Class Book M3 lQ9o A& 192* o» The University of the State of New York The State Department of Education SYLLABUS IN SPECIAL SUBJECTS REQUIRED FOR RURAL SCHOOL RENEWABLE CERTIFICATES ALBANY THE UNIVERSITY OV THE STATE OF NEW YORK PRESS 1921 X72r-02i-200o(3io) ii mttt i ] LIBRARY OF CONGRESS RECEIVES APR 11 19** 0OOUM&NT8 DIVISION wnrimrHt»imi - Mi»i ,-%0 HISTORY OF EDUCATION This subject is no longer required for training class. No syllabus is published. However, a list of books for the help of candidates preparing for teachers certificates is given on page 19 of this syllabus. PSYCHOLOGY AND PRINCIPLES OF EDUCATION To make psychology of value in the training of teachers, it is necessary definitely to understand its purpose. It does not aim to make skilled psychologists nor to discuss fine psychic theories. It is necessarily brief and elementary. Each step has direct bearing upon the work of the whole course in that it aims to answer the question why in the selection of matter, in method and in discipline. When and how a child is to be encouraged, guided, corrected, is determined in the last analysis by the infallible laws of mind action. A clear, concise knowledge of these laws in their application to the school is the purpose of this study. To accomplish this, it is necessary, first, to understand the funda- mental processes and how they are related, then to make application of this knowledge in the work of teaching. In acquiring the first result, the pupil should ordinarily use but one textbook, such supplementary explanation as is necessary being done by the teacher. The reason for this is that in a subject so entirely new and unrelated to previous study, the pupil is often con- fused by the differences in nomenclature and in methods of treat- ment. The fact as presented must first be clearly apprehended from the text. Too often, however, the topic is dropped at this stage, vio- lating the very principle of method for which psychology should show the reason. Next comes the subjective verification. By re- peated experiments the pupil must learn to comprehend and analyze the different states and activities in his own consciousness. He must, for example, out of his own experience, recognize sensation, note the process of judgment, verify the laws of association. If he stops here, he may have a little knowledge of the subject, but he will fail in objective application, and that is the real goal of this work. The third step then is to aim to understand the mental proc- esses of another through one's own activities. It is not enough for the pupil to determine the elements that enter into his own judg- ments, but he must learn to analyze the judgment of another with a [3] view to strengthening or correcting it. It is not enough to classify a particular emotion, but it is also essential to know why certain stimuli in the child will arouse certain emotions. These then — (a) textbook exposition, (b) subjective and (c) objective verification and application — are in their order the three steps in understanding the primal phases of the mind in its various conditions and operations. (d) Finally there should be accurate definition based not upon verbal memory but upon the result of the processes above indicated. The course begins with the study of the intellectual processes; when these are comprehended, the way is open for the consideration of feeling with its attribute of pleasure and pain and for the analysis of the operations that tend toward action. A Descriptive psychology — mental phenomena I Knowing Introduction — relation of mind to body a dependence of mind upon nervous system b elements of nervous system c function of nerves, spinal cord, cerebellum, cerebrum d afferent and efferent nerves — reflex action c the senses / " reaction time " Prescntativc faculties 1 Sensation a physical factors b psychic factors c sensations classified as to (1) kind — organic and special, (2) degree of intensity — Weber's law d possibility of pure sensation e result of loss of sensation 2 Perception a prehensive element — dependence upon immediate sen- sation b apprehensive element — dependence upon past sensation c percept Representative faculties 3 Memory and imagination a relation of memory to (1) the senses, (2) percepts b powers involved in memory: (1) retention, (2) repro- duction, (3) recognition c formation of images — distinction between image and percept [4] d constructive imagination — its possibilities and limita- tions e idea defined and compared with percept Elaborative faculties 4 Conception — first step in thinking a the several processes involved in conception : ( 1 ) pre- sentation, (2) comparison, (3) abstraction, (4) gen- eralization, (5) denomination b its relation to perception and memory c concept defined and compared with percept and idea d how words get their meaning — making a vocabulary 5 Judgment — second step in thinking a sources of material for judgment b process of judgment — comparison of ideas c the proposition — its