Glass 
 
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 Book- 
 
 
State Course of Study 
 
 FOBITHB 
 
 Rural and Graded Schools 
 
 IN THE 
 
 STATE OF MISSOURI 
 
 1913 
 
 Revised by 
 
 WM. P. EVANS 
 
 State Supt, Public Schoola 
 
 APPENDED t 
 
 List of Library Books From Which School Libraries Must be Selected. 
 
 THE HUGH STEPHENS PRINTING COMPANY 
 
 JflPFERSON CITT, MO. 
 
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State Course of Study 
 
 FOR THE 
 
 Rural and Graded Schools 
 
 IN THE 
 
 STATE OF MISSOURI 
 
 1913 
 
 Revised by 
 
 WM. P. EVANS 
 
 State Supt. Public Schools 
 
 APPENDED; 
 
 List of Library Books From Which School Libraries Must be Selected 
 
 THE HUGH STEPHENS PRINTING COMPANY 
 
 JEFFERSON CITY, MO. 
 

 ■\ th 0, 
 
^^ 
 
 FOREWORD. 
 
 ^ Jefferson City, Mo., May 15, 1913. 
 
 To the Teachers and Pupils of the State: 
 
 I hope you will find this little book a help. When you buy a yard of goods 
 you want it to be a standard yard, and when you buy an acre of ground you want 
 it just as big as any other. In like manner, when you complete the elementary 
 school you want to know that you have done as much as is required anywhere. 
 This book is for you to use as a measure. 
 
 Many young teachers who have had no professional training will find diffi- 
 culties and will also find more than they can do well at first. As soon as possible 
 they should save money and go to a Normal School to learn best how to handle 
 the matter here presented. Students in these Normal Schools base much of their 
 work on this book. Teachers should not be afraid to tell their county superin- 
 tendents that they need help. The county superintendent knows you need it and 
 you know you need it, so be honest and ask. 
 
 Many books are named here that you need. Get some right away. No 
 teacher is worth his pay who has none of them. You also need many more supple- 
 mentary books, no matter how many you have. If you have none, go right after 
 your board and show this to them and tell them the law. They all want the best 
 for their boys and girls, but many of them need to be shown. Don't be alarmed 
 by a cold reception. They all have hearts yearning over the children, no matter 
 what they say. If you are rebuffed the first time, get a good breadth, pray for 
 courage and try again. Keep good-natured about it and stick to it. Succeed. 
 
 Some of this book may seem hard. Read it over and over. Soon you will 
 get the right end, and then, if you will pull steadily, it will all unravel. Try to 
 follow it just as it is laid down, using the supplementary books and hand books you 
 have. As soon as possible get some more. 
 
 This edition is mainly a revision of the Course issued two years ago and will, 
 we hope, be found improved. The former edition was very kindly received at 
 home and in other states. Many requests came for it from students throughout 
 the country. This was a great pleasure to all who had a part in its preparation. 
 Acknowledgments of indebtedness to the many friends who have helped to 
 prepare this revision is here gladly made. Among those who contributed valuable 
 assistance in bringing this Course of Study to its present form are the following: 
 Miss Cora L. Boehringer in preparing the Course in reading, primary lan- 
 guage and primary nature study; Prof. G. R. Crissman in language and gram- 
 mar; Prof. C. E. Marston in geography; Prof. C. M. Hill in arithmetic; Prof. 
 A. E. Cockefair, Prof. R. H. Doane, Prof. R. H. Emberson and Dr. W. J. Cal- 
 vert in agriculture, nature study and physiology; Prof. W. W. Thomas and Prof. 
 C. W. Ransom in writing; Prof. E. M. Violette, Prof. PI. B. Moore and Prof. M. 
 A. O'Rear in history and government; Miss Ella V. Dobbs in handwork; Mrs. 
 L. G. Barker in drawing; Miss Leota Dockery and Prof. C. B. Simmons in games 
 and plays ; Miss Hettie M. Anthony in household arts ; Prof. D. R. Gebhart in 
 music; Miss Virginia Craig in English (reading and grammar); Prof. C. A. 
 Phillips in pedagogy, and the county superintendents and many others in valu- 
 able suggestions. 
 
 Yours truly, 
 
 WM. P. EVANS, 
 State Superintendent of Schools. 
 
 (3) 
 
STATE COURSE OF STUDY FOR RURAL 
 AND GRADED SCHOOLS. 
 
 INTRODUCTION. 
 
 The objects to be attained by use of this Course are: (i) To unify and 
 harmonize the work of the rural schools of the State, to the end that a com- 
 pletely articulated system be established. 
 
 (2) To enable school officers and patrons to know more definitely what is 
 being done in the schools by furnishing them a standard by which to measure re- 
 sults. This will lead to a better understanding and more thorough co-operation 
 between teachers and patrons. 
 
 (3) To enable teachers to know when they are doing really effective teach- 
 ing. A means of comparison will stimulate many teachers to greater efforts, 
 systematize the work of some, and, to some extent, harmonize the work of all. 
 
 (4) To place before the pupils a definite amount of work to be done in a 
 specified time, thus encouraging them to complete a course. 
 
 (5) To lead to proper gradation and better classification of the schools. To 
 develop in pupils the habit of close observation, and to train them in expression, 
 oral and written. 
 
 (6) To cultivate a desire for good reading and to encourage the establish- 
 ment of school libraries in order that wholesome reading matter may be within 
 the reach of every child. 
 
 (7) To provide a means by which the record of the work done by one teacher 
 may be left in such a plain, intelligible form that the next teacher may begin at 
 the right place and continue the work intelligently. Much time is wasted every 
 year finding out where to begin. 
 
 (8) To suggest good methods of teaching the various subjects, and yet give 
 ample opportunity for the personal initiative of each teacher. 
 
 (9) To place before teachers and patrons a standard for an "Approved Rural 
 School" as an ideal toward which every rural school should advance. 
 
 The formal subjects may be taught more effectively through a proper correla- 
 tion with the content subjects, such as story- telling, literature, nature study and 
 agriculture. Children in eight years of eight months each should become quite 
 familiar with all the elementary sciences and gain a thorough acquaintance with the 
 best literature. Such a course will contribute much toward training the powers 
 of observation, and developing high ideals. 
 
 This Course will not measure up to the high standard of some Missouri 
 teachers, while others will consider it too elaborate and difficult. In the prepara- 
 tion, the average teacher in the average one-room school has been kept in mind. 
 This Course has been so framed that it is well adapted to any rural, village, or 
 small city school. Every teacher in rural or town schools is earnestly requested 
 to make an honest effort to follow its suggestions, and labor to bring conditions 
 in his district up to the standard set in this Course. Some teachers will find it 
 
 (5) 
 
necessary to supplement the Course; others may be compelled to omit some parts. 
 Let all bear in mind that a uniform system of school work is the aim, and govern 
 themselves accordingly. 
 
 To help in carrying out this Course of Study, and in improving the rural 
 schools in every way possible, the Department of Education has a rural school 
 inspector who spends most of his time in the field, counseling with teachers, school 
 officers and patrons. The work of this officer is constructive and aims at more 
 efficient schools, and hence more efficient citizens. Whatever criticisms he may 
 make are not for the purpose of finding fault or injuring any one, but in order to 
 show the greater possibilities and better ways of doing the work. This work, 
 covering one hundred fourteen counties, needs the services of five men instead of 
 one, yet this one man stands ready to meet every call that he can. Use him 
 freely, confer with him frankly. He will co-operate with you and the best results 
 will be secured by giving your hearty co-operation. 
 
 \ 
 ALTERNATION. 
 
 In rural schools it is necessary to combine classes in order to" lessen the num- 
 ber of periods of recitation. Alternation is the systematic and regular union of 
 two grades of pupils, both grades doing the work of one year in one class, while 
 the other year's work is omitted. The next year the work omitted is taken up 
 and the first year's work dropped. In this way each pupil does all the work of 
 the course, but not all in the same order, and the number of classes is greatly 
 diminished, the recitation periods lengthened and more efficient work done. 
 
 The best rural school work can not be done without alternation. Alternation 
 is used in many high schools and also in colleges and post-graduate courses ofl our 
 great universities. The rural teacher must avail himself of this valuable plan of 
 organization. The present Course of Study has been carefully arranged so that 
 the courses alternate easily. Take time enough to master the plan thoroughly 
 before you begin your school. 
 
 No alternation is possible in the first and second years. 
 
 In the third and fourth years all of the work may be alternated, with the ex- 
 ception of arithmetic. It is not necessary that every pupil who begins to read in 
 the third reader should begin with the first lesson. There should be only one 
 third reader class, which should consist of pupils who have already spent a year 
 reading in that book, and of pupils who are just beginning it. Every pupil should 
 spend practically two years in the third reader, using as much supplementary read- 
 ing as possible during the time. The language lessons are so arranged that pupils 
 may take up the work of the fourth year before that of the third. 
 
 Also the work of the fourth year geography may be given before the third has 
 been given. This is likewise true of the nature study work. 
 
 In the fifth and sixth years all subjects may be alternated. In 1913-14 the 
 fifth and sixth year classes should study the work of the fifth year, and in 1914-15, 
 the work of the sixth year. The work of these two years has been arranged so 
 as to be practically independent of each other, and the fifth year is as difficult as 
 the sixth year. 
 
 In the seventh and eighth years there will be no trouble whatever in making 
 alternations all along the line. To illustrate, there are given below parallel courses 
 of study for the seventh and eighth years, each year being so arranged as to be 
 entirely independent of the other. The "A" class should study the seventh year 
 work in 1913-14 and the eighth year work in 1914-15. This plan of alternation is 
 now in successful operation in thousands of Missouri schools. Be sure that you 
 get your school properly classified. 
 
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CLASS 
 
 GRADE 00 
 
By referring to the charts showing how alternation may be worked out, it will 
 be noted that the work of the A class is divided into two separate groups, also 
 that the work of the B class and the C class is likewise divided. Since the 
 course of study is so arranged that one grade or group of work in the A class 
 is as difficult as the other, it makes no difference which grade or group is first 
 taken up. The same is true of the B class. 
 
 For example, in a school we find three pupils who will be ready to graduate 
 at the close of 1914, and four others who will spend another year, or graduate in 
 1915. The teacher should call these seven pupils to recite together in arithmetic, 
 and since the work outhned for 1913-14 is "percentage and its applications," there 
 will be no difficulty in keeping the grades together in this work. Call the same 
 pupils for the grammar and do the work in "syntax and analysis" in 1913-14. 
 The next year the four pupils together, with, say, five others who have completed 
 the B class; will form the A class, and recite together, this year doing "mensura- 
 tion and its applications" in arithmetic, and "etymology, parts of speech," etc., 
 in grammar. Teachers should make it clear to pupils that each of the "A," 
 "B" and "C" classes has two years of work, and that the course is so arranged 
 that either of these years of work may be taken up first. Emphasize the classes 
 A, B, C and D, and say very little about the years as fifth year, sixth year, 
 seventh year, etc. 
 
 The subdivisions in each class numbered a, b, c, d, etc., are the separate reci- 
 tations that each class should have. In class D there will necessarily be at least 
 two divisions, one in the first reader and one in the second reader. In this work, 
 each subdivision should recite at least four times each day, but the recitations 
 should be only about ten minutes in length. 
 
 In class C, language and spelling should be combined. The period of recitation 
 should be about fifteen minutes and about one-half of the time given to spelling 
 and the other half to the phases of language work outlined for this class. In this 
 class the geography and nature study should be combined, and about one-half of 
 the time of each quarter should be given to each subject. The courses in geography 
 and nature study are so written that in much of the work the two courses can be 
 woven together. In some quarters it may be best to give the first month to nature 
 study and then the next month to oral geography. This work is done without 
 books in the hands of pupils, but the library should be supplied with many books 
 suitable for the pupils of this grade to read. 
 
 In class B, language and spelling should be combined. Spelling should take 
 seven or eight minutes of the language period, three or four times a week. 
 Geography and history should be combined. The pupils should have a text in 
 geography and have access to many books of history stories, and easy biographies 
 in the library. The nature study of the fifth year should alternate with the physi- 
 ology of the sixth year. 
 
 In class A, about ten minutes two or three times a week should be taken from 
 the literature period for spelling. History and government are combined in a 
 continuous two-year course, so arranged that the years will alternate. 
 
 Elementary science is a continuous course running through all the grades and 
 including nature study, physiology and agriculture. This course has been care- 
 fully arranged and should be followed as given. Teach the first, third, fifth and 
 seventh years in 1913, and the second, fourth, sixth and eighth years in 1914. 
 
 The course in language and grammar is also planned for alternation. By 
 wisely using this plan, the teacher uses only about one-half of the course of study 
 each year. 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 a. Reading (Basal and 
 
 Supplementary.) 
 
 b. Language and Spell- 
 
 ing. 
 . Arithmetic (Review 
 fractions, decimals 
 
 
 
 
 
 a. Reading (Basal and 
 
 Supplementary.) 
 
 b. Language and Spell- 
 
 ing. 
 
 c. Arithmetic (Factoring 
 
 denominate num- 
 bers and fractions.) 
 
 d. Geography and His- 
 
 tory (N. and S. 
 America and U. S. 
 
 e. Nature Study (Plants, 
 
 animals and soils.) 
 
 
 a. Reading. 
 
 b. Phonics and Spelling. 
 
 c. Language and Story 
 
 Hour. 
 
 d. Reading, Numbers, 
 
 and Nature Study. 
 
 a. Reading. 
 
 b. Phonics and Spelling. 
 
 c. Language and Story 
 
 Hour. 
 
 d. Reading, Numbers, 
 
 and Nature Study. 
 
 a. **Reading. 
 
 b. *Language and Spell- 
 
 ing. 
 
 c. Arithmetic. 
 
 d. *Geography and Na- 
 
 ture Study. (Prim- 
 itive Life.) 
 
 a. **Reading. 
 
 b. *Language and Spell- 
 
 ing. 
 
 c. Arithmetic. 
 
 d. *Geography and Na- 
 
 ture Study. (Home 
 Geography.) 
 
 
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 a. Literature and Spell- 
 
 ing. (Basal and 
 Supplementary. ) 
 
 b. Grammar. (Etymol- 
 
 ogy and parts of 
 speech.) 
 
 c. Arithmetic. (Mensu- 
 
 ration and its ap- 
 plications.) 
 
 d. History and Govern- 
 
 ment. (From 1789 
 and Missouri Gov- 
 ernment.) 
 
 e. Geography. (Old 
 
 World and Mis- 
 souri.) 
 
 f. Farm Management 
 
 and Physiology. 
 
 
 a. Literature and Spell- 
 
 ing. (Basal and 
 Supplementary. ) 
 
 b. Grammar. (Syntax 
 
 and analysis and 
 sentence struc- 
 ture.) 
 
 c. Arithmetic. (Per- 
 
 centage and its 
 applications.) 
 
 d. History and Govern- 
 
 ment. (To 1789 
 and U. S. Govern- 
 ment.) 
 
 e. Geography. (Princi- 
 
 ples, Europe and 
 
 tr. s.) 
 
 f. Agriculture (Princi- 
 
 ples.) 
 
 
 and simple per- 
 centage.) 
 
 d. Geography and His- 
 
 tory (Europe, 
 Africa and Asia.) 
 
 e. Physiology (Pood, 
 
 sanitation and hy- 
 giene.) 
 
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 DIVISION INTO QUARTERS. 
 
 Each year's work is divided into quarters instead of months. A six months' 
 school will have six weeks to the quarter; an eight months' school, eight weeks to 
 the quarter. The work is outlined on the theory that in an eight months' school 
 it may be done thoroughly, with much supplementary work, and that the essentials 
 of the course may be done in a six months' term. Schools with short terms may 
 need more than eight years for the completion of the course mapped out. It is 
 recommended that no school devote less than six weeks to the quarter. 
 
 EXAMINATIONS AND WRITTEN REVIEWS. 
 
 Language has two forms, oral and written. The written form is frequently 
 neglected, especially in rural schools. Frequent written reviews should be given; 
 examinations should be given quarterly. 
 
 Quarterly Examinations. — In view of the fact that schools are of unequal 
 length, begin on different dates, and that examinations should not be too frequent, 
 it is recommended that every school have written examinations on some Friday 
 in October, December, February and April of each year. The State Superintendent 
 will prepare questions for these examinations and furnish them to county superin- 
 tendents, to be distributed by them to the teachers. 
 
 For quarterly examinations, the Department of Education will send out ques- 
 tions for the "A" and "B" classes. No questions will be sent for the "C" class. 
 Each teacher can best prepare the test questions for this class himself. No exami- 
 nations should be given in the "D" class. 
 
 The rural teacher should do the work outlined in the Course of Study, and 
 then the pupils' examination questions may be readily answered. After the quar- 
 terly examinations have been given and the papers graded the teacher should make 
 a permanent record of all the grades of each pupil. Report cards showing the 
 attendance, deportment, class and examination grades of each pupil should be 
 made out and sent to parents at the close of each quarter. (See suggested form 
 of Report Cards.) 
 
 In the quarterly examinations the teacher, without marring the paper, should 
 place above each answer, near the Roman character, its grade (on a scale of loo 
 for the entire paper), and at the beginning of each paper write the sum of these 
 grades. The teacher should grade closely, considering not how much information 
 has been given in the answer, but whether it is the exact information called for. 
 After grading, return papers to pupils and require them to note their own mistakes. 
 Permit no changes. After inspection, the papers should be collected and a per- 
 manent record made of the grades of each pupil. 
 
 Some of the best papers in the quarterly examinations should be taken to the 
 township or county graduating exercises for comparison with those from other 
 schools, and there displayed for the benefit of teachers, patrons and pupils. 
 
 Final Examinations. — The final examination questions for rural gradua- 
 tion will be based on the work outlined in the Course of Study, and hence few 
 or no changes will be necessary. These questions should be sent sealed (to be 
 opened the day of examination) to the committee which is to conduct the examina- 
 tions. In some counties the county superintendent personally conducts these ex- 
 aminations in various sections of the county. All final examinations in the county 
 in any month should be held on the same day throughout the county. The county 
 superintendent should set this date at least one month in advance. In some cases 
 the dates for the entire year may be sent to teachers at one time. The final ex- 
 
PLATE II. 
 
 . 
 
 ' 
 
 
 . 
 
 - 
 
 
 " 
 
 " 
 
 
 
 
 
 
 
 
 
 
 
 
 ' 
 
 
 
 
 
 
 
 
 
 •5c 110(11: Poon- 
 
 -i 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4#r 
 
 ■HALL- 
 
 •Woi2K-Poon- 
 
 •MoDCL-Onci-Poon-RuBAL- School- 
 
 •J -li -FtLT-^-CO • ARC(iT3 " • KAnS-ClTY-nO- 
 
 Plate I shows the perspective and Plate II the floor plan of a one-room rural 
 school. These plans show the essential features of a modern school building. 
 
 The heating apparatus is so designed that the heater may be fired from the hall, 
 thus doing away with the necessity of carrying fuel into the schoolroom, and domg 
 away with the dirt and noise which comes from coal and from firing a furnace. 
 
 The building is ventilated through a large vent stack carried out above the roof. 
 The building is lighted from the left of the pupils. 
 
 The workroom adjacent to the schoolroom can be used for many purposes, but la 
 designed particularly for use as a manual training room or a domestic science room. 
 It has a large closet adjoining, and is well lighted. 
 
 This building can be erected at a cost of from ?1.000 to $2,000. depending upon the 
 materials used. This moderate cost places the building within the reach of any country 
 school district. 
 
11 
 
 amination questions should not be opened by any committee until the morning of 
 the examination, although they should be sent out by the superintendent a week or 
 ten days before the date set for examination. 
 
 All papers written in the final examinations should be immediately sent to the 
 county superintendent for grading. 
 
 In giving the examinations the following rules should be observed : 
 
 1. Teachers should see that evei-ything is in readiness for the examination 
 before the day arrives. Good paper and pencils, or pens and ink, should be sup- 
 plied. 
 
 2. The examination should begin promptly on the morning of the day ap- 
 pointed. 
 
 3. The final examination questions should be opened by the committee on the 
 morning of the examination in the presence of pupils, and written on the black- 
 board. 
 
 4. The pupils should not write on both sides of the paper, unless necessary to 
 complete a subject. 
 
 5. Each answer should be numbered in Roman characters to correspond to 
 the question and the number be placed in the center of the page above the answer. 
 
 6. Everyone should endeavor to do neat work, to use capitals and periods 
 properly, and to spell correctly. Good language is an evidence of scholarship. 
 
 7. These examinations, to be fair tests of the progress of the pupils and to 
 be valuable to teachers and parents, must be thoroughly and honestly conducted. 
 No aid whatever should be given. No questions should be answered and no sug- 
 gestions made that will in any way hint at information required in the examina- 
 tion. The teacher should not let kind-heartedness nor desire for high marks for 
 pupils betray him into wronging them, or their parents, by assisting them to tell 
 that which they do not know. Consider the moral effects of such a course on 
 both teacher and pupils. A large number of graduates is not an evidence of good 
 school work, but the quality of the work is measured by the ability of the gradu- 
 ates to do more advanced work. 
 
 8. Each pupil taking the final examination should write plainly his name and 
 address and the name of his school on each sheet of examination paper. 
 
 In the final examination questions, the seventh and the eighth year work will 
 both be included, but the questions on the seventh year part of the course will be 
 so marked. It is advised that seventh year pupils this year (1913-14) take the 
 questions on the seventh year work and that these grades be held to their credit, 
 and that in 1914-15 they be required to take only the eighth year questions, and 
 the grades made on the eighth year work and those made on the seventh year 
 work be averaged together to determine their final grade. By so doing a pupil 
 passes on the subject at the close of the year in which it is studied. All pupils 
 who desire diplomas at the close of this school year must pass on both seventh 
 and eighth year questions unless they have credits from last year on the eighth 
 year work. 
 
 The final examination questions will be sent from this office about the first of 
 January, February, March, April and May. 
 
