMES Play is as necessary to a child as work is to a man — he needs if for growth. It will not only help him physically, but games have a positive edu(ktional valne. The clumsy boy or girl who is slow to see, to hear, to observe and to act is transformed in a few weeks. The sense perceptions are quickened. He runs more easily, dodges ijiore effectively, sees the ball more quickly, handles himself witli less effort. Mind training and muscular training cannot be separated. Play teaches children team work. Boys who can play to- gether today can work together tomorrow. It also teaches fairness, for the first rule of the game is play on the square. It teaches respect for authority. He can never be a leader who cannot himself follow. . Dr. Woods Hutchinson says, "^^Etather a playground without a school than a school without a playground". We may not fully agree with Dr. Hutchinson, but will agree that every school should have a playground. A small sum of money is all that is needed to provide sand boxes, swings and see saws for the little children, and ball fields, tennis courts and horizontal bars for the older children. Much equipment can be made by the older boys and men of the community, while the necessary funds can be secured by plays and entertainments given at the school. No school that stands for service can afford to neglect this part of its equip- ment. The play period of the children should include gymnastics, marching and games. A definite program to suit local needs should be planned for the week. The teacher should spend a part of every recess period in supervising the play of the children. New games may be in- troduced each week. Be careful to see that every child is brought into the game. The older pupils may be taught to help the smaller ones in their games and may direct the play period 254 COURSE OF STUDY' of the younger pupils at times when the teacher is busy with other duties. There is no more important hour in the program of the school day than the recess, or play hour. In a well organized school, the teacher will become a playground leader — not as an autocrat nor in a manner to cause her to lose her dignity, but rather as an interested and sympathetic companion whose presence is welcome because she always knows a "new game" and will be a just and efficient referee. The teacher should take care not to over supervise the play of the children so as to discourage individu.ality and enthusiasm. If the teacher is a careful observer she will soon know from getting on the grounds with the pupils just about how far it is wise to supervise the games of the children. FOR THE PRIMARY GRADES A sand pile is always enjoyed by the little children and the teacher of the rural school will find it very helpful when she must keep her attention on the little ones while the older pupils are reciting. Place the sand pile where it can be seen from the window and in the latter part of the forenoon and in the after- noon when the little ones get restless send them out to play in the sand rather than try to hold them in the schoolroom. Rivers, mountains, continents, etc., may be made in the sand ])ile as a part of the primary geography work. Economy of space will be secured by enclosing the sand in a sort of box without bottom or cover. Swings are very popular, but need supervision to prevent accidents. If possible have three or four swings. Attach these to a frame about 12 feet high made of an iron pipe or wood. Be sure that these frames are firmly placed. On the playground of average size, try to have two or three see-saws. ELEMENTARY SCHOOLS OF TENNESSEE 255 Some games for Primary Grades are Cat and Mouse Jack be Nimble Drop the Handkerchief Three Deep Jacob and Rachel Simple Tag Games Follow the Leader Have Yon Seen My Sheep Hill Dill Flying Dutchman Singing Games With the young children, particularly, the many singing games are popular. Some of the most popular are : London JBridge Did You Ever See A Lassie Mulberry Bush Looby Lou Farmer in The Dell Muffin Man For Intermediate