elements 6 Reasoning — third step in thinking a judgments furnish material b processes: (1) inductive, (2) deductive — value of each, their interrelation c the syllogism — its parts d reasoning by analogy — its advantages, disadvantages II Feeling — passive compared with knowing, active ; an effect due to the presence of its appropriate object 1 Attributes of pleasure and pain — their purpose in life 2 Intensity of feeling dependent upon intensity and duration of stimulus 3 Caused by a peripheral excitation b idea 4 Emotions and simple feeling — relation analogous to that between perception and sensation a presence of idea in emotion b kinds of emotion: (1) egoistic, (2) altruistic, (3) intel- lectual, (4) esthetic, (5) moral, the last three being called sentiments III Will — " the attentive guidance of our conduct " 1 Desire — its relation to a feeling b intellect [5] 2 Deliberation — its basis in experience; its relation to judg- ment ; its significance a subjectively — doubt b objectively — hesitation 3 Decision — its relation to feeling and to reason 4 Action voluntary — compared and contrasted with the several forms of involuntary action a reflex b impulsive c instinctive To this point the course concerns itself with the demarcation and definition of the different mental phenomena. Now emphasis should be laid on (a) the mind's complexity of operation and (b) the unity of mind. In the simplest operation many states are involved. Knowing, feeling and willing can not be isolated from each other, or from their physical concomitants ; nor even any one phase of these from all others. Therefore, the work should now be reviewed and intensified by showing this complexity — for example, how a simple act of perception embraces emotion, volition, and even memory, judgment and conception. The way is then made clear for comprehending the entirety of consciousness in its duration and degrees of intensity. A 1 Descriptive psychology — the mind a unit Introduction — consciousness 1 Its definition based on the previous study 2 The resultant definition of psychology 3 Conscious and subconscious states in their relation to memory ; " threshold of consciousness " ; unconsciousness I Attention — " focusing of consciousness " 1 Dependent upon a physical condition b quantity and quality of stimulus 2 Kinds a reflex b voluntary — its relation tb will 3 Observation — a series of connected acts of attention a perceptual element b attention involving will — arousing interest c interpretation of elements perceived d observation and experiment — new element in the latter 1 Knowing prominent. [6] II Interest — an emotion — how it affects attention 1 Kinds a natural j their relation to sensation, memory, b acquired ) judgment etc. 2 Relation of will to interest III Association of ideas — impossibility of an isolated idea 1 Relation of association to memory, to thought 2 Laws of association a association by contiguity b association by similarity or contrast IV Apperception — " Association is one form of apperception; thinking another " 1 Determined by a experience b perception 2 Effect upon thinking, action and feeling V Intuition — intuitive and deliberative judgments com- pared as to 1 Process 2 Frequency 3 Use Feeling prominent VI Physical concomitants of feeling, emotion, sentiment 1 Muscular 2 Nervous Will prominent VII Habit 1 Its physical factors — relation to activity of muscles and nerves 2 Its psychic factors — relation to knowing, feeling and willing 3 Laws of habit VIII Character — " Character is known by conduct and conduct is the result of habit " 1 Conduct — relation to habit 2 Moral judgments 3 Phases of development a instincts b imitation c will [7] The above divisions aim to give a clear elementary knowledge of how the mind works. But for the teacher this is not enough. He must know what mental phenomena are most prominent in the child's life at a particular age and stage of development if he is to direct intelligently the child's education. D Genetic psychology — order and stages of development Introduction — a special form of descriptive psychology modified by laws of growth I Factors in development 1 Influence of heredity 2 Environment a physical b social 3 Fundamental capacity II Order of development through 1 Infancy | Trace — with reference to their be- 2 Childhood ginning, growth and period of great- 3 Youth I est power — the different phases of 4 Adolescence knowing — as perception, memory and 5 Maturity judgment, of feeling and of willing When the pupil understands mind in its processes and its unity, and child mind in its growth, he is ready to apply what he has learned, as principles of education, to the art and science of teaching. This fundamental knowledge with its genetic attributes gives direction to the two forces of school work — instruction and discipline — which, though their separation is more apparent than real, may be better understood by separate consideration. The teacher, in planning the new lesson, divides it into the