 When the papers are graded the county superintendent should at once issue 
 each pupil who has passed the examination successfully a small "Certificate of 
 Completion," stating that he has passed the examination, and is entitled to receive 
 the "Common School Diploma" at county or township graduating exercises to be 
 held after all schools close. No pupil should receive such certificate who has not 
 maintained an average grade of seventy-Uve or above, on all subjects outlined in 
 the State Course of Study, the grade in no subject being less than sixty. These 
 Certificates of Completion should be sent to the teachers, who should present them 
 
12 
 
 to their pupils at the district graduating exercises to be held at the close of their 
 
 schools. These district graduating exercises, consisting of music, essays by pupils 
 who have finished the common school course, formal presentation of the Certifi- 
 cates of Completion, talks by patrons, etc., should be held at the close of the rural 
 schools in the different districts. By holding exercises in the country more people 
 are reached and more interest aroused than by any other means. In some places 
 the teachers make these graduating exercises a sort of educational rally day. The 
 patrons and friends of the schools come in and spend the day. The morning is de- 
 voted to oral examinations and class v^rork, at noon a basket dinner is spread, and 
 in the afternoon the formal graduating exercises are held. The county superin- 
 tendent and town and city high school principals and superintendents should attend 
 as many of these district exercises as possible. The benefits to the cause of educa- 
 tion from such meetings cannot be overestimated. The following form of Certifi- 
 cate of Completion is recommended : 
 
 Certificate of Completion. 
 
 Public Schools of County, Missouri. 
 
 This is to certify. That has satisfactorily completed the State Course 
 
 of Study for rural and graded schools in district No. — , county, Missouri. 
 
 Upon presentation of this certificate the holder will be given a "Common School 
 
 Diploma" at graduating exercises to be held at , in May, 191 — . 
 
 Awarded this day of , 191 — . 
 
 Signed : , 
 
 County Superintendent. 
 
 Teacher. 
 
 SCHOOL LIBRARY AND SUPPLEMENTARY READING. 
 
 A small school library is necessary in order that the work suggested in read- 
 ing, language, history, literature and nature study may be properly done. Books 
 selected from the Official Library List are suggested in different parts of the 
 Course. 
 
 School boards must expend a few dollars every year for good library books 
 and supplementary reading matter; the law demands it. It says that the directors 
 must purchase necessary supplementary books out of the incidental fund, spending 
 not less than five cents per child enumerated in the district. Revised School Laws, 
 1913. Each district should soon have at least one-half of the books listed in this 
 Course of Study. It is hoped that many rural schools will secure every book 
 recommended in the Course of Study. 
 
 RECORDS AND REPORTS. 
 
 School boards should furnish books in which satisfactory records may be kept 
 and see that the teacher leaves a permanent record of the exact amount of work 
 done by each pupil. This will save much time for the next teacher and show that 
 pupils who do not attend regularly and for full term cannot be promoted. Uniform 
 records will greatly assist in the progress of the rural schools. The reverse side 
 of the term report is arranged for an individual report of the pupils, to be left 
 with the district clerk and filed in duplicate with the county superintendent. School 
 boards cannot legally issue warrant for the last month's salary until the teacher 
 presents a receipt for the term report signed by the county superintendent. 
 
13 
 
 SUGGESTED FORM OF REPORT CARD. 
 
 c 
 
 ounty. 
 
 INDUSTRIAL WORK. 
 
 
 
 
 1913 — PUBLIC SCHOOLS— 1914. 
 
 REPORT CARD. 
 
 
 I Qr. 
 
 II Qr. 
 
 Ill Qr. 
 
 IV Qr. 
 
 
 Girls. 
 
 Sweeping. . . . 
 
 Dusting 
 
 School Lunch- 
 eons 
 
 Bread Baking. 
 
 Sewing 
 
 
 
 
 
 a pupil of the. 
 Age 
 
 
 school. 
 
 
 
 
 
 
 Grade 
 
 
 
 
 
 
 I Qr. 
 
 II Qr. 
 
 Ill Qr. 
 
 IV Qr. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Washing Dishes 
 
 Ironing 
 
 "Setting" Fire- 
 less Cooker. . 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Boys. 
 
 Feeding Stock . 
 
 Milking .... 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Civil Gov't. . . 
 
 Currying 
 
 Horses 
 
 Providing Fuel. 
 
 Feeding 
 
 Poultry 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Dragging the 
 Road 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 TO PARENTS. 
 
 You will assist the teacher very much by 
 co-operating dvu-ing the school year in the 
 following plan: 
 
 Under "Industrial Work" please report 
 to the teacher each quarter the progress 
 made by your child at home in the different 
 divisions there outlined, using the letters 
 E, G, M, P to denote excellent, good, 
 medium, poor, respectively. 
 
 Teacher. 
 
 County Supt. 
 
 Parent's Signature. 
 
 I Qr 
 
 II Qr 
 
 III Qr 
 
 IV Qr 
 
 CERTIFICATE OF PROMOTION. 
 
 This certifies that 
 
 has completed the work outlined in the 
 
 State Course of Study for the grade, and 
 
 is hereby promoted to the grade. 
 
 Teacher. 
 
 County Supt. 
 
 Teacher's Signature. 
 
 IQr 
 
 II Qr .... 
 
 III Qr 
 
 IV Qr 
 
14 
 
 Note I. — The play period in the program on the second cover page suggested 
 for the first and second years can be used only in warm, fair weather. The manual 
 work and the easier subjects should be placed in the afternoon, and the heavier 
 work in the forenoon. 
 
 Note II. It is suggested that the four lower grades be dismissed at 3 :3s p. m., 
 for children of that age are not able to study well late in the afternoon. In some 
 districts it may not be feasible to dismiss them as here suggested; in such case 
 the teacher should retain them until the close of the school day. 
 
 READING. 
 
 Reading is the most important of the school subjects, for by means of it the 
 child comes into possession not only of the treasures of the world's literature, 
 but also makes advancement in the various fields of study. Reading, for its own 
 sake, just as a mechanical exercise, is of no value. The objects in teaching read- 
 ing are, (i) to give the pupil the power to secure from the written or printed 
 page an intelligent and appreciative knowledge of the thoughts of others as 
 found in Hterature, and (2) to give him the power to impart to others the knowl- 
 edge thus gained, in a clear, sympathetic and pleasing manner. 
 
 It is not well to be subject to any special system of reading. Make use of the 
 best in all as it fits the needs of your situation, (i) Intelligent reading, the result 
 of working for thought, and (2) fluent reading, the result of ability to scan the 
 line or page quickly and to use the voice effectively, both furnish their problems for 
 each year. The pupil should show steady growth in his reading from year to 
 year. 
 
 Much attention should be given to silent reading, a side which has been much 
 neglected. It is the sort of reading for which the pupil has most use during his 
 school career, and in all after Hfe. Much more reading could be accompHshed all 
 through the school course if provision is made for increased power in silent read- 
 ing. 
 
 From the standpoint of method of work, the school must provide for both 
 intensive and extensive work, (i) Intensive reading deals with the new difficult 
 material in which children are learning methods of zvork and in which they are 
 gaining conscious increase in power. (2) Extensive reading includes most supple- 
 mentary reading, the reading of library hooks and magazines. There should be 
 much of this work done from the first and an increasing amount each year. 
 Supplementary reading should have a distinct purpose and a close relation to other 
 school interests. 
 
 All literature used should be especially suited to the interests and development 
 of the children. The material of readers and of books that are not literary wholes 
 should be selected and arranged according to seasons and to present interests. 
 There should be such variety of material that children become acquainted with the 
 different types of literature — poetry, prose, narrative, description, essay, etc. 
 
 Habits of zvork are important' from the beginning. In the primary, this is taken 
 care of by several class periods daily for reading. Above the primary, assignment 
 of work must be very definite as to what is expected by way of preparation: (i) 
 Words to be looked up for pronunciation or meaning; (2) allusions to be ex^ 
 plained; (3) questions of fact to be verified; (4) questions on interpretation; (5) 
 maps or diagrams needed, etc. For children to grow in ability to study literature, 
 it is necessary that they be shown the possibilities of aid available in dictionaries 
 and reference books, and in pictures and notes. 
 
15 
 
 All the English work of the elementary school should be considered a unity. 
 There is much material in the field of literature which is used in both the reading 
 and language hour. In the case of young children there is much that is within 
 the range of their appreciation and that is development for them that they cannot 
 yet read for themselves. This means that the teacher must be familiar with child 
 classics and must cultivate the art of story-telling in herself and in the children. 
 (See suggestions under language work.) In this way the teacher will become a 
 real lover of children's literature and will be able to penetrate much closer into 
 the interests of child life. 
 
 References for Teachers of Reading. 
 
 Carpenter, Baker and Scott — The Teaching of English. 
 Clark, S. H. — How to Teach Reading in Public Schools. 
 Briggs and Coffman — Reading in Public Schools. 
 McMurry — Special Method in Reading for the Grades. 
 Sherman and Reed — The Essentials of Teaching Reading. 
 Tap pan — The Story Hour. 
 
 Every teacher of reading should purchase one or two of the above books each 
 year until he has most of them in his library. 
 
 Class D.-.First Year. 
 
 Reading should not be begun with the idea of learning to read just for itself. 
 The very youngest children will be eager to read because thej' will in that way 
 find out something new and interesting, and can amuse themselves with stories 
 they already know, and finally, because they can entertain others by reading them 
 aloud. 
 
 Motivation o£ this sort influences the attitude of the child toward reading 
 and his manner of reading from the beginning, and a little later it controls his 
 method of study. 
 
 The mechanics of reading and the overcoming of difficulties are present in the 
 teacher's planning and in her method of securing results, but should never be in 
 the foreground of the child's activity. 
 
 The method of work should be a combination of sentence, zvord and phonic 
 methods. Charts prepared by the teacher are helpful. Several short periods per 
 day for reading are much better than to work too long at any one period. With 
 so many sources upon which to draw, it will not be difficult to have variety in 
 the work. Keep all word drills and phonic exercises in a separate period from 
 the reading periods, but make application' of such work as need arises in the 
 reading class. 
 
 Motor activity in the form of doing in response to silent reading of directions 
 and in dramatisation of the stories and activities about which they are to read is 
 most valuable in the joy it gives to the work, the alertness it arouses and in the 
 good expression in reading which comes as a natural result. 
 
 FIRST QUARTER.— I. Reading. 
 
 I, Material. — Interesting topics chosen from literature, nature study, 
 history, home experiences, songs, etc. 
 
 a. Nursery rhymes, as Jack and Jill, Little Boy Blue, Little Miss Muifet, 
 
 JMtle Jack Horner. 
 
 b. Repetition stories. — The Old Woman and Her Pig, The Lit lie Red 
 
 Hen, Little Black Sambo, etc. 
 
16 
 
 c. Conversations about pets. — The dog, the cow, the cat, the rabbit. 
 
 d. Conversations about simple nature interests. — The robin, the dandelion, 
 
 the wind, birds, September. 
 
 e. Conversations about games, toys. — Ball, top, doll — Hide the Bell, Cat 
 
 and Mouse. 
 
 f. Conversations about excursions (or walks to and from school). What 
 
 we saw. What we did. 
 2. Method. — Blackboard work based upon conversation lessons. 
 
 a. Conversations should be simple, brief, lively and interesting. Use 
 
 pictures, objects or drawings as aids. 
 
 b. The most suggestive thoughts written on the blackboard in simple, 
 
 brief, child-like terms. Use large, plain script. (The teacher's 
 preparation of simple sentences precedes the lesson.) The children's 
 simple responses to questions will be used for the board work, but 
 modified to suit the needs of the class. (Necessity of good ques- 
 tions to bring good responses.) 
 
 c. Develop the sense that every sentence tells something. Read the 
 
 sentence as a whole, not word by word. 
 
 d. Observe the following order for the year's work. — Sentence, word, 
 
 phonics, letter. 
 
 e. Use only good sentence forms and punctuate just as carefully as for 
 
 older children. Select words and phrases and repeat many times 
 in different sentences, always with a live interest. 
 
 f. Provide for silent reading by having children show that they have 
 
 the thought — by doing. Run, hop, skip, bring, find, take. Play 
 game by directions. 
 
 II. Phonetics. — Very little this first quarter. Pronounce simple words slowly 
 
 until children recognize initial and final consonants. 
 
 III. Word Study. — Sight or "flash" work with important words. Simple 
 
 devices like climbing the ladder. 
 
 IV. Seat Work. — All seat work should have a definite end in view, and after 
 
 the time allowed for it should be inspected by the teacher to see if 
 it has been accomplished. Good habits should be formed. 
 Material. 
 
 a. Cards with sentences that may be arranged to make a story. 
 
 b. Cards with single words to be arranged in sentences. They may make 
 
 (i) Sentences as found on the board, or (2) Their own. (Little 
 with letters this quarter.) 
 
 c. Illustrations of stories, sentences or words. Large paper, big lead 
 
 pencils, crayola, blackboard, paper cutting, clay, paper folding. (Send 
 to A. Flanagan, Chicago, 111., for catalogue of seat work materials. 
 A wide-awake teacher can prepare much educative material at small 
 expense.) 
 
 V. Primers and First Readers. — In many communities children come to 
 
 school the first day or first week with their new books. As they are 
 not to use these for some weeks, it will be best for the teacher to 
 write the children's names in these books and to put them away in 
 his desk. Pass them once or twice per week to the class. Show 
 them how to use a book. Note pictures of things*that have been the 
 basis of their board lessons. Note familiar sentences and words in 
 the first few pages. Pass other readers, sample copies, story books 
 — at a seat period, to satisfy child's love for a book. This procedure 
 
17 
 
 furnishes a happy period, and inculcates rjght habits. There will be 
 no marked and badly torn books. 
 VI. Results. — Children will be eager to read. They should learn about 
 fifty words this quarter. Many of them will be the first ones used 
 in the books they are to take up for study. Their main interest will 
 be in what the story or page tells — not in mastering words. 
 
 SECOND QUARTER.— I. Reading. 
 
 1. Material. 
 
 a. Begin reading in two books, either a primer and first reader, or 
 
 two first readers. 
 
 b. Continue conversations and board work about other interests (nature 
 
 stories) at one period per day. 
 
 2. Method. 
 
 1. Book reading lessons. — Simple conversation about the pictures. Write 
 
 sentences from conversation and from book on the board. Find 
 sentences and words in the book. 
 
 2. Silent reading. — "Read a sentence to yourself and tell me what it 
 
 says." 
 
 3. Several of the first pages 'may be read without much preparation, if 
 
 the work of the first quarter prepared for it. 
 
 4. If possible, have both books the children are to read on hand at once. 
 
 Do not read all of one book before beginning the next. Read the 
 first third of each book this quarter. 
 II. — Phonetics. 
 
 1. Material. — Sounds of most commonly used consonants and long and 
 
 short vowels. No diacritical marks. 
 
 2. Method. 
 
 a. Teach the following sounds — 
 
 f, s, t, p, c, h, m, b, 1, n, d, a, e, i, o, u. 
 
 b. Present letter and sound at same time. Games and story associations 
 
 as the cross cat who says "f-f" may be an aid in first producing 
 the sound. 
 
 c. Present and drill in separate period. Apply in attacking difficulties in 
 
 reading period. Keep lists on chart or board. Prepare cards with 
 letters for "flash" work. 
 
 III. Word Study. — Continue drills in separate period only on words that 
 
 represent some difficulty that cannot be reached by frequent oc- 
 currence of them in reading lessons. 
 
 IV. Seat Work. — a. Similar to that of preceding quarter. More sentence 
 
 building with words. 
 
 b. (Writing has been begun in the language period.) Copy sentences 
 
 and words from the board. 
 
 c. Teacher prepare cards with simple mounted pictures — taken from 
 
 magazines or old readers. Paste white strip at top or bottom of 
 card on which write a name or action word, or short sentence. 
 Let children copy. 
 
 THIRD QUARTER.— I. Reading. 
 
 I. Material. — a. Second third of each book. 
 
 b. Conversation based on other interests. 
 
 c. Teacher read portions of Sunhonnet Babies. Let children enjoy the 
 
 pictures and read easy portions. 
 
 cs-a 
 
18 
 
 2. Method. 
 
 a. Continue frequent use of board and chart specially prepared in same 
 way as before. 
 
 b. For every new lesson the class period should be a study lesson. Con- 
 
 versation. Study pictures. Record thoughts on board. Find sen- 
 tences in book. Silent reading. Read parts aloud. 
 
 c. Read in answer to questions that bring good expression — emphasis. 
 
 d. Let some child read whole lesson aloud. Rest of class sometimes 
 
 close books. 
 
 II. Phonetics. — i. Material, a. Continue work begun. 
 
 b. Teach also r, w, j, g (hard), v, y. 
 
 c. Teach simple sight words with short vowels — as phonograms, an, in, 
 
 on, it, ill. 
 2. Method. — Note how many words found in their readers are made up 
 of one initial sound plus these phonograms: m-an, r-an; t-in, p-in; 
 h-it, s-it. 
 
 III. Word Study. — "Flash" work with simple words. Children write them 
 
 on board afterwards, or on paper with large led pencil. This is 
 beginning spelling. 
 
 IV. Seat Work : 
 
 1. Illustrative material as before. 
 
 2. Copy words and sentences. 
 
 3. Build special words with alphabet cards. 
 
 4. Build words with phonograms ; all they can on a single phonogram — 
 
 c-an, D-an, f-an, m-an, N-an, p-an, etc. 
 
 5. Read out of supplementary books silently. Study pictures. 
 
 FOURTH QUARTER.— I. Reading. 
 
 1. Material. 
 
 a. Complete each of the books. 
 
 b. Teacher and children read portions of all of Overall Boys or Sun- 
 
 bonnet Babies. 
 
 c. Board work continued on nature topics and on stories of language 
 
 period. 
 
 2. Method. 
 
 a. Assign parts as in dialogue wherever reading material is suitable. 
 
 Use portions of Bow-wow and Mew-mew. 
 
 b. Review of certain favorite stories, chosen from books completed. To ' 
 
 be read as wholes in most pleasing manner. 
 
 II. Phonetics. 
 
 1. Material, a. All consonant sounds and long and short vowel sounds. 
 
 b. Teach th, wh, sh, fl. 
 
 c. New phonograms — as ed, ing, oy, ow, ou. 
 
 2. Method, a. Similar to last quarter. 
 
 b. Begin little phonetic booklets in which children keep lists of words 
 with phonograms. 
 
 III. Word Study. — Similar to last quarter. More rapid "flash" work — two 
 
 words at a time. Use simple phonetic words. 
 
 IV. Seat Work. — (See previous quarter.) 
 
 a Copy group of five or more simple sentences from board after black- 
 board lesson. 
 
 b. Writing phonetic word lists with new elements. 
 
 c. Copy sentences from reader. 
 
19 
 
 Class D. — Second Year. 
 
 First and second year children can not alternate reading, for each month 
 presents new steps in the process. 
 
 FIRST QUARTER.— I. Reading. 
 
 1. Material. 
 
 a. Select one-fourth of the adopted second reader and one-fourth of a 
 
 supplementary reader. 
 
 b. Serl's In Fableland or Smith's Three Little Cotton Tails. 
 
 c. Teacher read a story or poem occasionally from McMurry's Stories 
 
 for Little Ones. 
 
 2. Method. 
 
 a. Open work in the fall with a number of blackboard lessons to review 
 
 sHghtly, and to lead up to the new material. 
 
 b. Oral work, picture study and sentences and new words recorded on 
 
 board in development of each new lesson. 
 
 c. Notice structure of lesson. Title, paragraphs. How tell where a new 
 
 paragraph begins? (Indentation.) 
 
 d. Make application of their work in phonics in attacking words they 
 
 cannot get from the setting. 
 
 e. Work for improved expression by skillful questions. 
 
 f. Let children spend ten or fifteen minutes preceding recitation studying 
 
 a lesson in which the difficulties have been worked out in a previous 
 period. Then they are prepared to read smoothly. 
 
 g. Special attention to pronunciation and enunciation. 
 
 II. Phonetics. 
 
 1. Material, a. Review work of last year. 
 
 b. Simple phonic rules for long and short vowel sounds, mat-mate; hop- 
 
 hope. 
 
 c. Suffixes, ing, ed, er, est. 
 
 d. Building and blending words, using their knowledge of phonetics. 
 
 2. Method. 
 
 a. See previous suggestions. 
 
 b. Keep booklet for word Hsts. 
 
 c. Special drills on words for pronunciation and enunciation. 
 
 d. Develop rules— show by examples that the children give, that words 
 
 that end in "e" have a long vowel; m-ate. 
 
 III. Word Study: 
 
 a. See last year's suggestions. 
 
 b. Selected words for "flash" spelling. 
 
 c. Teach dividing words into syllables in oral spelling. Note where to 
 
 divide them at end of line when writing. 
 
 IV. Seat Work: 
 
 a. Similar to previous year. 
 
 b. Copy portions of lesson from book. (Transcribe — print to script.) 
 
 c. Teacher write on board questions about lesson. Children write answers. 
 
 d. Children write independent sentences on some topic. Teacher place 
 
 difficult words they wish on board first. 
 
 e. Train children to look over written work to correct mistakes before 
 
 handing in paper. 
 
20 
 
 SECOND QUARTER.— I. Reading. 
 
 1. Material., i. Select a second fourth of both books for reading. 
 
 2. Class also read from Hiawatha Primer. A single copy may be passed 
 for sight reading. 
 
 2. Method. Follow according to previous suggestions. 
 
 THIRD QUARTER.— I. Reading, i. Material, a. Select a third fourth of 
 each book. 
 
 b. Read from The Tree Dwellers or some other supplementary book. 
 II. Phonetics. — Continue work already begun in phonics, word study and 
 seat work. 
 
 FOURTH QUARTER.— I. Reading, i. Material, a. Complete the two sec- 
 ond readers. 
 
 b. Read as a supplementary pleasure book — Heart of Oak, Book I, or 
 Fables and Folk Stories (Scudder). 
 2. Method. 
 
 a. Assign parts for dramatization and dialogue. 
 
 b. When reading from supplementary book, let child come forward to 
 
 read in his most pleasing manner to rest of class. 
 II. Phonetics. — See previous suggestions for phonics, word study and seat 
 work. More study at seats now before coming to class. 
 
 Note. — The following books not mentioned above are suitable for work in 
 Class D, and may be used whenever there is opportunity: Folk-lore Stories and 
 Proverbs (Wiltse); Art Literature, Books one and tzvo; Early Cave Men (Depp); 
 Lolami, the Cliff Dzveller (Bayliss); Boy Blue and His Friends (Blaisdcll) ; From 
 September to June With Nature (Warren); Golden Treasury First Reader and 
 Second Reader; Eugene Field Reader; Cyr's Dramatic Reader; Six Nursery 
 Classics (O'Shca); McMahon's Rhyme and Story Primer; Jack and the Bean 
 Stalk (Chadzvick) ; Little Red Riding Hood (iive cent classic); Puss in Boots 
 (five cent classic); Character Building Readers — Helpfulness (Kenyon-Warren) ; 
 Little Folks of Many Lands (Chance); The Cave Boy of the Age of Stone (Mc- 
 Intyre). 
 
 Class C— Third and Fourth Years. 
 