and Grammar Grades. Equipment : Basket Ball Grounds and Outfit Volley Ball Outfit Jumping Standards aud Pit Horizontal Bar Tennis Court and Outfit Baseball Diamond and Field The amount of equipment will depend upon the space- or size of the playground. As a general rule place the apparatus at the sidf .of the grounds, leaving the center for free play. PoruLAR Games. Baseball Dodge Ball Centre Ball ' Circle Ball Straddle Ball 256 COURSE OF STUDY Tennis Duck on the Rock Relay Races Prisoner's Base Potato Race Three Deep Human Burden Race Jump the Shot Games for the School Room. When bad weather makes it unwise for children to play out of doors, play should be conducted indoors. If no play room or basement is available, the schoolroom can be used, the teacher supervising the games. The following games are suitable for playing indoors: Line Zig Zag. Have equal number of players in each row, alternate rows facing each other. Each player standing opposite the space between the two players facing him. Captain holds the bean bag and on the signal tosses it diagongilly across to the second player. Second player tosses it diagonally across, etc., the bean bag zigzagging down the line. When the last player receives it he starts it back in reverse order. The team wins whose captain first receives his bean bag. Blackboard Relay. Equal number of players in each row, seated. Piece of chalk on desk of last player in each row. On the signal last pllayer runs forward in the right aisle to the blackboard and writes his name, returning by the same aisle ;he places chalk on desk of child in front of him, and then takes his seat. Next to the last child runs, writes and returns, pltacing the chalk on desk of child in front of him. Each player in turn runs. Team fin- ishing first, wins. (Correlate with any subject — Spelling, Arithmetic problems, Geography or History). Four Quarters of Gi^obe. (Correlate with Geography) The leader states before game starts, whether the game shall be played with countries, states, rivers, or mountains. The game consists in the leader throwing a handkerchief at any ELEMENTARY SCHOOLS OF TENNESSEE 257 cliild and calling the name of a coutinqnt, coimtry or state, tlie child answering with the name of a city, river, or mountain, in the country called, as may have been agreed on. The child must answer before the leader counts ten. If he answers in- correctly the leader goes on to some other child, but if he answers correctly he takes the place of leader. Descrii'tion of Sojie of the Ga:mes Mentioned. Simple Tag Games Japanese Tag : Plaj-ed like ordinary tag, except that the chaser must keep his left hand on the spot where he was tagged — hand, foot, head, etc. (Try to ta.^ person in spot that is hard to reach), Shadow Tag: Good for sunshiny day in winter. Chaser catches the players by stepping on their shadows. The one on whose shadow he steps is ''IT". Hill Dill The players are arranged on two equal sides behind i)arallel boundary lines drawn thirtj^ or forty feet apart. The one who is "IT" stands in the center between the two lines and calls out, ''Hill Dill, come over the hill." The players then exchange goals and as they run "It" tries to tag them. Any who are caught assist ''It" in tagging the others. Three Deep Group the plaj^ers in couples and form them in a circle all facing in. Select a player as runner and another as chases. The chaser tries to tag the runner who tries to escape by dodging in and out the circle. If the runner is not caught and is in danger, he may seek refuge by standing in front of some couple thus making ''Three Deep." The outermost player in the "Three Deep" line must now become runner and try to escape being tagged. If the chaser catches the runner the runner becomes the chaser — and the former chaser, the 258 COURSE OF STUDY runner. This is a splendid game to develop alertness and quickness, for the rapid chauges are very uncertain. NOTE : These games are intended to be merely suggestive and are typical of the games given in the books