con- ventional parts — preparation, presentation and application — or possibly into " the five formal steps." The exact division is not material but it is of consequence that he sees to it that each step finds its sanction in the laws of mental process. He may use " apperception," for example, in accounting for the work of prepa- ration, but unless he understands the elements of apperception, it may be only a cloak for concealing ignorance that might better be laid bare. In a review lesson, why is the method different? This question must be answered in terms of results to be obtained which are to be approved only as they accord with the normal processes of mind. In discipline the problem is similar. There is a difference in strength and quality of emotion and will, determined by the nature, [8] period of growth and surroundings of every child. What will inspire a sluggish mind, what correction is hest for a particular case of disorder, what is the value of reading to a class Shelley's The Cloud or of placing on the wall a copy of Millet's Angclusl — these questions have their answers grounded in psychology. The power to solve such problems of instruction and discipline is the particular aim of this course. C Principles of education Introduction — The order in which the powers of the mind develop determines what to teach, when and how to teach it. Physical factors 1 Schoolroom comfort 2 Exercise and play 3 Rest and fatigue — in their bearing upon attention I Instruction 1 Course of study — selection of subject matter according to its value for training and development in natural order, e. g. a observation — nature study b memory — logical and verbal, in literature, number c imagination — fairy stories, myths compared with his- tory and geography d judgment — accuracy conditioned by a, b, c e reason — when it should be relied upon — tracing of cause in mathematics, history 2 Recitation a presentation of new material b review Analysis of different mental processes involved accord- ing to the subject, and the maturity of the class II Discipline — its immediate aim is educational process ; its ultimate aim, character 1 How its aims are promoted through physical factors, course of study and recitation 2 Special consideration of cultivating the emotions. Every emotion has its function in life a how the emotions are related to subjects in the course of study — poetry, number etc. b inhibition of emotion 3 Imitation — personal factor — influence of the teacher [9] 4 The will — character, a completely fashioned will a value of habit b defects to be overcome c training according to order of growth " The formation of character underlies the cultivation of all the powers of the mind." SCHOOL MANAGEMENT The term school management as used in this syllabus is a com- prehensive one. The topics named below indicate its scope. Ex- aminations in this subject call for a knowledge not only of the organization of the school, the control of pupils, and the manage- ment of classes, but also of such important topics as school hygiene, the appointments of school buildings, and the equipment of the school. While such matters as the construction of the school building, the mode of heating, and the arrangement of windows are provided for by other persons than teachers, it is, nevertheless, important that teachers know correct standards to the end that they can intelligently call attention to unsatisfactory conditions and especially that they may be able to make the best use of the appointments provided. It is altogether too common to find a building furnished with adjustable seats that are not adjusted to fit the pupils occupying them, seats improperly placed in the room, the room overheated and window shades improperly adjusted. Throughout the course the members of the training class should be led to observe the conditions in the school with reference to such matters. It is not enough that the theory be presented. Frequent reports should be required on exist- ing conditions. It is as important, likewise, that members observe and discuss the cleanliness of the floors, desks and shelves, the gen- eral tidiness of the room and the care of the school equipment, as it is to observe and discuss methods of teaching lessons. The respon- sibility of the teacher for ascertaining precisely what equipment is available and for making proper use of such equipment should be impressed. While no one textbook now published covers adequately all the topics mentioned below, as a rule, the attempt should not be made to instruct a training class in this subject through lectures and dis- cussions alone. The management of the school is essentially a matter of admin- istration. It requires what is commonly known as executive ability. The teacher must make his action fit conditions. Personality counts for a great deal. Decision of character and good sense must be in [10] evidence. The handling of a class requires something more than a knowledge of the subject to he taught and the methods