 Read the suggestions given for the first two years to get the spirit and aim 
 of primary reading. It is very essential that the interest developed in reading 
 during these first years be kept active in these next years. It is too often true 
 that third and fourth year children read with less fluency and less animation 
 than in their second year. There are reasons for this, and teachers should make 
 the conditions such that the reading work will be steadily progressive. The 
 reading material of the reading books for third and fourth years is much more 
 difficult than before, and unless the previous work has been carefully done, and 
 unless ample provision is made for proper study of these lessons, the child will 
 find thought obstructed by mechanical difficulties. This means that some very 
 definite purpose in close relation to the child's interests must be always present 
 in his mind and that the assignment and method of study are of prime importance. 
 
 Preparation should be made in these years for -the use of the dictionary, but 
 do not waste time by depending on these children to use the dictionary to look 
 up new and difficult words. (See first quarter.) 
 
 Encourage children to express their appreciation of beautiful and strong parts 
 of selections. 
 
21 
 
 Pupils will spend two years in reading the third reader and other books of that 
 same grade. This makes it possible to alternate the work. The work assigned for 
 the third year should be done by both grades in the year 1913-14, and the work 
 for the fourth year should be done by both in 1914-15. The two third readers 
 should be studied along together, and about one-eighth selected each quarter.- 
 At least one library book should be selected for special study during each quarter. 
 This book may be read by the pupils individually and parts told to the class, by 
 the teacher to the class or by pupils to the class. 
 
 Class C. — Third Year — Third Reader — 1 913- 1 914. 
 
 (Alternates with fourth year.) 
 
 FIRST QUARTER.— I. Reading. 
 
 1. Material, a. First eighth of each of the third readers. 
 
 b. Eggleston's Stories of Great Americans for Little Americans. (His- 
 
 tory foundation.) 
 
 c. Pinnocchio — (Imaginative elements). 
 
 2. Method. 
 
 A. Study Lesson (in class). 
 
 a. Silent reading under the teacher's guidance. 
 
 b. Questioning upon the story before any oral reading is done — to get 
 
 at the principal facts of the whole lesson and of certain para- 
 graphs. When a new selection is first taken up this may occupy 
 a whole lesson period, at other times only a part. 
 
 c. Children should be trained to discover pronunciation of words by 
 
 themselves. 
 
 1. By their use of phonics and syllabication. 
 
 2. By meaning or use in the sentence. 
 
 d. Brief enunciation and pronunciation drills. 
 
 e. Definite assignment for seat work to prepare for the period of oral 
 reading. Children's habits of study are most important in these 
 years. 
 
 B. Oral Reading Lesson. 
 
 a. Motives governing desire to read aloud. 
 
 1. To give information from a book not in the hands of other pupils. 
 
 2. To give pleasure to others and to self. 
 
 3. To render a selection (story or poem) especially well for special 
 occasions as morning exercises or Friday afternoon. 
 
 b. Good expression secured by apt questions that bring out the mean- 
 ing of the context, and by hearing the teacher and other good 
 readers read. 
 
 c. Aid child in matters of pronunciation, voice, position of standing and 
 of holding book easily and in forming a basis for selection of 
 beautiful and strong parts of selections. 
 
 II. Phonetics and Word Study. — (Combine with study period, seat work 
 and spelling period). 
 
 1. ai, ea, oa; ar, ah, aim, alf, azvk. 
 
 2. Drill on words commonly mispronounced, across, been catch, chimney, 
 burst. 
 
 III. Seat Work. — a. Study from definite assignment growing out of class 
 study of new work. 
 
 b. Silent reading of supplementary books. 
 c. Questions on board as guide for study or for simple written work. 
 
 d. Brief outline of story in short sentences. 
 
22 
 
 e. Take a short time to see that children know alphabet in order. Make 
 little booklets for "dictionaries." Allow several pages for each 
 letter that is hkely to occur often as an initial letter of words. Two 
 pages for words beginning with A; two for B; two for C; one for 
 D, etc. Keep in these booklets the new and difficult words worked 
 out in the class study period. Use simple diacritical marks, ac- 
 cent mark and a simple meaning, as given in class. Lists of these 
 words should be on the board after a class study period so that 
 the children may copy them at seat periods. (This w^ork has im- 
 mediate value and prepares for later dictionary work.) 
 
 SECOND QUARTER.— I. Reading. 
 
 1. Material, a. A second selected eighth of the third readers. 
 
 b. Read Miss Cowles' Robinson Crusoe. 
 
 c. Stevenson's Child's Garden of Verse. 
 
 2. Method, a. See method for silent and oral work of first quarter. 
 
 b. It is good to have at least two copies of the supplementary book from 
 
 the library, so that the teacher may follow closely while the other 
 copy is being used in oral reading by the children. 
 
 c. Let the teacher read the difficult portions of supplementary books. 
 
 This work should be pleasurable and move along smoothly. 
 
 d. Let the teacher read an entire poem from Stevenson's Garden of 
 
 Verse, and then let members of the class read. As they become 
 familiar with these poems, let different ones read whole poems of 
 their choice to the class. Give opportunity for expression of their 
 appreciation and choice. 
 
 IL Phonetics and Word Drills. — Continue work of first quarter, alk, ast, 
 ask, er, ere. 
 
 in. Seat Work. — See first quarter. 
 
 THIRD QUARTER.— I. Reading. " \ 
 
 1. Material, a. A third selected eighth of the third readers. 
 
 b. Birds and their nestlings. (Walker). 
 
 c. Scudder's Book of Legends. 
 
 2. Method. See previous quarters. 
 
 II. Word Study. — Continue plan outlined. Effect of prefixes and suffixes — 
 
 un, dis, less, ful. 
 
 III. Seat Work. — Note habits of work. 
 
 FOURTH QUARTER.— I. Reading. 
 
 1. Material, a. A fourth selected eighth of the third readers. 
 
 b. The Seven Little Sisters. 
 
 c. Heart of Oak, Book IL 
 
 2. Method, (Much growth in power to read intelligently and easily from 
 
 the third reader or simple library books should be noticeable.) 
 Continue procedure of previous quarters. 
 
 Note. — When the books suggested above are not in the library and cannot 
 be procured, five cent classics may be obtained from Educational Publishing Com- 
 pany, Chicago, 111.; A. Flanagan, Chicago; F. A. Owen Pubhshing Company, Dans- 
 ville, N. Y. Such classics as the following are suitable: Stories of the Pilgrims, 
 Story of Field, Story of Morse, Story of Franklin, Story of Lincoln, Stor^ of 
 Washington, Story of Edison, Selections from Grimm's Fairy Tales, Pocahontas, 
 Liberty Bell, Boyhood of Washington, Patriotic Stories. Penny classics may be 
 obtained from C. M. Parker, Taylorville, 111. 
 
23 
 
 Class C. — Fourth Year— Third Reader — 1914-1915. 
 
 (Alternates with third year.) 
 
 FIRST QUARTER.— I. Reading. 
 
 1. Material, a. Select an eighth from that portion of the third reader 
 
 not completed. 
 
 b. Aunt Martha's Corner Cupboard. 
 
 c. Songs of Treetop and Meadow — McMurry (Selected poems). 
 
 2. Method, a. Plan of procedure for this year similar to that outlined 
 
 for third- year, but be sure of a definite line of progress, 
 b. Aunt Martha's Corner Cupboard is of geographical import. If it can 
 be used at the geography period to supplement the regular geo- 
 graphy work, give more attention to Songs of Treetop and Meadow 
 and to some other selections from "Literature of Power," such as 
 Field's poems. 
 
 II. Phonetics and Word Mastery. — a. See third year work. Review. 
 
 b. More work with diacritical marks as needed. (Do not recite words 
 with diacritical marks — but know how to pronounce words from 
 markings.) 
 
 III. Seat Work. — Similar to that of third year. 
 
 SECOND QUARTER.— I. Reading. 
 
 1. Material, a. Selections from third readers. 
 
 b. Stories of Pioneer Life (Bass). 
 
 c. Story of Uiysses. 
 
 2. Method, a. Study the difficulties children have, such as hesitating 
 
 and slow movement in reading. Work for clear imagery, give 
 flash work with phrases and sentences and let them read silently, 
 then tell promptly what they have read, 
 b. Are any difficulties due to physical defects of speech, eye, hearing? 
 Seek to give right aid. 
 
 THIRD QUARTER.— I. Reading. 
 
 1. Material, a. Selections from third readers. 
 
 b. Wings and Stings. (Of nature significance.) 
 
 c. Good Health (Gulick). 
 
 2. Method, a. See previous suggestions. 
 
 II. Word Mastery. — Take time occasionally to show use of dictionary. 
 Make it a class exercise under direction of the teacher. Teach 
 right habits from first. 
 
 FOURTH QUARTER.— I. Reading. 
 
 1. Material, a. Complete the third readers. 
 
 b. Art Literature Reader (Bk. 3J. 
 
 c. Selected poems from Songs of Treetop and Meadozv. 
 
 2. Method, a. Let each child select two or three of his favorite stories 
 
 from the readers. Why are these your favorites? 
 
 b. Basis of appreciation. (Content of story — ^beautiful and effective 
 
 language.) Let him point out such parts from stories and poems. 
 
 c. Which book that we read this year did you enjoy most? Why? 
 
 d. What other books did you read for yourself? 
 
 Note I. — The following books are suitable for Class C : Adventures of a 
 Brownie (Mulock); How We Are Clothed (Chamberlain); How We Are Fed 
 
24 
 
 (Chamberlain); How We Are Sheltered (Chamberlain) ; How We Travel 
 (Chamberlain) ; Fifty Famous Stories Retold (Baldwin); Around the Year in 
 Myth and Song (Holbrook) ; Swiss Family Robinson; Among Giants (Neher); 
 Grasshopper Green's Garden (Schwartz) ; Old Time Tales (Oszvell); Andersen's 
 Fairy Tales; Grimm's Fairy Tales (Wiltse); The Little Lame Prince 
 (Mulock); Fables and Folk Stories (Scudder) ; The Kipling Reader; Lobo, Rag 
 and Vixen (Thompson-Seton) ; Wctnys of Wood Folk (Long); In Field and Pas- 
 ture (Dillon); A Bo]y on the Farm (Abbott); Farmer Brown and His Birds (Fox); 
 A History Reader (Wilson); America's Story for America's Children, Vols. H, 
 HI, IV (Pratt); In Field and Pasture (Button). 
 
 Note II. — In addition to basic reader, each class should read three or 
 four supplementary readers. These supplementary readers should be furnished by 
 the school. 
 
 Class B.— Fifth and Sixth Years. 
 
 Beginning with the fifth year, much more attention should be given to "liter- 
 ature of power" in distinction to "literature of information." The children should 
 be encouraged to use the literature of an informational nature more and more 
 in connection with their study of the content subjects of geography, history and 
 nature, although provision will still be made for them in connection with reading. 
 More attention should be given to developing power in the children to use books 
 without help. They should be encouraged to own dictionaries of the high school 
 or academic grade. A dictionary of this kind will be useful all through the com- 
 mon schools and high school. During the fifth and sixth years they should learn 
 to use it quickly and easily for pronunciation and meaning of words. Teach them 
 the value of indexes and tables of contents in such reference books as they use 
 and teach them also hozv to use the indexes and tables of contents. 
 
 During this period development of power of appreciation and enjoyment of 
 literature should be emphasized. "Use literature as you use all studies — only more 
 powerfully because of its greater emotional appeal — to illuminate and enhance the 
 worth and glory of life and living." 
 
 "Interest and delight should accompany all the work done in literature. It 
 should be done with an air of happy and dignified leisure." 
 
 To be able to do these things, the teacher must be a lover and stiident of 
 hterature. Use every means at your disposal to build up a good school library, and 
 through the work of your literature classes develop the "library habit." 
 
 The fourth reader is used for two years and the work of these years may be 
 alternated, as was done in the previous two years. 
 
 Class B. — Fifth Year — 1913-1914. ,' ' ' 
 
 (Alternates with sixth year.) '' -; ■;^ 
 
 FIRST QUARTER. — i. Material, a. Selections — one-eighth of reader. 
 
 b. The Story of Robin Hood (Class reading). 
 
 c. Pioneer Stories of the Mississippi Valley. (Outside reading.) 
 
 The following difficulties present themselves throughout these two years : 
 I. Many new words ; 2. Familiar words in unusual settings ; 3. Many literary 
 idioms, as "without doubt ;" 4. Complicated sentences ; 5. Peculiar customs and 
 events not found in child's experience; 6. Situations and conduct that bewilder 
 his ethical judgment. 
 
 2. Method, a. Whenever a selection is taken up that presents new and 
 special difficulties a class preparation or study period is necessary. 
 
25 
 
 b. The following procedure is suggestive for intensive study: Lesson 
 (i) from the reader; (2) a story from a collection of stories, or 
 (3) a chapter of a complete classic. 
 
 1. Read the story silently at seats before coming to class. 
 
 2. Make a list of incidents that occur. 
 
 3. Make a list of words and phrases you will wish to look up. 
 
 4. Conversation lesson in class on the above points. Questions by the 
 
 teacher and children to awaken further interest and study. Ques- 
 tions and aid to pave the way to easiest mastery of verbal diffi- 
 culties of new and difficult words and of long and obscure passages. 
 
 5. Definite assignment of a particular portion (several pages or a 
 
 chapter) for careful study. 
 
 6. Oral reading after a portion is cleared of difficulties. (For most se- 
 
 lections from the reader a single reading is sufficient. Do not re- 
 main too long on a single selection). See motives for oral reading 
 under third and fourth years. 
 
 7. Tell what afforded you most pleasure in the selection. What incident 
 
 or which expressions? Memorize select parts. 
 c. Supplementary— Pjow^^r Stories (McMurry). Read portions silently 
 and then tell to class. Select portions for oral reading. Teacher 
 read parts to class. 
 
 SECOND QUARTER.— I. Material, a. Reader selections. 
 
 b. Story of Lincoln (5 cent classic, Flanagan). 
 
 c. Autobiography of Benjamin Franklin (15 cent classic, Educational 
 
 Publishing Company). 
 2. Method, a. The suggestions previously given apply for every quarter. 
 Vary whenever variety will strengthen. 
 b. Use pictures and illustrative material in connection with all work. 
 Imagery of situations. 
 
 THIRD QUARTER.— I. Material. Beside reader selections use the following 
 imaginative selections : 
 
 a. Hawthorne's Wonder Book (selections— classics). 
 
 b. Alice in Wonderland (classic). 
 
 2. Method, a. Work for clear imagery and enjoyment of the fancy. 
 The child of these years enjoys this return to his mythical and 
 fanciful friends. It will be invaluable to him in his later study of 
 imaginative literature as well as affording present enjoyment. 
 
 FOURTH QUARTER.— I Material, a. Ruskin's King of the Golden River 
 (5 cent classic). 
 
 b. Browning's Pied Piper (5 cent classic). 
 2. Method, a. Bring out the imagery and symbolical elements of this 
 old fairy tale (King of the Golden River). 
 b. This is excellent material for animated oral reading. 
 Memorize.— T/i^ Beatitudes; The Twenty-third Psalm; Home, Sweet Home 
 (Payne); The Star-Spangled Banner (Key); The Arrow and the Song (Long- 
 fellozv). 
 
26 
 
 Class B. — Sixth Year — 1914-19L5. 
 
 (Alternates with fifth year.) 
 
 FIRST QUARTER. — i. Material, i. Beside completion of reader, one classic 
 each quarter. 
 2. Harding's Story of Europe, or Andrew's Ten Boys. 
 2. Method. Variety, silent and oral. Good clear description of each 
 boy, the customs of his period — (education — sports — life occupations). 
 
 SECOND QUARTER.— I. Material. King Arthur and His Knights. 
 
 2. Method, a. (See method first quarter of fifth year.) 
 
 b. Give a description of King Arthur — of his court. 
 
 c. Describe the various knights, and tell of their deeds. 
 
 d. Which is your favorite? Why? 
 
 e. Memorize the oath and King Arthur's last words. 
 
 THIRD QUARTER.— I. Material a. A Dog of Flanders (5 cent classic, F. 
 
 A. Owen Publishing Company). 
 b. Norse Stories (Mabie). 
 2. Method, a. Prepare several of the Norse Stories to tell to the class. 
 
 FOURTH QUARTER.— I. Material, a. Longfellow's Hiawatha (Classic). 
 
 b. Burrough's Birds and Bees. (15 cent classic. Riverside.) 
 2. Method, a. Use Riverside Edition of The Dramatisation of Hiawatha, 
 from which to assign parts for outdoor dramatization (Houghton, 
 Miffin Co.). This will admit using the children from the primary 
 i up, and all have learned to love Hiawatha in earlier story forms. 
 
 * , Costumes easily made of unbleached muslin decorated with crayola. 
 
 b. Birds and Bees (Burroughs). A series of essays. How do these differ 
 ' from collections of stories read before? What observations of birds 
 
 ' has Mr. Burroughs made? Of bees? What comparisons does he 
 
 make between bees and people? What do you know about Mr. 
 Burroughs from reading these essays? 
 Quarterly examinations will be based upon the reading assigned for each 
 quarter. 
 
 Memorize. — Tennyson's Flower in the Crannied Wall; Abou Ben Adhem 
 (Hunt); A Psalm of Life (Longfellow) ; Better Than Gold (Smart); The Vil- 
 lage Blacksmith (Longfellow). 
 
 Suggested General Reading — Class B. — Black Beauty (Sewell); Five Little 
 Peppers (Sidney); Five Little Strangers (Schwartz) ; The Storry of Europe 
 (Harding) ; The Story of England (Harding) ; First Steps in the History of Our 
 Country (Moivry); Builders of Our Country (Southworth) ; The Hoosier School- 
 boy (Eggleston) ; Heidi (Spyri); Little Stories of France (Dutton) ; American 
 Hero Stories (Tap pan); Ethics of Success (Thayer). 
 
 Class A. — Seventh and Eighth Years. 
 
 Good habits of study should be well established at this time. Read suggestions 
 for previous years. Much silent reading and some home reading will be necessary 
 to accomplish all the reading that needs to be done this year. Always keep the 
 thought and appreciation uppermost. Be able to select simple figures of speech 
 and to show how they add to the effectiveness and beauty of the passage. See that 
 the library affords good rgference material, encyclopedia, mythology, etc. 
 
27 
 
 Work for improvement in oral reading — in the matter of life, smoothness and 
 directness. In working for life and animation choose selections of special interest 
 to the reader, so that he is mentally alert and forgets himself; selections that 
 appeal to one's sense of the beautiful, and aid in securing smooth reading. Direct- 
 ness in reading is secured by dialogue parts, and by dramatizing selections. (See 
 motives for oral reading under fifth and sixth years.) 
 
 Encourage children to talk of books and magazines they are reading at home 
 and elsewhere; let each one review some book of interest to him and select a por- 
 tion of it to read to his class to arouse their interest in the book. 
 
 The work of these grades is to be alternated. Besides using the fifth reader, 
 if one is adopted, read the classic or supplementary book each quarter. 
 
 Class A. — Seventh Year — 1913-1914. 
 
 (Alternates with eighth year.) 
 
 FIRST QUARTER. — i. Material, a. Read in class Hale's The Man Without 
 a Country. (15 cent classic. Educational Pub. Co., or 5 cent classic, 
 F. A. Owen PubHshing Co.). 
 b. Read outside class Dole's The Young Citizen. 
 2. Method, a. Both books inculcate ideas of citizenship. 
 
 b. Distinctions in types of literature — one "literature of power" — the other 
 
 "literature of information." What differences do you see and feel? 
 
 c. What magazines and papers are used in your school? (World's Work, 
 
 Current Events). Select parts to be read and reported upon; other 
 parts to be read aloud. 
 
 d. Why do people take newspapers? What sort of information do we 
 
 find in newspapers. (Present history, editorials, gossip, market 
 quotations, etc.). What is important for us to read? Why? 
 
 SECOND QUARTER.— I. Material. Miles Standish (15 cent classic. Educational 
 Publishing Company). 
 
 2. Method, a. Look up references to Miles Standish in history. 
 
 b. Select the words and phrases that describe Miles Standish; Priscilla; 
 
 John Alden. 
 
 c. What pictures and incidents stand out clearly in this story? 
 
 d. Make use of pictures of the time. 
 
 e. This is excellent material for dialogue reading and dramatization. 
 
 f. Select and memorize portions. 
 
 THIRD QUARTER. — i. Material. Longfellow's Evangeline. (15 cent classic, 
 Educational Publishing Company.) 
 
 2. Method, a. Read through to get the story, 
 b. Historical setting. 
 
 c. Study in portions (figures of speech). Note beautiful nature de- 
 
 scriptions (the rivers, Indian summer). What do you learn of the 
 life of the Acadian peasants? Would you have ended this story 
 where Longfellow did? Discuss. 
 
 d. Oral reading of selected parts. 
 
 e. Select parts to memorize. 
 
 f. What do you know of Longfellow's life and writings? 
 
28 . 
 
 FOURTH QUARTER.— I. Material., a. Read in class Snowbound, (15 cent 
 classic, 
 b. Read outside class, Guerber's Stories of the Great Republic. 
 2. Method, a. Clear imagery of the scene about the fireplace, the farm- 
 house, and surroundings in snow, and the doctor on his rounds. 
 
 b. Study Whittier's hfe and writings. 
 
 c. Read and report on some of the stories. 
 
 d. Select portions to read aloud. 
 
 e. Report on other books being read. 
 
 Memorize. — Wordsworth's Daffodils; the final paragraph of Webster's Reply 
 to Hayne; The Heritage (Lozuell); The Day is Done (Longfellow). 
 
 Suggested General Reading for Seventh Year. — Pilgrim's Progress, Cricket 
 on the Hearth, The Other Wise Man, Little Women, Little Men, The Adventures 
 of Tom Sawyer, Rab and His Friends, Plutarch's Lives, Travels at Home, Around 
 the World in Eighty Days, and the Prince and Pauper. 
 
 Class A. — Eighth Year — 1914-1915. 
 
 (Alternates with seventh year.) 
 
 FIRST QUARTER.— I. Material, a. Read in class Cotter's Saturday Night. 
 
 h. Read outside class Thoreau's Succession of Forest Trees. (Classic.) 
 2. Method, a. See fifth and sixth years for study of lesson. 
 
 b. What are the most interesting ideas Thoreau brings forward? Why 
 
 interesting? 
 
 c. What facts that he mentions have you observed among forest trees? 
 
 d. What do you know about Thoreau from reading this book? 
 
 e. Select the beautiful descriptions. What do you like about them? 
 
 SECOND QUARTER.— I. Material. Dicken's Christmas Carol. (15 cent 
 classic.) 
 