listed feis ''Reference Books". Reference Books Bancroft, Jessie H. Games for Home, Playground and Gym- nasium. Macmillan Company, New York. State Department of Education : I'liaj' and Recreation, Richmond, Virginia. (15c) Moses, Irene Phillips: Rythmic Action Plays and Dances, ( Singing Games). Milton Bradley Company. Cary, C. P. : Plays and Games for Schools, Madison, Wisconsin. Johnson, Geo. E. : Education by Plays and Games, Ginn & Co. Sj>aulding: Athletic Library, (a) Tennis Guide; (b) Volley Ball Guide; (c) Basket Ball Guide. Hofer: Singing Games, A. Flanagan Company. ' . Curtis : Education through Play, Macmillan Company, New York. Berea Normal School : Games for Rural Schools, Berea, Ky. (25c) Brown, Jno. Jr., M. D. : Outdoor Athletic Test for Boys, (Specially designed for rural schools). Association Press, 347 Madison Ave., N. Y. Schlafer, Geo. E. : Joy and Health Through Play,' U. S. Bureau of Education, Washington, D. C. The Playground (monthly magazine, |2.00 per year) 1 Madison Ave., New York. - A course in Physical Training for the Graded Schools of Michi- gan, State Department of Education, Lansing, Mich. (35c) (very fine). ELEMENTARY SCHOOLS OF TENNESSEH 259 PICTURE STUDY Children should become familiar with the world's great and beautiful pictures. Leaflets for picture study are pub- lished by several comjpanies. These give, in addition to the picture, a brief sketch of the artist, suggestive questions on the picture and suggested reading matter. The teacher will find these leaflets very helpful in planning the work on Pic- ture Study. Addresses of publishers of Picture Study Leaf- lets are given with other addresses in the back of this pam- phlet. Encourage the children to become widely acquainted with beautiful pictures and the artists who painted them. This work may be correlated with Language and Reading. Children may make collections of inexpensive copies of their favorite pictures, preserving them in scrapbooks. It is a good idea to secure an entire set of an artist's pictures from one of the companies furnishing inexpensive prints. Mount these on heavy cardboard, gray or brown, and place in tl^e school room where the pupils can see them every- day. The pictures will be discussed at odd times and the children will find out many interesting things about them. The language period for a day or two may be given to dis- cussing the artist and his work. This plan may be used for grades three, four and five. Interest aroused in the pictures and the artists may lead to further and more critical study later on by some of the pupils. 260 COURSE OF STUDY BOOKS ADOPTED BY THE STATE TEXT BOOK COMMISSION FOR THE PUBLIC SCHOOLS OF TENNESSEE First Grade, Reading : Child's World Primer. Child's World First Reader. (Manual mil be supplied upon request). Supplementary Reader : Elson-Runkei Primer. Halliburton's Primer. Halliburton's First Eeader. Free & Treadwell's Primer. Free & Treadwell's First Peader. El son Reader, Book I. Story Hour Reader, Primer. Story Hour, First Reader. Carpenter's Stories Pictures Tell, Book I. Riverside Series Primer. Writing : Edmondson's Primary Book I and II combined. (Book in hands of teacher). Numbers : First Journeys in Cumberland. (Book in hands of teacher). Drawing : Practical Drawing, Book I. (In hands of teacher). ELEMENTARY SCHOOLS OF TENNESSEE 261 Second Grade. Reading: Child's World Second Reader. Supplciiieiitary Reading: Hallibiiitou's Second Eeader. Free & Treadwell's Second Reader. Elson's Reader, Book II. Story Hour Reader, Book II. Carpenter's Stories Pictures Tell, Book II. • Riverside Series, Book II. Writing : Edmondson's Primary Books I and II, combin-'d. Drawing : Practical Drawing, Book I. Ninniers : Harris-Waldo, First Journeys in Numberland. Music : New Education Primary Melodies. Third Grade. Reading: Clnld-s World Third Reader. Supple in entary Reading : Halliburton's Third Reader. Free & Treadwell's Third Reader. Elson's Reader, Book III. Child's Book of the Teeth. Carpenter's Stories Pictures Tell, Book