of pre- sentation, as important as these may he. The management of a school should he in accordance with the laws of the mind, but these laws are to be learned in the study of psychology rather than in the study of school management. Method in general should he considered but not methods of teach- ing particular subjects. Proper emphasis should be given to the importance of the recitation. At the same time the need of training pupils to prepare themselves for their recitations should be emphasized. I Grounds Surroundings — desirable and undesirable. Size, char- acter and soil drainage. Means of beautifying. Use. Care. Teachers' responsibility. II Building Size and shape of schoolroom. Standards of floor sur- face, air space and lighting. Methods of heating and ventilating. Effects of improper lighting, heating and ven- tilating. Proper seating — size of seats, positions, distance apart, adjustment. Blackboards — height, color, character of surface, material, extent, crayon, erasers. Teachers' responsibility. III Decoration of rooms Tinting of walls. Suitable pictures — appropriate size, framing, hanging. Other decorations — casts, vases, plants. Attention to tidiness and general arrangement of the furnish- ings of the room. IV School hygiene Relation of bodily conditions to mental work. Rest periods. Recesses. Calisthenic exercises — use and abuse. Posture. Color and adjustment of shades. Regulation of temperature of the room. Avoidance of drafts. Drinking water. Toilet accommodations. Home study. Eyesight in relation to school life. Diseases that concern the school. Dangers of dust. Daily attention to cleanliness. V Equipment Library and apparatus. How to secure each; proper use of each; means of caring for each. Inventory of books and apparatus. Teachers' responsibility. [11] VI Relation of the teacher to the community and its educa- tional interests Means of interesting the community and securing co- operation. VII Organization Characteristics : simple, definite, systematic, practical. Importance of a good beginning. Preparation for first day of school. Registration of pupils. Seating of pupils. As- signment of work. Tentative program. Beginning work promptly. VIII Mechanical routine Passing in and out of the room. Passing to and from classes. Distribution and collection of materials. Location and care of wraps. Orderly arrangement of books and ma- terials in desks. Signals. Proper use of blackboards. Leaving seats. Leaving room. Limitations of mechanical routine. IX Recess Importance. Time of day. Free play versus calisthenic exercises. Use of marching in schoolrooms — cautions. Supervision of play and playground. X Attendance Means of securing regularity and punctuality. Excuses. Reports to parents. What constitutes necessary absence and tardiness. XI Registers, records, reports Importance of accuracy, completeness, preservation. Forms. XII School government Aims of discipline. Necessity of authority. Proper characteristics of authority. Influence of personality of the teacher; the value of the voice, the eye and other such factors in the control of the school. Conditions of easy control. Pupils' self-government. Rewards and punishments — proper and improper. Consideration of particular classes of cases likely to arise. XIII Programs Factors involved in making a program. Relative im- portance of various subjects. Relation of subject matter to fatigue. Position of subjects on the program. General exercises. Number of classes. Correlation of studies. [12] Typical graded school program. Typical ungraded school program. Importance of holding closely to program adopted. Study program. Recitation program. Relative time given to study and recitation. Preparation of tables showing weekly time allotment (study and recitation) for each subject of the course expressed in minutes: (a) in graded school, (b) in ungraded school. Reasons for and objections to dismissing younger pupils early. XIV The recitation 1 Its extreme importance, especially in lower grades 2 Importance of definite purpose and teacher's special preparation for each recitation 3 Aims of the recitation — variously considered 4 Means of arousing interest and of holding attention 5 The assignment of the lesson: time, purposes, manner 6 Preparation of the lesson A regular time for preparation. Planning for the study period. Supervision of the study period. Teaching how to study, especially in intermediate and higher grades 7 Five formal steps of the recitation : preparation, pres- entation, comparison, generalization, application. Charac- teristics of each step. Limitations of the fivefold division of the recitation. Practical hints 8 General characteristics of inductive and deductive teach- ing. Knowledge of the terms: analytic, synthetic; objective, subjective; empirical, rational 9 Particular or individual methods Lecture, question, Socratic, topic. Advantages and limitations of each 10 Oral and written work in recitation. Advantages and limitations of each. Frequency of