 2. Method. See method as outlined for previous work. Note types 
 of questions asked about other classics. Plan as to what you wish 
 the children to get from this reading. 
 
 THIRD QUARTER.— I. Material, a. Read in class Legends of Sleepy Hollow 
 and Enoch Arden. (Classics.) 
 
 b. Read outside of class, Ivanhoe (Scott), or Treasure Island (Steven- 
 son). 
 2. Method, a. What was the effect of the Norman Conquest on England? 
 (First chapters.) 
 
 b. Note the different classes of society in England at the time of Scott's 
 
 story (Jew, Norman, Saxon, Templar, Palmer, Outlaw). 
 
 c. Get a clear picture of the tournament and of the siege of the castle. 
 
 d. Compare Rowena and Rebecca as to character. 
 
 e. Discuss the character of Robin Hood. 
 
 f. Which scenes would you select to dramatize? 
 
 FOURTH QUARTER.— I. Material, a. Read in class Stories of Missouri 
 (Musick). 
 
 , • b. Read outside of class Merchant of Venice (15 cent classic. Educa- 
 tional PubHshing Company). 
 
29 
 
 2. Method. Musick's stories are most interesting history stories for 
 young Missourians. Read and report on parts and select portions 
 for oral reading. (Use maps and globe.) 
 Memorize. — Byron's Stanzas on Waterloo, Lincoln's Gettysburg speech; Bry- 
 ant's To a Waterfowl; Burns' For a' TJtat and a' That. 
 Suggested General Reading for Eighth Grade. — Treasure Island, Kidnapped, 
 Nicholas Nickelby, David CopperHeld, The Talisman, The Tale of Two Cities, 
 Rader's History of Missouri, Hans Brinker; Hero Tales from. American His- 
 tory; Tom Brown at Rugby (Hughes); Tales from Shakespeare (Lamb); Last of 
 the Mohicans (Eclectic Readings), and The Story of a Bad Boy (Aldrich). 
 
 Note. — Class A should always be given literature. They should read many of 
 our best easier classics. Much of this literature can be obtained in the form of 5 to 
 15 cent classics. 
 
 SPELLING. 
 
 Aim. — The object of the course in spelling is to teach children how to 
 spell. All forms of word-study can be best taught in connection with other sub- 
 jects. The meaning of words, their derivation, prefixes, suffixes, etc., are properly 
 studied in connection with reading and in the language work, when the words are 
 met. In the upper grades, the knowledge gained in the lower grades should be 
 organized in special spelling exercises. To meet the demands of later life, children 
 must be able to write words correctly. Learning how to do this, learning the 
 proper arrangement of letters in words — this is the aim of the spelling lesson. 
 
 Extent. — The extent of the work in spelling should be such as will be 
 required to meet the ordinary demands of life. There is no use to take time learn- 
 ing to spell words that in all probability the child will never be called upon to 
 spell in his whole life. On the other hand, all the words related to the child's life 
 and environment should be learned, and learned perfectly. In the first and second 
 years of school life, the child should learn the words that he needs at that time, 
 home, mamma, father, brother, sister, school, chair, desk, cat, dog, horse, rain, 
 etc. The child should learn to spell all the words in his vocabulary, i. e., in the 
 vocabulary that he uses. This demand will be met if, in addition to words learned 
 in the first year, the child learns four or five new words a day in his second year, 
 five or six a day in the third year, and six or seven a day in the remaining 
 years. The spelling of words is being learned all the time in connection with all 
 the studies. A part of the work in geography, history, physiology, civics, etc., is 
 to learn to spell most of the words in those subjects — ^not all of them, but the 
 more important ones, those that recur quite often and that one is likely to use if 
 he is called upon to write in these subjects. Misspelled words in the written work 
 of students should be noted, the attention of the students called to them. Lists of 
 words often misspelled by pupils should be made and kept in the school for the 
 guidance of the teacher in teaching spelling. If some attention is given to spelling 
 in connection with all subjects of study, the course planned above, four to six or 
 seven new words a day throughout the school course, would probably lead to the 
 mastery of the spelling of some 8,000 or 10,000 words — more than most of us ever 
 use. 
 
 Oral and Written Spelling.— The spelling lesson of each day should con- 
 sist in spelHng the few new words, and then in drill on the words learned on the 
 days immediately preceding. The words should always be written, for this is the 
 specific habit that we wish to form — we wish to know how to write the words cor- 
 
30 
 
 rectly — we do not have to spell the words which we use in speaking, but only 
 when we write words. However, it will be of some help to learn to spell the 
 words orally also. There should be some oral spelhng for ear-training and for 
 practice in pronunciation and in enunciation. Correct pronunciation is as im- 
 portant as correct spelling. A large majority of people talk (pronounce) much 
 more than they write (spell). Do not neglect either pronunciation or spelhng. 
 See phonetics under reading. 
 
 The Spelling Habit. — It is a mistake to think we can learn to spell with- 
 out paying attention to spelling. We are no more likely to learn spelling inci- 
 dentally than we are to learn law or medicine incidentally. Correct spelling is 
 the result of carefully noting the arrangement of letters in words and then repro- 
 ducing this order by spelling the words ourselves. Correct spelling is a habit, and 
 like all habits, is the result of attentive and interesting repetition. 
 
 Use such methods as will lead pupils to form the habit of studying carefully 
 all the new words as they come to them in their lessons. Not over ten minutes 
 should be used for a spelling drill and not over fifteen minutes for preparing a 
 spelhng lesson. The best results are secured by short periods of intense accurate 
 work. Train in the "habit of exactness." Long spelling lessons and long periods 
 of study on spelling lead to bad habits in spelling that require years to eradicate. 
 
 The Spelling Book. — There is no reason why a school should not make 
 its own spelhng book. The spelling of a few hundred words of the simplest kind 
 can be properly assigned to the first year, some six hundred more to the second 
 year and nearly a thousand to each succeeding year. However, such spelhng books 
 as meet the demands outlined above might properly be used. But the best speller 
 printed should be edited, amended and supplemented by the teacher. Making a 
 list of words that should be learned by the children of the different grades would 
 be no great task. These words should be graded. By the end of the first year 
 the child should know how to spell several hundred of the short and easy words 
 of his vocabulary. In the second year -he adds to his list several hundred more, 
 and, of course, in his written work, is getting practice on the words of the year 
 before. In the third grade several hundred more are added, and so on through 
 the course. But system should be used — a few new words being added to the list 
 each day. That is to say, each day the child learns to spell a few new words that he 
 could not spell before. Such a procedure will lead, by the end of the course, 
 to the abihty to spell practically all the words that will be used in the future life 
 of the child. 
 
 Rules in Spelling. — Learning rules of spelling is of very doubtful value. 
 In general, it may be said that it is probably a loss of time to learn any except a 
 few of the more important rules. Instead of learning a long list of rules and 
 their many exceptions, children should learn to spell the words directly. 
 
 Spelling and Language. — Teaching spelling is supplementary or auxiliary 
 to language teaching. Part of the work of the school is to teach children to ex- 
 press their thoughts in writing. To do this, they must know how to spell the 
 words which they know how to use. This fact makes evident the proper place 
 of the work in spelling in a course of study and also suggests a natural procedure 
 in teaching spelHng. The child tries to write a letter or composition, he wishes to 
 use some words and is unable to spell them correctly. These words should be 
 selected for special practice. This is merely saying that children need a little 
 drill — a few minutes — each day on the words of their written work that they are 
 unable to spell correctly. Do not waste time on words that pupils know and know 
 well. 
 
 In view of what has just been said, it is evident that the greater part of the 
 course of study in spelling should be arranged by the teacher. Yet, since the term 
 
31 
 
 spelling is a somewhat general term and includes a number of phases of word- 
 study, certain suggestions are made for each year's work. No attempt has been 
 made to suggest work by quarters or by months, since the topics suggested for 
 each year are only "pegs" on which to hang the spelling work for the year, and 
 these topics need not be taken in the order here suggested, and the work in spell- 
 ing, as suggested above, should be done partly in connection with other subjects. 
 
 The incidental relation of spelling or word-study to other branches is recognized 
 in the fact that the vocabulary of each subject must be mastered before the pupil 
 can make satisfactory progress in its subject-matter. In many textbooks provision 
 is made for the study of its special vocabulary. For example: in many school 
 readers the new words are registered for drill, and a "Pronouncing Index" is a 
 feature of all modern Geographies ; likewise, textbooks on Arithmetic and Grammar 
 devote a considerable portion of their space to defining and explaining their 
 vocabularies. While all these devices for word-study indicate the importance of 
 the subject, they do not include the formal drills. 
 
 As a fundamental branch of study, Spelling includes all the subjects specifically 
 referred to under the terms Phonics, Orthography, Orthoepy, Word-Analysis and 
 Word-Building. 
 
 Phonics is the branch of word-study which treats of the articulate sounds of 
 human speech. 
 
 Orthography is the branch of language-study which treats of letters and the 
 art of writing words correctly. 
 
 Orthoepy is the branch of language-study which treats of the correct pro- 
 nunciation of words. 
 
 Word-Analyis and Word-Building involve the analytic and synthetic treat- 
 ment of words in their relation to root and prefix or suKx. 
 
 Class D.— First Year. 
 
 I. Exercises in Phonics. 
 
 The phonic exercises for the first year should include: (a) Training the 
 vocal organs of the pupil by requiring the distinct utterance of all words used in 
 reading; (b) training the ear to recognize and the vocal organs to produce the 
 sounds represented by letters. In exercise (b) the teacher will group words because 
 of their containing similar letters and sounds, and by this means the pupil is taught 
 the relation between printed symbols and phonic elements. 
 
 On account of the general uniformity of the sounds, it is desirable to begin 
 the study of phonics with the consonants. 
 
 The following exercises are typical of those which the teacher should present 
 on the blackboard, or by the use of cards : 
 
 The sound of m as in me, man, men, am, ham, etc. 
 
 The sound of n as in no, not, can, van, ran, an, etc. 
 
 The sound of / as in fan, fun, fat, flat, flag, fly, etc. 
 
 The sound of & as in boy, bed, big, bell, bib, rib, rob, etc. 
 
 The sound of t as in ten, tin, top, hat, at, pat, sat, etc. 
 
 In like manner the other consonants and their sounds should be developed, and 
 by the end of the first year the pupil should be familiar with all the consonant 
 sounds. See "phonetics" vmder reading, second, third and fourth quarters of the 
 first year. 
 
 In the first grade, the long and short vowels may be developed as follows : 
 
 The sound of e as in me, be, he, we, see, she, etc. 
 
 The sound of e as in men, ten, hen, fed, red, sled, etc. 
 
 The sound of o as in no, go, so, old, cold, roll, etc. 
 
32 
 
 The sound of o as in not, hot, hop, top, pop, dog, etc. 
 
 And thus the more common vowel sounds may be drilled on and related to 
 their symbols during the first year in school. See reading, first year. 
 
 II. Exercises in Spelling. 
 
 In adition to the phonic exercises suggested above, the exercises in spelling 
 for the first year in school should include : 
 
 (a) Copying words on blackboard or paper. 
 
 (b) Copying short sentences from reading lesson or from blackboard. 
 
 (c) Oral spelling of the easier words used in the drill work in reading. 
 
 Class D. — Second Year. 
 
 I. Exercises in Phonics. 
 
 (a) The analytic exercises suggested for first-year drill should be continued 
 throughout the second year. During this year the pupil should become master of 
 each of the consonant sounds and its symbol. Likewise, the pupil should be taught 
 to give the more common vowel sounds and to associate each with its symbol. 
 
 (b) Synthetic exercises, involving phonic blending and word-building, should 
 receive attention during this year. For example, the teacher may write on the 
 blackboard some simple word or combination of letters and then encourage pupils 
 to prefix or suffix other letters to form words, thus — 
 
 at — mat, bat, hat, pat, fat, flat, sat, slat, etc. 
 
 an — fan, pan, man, ran, and, hand, band, sand, etc. 
 
 old, — ^bold, cold, fold, gold, sold, mold, told, etc. 
 
 ight — fight, light, right, bright, sight, night, might. 
 
 dr — far, farm, bar, barn, arrri, harm, ark, dark, park, spark. 
 
 in — pin, fin, tin, tint, chin, inch, ink, think, sink, rink, drink, wink, etc. 
 
 These synthetic exercises can be made interesting to the pupil. Through 
 them he becomes familiar with the rhythm of spoken words, and his eye, ear and 
 vocal organs receive helpful training. 
 
 II. Exercises in Spelling. 
 
 (a) Copying words on blackboard or paper. 
 
 (b) Copying short sentences. 
 
 (c) Oral spelling of words used in drill work in reading. 
 
 (d) Writing words from dictation on slate, paper or blackboard. 
 
 (e) Writing easy sentences from dictation. 
 
 The formal work in spelling should be based on the vocabulary of the pupil's 
 drill reader. The aim of the teacher should be to make each pupil master of both 
 the spoken and written forms of the more common words. Drill in oral spelling. 
 In class D, the word study, phonetics, and spelHng should be at a separate period 
 from the reading and story telling, but the things learned in the former exercises 
 should be applied in the latter. 
 
 Class C. — Third Year — 1913-1914, 
 
 (Alternates with fourth year.) 
 
 The work for the third grade should include the following special lines of 
 drill, viz. : 
 
 i. Thorough drill on each elementary sound and the symbol that represents it 
 (phonics). Its object is to render the pupil self -helpful in learning new words 
 as they may appear from time to time in his various textbooks. Through these 
 
33 
 
 systematic drills the pupil becomes familiar with the phonic elements of the 
 English language and is enabled to associate each with its symbol. 
 
 2. Drill on Syllabication and Accent. — These are elements of correct pro- 
 nunciation, and therefore important. In oral spelling, the close of each syllable 
 should be indicated by a brief pause. Or, teachers may occasionally require pupils 
 to follow the old-fashioned custom of pronouncing each syllable in oral spelling, 
 thus directing special attention to its phonic value. 
 
 3. Pronouncing Exercises (Orthoepy). — Distinct articulation and correct pro- 
 nunciation should be insisted on in all word-study exercises. 
 
 4. Drill on Words Topically Arranged. — This method of grouping awakens 
 interest and assists materially in teaching the meaning of words. The basis for 
 these exercises will be found in such groups of words as are suggested by the 
 following topics: Objects in Schoolroom, Parts of Schoolhouse, Parts of Human 
 Body, Forest Trees, Fruit Trees, Relatives, Kitchen Utensils, Farm Tools, Names 
 of Boys, Names of Girls, Insects, Diseases, Building Materials, Carpenters' Tools, 
 Articles of Clothing, etc. 
 
 5. Drill on Words of Opposite meaning (antonyms). — In the class drill, 
 the teacher will dictate a word and then require the pupil to spell it, and also its 
 opposite. Thus the teacher may dictate more, most, weak, sweet, etc., and pupils 
 are required to write these words and their opposites. 
 
 6. Teach the easier diacritical markings. See course in reading for third year. 
 Note. — Spelling is essentially a memory study, and should be emphasized in the 
 
 third and subsequent grades. SpelHng and language should be closely combined in 
 
 the third and following grades. 
 
 f 
 
 Class C. — Fourth Year — 1914-1915. 
 
 (Alternates with third year.) 
 
 1. A Continuation of the Drills in Phonics. — These should involve the study 
 of vowel and consonant equivalents. 
 
 2. Drills on Antonyms and Synonyms. — In the drill on both classes of words, 
 the teacher should dictate a word and require pupils to spell it orally or write it, 
 as well as its antonym or synonym. Occasionally pupils should be required to 
 bring to the class carefully written sentences to illustrate the use of synonyms. 
 
 3. The Study of Homophones. — These troublesome Httle words require special 
 drill, in order that the pupils may become masters of them. Throughout the 
 fourth, fifth and sixth grades the drill on homophones should be confined to pre- 
 senting them in their proper relations in sentences. Teachers should illustrate the 
 use of to, too, two, there, their, sail, pail, etc., in sentences. 
 
 4. Topical Lists. — These lists include the vocabulary of the street, of the 
 store, of nature study, and of elementary geography and arithmetic. This method 
 of selection and arrangement guarantees a practical vocabulary, and one which 
 is related to the pupil's needs at this stage of his advancement. 
 
 5. Drill on the Grammatical Forms of Words. — The singular and plural of 
 nouns, and the several forms of adjectives and verbs should receive attention. 
 
 6. The Rules for Spelling. — There are three Rules for Spelling Derivatives of 
 wide and general application. Every pupil should be able to apply these rules, viz. : 
 
 (i) For dropping final e. 
 
 (2) For doubhng the final consonant of a root word. 
 
 (3) for changing final y to i. 
 
 7. Frequent Review of Words Misspelled by Pupils. — The lists made by the 
 pupils as suggested above will provide the materials for these reviews. 
 
 CS-3 
 
34 
 
 Class B. — Fifth Year — 1913-1914. 
 
 (Alternates with sixth year.) 
 
 The work of this year should be extended along tlie Hnes previously suggested, 
 and the following additional subjects should receive attention: 
 
 1. Word-Building ivith Prefixes and SuMxes. — This phase of word-study 
 illustrates what an important part mis-, dis-, un-, -ful, -less, -er, and -or, etc., play 
 in the formation of derivatives. The study of the significance of these syllables 
 when applied to root-words provides the pupil with a key to the meaning of many 
 derivative words. 
 
 2. Word Analysis Involving Prefixes and Suffixes. — This phase of word- 
 study develops the habit of looking intently at words — a habit which is a char- 
 acteristic of good spellers — and one which affords the learner a better basis for 
 getting the meaning of many derivatives than a dictionary definition. 
 
 3. The Study of "Related Words." — These exercises are designed to familiar- 
 ize pupils with the several derivative word-forms in which the same root appears. 
 For typicar example, the verb elect, the adjective elective, and the noun election, are 
 but variations of the same root-word. 
 
 4. Diacritical Marks. — These arbitrary symbols, such as the macron, breve, 
 circumflex, tilde, cedilla, etc., should be made the subjects of study. These marks 
 deserve attention, because they appear on the pages of dictionaries and textbooks 
 that are designed to indicate the correct pronunciation of words. Each pupil should 
 become so familiar with each of these diacritical marks and their significance 
 when applied to various letters, that he can readily interpret their use, and thus 
 become independent of the teacher in learning new words. 
 
 Class B. — Sixth Year — 1914-1915. 
 
 (Alternates with fifth year.) 
 
 The work for the sixth grade should include an extension of the several lines 
 of drill provided for in previous grades, with special attention to these subjects: 
 
 1. The Rules for Spelling Plurals. — Review all rules of spelling previously 
 studied. 
 
 2. The Rules for Spelling Derivatives. — These helpful Rules should be re- 
 viewed and further illustrated. Teachers should require pupils to become familiar 
 with these Rules and encourage their application. 
 
 3. Word-Building and Word-Analysis, Involving the Common Prefixes and 
 Suffixes. — These are but an extension of the same lines of drill that were suggested 
 for the fifth grade. 
 
 4. Special Exercises in Pronunciation (orthoepy). — Teachers should prepare 
 special exercises on words likely to be mispronounced and drill pupils thoroughly 
 on the same. It is conceded by all that correct pronunciation is one of the marks 
 of an intelligent person. The formal drill of the schoolroom is required to cor- 
 rect the common errors which many pupils acquired with their vernacular. No 
 teacher can afford to be in any degree careless in so important a matter, and if 
 really interested for herself, it will not be difficult to do something toward interest- 
 ing her pupils. 
 
 Note I. — Every school should have three or four copies of Webster's Academic 
 Dictionary and the pupils of class B should be trained to use these books intelli- 
 gently. 
 
 Note II. — Pupils should keep a list of all words misspelled or mispronounced 
 and these should be drilled on repeatedly. 
 
35 
 
 Note III. — Some text in spelling should be used in class B, and may be used 
 in class A for a formal lesson once or twice a week. But this text should not be 
 followed page by page in a mechanical manner, but a wise choice of appropriate, 
 interesting work should be made. 
 
 Class A. — Seventh Year — 1913-1914. 
 
 (Alternates with eighth year.) 
 
 1. Attention to Words Used in Various Textbooks. — The vocabulary of dif- 
 ferent textbooks used in this grade should contribute a large percentage of the 
 words presented in the exercises of the speller. The reader, grammar, geography, 
 arithmetic and physiology should each contribute a number of words, and in this 
 way the speller is directly related to all other textbooks. 
 
 In the word columns of the speller used in this grade, many syllables may be 
 left without any diacritical markings whatever, but all syllables should be indicated 
 
 At this point the pupil is supposed to be so familiar with the phonic and 
 literal analogies that he can pronounce most syllables without the aid of diacritics. 
 A knowledge of syllabication, however, is most important, since it is constantly 
 required in all kinds of written composition. 
 
 2. The Study of Homophones in Columns. — For the first time in the pupil's 
 textbook these troublesome words may appear in columns, each with its definition. 
 One general direction should apply to this class of exercises, viz. : the pupil is 
 required to use the homophones in original sentences, either oral or written. The 
 teacher should insist that all these illustrative sentences shall be in correct gram- 
 matical form and the product of the pupils's best effort. 
 
 3. The Origin of Words. — It is a matter of interest to trace English words to 
 the country and language from whence they came. 
 
 4. Synonyms from Different Languages. — No other language is so rich in 
 synonyms as the English. This class of words requires careful study, in order 
 that the pupil may discriminate their several shades of meaning. The study of 
 synonyms from the standpoint of etymology will enable the pupil to appreciate the 
 force and vigor of words. 
 
 5. Defining Words by Phrases.-^Some words of Latin origin may be most 
 satisfactorily defined by using a phrase of Anglo-Saxon origin. For example: 
 The Latin word magnify may be defined by the Anglo-Saxon phrase to make 
 great, and fortify by the phrase to make strong. 
 
 Class A. — Eighth Year — 1914-1915, 
 
 (Alternates with seventh year.) 
 
 1. Topical Lists. — These should be based on the vocabulary of school litera- 
 ture, civil government. United States history, elementary science, and of com- , 
 merce and business. It will be observed that these exercises, and others suggested 
 below, anticipate the needs of the pupils who are to leave school at the end of 
 this year's work, as well as of those who are to pursue more advanced studies. 
 
 2. Special Study of Prefixes and Suffixes. — The common prefixes should be 
 studied in relation to root-words and the significance of the derivatives clearly 
 indicated. In these exercises suffixes may be grouped so that those conveying 
 the same general idea and forming the same part of speech are studied as a unit. 
 