III. Storj- Hour Reader, Book III. Riverside Series, Book III. 262 COURSE OF STUDY Spelling : Hunt's Progressive Speller. Writing : Edmondson's Books I and II combined. Drawing : Practical Drawing, Book II. Arithmetic : Wentworth-Smith's Essentials (Primary Book, Chap- , ter I). English : Jeschke's Beginners' Book in Language (Optional). Music : First Music Reader. Public School Song Book (Supplementary). Song Reader (Supplementary, for ungraded schools). Fourth Grade. Reading : Child's World Fourth Reader. Supplementary Reading : Fryer's, Our Home and Personal Duties. Riverside Series, Book IV. Carpenter's Stories Pictures Tell, Book IV. Halliburton's Fourth Reader. Free & Tread well's Fourth Reader. Elson's Reader, Book IV. Carpenter's Around the World with the Children. Spelling : Hunt's Progressive Speller. ' Writing : Edmondson's Book III. ELEMENTARY SCHOOLS OF TENNESSEE^ 263 Drawing : Practical Drawing Book III. Arithmetic : Wentworth-Smitli's Essentials Primaiy Book. English : Sandford, Brown & Smith's Modern Course, Book I. Geography : Brigham & McFarlane, Book I. MuS'ic : First Music Reader. The Public School Song Book (Supplementary). Song Reader ( Supplementaiy, for ungraded schools). Fifth Grade. History : Mace's Elementary U. S. History. Reading: Riverside Reader, Book V. Supplementary Reading: Child's World, Book V. Cowles' The Robinson Crusoe Reader. Terry's History Stories of Other Lands. Halliburton's Fifth Reader. Elson's Reader, Book V. Miles' Our Southern Birds. Free & Treadwell's Fifth Reader. Carpenter's Stories Pictures Tell, Book V. Fryer's Our Town and Civic Duties. Kinne-Cooley, Clothing and Health. Van Gfilder's Course of Study and Suggestions for Picture Study. 264 ■ COURSE OF STUDY Spelling: Hunt's Piogressive Speller. Writing: Edmondson's Book III. Draioing : Practical Drawing, Book IV. Hygiene : Eitcliie & Caldweirs New Primer of Hygiene. Arithmetic : Wentwortli -Smith's Essentials Grammar School Book. English : Sandford, Brown & Smith's Modern Oonrse, Book I. Geography : Brigham & McFarlane, Book I. Music : ' Intermediate Song Reader. The Public School Song Book (Supplementary). Song Reader (Supplementary, for ungraded schools. Dictionary : Webster's Elementary. Sixth Grade, Reading : Riverside Reader, Book VL Supplementary Reading : Mace & Tanner, Stoiv of Old Europe and Young America. Gordy's American Beginnings in Europe. Corney & Borland, Great Deeds of Great Men. Southworth's A First Book in American History with European Beginnings. ELEMENTARY SCHOOLS OF TENNESSEE 265 Hall's Our Ancestors in Europe. Pricliaid & Turkington^ Stories of Thrift for Young Americans. Elson's Sixth Keader. Literary AVorld, Book VI. Car])enter's Stories Pictures Tell, Book VI. Food and Health. History : McGee's Tennessee History. Spelling : Hunt's Progressive Speller. Writing : Edniondson's Book III. Drawing : Practical l^rawing. Book V. Arithmetic: ' Wentworth-Smith's Grammar School. Weidenliamer's Mental Arithmetic. English : \, Sandlord, Brown & Smith's Modern Course, Book II. Geography : Brigham & McFarlane, Book 11. Physiology : Ritchie's New Primer of Sanitation and Physiology. Music : Intermediate Song Eeader. The Public School Song Book. (Supplementary). Dictionary : Webster's Elementary. 266 COURSE OF STUDY Seventh Grade. History : Thompson's History of the United States. Reading : Elson's Keader, Grammar School No. 3. Supplementary Reading: Riverside Series, Book VII. Home and the Family. Watson's Golden Deeds on the Field of Honor. Horton's A Group of Famous Women. Lest We Forget. Winning a Cause. Literary AYorld, Book VII. Carpenter's Stories Pictures Tell, Book VII. Warren's Stories from English History. Pratt's America's Story of America's Children, Book V. Thompson & Bigwood's World War Stories. Spelling : Hunt's Progressive Speller. Writing : Edmondson's Book III. Drawing : Practical Drawing, Book VI. Arithmetic : Went worth- Smith's Grammar School. Weidenhamer's Mental Arithmetic. English : Sandford, Brown & Smith's Modern Course, Book II. Geography : Brigham & McFarlane, Book II. ELEMENTARY SCHOOLS OF TENNESSEE 267 Physiology : Ritchie's New Primer of Sauitation and Physiology. Music : Public School Song Book (Supplementary). Junior Laurel Songs. Song Eeader (Supplementary, for ungraded schools). Dictionary : Webster's Elementary. Eighth Grade. History : Thompson's Histor^^ of the United States. Civics : Dunn's The Community and the Citizen. Reading: Elson's Reader, Grammar No. 4. Supplementary Reading: The Spirit of Democracy. Carpenter's Stories Pictures Tell, Book VIII. Literary World, Book VIIL Payne's Southern Literary Readings. Riverside Series, Eighth Reader. Writing : Edmondson's Book III. ' Drawing : Practical Drawing, Book VIL Arithmetic: Wentworth-Smith's Grammar School. Weidenhamer's Mental Arithmetic. 268 COURSE OF STUDY English : Sandford, Brown & Smith's Modern Course, Book II. Geography : Brigham & McFarlane, Book II. Agriculture : Duggar's Agriculture for Southern Schools. Bralliar's Knowing Insects Through Story. Clark's Introduction to Science (Optional). Music : The Public School Song Book (Supplementary). Junior Laurel Songs. Fifty-Five Community Songs (Supplementary). Song Eeader (Supplementary, for ungraded schools). Dictionary : Webster's. ELEMENTARY SCHOOLS OF TENNESSEE 269 AVAILABLE MATERIAL FOR SCHOOLS Below is given the addresses and descriptions of material which may be had for schools for the asking: International Harvester Company, Agricultural Extension De- partment, Chicago, 111., Material for teaching Agricul- ture. Southern Pine Association, New Orleans, Louisiana, Booklets on Manual Training and handy farm devices. U. S. Department of Agriculture, States Relation Service, Washington, D. C. List of available materials for teachers. U. S. Department of Agriculture, Division of Publications, Washington, D. C. Bulletins on Agriculture. U. S. Bureau of Education, Washington, D. C. Bulletins on Education. Dept. of Labor, Child Division, Washington, D. C. Bulletins on Children. Bureau of Health, Washington, D. C. Bulletins on Health. William Cooper & Nephews, Chicago, 111., Pictures of Sheep. Wilson & Company, Kansas City, Missouri, Diagrams showing cuts of meat. Smithsonian Institute, Washington, D. C. Books on Scientific Research. Massachusetts Agricultural College, Amhurst, Mass., Bulletins on Community Organization. 270 COURSE OF STUDY Playground & Kecreation Association of America, 1 Madison Ave., New York, Write for list of publications. University of Tennessee, Extension Department, Knoxville, Bulletins about farm problems and Home Economics. State Department of Agriculture, Nashville, Map of Tennessee, Facts about Tennessee, Tennessee Agriculture. State Board of Health, Nashville, Bulletins on Health work. ELEMENTARY SCHOOLS OF TENNESSEE 27] SOME USEFUL ADDRESSES Pictures and Picture Study. Perry Pictures Compauy, Maiden, Massachusetts. Geo. P. Brown & Company, 38 Lovett St., Beverly, Mass. Cosmos Picture Company, New York. Studies of Famous Pictures, C. M. Parker, Taylorville, III. Elson Prints, A. W. Elson Company, 146 Oliver St., Boston, Mass. Turner Picture Studies, Horace K. Turner Company, New- ton Center, Boston. Casts and Statuary. P. P. Caproni & Brother, Boston. C. Hennecke Co., Milwaukee, Wis. School Supplies. Milton Bradley Co., Atlanta, Ga. A, Flanagan Company, 521 Wabash Ave., Chicago. J. S. Latta Company, Cedar Falls, Iowa. Educational Journals. Normal Instructor and Primary Plans, F. A. Owen Pub. Co.. Dansville, N. Y. Primary Education, Primary Education Co., 50 Bromfleld St., Boston. The Progressive Teacher, Morristown, Tenn. The Playground, Playground & Recreation Asso. of America, 1 Madison Ave., N. Y. Story Tellers Magazine, 27 W. 23rd St., New York. Penu}^ Classics. Claude J. Bell, Nashville, Tenn. Five-Cent Classics. Educational Publishing Company, Chicago, 111. ■6^ jy :^ '».««" ^' fO «^^ ^\ %<«* .'pfet \..#* :m^> %.J' :^'r% "0*9- *x «^^ ^ '^o* 'bt.^ • It e %/ <^^^ • « o "0.$-= ^9^ \^^ .♦ ^ 'bV ^O. ^^..<^^ Z^^; \/ .*5s»i^ ^<^..^^ -^^^^ "^ A <> ^: -oK '^O'