written exercises. Ten- dency to an excess of written work in both the preparation and the recitation of lessons 11 The art of questioning. General purposes of ques- tioning. Avoidance of overquestioning. Character of questioning in lower grades, in upper grades. Kinds of questions and special purpose of each. Faulty questioning 12 Length of the recitation in the several grades and subjects. [Sec outline under XIII Programs] 13 Importance and limitations of drill. The material for drill [13] 14 The unprepared pupil Reasons for lack of preparation. Treatment of the unprepared pupil 15 Recitation waste Need of constant watchfulness. Rights of the class versus the rights of the individual. Enlisting the coopera- tion of all members of the class; means employed 16 Individual instruction When, where, why and how given XV Textbooks and syllabuses Uses and abuses of each. XVI Results to be tested 1 Efficiency in habit building: seen in movements and posture of pupils, line-movements of the class, written work, blackboard work, speech, dress, cleanliness, accuracy and rapidity of execution. 2 Knowledge : oral examination, written examinations : character of each, relative advantages of each, frequency of each. Proper manner of conducting written examinations, length, in what grades to be given, rating of papers. Dis- trict superintendents grade examinations. 3 Power of application: relative importance; suitable tests in application of knowledge. SCHOOL LAW I School districts 1 Kinds of districts 2 Formation, alteration, dissolution II District meetings 1 Annual : notice, time and place, powers 2 Special : notice, where held, powers III School buildings and sites 1 Buildings a Plans and specifications b Construction c Use of school buildings d Condemnation of buildings c Sale of buildings / Repairs g Outside stairways h Outbuildings and sanitary closets 114] 2 Sites a When changeable b How designated c Sale d Condemnation of land for site IV School district officers 1 General provisions a Ineligibility b Qualifications c Terms d Change in number of trustees c Election / Notice of election g Refusal to serve h Vacancies i Morals 2 Clerk, treasurer, collector a Duties b Bonds c Provisions relating to such officers in union free school districts d Reports e Liability 3 Trustees a General powers and duties b Reports 4 Board of education a General powers and duties b Reports V Town and county officers 1 General duties relating to school system a Supervisor b Town clerk c County treasurer VI District superintendent 1 Qualifications 2 Election 3 Term 4 Salary 5 Vacancy 6 Powers and duties [15] VII School directors 1 Number in each town 2 Election 3 Term 4 Duties VIII Education Department and The University of the State of New York 1 Board of Regents (a) Number; (b) how chosen; (c) term; (d) powers and duties 2 Commissioner of Education and President of the Uni- versity (a) How chosen; (b) term; (c) salary; (d) powers and duties 3 Organization of Education Department IX School taxes 1 How authorized 2 By whom assessed 3 Tax list 4 Property exempt from taxes 5 Collection X School moneys 1 Quotas and amounts — supervision, district, teachers, additional teachers, academic 2 Condition on which each is apportioned 3 Apportionment for books, maps, pictures and apparatus 4 Withholding moneys XI Textbooks 1 How adopted 2 How changed 3 Penalty for violating the law XII Teachers 1 Required age 2 Licenses a Normal school diploma b State certificate c Training class certificate d Training school certificate e Rural school renewable certificate / College graduate certificate g Kindergarten certificate h Temporary license [16] 3 Statutory requirements for these certificates 4 Indorsement of certificates 5 Payment of unqualified teachers 6 Revocation of certificates (a) Causes; (b) by what authorities 7 Causes for dismissal 8 By whom employed 9 Contract with relatives 10 Essentials for a legal contract 11 When compensation is due 12 How teachers are paid 13 Verification of records 14 Hours of teaching 15 Closing school 16 Contract for hiring 17 Authority over pupils 18 Suspension of pupils 19 Expulsion of pupils 20 Infliction of corporal punishment 21 Record of attendance 22 Payment when school is closed 23 Pensions 24 Minimum salaries in cities 25 Salaries in districts outside of cities 26 Payment of expenses attending district superintendent's conferences XIII Compulsory education law 1 Required attendance 2 Required instruction 3 Attendance officers — by whom appointed and duties 4 Evening schools 5 Record certificates 6 Employment certificates 7 Penalty for unlawful employment 8 Penalty for nonenforcement of law 9 Arrest of truants 10 Truant schools 1 1 School register — how kept 12 Length of school year 13 Attendance of illiterate minors [17] XIV Other special laws 1 Arbor Day 2 Flag law 3 Fire drills 4 Physiology law 5 Holidays 6 Fire escapes 7 Medical inspection 8 Vaccination law 9 Health and decency act 10 Citizenship required of teachers 11 Instruction