 3./ Word Analysis Involving Latin and Greek Roofs. — This study gives the 
 pupil an intelligent idea of the meaning of many derivatives, and enables him to 
 trace the same root in a group of words. For example: the study of the terms 
 used in the Metric System cannot fail to give the pupil a good understanding 
 
36 
 
 of the composition, relation and meaning of these words. Make a list and study- 
 words having the root fact, pel, cide, Hex, tract, etc. 
 
 4. Special Drills in Pronunciation (orthoepy). — These drills should include 
 words that involve difficulties in both spelling and pronunciation. They may be 
 grouped in such a manner as to direct special attention to the element of difficulty, 
 whether it be one in syllabication, accentuation, or phonics. 
 
 5. Contrast new words with words already learned, as vermilion and pavilion 
 with million; benefited with fitted; deleble with indelible, etc. 
 
 6. Train pupils to notice difficult words as till, until, nickel, niece, separate, 
 etc. 
 
 7. Two or three spelling exercises a week in connection with the literature 
 work will be best in the seventh and eighth grades. 
 
 Results. When the eight grades have been completed the pupils should 
 be able to : 
 
 a. Spell orally or in writing a list of words selected from the ordinary written 
 work of the school. 
 
 b. Spell correctly the words used in his regular examination manuscripts. 
 
 c. Pronounce correctly all the words used in ordinary conversation and read- 
 ing. 
 
 d. Write dictation exercises in which are introduced the common things met 
 with in ordinary writing, such as homonyms, abbreviations, contractions, pos- 
 sessives, etc., and to punctuate and capitalize such dictation exercises properly. 
 
 e. Use the dictionary to find any information that it contains. 
 
 LANGUAGE. 
 
 Language is the expression of thought. In order that the child may 
 express himself freely he must have something to say and must be eager 
 to tell it. His various interests inside and outside of school furnish the basis. 
 This desire to tell something must be kept prominent in every phase of language 
 work. Let all formal or mechanical phases come up as the need is felt for them. 
 
 Oral expression precedes zuritten expression, and should compose most of the 
 work for the first two years. 
 
 Since language is so largely a matter of imitation, only the best examples 
 should be kept before the children constantly. The teacher's language, the form 
 and accuracy of her written work, her correction of their errors and her manner 
 of using children's literature are all important factors. 
 
 The language work of the first four years is outlined by seasons. Material 
 selected from the interests of the children at different seasons is followed by 
 suggestions for using them for language work. 
 
 Class D.— First Year. 
 
 FALL. — I. Oral Composition. 
 
 1. Conversation with the children about the various nature-study interests — 
 landscape changes, birds, trees, flowers, home pets, games, etc. 
 
 2. Method. Work for freedom and ease in talking. Gradually work for 
 complete sentences. 
 
 II. Story Telling. — i. Simple stories told by the teacher. The following 
 are suggested: 
 
37 
 
 f Nursery Classics, O'Shea, p. 20. 
 The Old Woman and Her Pig. | ^^^ ^^ ^.^^^ ^^^^.^^^ ^^^^,^^^ ^_ ^^ 
 
 ^, „, „ C J^ow /o Tell Stories, Bryant, p. 37. 
 
 1 he I hree Bears. < j- ,, , „ , tj/w* a 
 
 I Folk-lore Proverbs, Wiltse, p. 43. 
 
 Til T ' 1 7? ^ M i Household Stories, p. 9. 
 
 I Stories to Tell Children, Bryant, p. 7. 
 
 LjV^/^ Black Sambo (Stokes Publishing Co., N. Y.). 
 
 How the Chipmunk Got Its Stripes (Nature Myths, Cooke, p. 89). 
 
 Jack and the Beanstalk (Fables and Folk Stories, Scudder, p. 41). 
 
 2. Method. Stories after being told by the teacher are reproduced orally 
 by the children. A few large questions may be used that bring responses in the 
 form of parts or the whole of the story. The children are influenced by the ideals 
 of language as found in the stories. Dramatization of stories gives zest to the ex- 
 pression. 
 
 III. Poems. — i. Nursery Rhymes and other selections from Stevenson and 
 other children's writers. From Stevenson's A Child's Garden of Verse: The 
 Wind, p. 22; A Good Play, p. 12; Bed in Summer, p. 3; My Shadow, p. 16. 
 
 Come Little Leaves— (Art Literature Reader, Bk. 11, p. 68.) 
 2. Method. Memorize one poem each month. 
 
 IV. Written Composition. — They have seen the teacher write their thoughts 
 on the board. They are anxious to write their own. This is the motive for 
 teaching writing. 
 
 1. Writing — 
 
 a. Teacher writes a short sentence from their conversation on the board. 
 
 (I see a bird.) 
 
 b. Pupils trace the teacher's movement in the air. 
 
 c. Pupils write in large, rapid movement on the board or on large sheet 
 
 of paper with large soft lead pencils. 
 
 d. Pupils write whole sentence several times first. Then work with 
 
 troublesome word, and finally with difficult letters. 
 
 2. Written work — 
 
 a. Learn to write their names, date, grade, name of school. 
 
 b. Write simple sentences from copies on the board. 
 
 WINTER. — I. Oral Composition. — See course in nature study for winter of 
 first year for topics to talk about. 
 
 II. Story Telling. — Keep list on the board. Review favorites. Let children 
 
 tell to new children as they enter. Be able to tell at least three or four new stories 
 
 each month. 
 
 ,, o^ • f Andersen's Fairy Tales, p. 20. 
 
 Moon Stories. \ , ,,■,,.,,, , r- 
 
 / Around the Year in Myth and oong, p. 60. 
 
 The Lion and the Mouse (Fable and Folklore Stories, p. 29.) 
 
 The Gingerbread Man (Classic Stories to Tell Children^ Bryant, p. 8.) 
 
 Cinderella (Fables and Folklore Stories, p. 58). 
 
 The Three Pigs (Household Stories, p. 21). 
 
 „, ^ ,, • . ( Classic Stories for Little Ones. 
 
 The Town Musicians, i ^t , , r r^. • ^ 
 
 } Household Stories, p. 30. 
 
 The Red-Headed Woodpecker (Nature Myths, Cooke, p. 29). 
 
 Peter Rabbit (Warne). 
 
 f Language Through Nature Literature 
 King Solomon and the Bee. ^ and Art, p. 207. 
 
 I Nature Myths, Cooke, p. 29. 
 Eskimo Stories. '. 
 
38 
 
 III. Poems. — Tzvinlde, Tzvinkle Little Star. 
 
 Marching Song (Stevenson, Child's Garden of Verse, p. 20.) 
 The Cow (Stevenson, Child's Garden of Verse, p. 21.) 
 Snow Flakes. 
 
 IV. Written Composition. 
 
 1. Continue writing practice. 
 
 2. Simple sentences taken from class conversation or class story — written on 
 the board. Children copy. Flash work with single sentence. Children write. 
 
 V. Formal Work. — As needed for correct expression — oral and written. 
 
 a. Correct and avoid use of aint, have got, had ought, done gone, etc. 
 
 b. Use of a and an with nouns as they need to use them. 
 
 c. Use of capital — Beginning of sentence and for proper names, capital I. 
 
 d. Use of period and question mark. 
 
 e. One inch margin on paper. 
 
 SPRING. — I. Oral Composition. — See course in nature study for spring. 
 Talks and stories about the birds, insects, animals, flowers, games, trips. 
 
 II. Story Telling. — i. Besides those selected in connection with nature 
 topics these are suggestive : 
 
 Chicken Little (Household Stories, p. 37.) 
 Little Half Chick (Stories to Tell Children, Bryant p. 33.) 
 The Straw, the Coal and the Bean (Grimm's Fairy Tales, p. 63). 
 How the Robin Got Its Red Breast (Nature Myths, Cooke, p. 24). 
 The Crow and the Pitcher (Fable and Folk Stories, p. 18). 
 Hozv the Elephant Got Its Trunk (Just So Stories, Kipling). 
 The Wind and the Sun (Fables and Folk Stories, p. 17). 
 Little Red Riding Hood (Household Stories, p. 61). 
 Raggy Lug (Stories to Tell Children, Bryant, p. 130). 
 Parts of Hiazvatha. 
 2. Method. See Fall Suggestions. 
 
 III. Poems. — The Wind, p. 22. ] 
 
 The Szving, p. 30 J- Stevenson, Child's Garden of Verse. 
 The Rain, />. 5. I 
 
 A Tiny Seed (Kate L. Brown, Stepping Stones, Bk. Ill, p. 62). 
 
 The Lost Doll (Three Years With the Poets, Hazard). 
 
 America (one stanza). 
 
 Who Stole the Bird's Nest? (Jingle Primer, p. 81). 
 
 IV. — Written Composition. — Proceed as before. Let children write some 
 sentences of their own composition. (No copy.) Place difficult words on the 
 board. 
 
 V. Formal Work. — Continue as before. Work for constant improvement in 
 speech, but do not check freedom. Prepare carefully for all written work. 
 
 Class D. — Second Year. 
 
 Continue in the same spirit as in the first year. Something to say and eager 
 
 to tell it. Much oral work in conversation lessons and in retelling stories. Let 
 
 every written lesson be preceded by an oral one. Continue natural reciting of 
 poems by individuals and by groups. 
 
 FALL. — I. Oral Composition. 
 
 I. Conversation about topics of interest. (See Nature Study). 
 
 (a) Our Garden, (b) The Birds. What they can do. Why I like them. 
 
Stevenson's Child Garden of Verse. 
 
 39 
 
 (c) The Butterfly, (d) Our Pets— My dog— My cat. (e) Make 
 simple riddles. Ex. i. I am gray (or brown). 2. I live in trees. 
 3. I eat nuts. 4. I run and jump. 5. I have a bushy tail. What am 
 I? (Squirrel.) (f.) Fall Flowers— the daisies. 
 2. Method. Do not try to tell too much about a single topic — ^just 
 enough to make two or three small paragraphs if so arranged. 
 
 II. Story Telling.— Go W^w Rod and Aster (Nature Myths, Cooke, p. 13). 
 The Ant and the Grasshopper (Fables and Folk Stories, p. 94). 
 
 The Fox and the Grapes (Fables and Folk Stories, p. 5)- 
 
 The Farmer and the Lark (Fables and Folk Stories, p. 110). - 
 
 King Midas (Lang. Through Nature, Literature and Art, p. 153). 
 
 Clytie (Household Stories, p. 94). 
 
 The Tree Dzuellers (Dopp). 
 
 III. Poems: 
 
 The Sun's Travels, p. 26. 
 Autumn Fires, p. 63. 
 The Hayloft, p. 34. 
 My Shadow, p. 16. 
 Parts of Hiatvatha — "Hiazvatha's Chickens." 
 
 IV. — Written Composition. — Careful attention to writing— large free move- 
 ment. Do not use pen and ink this year. Special help with common errors. Copy 
 short verse or rhyme from board. (See seat work for reading — in first and 
 second years.) 
 
 1. Work out a series of sentences on the board taken from the conversa- 
 
 tion work. Each child contributes, and the best are written on the 
 board. Begin arranging in two or three short paragraphs. 
 
 2. After conversation let children tell the words they wish placed on 
 
 board for help — then let them write their stories individually, either 
 at the board or on paper. Teacher ready to guide. 
 V. FoRi&AL Work. — This is not done in a separate period, but either prepares 
 for or grows out of the oral and written composition class periods. 
 
 a. Capitals — Names of persons, places, days of week; first line of poe- 
 
 try; "O." 
 
 b. Punctuation — Period and question mark at end of sentences ; period in 
 
 abbreviations they use; correct copying of comma and quotation 
 m.arks from board work. 
 
 c. Abbreviation — Mr., Mrs., St. (for street). 
 
 d. Correct form of pronoun after is and are. It is I. It was he. (Use 
 
 in games.) 
 
 e. Correct use of teach and learn; can and may. 
 
 f. Correct forms of irregular verbs learned in games and conversations — 
 
 break, broke, broken, 
 come, came, come, 
 eat, ate, eaten, 
 throw, threw, thrown, 
 go, went, gone, 
 see, saw, seen, 
 teach, taught, taught. 
 do, did, done. 
 
 g. Paragraph in all class stories worked out on board. Notice para- 
 
 graphs in readers. Note margins and ^spacing. Cultivate the habit 
 of looking over written work before handing in. 
 These points hold for the year's work on the form side. 
 
40 
 
 WINTER. — I. Oral Composition. — Winter Nature Study Topics. — Winter 
 sports; reproduction of stories. 
 
 f Classic Stories for Little 
 
 II. Story Telling. — The Discontented Pine TrceJ Ones — McMurry. How 
 
 I to Tell Stories — Bryant. 
 Winter Bird Sto7-ies. 
 
 Why the Bear is Stumpy-Tailed (Nature Myths, Holbrook). 
 Hoii) Fire Came to Men. 
 The Cave Men (Dopp). 
 
 III. Poems. — Christmas Poems. (Songs of Trcetop and Meadow). 
 
 The Land of Nod. ) c-. ■ /-/ -jj ^ j -c t/ 
 
 „, ^ , r „ , \ Stevenson's Child Garden of Verse. 
 
 The Land of Counterpane. \ 
 
 IV. Written Composition. — Formal Work — See Fall Work. 
 
 SPRING. — I. Oral Composition. — Conversation about — 
 The Robin (i) Where and When Seen; (2) Describe colors, bill; (3) 
 What he does. (Three paragraphs.)— Spring games — Spring flowers — 
 What the Wind Can Do. 
 
 II. Story Telling. — The Ugly Duckling (Andersen's Fairy Tales, p. 103"). 
 
 -TTT, , TTT 7 , • TT r • -r, J ( Natwc Mh'tJts, Cooke. 
 Why the Woodpecker s tJcad is Red. < ^r ^ T,r\i tt n u 
 ■^ / Nature Myths, Holbrook. 
 
 Sleeping Beauty (Fable and Folk Stories, p. 86). 
 
 The Dog and His Shadozv. 
 
 Snow White and Rose Red (Fairy Tales, Grimm). 
 
 Why the Morning Glory Climbs (Bryant, p. 137). 
 
 III. Poems. 
 
 Windy Nights, p. 8. 
 The Wind, p. 22. 
 The Cow, p. 21. 
 Where Go the Boats, p. 13. 
 Talking in Their Sleep (Lang' Through Nature, Literature and Art, p. 38). 
 IV- V. — Written Composition and Formal Work. 
 
 Select topics from the oral work. Several lessons may be given to Robinson 
 Crusoe — Robinson Crusoe's House — His Garden — His Goats, etc. 
 
 Class C. — Third Year — 1913-1914. 
 
 (Alternates with fourth year.) 
 
 Read over work for first two years. 
 
 FALL. — I. Oral Composition, both for oral work as such and to precede 
 written composition. For most of the work a full, rich knowledge of the topic 
 is gained in other classes — in nature study, geography, history, reading and in ex- 
 periences. 
 
 a. Relating of personal experiences. 
 
 b. Descriptions of games — Hpw to Play Tree Tag; Marbles. 
 
 c. Descriptions of objects from nature study, of people and customs in 
 
 geography. 
 
 d. Reproduction of stories ; reciting of poems. 
 
 II. Stories to Tell. — ^Three reasons for telling stories : 
 
 (i) P'or oral and written reproduction in part or as whole; (2) for 
 dramatization; (3) for simple enjoyment. 
 The Country Mouse and the City Mouse (Stories to Tell Children, Bryant, 
 P- 19)- 
 
 - Stevenson, Child's Garden of Verse. 
 
41 
 
 Bell of Atri (Fifty Famous Stones, Baldwin, p. 69). 
 Ceres (Round the Year in Myth and Song, p. 52). 
 
 The Boy and the Wolf (Fable) (Stories to Tell Children, Bryant, p. 68). 
 5^7/3; Goats Gruff (Fairy Stories and Fables, p. 20). 
 Seven Little Sisters (Andrews). 
 Method. Prepare for written work in paragraphs by preparing a simple 
 outline of story to be told. Do this with only a few stories. 
 
 III. Poems.— September— Language through Literature, Nature and Art, p. 20. 
 Selections from Hiawatha. 
 
 October (In Nature in Verse, p. 206). 
 
 Hoiv the Leaves Came Down (Language through Nature, Literature and 
 Art. p. 42). 
 
 IV. Written Composition. 
 
 a. The topics developed in the oral composition. Emphasize the paragraph 
 everywhere. Notice it in all books. 
 
 b. Give as much attention to children as possible while they are writing. 
 Place difficult words and simple outline on the board. Put main em- 
 phasis on avoidance of error by preparing carefully before writing. 
 
 c. Occasionally work out a story on topic on the board, class contributing 
 as in first two years. 
 
 d. Give help in orderly arrangement of ideas, construction of sentences, 
 choice of words and phrases and in correction of mechanical details. 
 
 e. Letter ivriting. 
 
 1. Copy a model letter written by the teacher. (It should be a letter 
 written by or to a child.) 
 
 2. Let teacher and children compose a letter written to an absent class- 
 
 mate. 
 
 3. Write invitations to mothers and fathers to 'come to visit the school. 
 
 4. Whenever letters and invitations are written by the children, let it be 
 
 toward a definite purpose— "a real letter" to be sent. 
 
 5. Emphasize correct form of heading, salutation, signature, address. 
 
 f. Picture Study. Let the teacher study a few suitable pictures and then 
 
 aid the children in this. Study the work as given in Language Through 
 
 Nature, Literature and Art. Procure Perry Pictures. 
 
 Language Books. Do not be dependent upon a language book in the hands 
 
 of the children. A good book for them to own for the story work, poems and 
 
 pictures is Language Through Nature, Literature and Art. Keep a set of six or 
 
 more in the library or among supplementary books. 
 
 V. Formal Work.— i. Review by use all previous work with capitals and 
 punctuation. 
 
 2. Apostrophe in possessive singular. 
 
 3. How to divide a word at end of line. 
 
 4. Contractions: I'll, you'll, isn't, don't, hasn't. 
 
 5. Correct form of abbreviations as needed. 
 
 6. Irregular verb forms as needed (see former list). 
 
 7. Correct use of : there is, there are, there was, there were, this and that, 
 
 these and those. (Spend no time teaching forms that the children 
 are not going to use immediately, or those which they do not use 
 incorrectly. Study the situation.) 
 
 8. Teach use of polite forms : If you please, pardon me, I thank you, etc. 
 
 9. Discourage such forms as: done gone, I taken, where is it at, what 
 
 went with it, busted, slung, 
 ip, Form ; title, paragraph, spacing, margin. Begin use of pen and ink. 
 
42 
 
 Note. — One period a week is enough to give to the formal work. Do very 
 little written work without supervision and inspection. If error is avoided it will 
 not take time and energy for correction. 
 
 Suggested Topics for Fall Work : 
 
 1. Hiawatha's Sport. What could Hiawatha do that was sport? (Hunt, 
 
 fish, make a bow and arrow, make a canoe.) 
 
 2. How Seeds are Scattered. 
 
 3. a. Letter from Hiawatha to us — describing his home — where? The 
 
 Wigwam. Who lived with him? 
 b. Letters to Hiawatha — each describing his own home to Hiawatha. 
 
 4. Our trip for flowers, for seeds, etc. 
 
 5. Our Harvest Festival. 
 
 WINTER. — I. Oral Composition. — Read preceding suggestions. 
 II. Storiks to Tell: 
 
 The first Christmas Tree (Van D\ykc) | Lang, through Nature, Literature 
 
 The Gift Bearer. j and Art, pp. 120-122. 
 
 The Golden Cobwebs (How to Tell Stories, p. 133). 
 
 Continue Stories of Seven Little Sisters. 
 HI. Poems. — JVynken, Blynken and Nod. (Field.) 
 
 The Children's Hour (Longfellow). 
 
 America (all of it). 
 
 Home Sweet Home. 
 
 Talking in Their Sleep. 
 IV. Suggested Topics for Writing: 
 
 1. How to Make a Snow Man. 
 
 2. How to Play Fox and Geese. 
 
 3. Tell how Louise made others happy at Christmas Time. (Seven Little 
 
 Sisters.) 
 
 4. Imagine you are the month of December. Tell what you bring. What 
 
 you do. Whether people like you. 
 
 SPRING. — I. Oral Composition. — (See other subjects.) 
 
 II. Stories to Tell. 
 
 „,, ,, „ • r^ , ( How to Tell Stories, p. 216. 
 
 1. l-Vhy the Sea is Salt. < ,. , , r ,r tt u i_ . 
 
 •^ I Nature Myths, Holbrook, p. 133. 
 
 2. Grace Darling (Fifty Famous Stories, p. 61). 
 
 3. The Golden Touch (Hawthorne). 
 
 4. Baucis and Philemon — tree story — (Nature Myths, Cooke, p. 71). 
 
 5. (Continue Stories of Seven Little Sisters, unless completed.) 
 
 6. Selections from following books : 
 
 Old Stories from the East (Baldzvin). 
 
 Do COS (Snedden). 
 
 Fifty Famous Stories. 
 
 (See Library List in back of Course.) 
 
 III. Poems. — I. A Laughing Chorus. (Language through Nature, Literature 
 
 and Art, p. 191). 
 
 2. The Spider and the Fly. 
 
 3. Poems from Songs of Treetop and Meadow and from Nature in Verse. 
 . IV. Suggested Topics for Written Work : 
 
 1. Spring signs: the grass, the leaves, birds, warmer air, etc. 
 
 2. The Meadow Lark. 
 
 3. The Earthworm. Where does it live? What use is it? 
 
43 
 
 4. A Bird's Nest — Tell about one you have seen — where built? By what 
 
 kind of bird; material used? 
 
 5. Reproduction of selected story. 
 
 6. Which of the Seven Little Sisters would you like to visit? Why? 
 
 (Give several reasons.) 
 
 Class C. — Fourth Year — 1914-1915. 
 
 FALL. Read all previous suggestions. 
 
 I. Oral Composition to precede new phases of written work. Continue tell- 
 ing of stories in connection with reading and language work. Use brief outlines in 
 geography and other classes to aid in organization of ideas. Use good language in 
 every class. 
 
 II. Stories to Tell. — i. The Three Golden Apples (Hawthorne). 
 
 2. Persephone (Nature Myths, Cooke, p. 48). 
 
 3. Horatius at the Bridge (Fifty Famous Stories, p. 91). 
 
 4. Death of Baldur (Norse Stories, Mabie, p. 197). 
 
 III. Poems. — i. Corn Song (Whittier). 
 
 2. The Landing of the Pilgrims (Hemans). 
 
 {Language through 
 Nature, Literature and 
 Art, p. 93. 
 
 IV. Written Composition. — Suggested topics for written work. 
 
 1. Domestic Animals — Those we keep — why we keep them — some kept in 
 
 other lands. 
 
 2. Migration of our birds — which ones go? Why do they go? Where 
 
 do they go? 
 
 3. Tell about one of your excursions — how you went — where — what you 
 
 gained — what you enjoyed most. 
 
 4. (a) Write a letter from a farmer to a city man, telling the advantages 
 
 of country life, (b) Write the city man's reply. 
 
 5. Write the history of a loaf of bread. 
 
 6. Stories — (Poems from memory.) 
 
 Written Work. See previous suggestions. More independent work, but pre- 
 pare carefully. Have no written work done in any class unless it is worth doing 
 well. In this year and the following years use pen and ink for all compositions. 
 
 V. Formal Work. — See third year abbreviations : A. M., P. M., M., Rev., 
 P. O., U. S., Co., R. R., No., sq. ft., yd., bbl., amt., and others as needed. 
 
 Contractions. Explain how formed. Correct use of doesn't, don't, I'm, it's. 
 
 Punctuation. Take out readers and story books and notice the use of various 
 kinds of punctuation marks. 
 
 Dictation lessons of prose and poetry — selections for punctuation (study first). 
 Write a poem from memory — punctuate properly. 
 
 Correct use of relative pronouns — zvho, zvhom, which, that. May and can, 
 shall and will; personal pronouns / and me; zve and us; teach and learn. Dis- 
 courage bad language forms, such as : It is to home. Formation of plurals of 
 nouns — .? or es; f to v and add es; y to i and add es. Give dictation to teach 
 these forms. Good form in all work — accept no 'careless work. .Commend all im- 
 provement. 
 
 WINTER. — L Oral Composition. — Preparatory for written work and in all 
 oral recitations in other svibjects. 
 II. Stories to Tell: 
 
 I. The Golden Fleece (Hawthorne). (Household Stories, p. 128). 
 
44 
 
 2. William Tell (Fifty Famous Stories, p. 64). 
 
 3. Aladdin and His Wonderful Lamp. (Elson Grammar School Readers, 
 
 Bk. I., p. 143). 
 
 4. Sir Walter Raleigh (Fifty Famous Stories, p. 54). 
 
 5. Uncle Remus Stories (Harris). ' 
 
 III. Poems. 
 
 The Frost Spirit. "| 
 
 The Village Blacksmith. ^Lang. through Nat., Lit. and Art, pp.77 and g^. 
 
 The Story of the Wood. J 
 
 IV. Suggested Topics for Written Work : 
 
 1. Raising chickens — kinds I am raising — how I care for them — how it 
 
 pays. 
 
 2. The Lesson Black Beauty Learned. 
 
 3. The Village Blacksmith — appearance of the man — the inside of his 
 
 shop — the kind of work he does — why is it interesting to watch 
 him? 
 
 4. Describe homes of people of different lands — how we are sheltered. 
 
 5. One of the Adventures of Ulysses. 
 
 6. The Best Story I have read this Year. Why I think so. 
 7. Uses of Trees — (Work out in nature study period). 
 V-VI. Written Work — formal work. — See first quarter. 
 
 SPRING. — I. Oral Composition. 
 
 II. Stories to Tell. i. How Thor Came By His Hammer (Norse Stories, p. 
 
 127). 
 
 2. Robert Bruce and the Spider (Fifty Famous Stories, p. 33). 
 
 3. King Arthur's Stvord (Hoiv to Tell Stories, Bryant, p. 205). 
 
 4. Selections from collections in library. 
 
 III. Poems. — Selected poems from Songs of Trectop and Mcadozu; Nature in 
 Verse; Around the Year in Myth and Song; Language through Nature, Literature 
 and Art; and from the readers in use. 
 
 IV. Suggested Topics for Written Work : 
 
 1. How We Made Our Garden. 
 
 2. Write a letter from a robin to a blue jay (study each and think what 
 
 they might have to say to each other). 
 
 3. The Woods in Spring. 
 
 4. The Story of a Raindrop. 
 
 5. Selected topic from story work. 
 
 Note. — Get acquainted with your school library and with ways of building it 
 up. See that it contains the books called for in reading and language work. 
 
 Own at least two good language books for reference. Make use of the stories 
 and poems found in the children's readers. Make (for your own use) a list of 
 the various places to find the poems and stories you wish to use each season. 
 Collect at least one good piece of written work each month from each child. Ex- 
 amination should not be on rules and forms, but on what the child can do in oral 
 and written composition. 
 
 If your funds are limited, purchase Household Stories (Klingensmith), Fables 
 and Folk Stories (Scudder) and Language through Nature, Literature and Art 
 (Perdue and Griswold). These books contain many most excellent stories for 
 story-telling in the primary grades. 
 
45 
 
 Reference Books for Language Teachers. 
 
 1. Carpenter, Baker & Scott — Teaching of English. 
 
 2. Bryant — How to Tell Stories to Children. 
 
 3. Tappan — The Story Hour. 
 
 4. The Plan Books (George), A. Flanagan. 
 
 Class B.— Fifth and Sixth Years. 
 
 In the former years the basis of the work has been supphed by the teacher. 
 Now a textbook is to be used. If a two-book series is in use the first book will be 
 suitable for fifth and sixth grades, if a three-book series, book two will be used. 
 The teacher should not forget that the work of these two years is to be alternated. 
 This can easily be accomphshed, though naturally the teacher, with the assistance 
 of the County Superintendent, must select and arrange portions of the adopted text 
 in accordance with the following outlines. 
 
 As will be observed, the fifth year is to study particularly the sentence and the 
 sixth year the word. It matters little which subject is studied first. English 
 scholars are not agreed as to which should have priority, the word or the sentence. 
 
 1. The first two weeks of any school year may well be used in reviewing the 
 work of the previous grade. 
 
 2. Language exercises should take the form of oral and written compositions, 
 stressing both. Use letter writing, the study of poems and suitable prose, dictation, 
 memory gems, picture study, and the dictionary. Continue the work as out- 
 lined in the lower grades, using the adopted book as a guide and for suggestion. 
 Some days the book can be used and followed closely, and at other times outside 
 or supplementary work can be given with profit. It is not best to follow a book 
 very slavishly at any time or to use it every day, with no variety but in its les- 
 sons. Every lesson, however, should have something of language or grammar to 
 be accomplished, even though it may not stand out prominently. 
 
 At least one written lesson per week should be required, and this should be 
 largely of a constructive nature, viz. : notes, invitations, letters, accounts, narra- 
 tions, descriptions, etc. 
 
 3. It is well to have written work preceded by oral discussions so that the 
 class can get into the subject and have something to write. The teacher should 
 always bear in mind that the child can learn to write only by writing of what he 
 knows and that his only sources of material are what he has heard, what he has 
 observed, what he has read and, perhaps, in a still deeper sense, what he has ex- 
 perienced. 
 
 4. For compositions that allow free play to the child's imagination and thought 
 (and these should be frequent) subjects should be announced at least one day be- 
 fore they are to be handed in. They should be checked only and returned to the 
 children for correction during the recitation period. This helps every member of 
 the class and requires the children who have made errors to think them out. 
 
 5. Extemporaneous exercises at either board or seats should be given at least 
 once or twice a week. The habit of care will thus be formed as well as readiness 
 of expression and quickness in detecting error. 
 
 The following subjects for composition will be suggestive of the kind of themes 
 suitable for children of these grades : 
 A trip I took last vacation. 
 How to plant a garden. 
 One day in a city. 
 The autobiography of a kitten. 
 
46 
 
 A half hour at a window. 
 How to play baseball. 
 A day's hunting. 
 A day's fishing. 
 Birds of our district. 
 Threshing wheat. 
 To this list might be added a hundred others that have come within the child's 
 experience or observation and any others which his reading or studies may suggest. 
 
 Class B. — Fifth Year — 1913-1914. 
 
 (Alternates with sixth year.) 
 
 First Quarter. — Develop clearly the idea of sentence structure. The kind of 
 sentences as to manner of expression should be watched, with the punctuation and 
 capitalization proper in each. The simple sentence should be most used. Pupils 
 should be encouraged in short, pointed, precise statement. The "and" habit and 
 talking or writing in the "run-on" style are to be discouraged. Pupils who are 
 able to distinguish senitences according to form and to learn their names often use 
 very poor English in speaking and writing. 
 
 Second Quarter. — Use much practice in reproduction, both oral and written. 
 Learn how to tell the short story and how to describe effectively. Also, study the 
 art of explaining what a thing is and give some attention to definition. Teach 
 children to give their reasons for beliefs, feelings and actions. Books and daily 
 life will furnish material for these. 
 
 Third Quarter. — Drill considerably on letter writing. Letters, notes and writ- 
 ten communications may now be longer and more for their own sake than in the 
 lower grades. Forms should be correct, even to matters of punctuation, capitals, 
 folding, etc. Here we may also use conversations, quotations, reproductions, 
 memory work on prose and poetry. Pictures may fvirnish a basis ' for special 
 emphasis. Excellent suggestions are found in nearly all language books. 
 
 Fourth Quarter. — Reyiew near the close of the year. Recall and fix in mind 
 all rules, and suggestions, definitions, forms and processes already used. Also, 
 during the last quarter some sentence analysis may be profitable. Subject, pred- 
 icate, word modifiers and phrases, connectives, simple and compound subject, pred- 
 icate, and object will be within the child's understanding. Simple copulatives can 
 be distinguished from transitives. Words that are likely to be confused may be 
 given some attention, as their and there, love and like, teach and learn, is and are, 
 did and done, saiv and seen, to and too, right and zurite, between and among. 
 Use of incorrect forms and words should be regularly discouraged. 
 
 At the end of the fifth year the pupils should feel free in telling orally or 
 in writing almost anything of personal interest or knowledge. Also, they should 
 be able to recognize the parts of speech. It is not essential that exact rules and 
 definitions be learned. These may come a year or two later. 
 
 Class B. — Sixth Year — 1914-1915. 
 
 (Alternates with fifth year.) 
 
 Remember the plan of alternating with the fifth year. H this year follows 
 the fifth, the work as outlined may be supplemented and enriched. H it precedes 
 the fifth it may be somewhat simplified. In general the exercises of the course 
 given later should be a little longer and stronger, and greater accuracy or pre- 
 cision should be secured. Bear in mind that the child does not remember all that 
 
47 
 
 he has formerly learned, and that many things are not well learned in previous 
 years. So repeat, review much. 
 
 First Quarter. — Nouns are to be studied as such, with their simpler classifica- 
 tions. Singular and plural are distinguished; gender forms are learned; the pos- 
 sessive form receives more attention than heretofore. Uses of nouns in sentences 
 may be noticed particularly. Pronouns should be studied soon after nouns. Their 
 general use and classes are to be learned here, and incorrect forms in speech and 
 writing are to be especially noted. Sentence analysis should also be stressed some- 
 what now. From simpler elements we can pass to larger and more complex ones. 
 Phrases need to be clearly understood. Compound and complex sentences can now 
 be distinguished from simple sentences. 
 
 Second Quarter. — The adjective and adverb may now be studied as modifiers, 
 and adjective and adverb may be applied to phrases and clauses. The verb is to 
 be re-studied in this connection. Also prepositions and conjunctions are becoming 
 necessary in the study of phrases and compound and complex sentences. In short, 
 the quarter may well be given to verbs, adjectives, adverbs, prepositions, and con- 
 junctions, in their simpler forms and uses. Classifications may be learned as far 
 as necessary. 
 
 Third Quarter. — Cases of nouns and pronouns are now to be taught. Nomi- 
 native, objective, and possessive are to be made clear, and definitions are to be 
 formed. Especial attention is to be called to the forms of pronouns in different 
 cases, and errors in the use of the nominative and the objective are to be corrected 
 by frequent drill exercises. 
 
 Fourth Quarter. — Review the work of the year and the entire book, if time 
 and the ability of the pupils will permit. Stress especially those parts that have 
 seemed difficult or that have been too hurriedly passed over. Analyze sentences 
 frequently, and practice much in their construction in correct form. Prescribed 
 forms and types can be called for and written. See that the pupil has strength 
 and breadth enough to enable him to do the heavier requirements of next year. 
 Have practice in letter writing, in memorizing of prose and poetry, in dictation 
 and reproduction exercises. 
 
 In this year as in the fifth, the purpose is to make the child ready and correct 
 in the use of language, in speaking and writing. Hard technical grammar would 
 better be left for the seventh and eighth years. 
 
 GRAMMAR. 
 
 General Notes and Suggestions. 
 
 Bear in mind that the understanding and the use of language as a vehick of 
 thought are the purposes of grammatical study. 
 
 Emphasize the fact that use or function is the test in grammar. A word can^ 
 be classed as some part of speech only when seen in its relation to others. So of 
 all classification. Nothing is determined by itself. 
 
 Persistent practice and drill will do much. Repetitions and reviews help much 
 to clear ideas and to make memory good. Never drop a thing once learned. 
 
 Get pupils to realize that grammar must be studied, not merely read and 
 dropped without thought or appHcation. Insist upon an hour per lesson outside 
 of class. See daily study program. Assign work in such way as to be able to 
 determine that they are working. Give frequent assignments to be worked up 
 outside and brought in on paper, or put upon the board in the class. 
 
48 
 
 Elementary principles may not be well remembered by seventh and eighth 
 grade pupils, or they may never have learned them well; so recall frequently mat- 
 ters of the lower grades. 
 
 In these grades no loose, careless or slipshod work in definition, analysis or 
 contraction can be allowed. Demand careful discrimination and precise state- 
 ment. See that words mean something. 
 
 Much illustration of rules and definitions is necessary for fixing things in the 
 mind. In general, this should be original rather than from the book. 
 
 Habits of correct speech and correctness in writing are to be fostered. Sloven- 
 liness in form or use, or in the mechanics of expression, will ruin grammar. 
 
 Talking about things or reading about them is not so good as their real pos- 
 session in practical application. To say that a word, sentence, punctuation, or con- 
 struction ought to be so and so is very well; but to make it so or do it so is much 
 better. 
 
 Written work of various kinds is very helpful; in fact, it is a necessity. The 
 following are some ways of handling this feature : 
 
 I. Papers prepared outside of class and handed in; 2. Papers written in class 
 and handed in; 3. Written exercises in class and the papers read or corrected 
 then and there by the teacher, the writer, or a classmate; 4. Board work from 
 previous assignment and preparation; 5. Board exercises without previous notice. 
 All these are to be looked over carefully and the good features pointed out, as 
 well as errors corrected. Written exercises are not to be merely time killers or 
 to keep pupils busy or out of mischief. They are educative. 
 
 Real composition should be required at least once per week. This may be on 
 something of class interest, it may come from other studies, or it may arise from 
 daily experiences of pupils. Reproductions, stories, descriptions, arguments, and 
 reviews of selections in prose and poetry will be useful. Mix these exercises and 
 other written work with oral recitations so that none will become tiresome. These 
 heavy compositions should be carefully gone over by the teacher, the errors marked 
 and the papers returned to the pupils, who should re-write them, making all the 
 corrections suggested. If this second writing is not good, return again for a third 
 writing, etc. 
 
 A variety of methods in conducting the recitation is desirable. The teacher 
 who "hears the lesson" the same way four or five days in the week is a poor one. 
 
 Various devices for interest and to break monotony may be resorted to. 
 Games with definite points, special assignments for testing knowledge, supple- 
 mentary exercises upon newspaper clippings, making and correcting lists of errors 
 heard in speech, and other devices are good occasionally. 
 
 Letters should be written often enough to secure ease in correspondence. 
 Social and business forms are to be mastered. 
 
 Some reading and discussion of short poems and prose selections will be 
 profitable. Oral and written exercises can be based upon them. 
 
 In the seventh and eighth years the grammar text is used. It should be so 
 distributed as to have a definite part each quarter of the two years. Each part 
 passed over should be reviewed somewhat in each succeeding quarter. This book 
 is to be completed in the eighth grade. 
 
 It is not advisable to follow closely the text in the order in which the matter 
 is given. Pick out what is wanted at any time, regardless of its place in the 
 book. Study the subject rather than the special book. 
 
 If possible, have a half dozen dififerent grammars in the classroom. The board 
 ought to furnish these. If not obtainable otherwise, the teacher can bring a few 
 other texts, which she usually has for her own use. Have pupils compare the 
 treatment of any point by two or three authors. Lack of other books for refer- 
 ence seriously cripples the best efforts of teacher and pupil. 
 
49 
 
 Class A. — Seventh Year — 1913-1914. 
 
 (Alternates with eighth year.) 
 
 A Study of the Sentence. 
 
 First Quarter. — The simple sentence: i. The Subject; 2. The Predicate; 
 3. The Bare Subject; 4. The Verb; 5. The Complementary Part; 6. The Modifiers; 
 7. Independent Elements. These points should be developed carefully by referring 
 constantly to experience gained by the pupil in language work. The aim of seventh 
 year study in grammar should be to drill into the pupil's mind such a clear-cut 
 notion of what the skeleton of a sentence is as will serve him through all his 
 subsequent study of the subject. The exercise of picking out the essential elements 
 of more complicated simple sentences can be made a kind of game in which the 
 pupil takes considerable dehght before he enters upon any technical study of 
 classes of nouns or verbs, or kinds of modifiers. 
 
 In the course of this study the verb-phrase should be given especial attention, 
 the pupil being made to see that did zvalk, in an interrogative sentence, does the 
 same work as walked in a declarative sentence. Sentences containing verb-phrases 
 of two, three, and four words should be provided and the pupils should be drilled 
 to see what verb gives the meaning to the phrase, and what the auxiliary verbs 
 are — without any technical study of the part played by each auxiliary in expressing 
 the notion which the verb conveys. Much more time and care should be taken for 
 this development than any of the grammars used in the State provided for. 
 
 Next after the study of the predicate verb should come the explanation about 
 the complementary parts, beginning with the study of the predicate noun (comple- 
 ment is a poor name, because it is too generally used for any completing part) 
 and the direct object. Many sentences should be examined and the skeleton picked 
 out. Incidentally the transitive verb, the intransitive verb, and the copulative verb 
 should be distinguished. The pupil should be made to feel the difference between 
 the direct object and the predicate noun. 
 
 Second Quarter. — Other completing parts should be taken until the students 
 see clearly that the predicate of a sentence may consist of : 
 
 I. A verb or verb-phrase ; 2. A verb or verb-phrase plus a predicate noun or 
 predicate adjective; 3. A verb or verb-phrase plus direct object; 4. A verb or 
 verb-phrase plus an indirect object plus a direct object; 5. A verb or verb-phrase 
 plus a direct object plus an objective complement. 
 
 The teacher is now ready to develop modifiers: The adjective, the adverb, the 
 phrase, the adjective phrase, the adverb phrase, the possessive modifier and the 
 appositive. The phrase needs skillful treatment. The notion of the preposition 
 as a relation word should be developed thoroughly. Infinitive and participial 
 phrases should be touched upon only in tentative and elementary way here. 
 
 Third Quarter. — Independent elements, the interjection, and the vocative, may 
 be explained anywhere in the course of this study. The nominative absolute should 
 be left until the eighth year. Through the seventh year the teacher should be 
 ready to answer questions of bright pupils about these harder points, such as the 
 retained object, the compound relative pronoun, the objective case as subject of 
 the infinitive ; but his policy should be to steer straight to the essential things. 
 Through this work the teacher will have developed the noun, the pronoun — all the 
 parts of speech in fact. 
 
 The success of the teaching of technical grammar depends upon how accurately 
 and how thoroughly each step is made in the study of the skeleton of the simple 
 sentence. When the pupil enters upon the study of the complex sentence all will 
 
 CS-4 
 
50 
 
 be easy if he is clear about the simple elements; all will be a "weariness of the 
 flesh" if he is hazy about those things. 
 
 The study of the compound sentence as a combination of simple sentences 
 should come next. 
 
 Fourth Quarter. — The Complex Sentence: i. The Adjective clause, with 
 the relative pronoun. 
 
 2. The Adverbial clause, with the conjunctive adverb and subordinate con- 
 junctive. 
 
 3. The Substantive clause. 
 
 The study of the complex sentence should be begun by the teacher's offering 
 two such statements as The man refused the bribe, The man was honorable, to be 
 combined into one statement; The man who was honorable refused the bribe. The 
 relative pronoun should be developed thoroughly, but in an elementary way, 
 with such questions as "What words in the second sentence does the pronoun who 
 in the third sentence do the work of?" "What other work does it do?" The student 
 should be made to see that zvho is honorable does the work that a simple adjective 
 honorable might do, or the adjective phrase of honor. Thence independent and 
 dependent statements can be made clear. When this is accomplished, the work of 
 developing the adverb clause will be eas}'. The substantive clause is more difficult 
 and should be left until last. 
 
 Each teacher will use his own devices for holding the pupils to work in an- 
 alysis until each of these steps is accomplished. As a last resort the diagram may 
 be used, but the constant effort should be to lead the pupils to see clearly, without 
 the help of props of any kind, what the skeleton of the sentence is. A crutch is 
 useful, but if a patient never comes to the point where he can walk without a 
 crutch he is unfortunate indeed. This study of the sentence, if it is painstaking, 
 will occupy the whole of the seventh year. The parts of speech and some of their 
 classifications are to be learned because of their use in sentences and to review 
 elementar}^ teaching. 
 
 Class A. — Eighth Year — 1914-1915. 
 
 (Alternates with seventh year.) 
 
 A Study of the Parts of Speech. 
 
 In the eighth year the more technical study of the parts of speech should be 
 combined with constant work in analysis. The purpose of the eighth grade work 
 is to systematize and classify the knowledge of the student in grammar. The 
 study of the verb becomes more and more exact until the pupil arrives at the point 
 where he can make up a full conjugation of any verb in all possible indicative 
 forms and analyze the verb-phrases used. The study of the subjunctive mood 
 should be touched lightly. But the study of the modal auxiliaries and the verb- 
 phrases in which they are used should be much more thorough than our texts 
 provide for. 
 
 Throughout the course grammar work should be made practical, first, by 
 close attention to errors in grammar made by students in oral or written exercises. 
 Students should be led, in every case, to see why one form is right and why an- 
 other is wrong. When and where this criticism shall be introduced will depend 
 upon the ingenuity and tact of the teacher ; but it should not be omitted. Second, 
 where difficulty arises in the interpretation of the text, in the study of history, 
 civil government, or the classics, the grammatical structure should be examined. 
 Perhaps the following order is about the best for the critical handling of the parts 
 of speech, their definitions, use in sentences, syntax, etc. 
 
51 
 
 First Quarter. — The noun, pronoun and adjective. Study carefully their 
 classifications, forms, modifications, syntax, and all finer distinctions of real gram- 
 mar. Analyze sentences with special reference to these. Parse much, until pars- 
 ing becomes easy and definite. This is work for a quarter, when combined with 
 composition work, reproduction and memory exercises, letter writing and the many 
 plans used for variety and interest in the class. The test of the pupil's knowledge 
 is in his application of principles in a practical way in writing and speaking. 
 