of adult illiterates 12 Patriotic instruction 13 Physical training 14 Required instruction in the humane treatment of animals and birds 15 Prohibition of seditious textbooks 16 Constitutional oath required of teachers 17 Instruction of children physically or mentally defective XV Courses of study 1 What subjects must be included 2 What subjects may be included 3 Authority to adopt METHODS OF TEACHING No syllabus is prepared in this subject. See bibliography. NATURE STUDY AND AGRICULTURE This subject will be based upon the Syllabus for Nature Study, Humaneness, Elementary Agriculture and Homemaking which may be obtained from the Education Department on application. BIBLIOGRAPHY Nature Study and Humaneness, Agriculture and Homemaking Cornell Rural School Leaflets 1 Manuals for Junior Home Projects 1 , The syllabus in Nature Study and Humaneness, Agriculture and Home- making will give specific references. Bricker. Agricultural Education for Teachers. Amer. Book Co. Burkett, Stevens & Hill. Agriculture for Beginners. Ginn Roth. First Book of Forestry. Ginn Warren. Elements of Agriculture. Macmillan 1 If these publications are not found in the school library, apply to the State College of Agriculture, Ithaca, N. Y. [18] History of Education Cubberly. The History of Education. Houghton Public Education in the United States. Houghton Duggan. A Student's Textbook in History of Education. Appleton Finney. The American Public School. Macmillan Graves. A Student's History of Education. Macmillan Kemp. History of Education. Lippincott Monroe. Brief Course in the History of Education. Macmillan Painter. History of Education. Appleton Seeley. History of Education (revised ed.). Amer. Book Co. Psychology Averill. Psychology for Normal Schools. Houghton Colvin & Bagley. Human Behavior. Macmillan Betts. The Mind and its Education. Appleton Halleck. Psychology and Psychic Culture. Amer. Book Co. LaRue. Psychology for Teachers. Amer. Book Co. Phillips. Elementary Psychology. Gmn Pillsbury. Essentials of Psychology. Macmillan Read. An Introductory Psychology. Ginn Roark. Psychology in Education. Amer. Book Co. Klapper. Principles of Educational Practice. Appleton School Management Bagley. Classroom Management. Macmillan School Discipline. Macmillan Dinsmore. Teaching a District School. Amer. Book Co. Dutton. School Management. Scribner Hamilton. The Recitation. Eippincott McFee. The Teacher, the School, the Community. Amer. Book Co. Sabin. Common Sense Didactics. Rand, McNally Sears. Classroom Organization and Control. Houghton Shaw. School Hygiene. Macmillan Strayer & Engelhardt. The Classroom Teacher. Amer. Book Co. White. School Management. Amer. Book Co. Methods of Teaching 1 General Bagley. The Educative Process. Macmillan Branom. The Project Method in Education. Richard Badger Earhart. Types of Teaching. Houghton Hall-Quest. Supervised Study. Macmillan Kendall & Mirick. How to Teach the Fundamental Subjects. Houghton Klapper. Principles of Educational Practice. Appleton Lincoln. Everyday Pedagogy. Ginn McEvoy. Methods in Education. McEvoy, Brooklyn McMurry. The Elements of General Method. Macmillan Roark. Method in Education. Amer. Book Co. Strayer. A Brief Course in the Teaching Process. Macmillan Strayer & Norsworthy. How to Teach. Macmillan Woofter. Teaching in the Rural Schools. Houghton [19] 2 Special Brown & Coffman. How to Teach Arithmetic. Row, Peterson & Co. Klapper. The Teaching of Arithmetic. Appleton McMurry. Special Method in Arithmetic. Macmillan Smith. The Teaching of Elementary Mathematics. Macmillan Stamper. The Teaching of Arithmetic. Amer. Book Co. Huey. The Psychology and Pedagogy of Reading. Macmillan Klapper. Teaching Children to Read. Appleton McMurry. Special Method in Reading. Macmillan Turner. Teaching to Read. Amer. Book Co. Bryant. How to Tell Stories to Children. Houghton Palmer. Palmer Method of Writing. A. N. Palmer Co. Suzzallo. The Teaching of Spelling. Houghton Bolenius. Everyday Lessons in English. Amer. Book Co. Chubb. The Teaching of English. Macmillan Cooley. Language Teaching in the Grades. Houghton Deming. Language Games for All Grades. Beckley, Cardy Co., Chicago Klapper. The Teaching of English. Appleton Dodge. The Teaching of Geography. Rand, McNally Dryer. Lessons in Physical Geography. Amer. Book Co. Holtz. Principles and Methods of Teaching Geography. Macmillan McMurry. Special Method in Geography. Macmillan Sutherland. The Teaching of Geography. Scott, Foresman Johnson. The Teaching of History. Macmillan Mace. Method in History. Rand, McNally McMurry. Special Method in History. Macmillan Wayland. How to Teach American History. Macmillan Hill. The Teaching of Civics. Houghton Blaisdell. How to Teach Physiology. Ginn McMurry. Special Method in Elementary Science. Macmillan Nature Study Lessons for Primary Grades. Macmillan Wilson. Nature Study in Elementary Schools. Macmillan Nolan. The Teaching of Agriculture. Houghton School Law Education Law Finegan. School Law. Bender Law Book Pub. Co., Albany [20]