 Second Quarter. — ^Verbs should be given an entire quarter. All their forms, 
 uses, agreements and combinations are to be worked out carefully. Parsing, con- 
 jugation, analysis, critical definition, drill — these are all to be done over and over. 
 Verbals are to be studied here with care as the last work — that is, infinitives, par- 
 ticiples, and verbal nouns. Observe the closing suggestions under this section 
 above. 
 
 Third Quarter. — Adverbs, prepositions, conjunctions, interjections, and ex- 
 pletives, with a review of adjectives in close connection with adverbs, should be 
 given this quarter. Adjective and adverb phrases may be especially emphasized 
 here in sentence analysis. So prepositions and conjunctions can best be under- 
 stood in the analysis of phrases and clauses. 
 
 Fourth Quarter. — In the last quarter the teacher should plan reviews for all 
 parts of the grammar that seem not well understood. Review difficult constructions 
 of case, uses of relative pronouns, some verb forms and uses, the subjunctive 
 mood, infinitives and participles, the various complements, and other things sug- 
 gested by the teacher's tact and experience. 
 
 ARITHMETIC. 
 
 General Suggestions. 
 
 1. The aim in teaching arithmetic in the elementary school should be 
 not only for ultimate business utiHty but also for social insight, i. e., the 
 quantitative interpretation of things. Obsolete business methods, such as true 
 discount, partnership involving time, etc., topics that are narrowly technical, as 
 apothecaries weight, and topics seldom used as cube root, should be omitted. 
 Practically, pupils should be able to interpret the problems of everyday life and 
 solve them accurately and rapidly. 
 
 2. Arithmetic should be taught so as to cultivate the power of (a) clear and 
 independent thinking, by emphasizing the thought side and habitual checking of 
 work; (b) concentration, by brisk drill exercises not too long sustained and by 
 requiring pupils to work rapidly; (c) accurate judgment, by estimating results 
 and by letting the pupil feel the necessity of choosing good methods of work ; 
 (d) observation, by using concrete material obtained frequently by the pupil and 
 relating the work to his experience. 
 
 3. Frequently require pupils to think through lists of problems explaining 
 how they are to be solved without actually performing the operation. This trains 
 in problem interpretation. Thought processes should be emphasized rather than 
 merely the manipulation of symbols. 
 
 4. Problems should be made concrete if best results are to be obtained. A 
 problem is concrete when it represents a real situation where the result is needed. 
 It must be interesting, set forth real conditions, and be properly graded to be a 
 REAL problem. Real problems may be obtained by correlating the arithmetic 
 work with the oiher school subjects and with the home life of the pupils. 
 
52 
 
 5. Too great demands upon the reasoning power of young children and the 
 introduction of too complex problems retard the healthy development of this 
 power rather than encourage it. Use simple problems involving small numbers. 
 
 6. Objective teaching in arithmetic should be correlated with the immaturity 
 of the child in the subject studied rather than with his immaturity of years. Ob- 
 jects are frequently of value in the upper grades and are frequently used too 
 freely in the lower grades. The child's thinking should determine the amount of 
 objective work rather than the convenience of objects or the enthusiasm of the 
 teacher in their use. In addition to the three dimension objects ordinarily used, 
 pictures and diagrams may be used to advantage. 
 
 7. An easy transition should be made from the objective representation to 
 the abstract number fact. The following order is suggested: (i) objects, (2) 
 pictures, (3) a graphical representation on the board, (4) oral concrete problems, 
 (5) oral abstract examples, (6) presentation by mathematical symbols. 
 
 8. Too great reliance should not be placed on "method," nor should too great 
 importance be attached to formal explanations by pupils. Their explanations 
 should be logical and grammatically correct. 
 
 9. In general, new work should be introduced inductively through simple 
 concrete problems illustrating the principles involved. 
 
 10. In the lower grades the greater part of the work should be oral and the 
 problems so simple that they can be readily handled by the children. Even in the 
 four upper grades more than one-half of the time of the pupil in the class should 
 be given to oral work. Do not neglect the oral work in the upper grades. 
 
 11. While the practical side of arithmetic should be emphasized, yet, after 
 the concrete problems have furnished the basis for clear thought, a large amount 
 of abstract work must be given in order to secure skill and accuracy in mechanical 
 work. 
 
 12. In conducting a drill exercise see that each pupil is busy all the time. 
 Watch the learning process at every step, provide for easy transition and prevent 
 avoidable confusions. ''Over-early independence is as fatal to rapid and accurate 
 mathematics work as an over-delayed dependence." 
 
 13. Speed is a result of mastery of detail. Mastery of detail in the lower 
 grades makes for speed in the upper grades. 
 
 14. In the selection and treatment of topics the logical unfolding of the sub- 
 ject should be entirely subordinated to the mental development and the practical 
 needs of the child. The topical method of arithmetic has given place to a method 
 that is in accordance with the needs of the child. Modern psychology has caused us 
 to know better the needs and interests of the child and to arrange our courses to 
 suit his interests. In general, the simple elements of various topics should be in- 
 troduced as the child is mentally able to grasp them and as the needs of daily 
 life require that he should know them, the more difficult aspects being reserved 
 for later treatment. In selecting work to suit the daily needs of the child, the 
 introduction of too many topics at one time should be avoided. 
 
 15. The essential unity of topics should be constantly emphasized, e. g., the 
 relation of a decimal fraction to the common fraction and percentage to both. 
 Give a series of problems relating to the same subject instead of introducing un- 
 related problems in the same series. 
 
 16. Use the blackboard freely, but don't abuse its use. There are days when 
 no figures will be used during the arithmetic period. The study of the social 
 setting or the business institution which gives rise to the problem is just as im- 
 portant as the process of calculation. Cultivate the habit of doing nothing with 
 the pencil that can be done "in the head." 
 
53 
 
 17. In written work a terse, clear, business form should be required and the 
 work should be done with rapidity and accuracy. The pupil should be given 
 some liberty in the arrangement of his work. Good form should be used before 
 him and insisted upon. 
 
 i8. When principles are thoroughly understood pupils should be encouraged 
 to find "short cuts." It is a mistake to have pupils memorize "short cut" rules 
 which are not understood by them. 
 
 19. No text should be placed in the hands of the pupils before the third 
 grade, and then it should be used to supplement the oral work and for drill in 
 reading the language of arithmetic. In all the grades supplement the book when 
 necessary, but do not make any radical departure from the general plan of your 
 text unless you are sure that you know what you are doing. 
 
 20. A rearrangement of the topics in order that alternation may be used is 
 proper, and yet this work must be done with care. No alternation of arithmetic 
 is possible in the first four years. Alternation can generally be used in the fifth 
 and sixth year and should always be used in the rural school in the seventh and 
 eighth years. 
 
 21. If you fail to create an interest in arithmetic consider your work a 
 failure and find a better method. 
 
 22. Ordinarily no home work in arithmetic should be assigned to pupils be- 
 low the fifth grade. "In the upper grades home work should be assigned (a) to 
 inculcate neatness; (b) to impress on the memory the few things that are to be 
 memorized; (c) to give opportunity for quiet thinking; (d) to drill on operations 
 whose theory is understood." It is better for a pupil to work out new matter 
 under the direction of the teacher than to work in the dark. While a pupil 
 must be made to assume responsibility for his own work, he must not be allowed 
 to make errors which unsupervised work would convert into habit. The amount 
 of written work is determined by the time of the teacher and the mental status of 
 the class. Papers should be carefully examined, the mistakes indicated and the 
 papers returned to the pupils. 
 
 23. Number games and number recreations can be used to advantage. They 
 create an interest and are truly educational. 
 
 24. Teachers should remember that there are three kinds of zvork in arith- 
 metic : development, drill and review. 
 
 25. Pupils should be taught to check all their work and not depend upon an- 
 swers in the book. Checking also furnishes drill work which they need and gives 
 motive to their work. 
 
 26. Five minutes spent each day in drill work in making rapid number com- 
 binations is very valuable. 
 
 27. Pupils should be taught to note carefully "What is given" in each problem 
 and "What is to be found." Doing this saves time and prevents haphazard ex- 
 perimenting. 
 
 28. Frequent incidental reviews are more valuable than direct reviews which 
 re-cover the same ground in the same way. 
 
 29. Avoid any method of recitation which cultivates a passive attitude on the 
 part of any of the pupils. 
 
 30. The best way to "extemporize" problems is to prepare each set carefully. 
 
 31. Pupils should be given opportunity to ask questions. Give as much 
 credit for a good sensible question that needs to be answered as you do for an 
 answer to your own question. Allow pupils to make many of their own problems. 
 
 32. Be as familiar with the work of the grades preceding and immediately 
 following as you are with the one you are teaching. 
 
54 
 
 33- Such incorrect forms as the following should never be tolerated in 
 written work : 
 
 3x$5=i5 or 3x5=$iS instead of 3x$5=$i5. 
 
 $i5"="$3'=5 barrels instead of $i5-=-$3=S. (Find the ratio of one quantity to 
 another like quantity.) 
 
 4 ft. X 5 ft.=20 sq. ft. instead of 4x5 sq. ft.=20 sq. ft. or 4x5x1 sq. ft.— 20 
 sq. ft. 
 
 84 sq. in. -^ 3 in. = 28 in. instead of 84 sq. in. -^ 3 sq. in. == 28, or 84 sq. 
 in. -^ 3 = 28 sq. in. 
 
 1200 cu. ft. -i- 150 sq. ft. — 8 ft. instead of 1200 cu. ft. -^ 150 cu. ft. =8. 
 
 5%="$50 instead of 5% of the cost = $50. 
 
 10% of $40=$4+$40=$44 instead of 10% of $40=$4. $44-$40=$44. 
 
 98— i^%=$97.87i^ instead of $9&— $. i2^=$97.87i/4. 
 
 4+3x5+5 — 6-^2=17 instead of 4+3x5+5 — 6^-2=21. 
 
 34. A review and careful organization of the important topics of arithmetic 
 in the last two years of school is advisable. 
 
 Class D.— First Year. 
 
 Much of the number work of this year should be incidental, but not acci- 
 dental. The record of school attendance, weather records, the school garden, the 
 reading lesson, word lists, hand work and other school activities afford opportunity 
 for the introduction of number. Incidental number work to be of value must be 
 carefully planned by the teacher. Use number games that teach facts suitable for 
 the grade or afford drill in facts taught. The tendency is to omit formal number 
 work at least for the first two quarters of the first year. 
 
 In the first year and the second year it is not possible to outline definitely just 
 the work that each teacher should do in each quarter of the year, because the 
 needs of the pupils in these years vary much. The following work, which is sug- 
 gested, contains material that children should be familiar with by the end of the 
 second year. When your pupils have mastered the work here suggested other 
 work similar to this can be devised. No books should be in the hands of the 
 pupil in either the first or second years. 
 
 Pupils in class D should be given much work that requires motor activity. 
 They should be drilled on small numbers. It is a mistake to force them to handle 
 large numbers. No alternation of work is possible in the first and second years. 
 
 The following outline suggests in a general way the work to be accomplished 
 in these grades. The details must be worked out by the teacher : 
 
 First Quarter. — Oral Work. Count objects in the room, the boys in the class, 
 the girls in the class, the desks in the room, the windows in the room, etc. At 
 first allow the pupil to touch the objects as he counts them and keep the number 
 below 10. Blocks, acorns, corn, beans, marbles, etc., should be counted. Plan your 
 work so that the construction work, game work, etc., will make the pupils feel 
 a need for knowing the number of blocks, beans, etc. Be sure not to do all the 
 counting work with the same objects; a variety is needed. Compare the desks as 
 to length, height, etc. Compare the children as to height. See if the tallest pupils 
 are occupying the highest seats and desks. Count the boys in the class by 2's, 
 likewise the girls. Count the eyes, ears, hands and feet by 2's. Provide strips of 
 heavy pasteboard i ft. long and i in. wide, and teach the pupils to measure ob- 
 jects commensurable with i ft. Later these may be divided into inches. After 
 he has learned to count the inches on the ruler he should measure short lines 
 drawn on the blackboard or tablet. Draw lines of. definite length without ruler, 
 and verify v/ith ruler. Have pint and quart measures and have pupils measure 
 
55 
 
 with them and learn their relation. Teach pupils to recognize cubes, prisms, 
 cylinders and spheres. 
 
 Second Quarter. — Continue counting work. Have pupils count to loo. Have 
 pupils draw triangles, squares and rectangles, and also build with small squares 
 larger squares and rectangles. Teach them the correct names of these plane 
 figures, i. e., square rectangles, oblong rectangles, etc. Cut strips of paper i in. 
 wide and i in. long, 2 in. long and i in. wide, 3 in. long, etc., to 12 in. in length. 
 Have pupils choose by sight the 3-in. strips, the 5-in. strips, etc. Make 2-inch 
 squares, 3-in. squares and divide into inch squares. Make oblongs 2 in. by 3 in. 
 and 3 in. by 4 in., and divide into inch squares. The square inch may be taught 
 from these strips. Questions may be asked in connection with this work to in- 
 troduce the meaning of one-half and one-fourth.. The work of the first two 
 quarters should be entirely oral. 
 
 Third Quarter. — By actual measuring solve such problems as the following: 
 How tall are you? (Measure in feet and inches.) How wide is the door? How 
 long is the desk? How wide is the window pane? How long and how wide is 
 your book? How wide is the blackboard? How high is the table? Scores of 
 such problems as these should be solved. It is well to have pupils estimate the 
 answer before measuring. This trains them to observe closely and to judge ac- 
 curately. Pupils should learn to write numbers in the Hindu numerals to 20. 
 They should also learn to write and solve such problems as 8+?=io; ?+s=6; 
 9—2=^?; 3x?=6; V2 of 4= ? 6+2= ? 7—3= ? 
 
 76383 
 — 4 -k2 +4 —4 x2 etc. Use vertical columns most frequently, since they are 
 
 invariably used in ultimate business practice. They should read 2+4=6, "two plus 
 four equals six;" 7 — 2=5, "seven minus two equals five." They should learn the 
 correct names for these symbols now. Let them solve many concrete problems 
 and abstract examples with small numbers. Have a supply of pennies, nickels 
 and dimes. You can teach combinations of 5's and id's and many other problems 
 with these. Have pupils play store in a simple, practical way. 
 
 Fourth Quarter. — Review and continue any work suggested in the other 
 quarter. Do not neglect abstract drill work. Let pupils learn to read and write 
 numbers in the Hindu notation to 100. Teach the combinations through 6. See 
 that the work is done rapidly. Drill work is interesting if you put spirit into 
 the recitation. The fractions l4, Yz and ^ should be taught. Do much paper 
 folding to develop the ideas of simple fractions. Find halves, thirds and fourths 
 of single objects as apples, pieces of crayon, etc. Find ^, Yz and ^ of the foot 
 ruler. Compare a 2-in. and a 4-in. line ; a 3-in. and a 6-in. line ; a 3-in. and a i2-in. 
 line, etc. Find Y2 of 8 boys, 6 marbles, etc. ^ of 6 cents, ^ of 9 marbles, etc. 
 Count by lo's to 100. The days of the week and the months of the year may be 
 taught in the game work. Teach that 12 things make i dozen. In nature study, 
 count seeds in a pod, leaves on a stem, legs and wings of insects. In making 
 boxes for seeds and plants have children measure. Measure doll houses, play 
 houses and other play things. Have them use construction number in making 
 envelopes, mats, rugs, etc. Give attention to measuring and counting in all 
 manual of hand work throughout the year. Only such problems as arise from the 
 needs of the child are real problems. One real problem is worth many artificial 
 problems. The pint and quart measure should be used in measuring water or 
 sand. Many problems can be based on these measures, such as i pt. = ^ qt ; 
 4 qt. = 8 pt. ; 2 qt. = ? pt. ; 6 pt. = ? qt., etc. A pint of nuts is worth 5 
 cents, what is i quart worth? At 3 cents a pint, what are 3 pints of milk 
 worth, etc. 
 
56 
 
 Class D. — Second Year. 
 
 First Quarter. — Review and continue the work as suggested in the tirst year. 
 Continue the work on addition combinations, sums not exceeding 20. Teach 
 simultaneously the subtraction combinations without borrowing. The work in 
 addition and subtraction may be closely related if the Austrian method is used in 
 teaching the subtraction combinations, e. g., if the combination is 7 — 3= ?, instead 
 of asking "3 from 7 are how many?" ask "3 and how many make 7?" Many 
 simple mutiplication combinations may be taught in connection with the addition 
 work. When teaching the combinations 4+4=8 also teach that 2X4=8, etc. The 
 pupils may build and learn the table of 2's in multiplication. Give many real 
 problems to teach and drill on combinations. Count by 2's to 20, by 3's to 30 and 
 by 4's to 40. This will aid the table work. Teach Roman notation to 12. If the 
 reading lessons are numbered with Roman numerals they can best be taught in- 
 cidental to the reading work. 
 
 Second Quarter. — Continue the work on combinations less than 20. Use 
 games, interesting problems, etc., to make drills attractive. Pupils may resort to 
 objects when combinations are forgotten, but the teacher should see to it that 
 they become independent of objects as soon as possible. Have pupils do much 
 work in actual measuring. Use bundles of 10 sticks each to teach the meaning 
 of I ten; 2 tens or 20; 3 tens or 30, etc. Do not carry this work too far in the 
 second grade. The pupils cannot appreciate lectures on the beauties of the Arabic 
 system of notation. If you have a set of scales, have pupils do weighing to get 
 correct idea of pounds, half pounds and one-fourth pounds. By means of the 
 foot ruler, yard stick, objects, paper folding, diagraming, etc., teach the fractions 
 ^ and review the fractions 5^ and 54- Extend the liquid measure table to in- 
 clude gallons and with liquid measure units and dry measure units drill on Yz, Yi,, 
 etc. With cents, nickels and dimes teach J^ and i-io. 
 
 Third Quarter.- — Continue the work of previous quarter. Use numbers to 
 36. By means of the yardstick teach 36 inches = i yard ; ^4 yd- = 9 in. ; Vz yd. 
 = 18 in., etc. Have pupils measure paper ribbon, length of rooms, etc., in yard's 
 and quarter yards. Find the cost of 2j^ yards of calico at 4 cents a yard; 3^ 
 yards at 8 cents a yard, etc. Build and learn the multiplication table of 3's, 4's 
 and 5's. 
 
 Fourth Quarter. — Continue the work with combinations. Do much rapid 
 drill work. See that pupils understand all work previously outlined. The mean- 
 ing of TOO, 200, III, etc., may be shown with bundles of splints. (See second 
 quarter.) Have the pupils learn to read and write numbers to 1,000. Teach them 
 to read time on the clock face. Use concrete real problems. 
 
 By the end of the second year the pupils should be able to do the following: 
 
 1. Read and write numbers to 1,000. 
 
 2. Read and write Roman numerals to XII. 
 
 3. Count by I's, 2's, 3's, 4's and 5's. 
 
 4. Use rapidly and accurately the 45 addition combinations. 
 
 5. Use rapidly and accurately the subtraction combinations. 
 
 6. Use some of the simple multiplication combinations, not exceeding 5x10. 
 
 7. Measure, using inch, foot, yard, pint, quart and gallon. 
 
 8. Make simple change in playing store. 
 ,9. Tell the time by the clock. 
 
 10. Use understandingly the simple fractions provided for in the work as 
 outlined for the first two years. 
 
 In addition to these, the pupils will have acquired much information inci- 
 dentally, 
 
57 
 
 Every school should be supplied with the following material for use in the 
 lower grades : 
 
 A set of scales $2 . 50 
 
 A set of liquid measures 1.25 
 
 A set of dry measures 2.00 
 
 Educational clock dial 25 
 
 Educational toy money 25 
 
 Blocks (for teaching form) i .00 
 
 200 primary counting blocks 1 .25 
 
 lOO-inch cubes 40 
 
 500 one-inch reels (pasteboard squares) 25 
 
 This material can be secured from supply houses at the above prices. When 
 once secured it lasts for years. Address such firms as Hoover Bros., Kansas 
 City, Mo., A. Flanagan, Chicago, 111., or American Seating Co., Chicago, III. 
 
 Class C— Third Year. 
 
 First Quarter. — Pupils may use some primary arithmetic as a text. It is 
 usually better, however, to introduce the book at the middle of the year. Read 
 and write numbers to 10,000. Teach "carrying" in addition. Give many problems 
 where the number carried does not exceed i. Extend to addition of numbers 
 less than 10,000 and less than 6 addends. Use splints to show that 10 units make 
 I ten and 10 tens make 100. Teach United States money, including the dollar. 
 Use the dollar sign and the period and write dollars and cents. Add sums of 
 money. Review the multiplication tables already learned and learn the 6's. Teach 
 pupils to recognize right, acute and obtuse angles. 
 
 Second Quarter. — Continue the work of the first quarter. Teach subtraction 
 with borrowing. Teach pupils how to "borrow," and let them verify their results 
 by using objects. Review addition. Check addition by adding the columns from 
 the bottom and then adding from the top. Check subtraction by adding the re- 
 mainder and subtrahend. Pupils should learn these checks and depend upon them 
 rather than upon the answers in the books. , Continue the work on the multipli- 
 cation table. It will frequently be found easier for the pupils to get the multipli- 
 cation combinations in the following order, lo's, s's, 2's, 4's, 8's, 3's, 6's, g's, 7's, 
 than in the order usually given. Use much concrete problem material. 
 
 Third Quarter. — Continue the work on addition and subtraction and on the 
 multiplication tables. Teach pupils to multiply by one digit multipliers. Pupils 
 may be taught to check multiplication where one digit multipliers are used by 
 using the multiplicand as an addend as many times as there are units in the 
 multiplier. Checking makes them independent of answers. It gives further drill 
 in addition. Other methods of checking multiplication can best be taught in the 
 higher grades. Review the denominate numbers of the previous grades and make 
 the work a little more difficult. Give problems involving a use of dry measure, 
 liquid measure, time measure, and long measure tables. Teach pupils to read the 
 thermometer. 
 
 Fourth Quarter. — Continue work begun. Teach pupils to multiply by 2 and 
 3 digit multipliers. The multiplication table, "the key to arithmetic," should be 
 thoroughly mastered to 10x10. The teacher in the third grade who teaches her 
 pupils to know instantly and accurately the product of any two numbers less than 
 10 has rendered them a noble service. In concrete problem work show that the 
 multiplier must always be considered abstract. Teach pupils to check by using 
 the multiplicand as the multiplier and the multipHer as the muliplicand. Inci- 
 dentally during the year reyievy \he fractions of the preyioiig years. Much of the 
 
58 
 
 work of this grade should be oral. If the text that you are teaching gives short 
 division in the third grade, it may be best for you to teach it now and then re- 
 view it in the fourth grade. The addition, subtraction and multiplication combina- 
 tions and the denominate number tables may be drilled upon by playing store. 
 The work should be carefully planned and definitely worked out, if of value. 
 
 Class C— Fourth Year. 
 
 First Quarter. — Rapid drills in addition and subtraction. See how many 
 problems can be solved in a given time — how long to solve a given number of 
 problems. Continue throughout the year. Review multiplication and the multipli- 
 cation tables. Use concrete problems. Teach short division, beginning with one 
 digit divisors and quotients without remainders. Make every step clear. Require 
 pupils to check by multiplication. Require a careful analysis of many such problems 
 as: If i68 marbles are to be divided among 4 boys, how many will each receive? 
 If 3 rooms of the same size contain 138 seats, how many seats will 8 rooms con- 
 tain? Extend work to include short division problems with remainders and larger 
 numbers. Continue to check. Don't rush this work. Pupils should recognize 
 such terms as minuend, subtrahend, dividend, divisor, quotient, multiplicand, multi- 
 plier, etc. 
 
 Second Quarter. — Continue and extend the work of the previous quarter. 
 When dividing by 4, 6, etc., call attention to the fact that you are finding fourths, 
 sixths, etc. In checking such problems as i6s-^5f^33, ask: "If 33 is j^ of a num- 
 ber, what is the number?" What is 2/5 of the number, etc.? Extend to such prob- 
 lem as : Find Yz of 480 ; 4/5 of 1225, etc. ; 480 is 2/3 of what number, etc. By means 
 of diagrams, paper folding, paper cutting, construction work, etc., the meaning of 
 many fraction combinations such as the following may be illustrated : 
 V2 of V-z=y^ ^+^=54 ^+H=7io 
 
 V2 of ^=V„ y^—i/^^i/^ ^+^=76 
 
 V2 of %=^ 1/,—y^^/, y2+y8^y8 
 
 y2 oi y^Ao y + y=y, y3+y4=-7i2 
 
 Their knowledge of simple fractions should be extended in the fourth grade, 
 but the chief work of the grade is the teaching of division and the development of 
 skill in using the fundamental operations. In this drill work use many concrete 
 problems. 
 
 Third Quarter. — Teach long division. Use simple divisors, preferably ending 
 in zero at first. Select problems giving simple quotients. As much attention 
 should be given to the kind of a quotient you are to get in introducing this work 
 as to the divisor. Watch the work at every point. Have the pupil do much 
 work under your supervision to make sure that he will not make errors which 
 may be converted into habits. Continue short division. Do not allow the pupil to 
 form the habit of solving all problems by long division. Make the pupils feel 
 that no problem is solved until it is checked. Have pupils test by multiplying to- 
 gether the quotient and divisor and adding the remainder to produce the dividend. 
 Require pupils to explain their work to see that each step is understood. Con- 
 tinue much oral drill work on combinations. Use problems involving more than 
 one operation. Teach pupils to test multiplication by reversing the operation, 
 that is, by dividing. Continue fraction work, but don't encroach upon the work 
 of ,the fifth grade. Review denominate number tables. Complete avoirdupois 
 weight, square measure and cubic measure. 
 
 Fourth Quarter. — Continue long division. Divide by three digit divisors. 
 Continue to give interesting problems which afford drill on combinations. Re- 
 view work of previous years, using new material. The main work of the fourth 
 
59 
 
 grade is a thorough mastery of division and the acquisition of much skill in the use 
 of the fundamental operations. The pupils should distinguish between measurement 
 and partition problems in division and should be taught the correct form of analysis 
 for each of these two types of division problems. Fraction work may be intro- 
 duced as outlined, but the teacher must treat it as incidental to the division work. 
 
 Class B. — Fifth Year — 1913-1914. 
 
 (Alternates with sixth year.) 
 
 The work of the fifth and sixth years has been outlined so that these years 
 may be alternated. That is, the fifth year may be given in 1913-14 and the sixth 
 year in 1914-15, and the work continued in this way. The best results will be se- 
 cured by teaching the fifth year first. But if your fifth and sixth grades com- 
 bined do not exceed -fifteen pupils, you will get better results by combining the 
 two grades and alternating the work so as to secure longer recitation periods. 
 In the upper years more attention should be given to definitions, principles and 
 formulas. 
 
 First Quarter. — Teach factoring. 24^12x2; 24=3;x8; 24=4x6; 24=2x6; 
 24=2x2x2x3; 24=2x4x3. Pupils should know the prime factors and also the 
 various combinations of factors of all the numbers up to 60. Teach tests of divisi- 
 bility for 2, 3, 4, 5 and 9. Teach G. C. D. and L. C. M. of small numbers by 
 factoring. Teach cancellation. Review denominate numbers of the previous 
 grade. Continue to give drill exercises for accuracy and rapidity in the use of 
 the fundamental operations. Teach pupils to check multiplication work by casting 
 out 9's. Oral work is very valuable in this grade. 
 
 Second Quarter. — Continue the work of the previous grade. Teach fractions. 
 Reduction to lowest terms ; to higher terms ; reduction of improper fractions to 
 mixed numbers and mixed numbers to improper fractions ; reduction to common 
 denominator. Teach definitions and principles thoroughly. Teach the mechanics 
 of addition, subtraction and multiplication of small fractions. Teach much of this 
 by the use of real problems. Do not omit the oral work. Omit all fractions with 
 large, unusual denominators. Drill for accuracy. Stress mechanical processes 
 in fractions during the first part of the quarter and use problem material that the 
 pupil is familiar with and that he meets in his experience. Many problems aris- 
 ing in the home or in the school garden, manual work, etc., the problems of the 
 grocery store, the dry goods merchant, the hardware, the mill, etc., should be 
 used. Beware of problems that introduce situations that do not actually occur in 
 business, or on the farm. See work on "School Gardens" suggested in the fourth 
 and the fifth years of the nature study work. 
 
 Third Quarter. — Continue the work of the previous quarter and teach 
 division of fractions. Compound fractions should be taught as problems in 
 multiplication of factions and complex fractions as problems in division 
 of fractions. If your text gives some of the elements of percentage in 
 connection with common fractions, it will be well to follow your text. Introduce 
 many real problems involving fractions and require a clear analysis of each. 
 
 The application of fractions may be made in connection with concrete prob- 
 lems in area of floor, walls, ceiling, yard, etc. This work serves a double purpose, 
 i. e., to review and fix the denominate number tables and to supply what they 
 have learned about fractions. Select material so that both of these ends may be 
 accomplished. The denominate number tables may be reviewed and used in this 
 connection. Omit all tables that are not generally used, as troy weight, apothe- 
 caries weight, etc. Use only those problems that are likely to happen in the or- 
 dinary dispatch of business. Measure wheat, with a hal£ bushel or peck measure, 
 
60 
 
 water with a gallon or quart measure, etc. Graph paper may be used to advantage. 
 Draw iUustrations to scale, etc. Lay out the school garden into individual 
 plots. Compute areas of plots, cost of fertihzers, seeds, etc. Keep in proper form 
 an account with the "School Garden." 
 
 Fourth Quarter. — Continue the work of the third quarter. The main work 
 of the fifth year is a thorough mastery of common fractions. After this has 
 been accomplished such work as the following may be given : Study range, 
 township, section, quarter section, etc. Study weather maps, plot temperature 
 curve, figure the actual cost of maintaining a farm, the income, the net loss or 
 gain, and the cost and income of one issue of the local newspaper. Secure the 
 plans for a building and from the plans compute the cost of excavation, founda- 
 tion, lumber material, mill work, labor, papering, plastering, etc. PreHminary work 
 on the volume of prisms and areas of rectangles is presupposed. If time permits 
 this work may be extended to such work as laying out the school yards, com- 
 puting the perimeters of designs, etc. It will be well for the teacher to follow 
 the development of the subject of common fractions as given in the adopted text. 
 The problem material given there will suggest much other material that may be 
 used. 
 
 If the work as outlined for the sixth grade has been given before the fifth 
 review all work given on percentage. 
 
 Class B. — Sixth Year — 1914-1915. 
 
 (Alternates with fifth year. 
 
 First Quarter. — Review thoroughly the work of the previous grade, especi- 
 ally the common fraction work. Simple percentage may be introduced as follows : 
 Teach that "per cent" means hundredths, that V2 of anything is 50% of it, that 
 Vi is 33/^%, Va is 25%. At first use numbers as per cents that give simple 
 fractional parts of 100. Later extend this work to include all the common 
 aliquot parts of 100. Teach these numbers, i6^%, I2>^%, etc., as the equivalent 
 of certain simple fractions, and give real problems; involving their use. Review 
 United States money. Teach reading and writing of decimals. Introduce by 
 writing per cents and United States money as decimals. It is well to have the 
 pupils form the habit of placing the decimal points in a row when they learn to 
 write these numbers. It will aid them in their addition and subtraction work 
 later. Preparatory to and in connection with the reading and writing of decimals 
 the principles of Hindu notation may be studied. Contrast with the principles of 
 Roman notation. 
 
 Second Quarter. — Teach addition, subtraction, multiplication and division of 
 decimals. If the work of the fifth year has been given this work can be related 
 to all of their fraction work. If not, base it on United States money, the com- 
 mon fractions, and the percentage provided for in the previous grades. Do not 
 introduce too many difficulties in a single recitation. Follow the plan of your 
 text closely in developing the work. This work will afford much drill in the fun- 
 damental operations. Require all work to be checked. Apply decimals to the solu- 
 tion of real problems. Much drill is necessary to fix the principles. 
 
 Third Quarter. — Continue the work of the preceding quarter. If the fifth 
 grade work has been done review and extend work as outlined in mensuration. 
 Give problems in fencing and flooring; begin with the school yard and school- 
 room. Give problems in plastering, painting and papering, using current prices. 
 Teach how to find the volume of cubes and prisms and apply in excavation 
 problems, etc. Do much actual measuring. (See third and fourth quarter of 
 fifth year.) Remember that the work of the sixth grade is the mastery of decimal 
 
61 
 
 fractions, and they must be used in a natural way in much of the problem material. 
 Do not neglect the oral work and exercises for development of speed and ac- 
 curacy. Give much concrete problem material. 
 
 Fourth Quarter.— Introduce the three cases of percentage as the application 
 of decimals. Do not teach the case forms except as pupils may work them out 
 for themselves. Show that common fractions, decimal fractions and per cents are 
 only three forms of expression for the same idea. Apply in profit and loss prob- 
 lems, also in finding simple interest by the common or business method. Give 
 any needed review of work previously outlined. Pupils should be able to use 
 skillfully any of the common denominate number tables. Some work may be 
 given in simple ratio. Show the relation to common fractions. Teach Longitude 
 and Time in arithmetic at the same time that it is taught in geography, usually 
 not before the seventh or eighth grade. 
 
 Class A. — Seventh Year — 1913-1914. 
 
 (Alternates with eighth year.) 
 
 The seventh and eighth years should be alternated. Give the seventh in 1913-14 
 and the eighth in 1914-15. Continue to alternate. The seventh and eighth years 
 do not depend upon each other at all, so that either year may be given first, and 
 the pupil suffer no loss. 
 
 First Quarter. Percentage and its Application. Pupils should be made 
 to realize as soon as possible that no new principles are involved in percentage. 
 
 Per cents are only special forms of common and decimal fractions. The 
 tendency is to use more common and decimal fractions, and to give less attention 
 to per cent and per cent signs. Pupils should be taught to find 50% by finding 
 1/2 or dividing by 2; 12^% is found by dividing by 8; i6^% by dividing by 6, 
 etc. Per cents that can be reduced to small common fractions should be changed 
 to common fractions and the pupils will have no difficulty, if they have been 
 properly taught in fractions. What per cents do not reduce to convenient com- 
 mon fraction forms, express them as decimals. Formulas and rules should re- 
 ceive little or no attention. Do much oral work. When written work is used, 
 demand neat and accurate work. Avoid such errors as io%=$25 ; let 10% = the 
 cost; his capital is 100%, etc. Finding any per cent of any number and finding 
 what per cent one number is of an'other should be emphasized. Profit and loss 
 problems furnish excellent material for the application of the principle of percent- 
 age to practical problems. Few definitions need be learned. See that pupils un- 
 derstand thoroughly all the terms introduced. Make real problems based on 
 school reports, population tables, expense accounts, farm expenditures and profits, 
 agriculture experiments, etc. Have pupils make real problems. 
 
 Second Quarter. — Interest and Partial Payments. Pupils will like this work. 
 Original real problems are easily obtained, and should be freely used. Teach 
 thoroughly the business or aliquot part method as the fundamental method in 
 interest. See that the pupils understand thoroughly the principles involved in this 
 method. Then teach two other methods, the six per cent method and the can- 
 cellation method. Do not teach more than three principal methods, but after 
 these are understood, allow the pupils great freedom in using them or any other 
 methods or forms of work they may learn and wish to use. Allow pupils free- 
 dom, but be sure they understand principles. Teach partial payments by the 
 United States rule and by the Mercantile rule. Use reasonable amounts. In 
 business, payments are usually made at regular intervals of time. Teach pupils 
 how to write notes and endorse notes. Also how to fill blank forms for notes. 
 
62 
 
 A neighboring bank will be glad to furnish the necessary blank forms. Give one 
 or two lessons on compound interest with small rates. 
 
 Third Quarter. — Teach bank discount. Drill pupils thoroughly on the simple 
 forms of business paper, such as notes, checks, receipts, drafts, bills, deposit slips, 
 simple accounts, etc. In these papers give special attention to the form of work, 
 spelling and punctuation. Have all notes, checks, etc., written with ink. It is an 
 excellent exercise to have pupils keep the expense account of the home when the 
 co-operation of the home can be secured. Here we have an excellent field for 
 real problems. Teach the pupil how to keep an account with the "Wheat Field," 
 "Poultry," "Cattle," etc. It takes only a few days to teach simple accounts, and 
 every pupil should be familiar with them. Teach Trade Discount, Taxes, Life 
 and Fire Insurance. 
 
 Fourth Quarter. — Exchange. This work should be given in a practical way. 
 Teach the purchase and use of P. O. money orders, drafts, etc. Review forms of 
 business paper needed here. From the real business of the community show the 
 pupils the meaning of exchange and the necessity for it. Solve many real 
 problems. 
 
 Stocks and Bonds. Partnership is very simple and best taught as an intro- 
 duction to stocks. The methods of the stock company have largely taken the place 
 of partnership methods in the business world. Begin with some small stock 
 company with which the pupils are familiar. This makes the work real and 
 gives it meaning. At first emphasize the meaning of dividends and assessments. 
 Then pass to larger corporations and teach the meaning of market value, rate of 
 income, etc. Use actual newspaper quotations and teach the pupil to read stock 
 and bond quotations. Secure samples of stock certificates and bonds, so that the 
 pupils can see the nature of these business papers. Review important work of 
 previous quarters. 
 
 Class A. — Eighth Year — 1914-1915. 
 
 (Alternates with seventh year.) 
 
 First Quarter. — Mensuration. Review finding the area of rectangle, parallel- 
 ograms, triangles, trapezoid, etc. Solve problems in papering, painting, plastering, 
 roofing, carpeting, etc. Make a thorough study of lumber measure; visit a lumber- 
 yard or sawmill if possible. Have pupils count the amount of lumber and cost 
 of lumber used in building the fence and walks of the school campus. Secure price 
 lists of building material and then count the amount of material in the school 
 building and its cost. Do the same for some barn. Count the cost of fencing; of 
 all kinds of cement, brick, board walks, etc. Study the measurement of the circle. 
 Study the measurement of cubes, prisms, cylinders, pyramids, cones, spheres, etc. 
 Let the pupils work out the geometric formulas for these volumes and areas and 
 teach to substitute the numerical values in the formulas. Apply in measuring 
 cordwood, masonry, excavating; in finding the capacity of barrels, tubs, tanks, 
 bins, cisterns, , wagon beds, granaries, standpipes, reservoirs, etc. Use the same 
 principles in estimating hay in ricks, stacks, mows ; corn in pen, crib and bins. Use 
 any real problem. Do not teach trick methods. See course on agriculture and 
 farm management for suggestions for problem material. 
 
 Second Quarter. Ratio and Simple Proportion, Involution, Square Root. 
 They should learn to find square root by factoring first, and then learn the longer 
 form, which is necessary for large numbers. Use the algebraic formula and the 
 diagram also. Application of Square Root. Find diameter of circle from area. 
 
 Third Quarter. — If cube root is taught it may be given in this year. It is 
 not needed and should be postponed until algebra is studied. Continue such work 
 
63 
 
 as outlined for the first and second quarters. Review G. C. D. and L. C. M. by 
 factoring method. Land surveying, including prime meridian, base Hne, the num- 
 bering of ranges, townships, sections and the division of sections. Computing 
 areas of city lots. Some of the more abstract work of the quarter may be re- 
 placed by concrete problems based on the work being done in history, geography, 
 agriculture and elements of science. Teach pupils to check the fundamental 
 operations — addition, subtraction, multiplication and division by casting out the 
 nines. 
 
 Fourth Quarter. — Review important denominate numbers. Study the Metric 
 System. Teach Longitude and Time. Review any parts of arithmetic previously 
 studied by the class on which additional work will be helpful. Continue the solu- 
 tion of problems of the same character as those suggested for the third quarter. 
 The following publications will furnish concrete facts on which problems can be 
 based : 
 
 Reports of the Missouri Commissioner of Labor (Red Book). These reports 
 contain many statistics concerning industries in Missouri from which very inter- 
 esting problems can be made. For these reports address Commissioner of Labor, 
 Jefferson City, Missouri. 
 
 Department of Commerce and Labor, Washington, D. C. 
 
 The Consular Reports, issued monthly by this department, give summaries of 
 the commerce and finance of the United States. 
 
 Department of Agriculture, Washington, D. C. 
 
 The Farmers' Bulletins, issued by this department, are distributed free to 
 those asking for them. They are very helpful in teaching agriculture, and many 
 abound in concrete number facts on which problems may be based. See work on 
 agriculture and farm management. 
 
 The reports of the census bureau will for the next two or three years furnish 
 some very interesting material for arithmetic work. In the third quarter of the 
 eighth year, when mensuration is being taught, teachers who have had a course in 
 plane and solid geometry may have their pupils secure compasses and straight 
 edge and do some simple construction work in geometry. Only teachers who 
 have had geometry should attempt this work. Others will most likely waste- the 
 time of pupils in doing useless and purposeless things. Even those who do this 
 work must guard against teaching demonstrative geometry. The following are 
 some of the things that may be done: Bisect a line; erect a perpendicular at a 
 point in a line ; drop a perpendicular from a point to a line ; construct an angle 
 equal to a given angle; bisect an angle; construct a right angle, an angle of 45 
 degrees, 135 degrees 22^^ degrees, t']V2 degrees; construct a rectangle, given its 
 base and altitude ; construct an equilateral triangle, given its side ; construct an 
 isosceles triangle from its base and altitude; construct any triangle from its three 
 sides; construct an angle of 30 degrees, 60 degrees, 120 degrees, 150 degrees; in- 
 scribe a square in a circle, a hexagon in a circle, an equilateral triangle in a circle. 
 The above work can be done with compasses and straight edge. But a protractor 
 may be used for measuring angles. 
 
 The following book? <n\\\ be valuable for the teacher. The general sugges- 
 tions given at the first of the course are discussed in them : 
 
 First Journeys m Numherland — Harris-Waldo, Scott-Foresman & Co., Chicago. 
 
 First Lessons in Arithmetic — Longan, C. M. Parker Pub. Co., Taylorville, 111. 
 
 Teaching of Primary Arithmetic — Suzzalo, Teachers' College Pub. Co., New 
 York City. . 
 
 Teaching of Arithmetic — Smith, Ginn & Co., Chicago. 
 
64 
 
 GEOGRAPHY. 
 
 Some Urgent Recommendations to Teachers. 
 
 1. Provide a sand table and use it in connection with third and fourth grade 
 geography. 
 
 2. Make some relief maps of paper pulp, putty or clay of your locality, 
 Missouri and the continents. 
 
 3. Prepare a commercial chart from 1912 statistics (World's Almanac) on 
 coal, corn, cotton, etc. 
 
 4. Procure outline maps, stencil or draw outlines and fill in with facts of 
 surface, rainfall, products, etc. 
 
 5. Study some good book on the teaching of geography and find some means 
 of giving variety to the recitation. 
 
 6. Get a small Hbrary. Use the text as a guide. Make your daily plans in- 
 clude supplementary reading, picture study, charting, etc. 
 
 7. Collect, free of charge, maps, pictures and products from our large rail- 
 road, steamship and manufacturing companies. 
 
 8. Form the reading habit yourself. Make large use of information gained 
 through the magazine and daily paper. 
 
 9. Enter upon your work with enthusiasm and make daily preparation. 
 
 Plan of Course. 
 
 No outline for work in geography is given in for the first and second years. 
 The work in these years should be oral and should be given as a part of the lan- 
 guage and nature study course. Teach directions. Observe the weather, the 
 changes in the seasons, the coloring of the leaves, the sky, the clouds, etc. Study 
 rain, snow, frost and dew. Only phases of geography that come under the child's 
 observation should be discussed in class D. See course in nature study. 
 The general plan of the outline above class D is : 
 (i) Oral Geography — Two years, grades three and four, class C. 
 
 (2) Elementary Geography — Two years, grades five and six, class B. 
 
 (3) Advanced Geography — Two years, grades seven and eight, class A. 
 
 In the oral geography no text book is used, alternation should be followed, and 
 where library facilities are wanting or the teacher is unprepared to do well so much 
 oral work, both years may be combined, each forming a half year. Or it might be 
 better to devote one-half of the third year to geography and one-half to the work 
 outlined for nature study. These two subjects should be closely connected in this 
 year. Do likewise in the fourth year and alternate third and fourth years. 
 
 In the elementary course a textbook is used and the teaching of geography 
 and history is combined. These grades may also alternate. 
 
 In the advanced work will be found the geography and history of Missouri. 
 These are best studied together and require a text. 
 
 It is urged that supplementary books, geographical readers, maps, pictures and 
 products be procured so the work may be concrete and real. With textbooks alone 
 the work is apt to be dry and formal. Where maps are made from outlines, no 
 great expense is involved. At the end of each year's outhne several reference 
 books for pupils are suggested. It is hoped that every school will supply at least 
 half of these books. 
 
65 
 
 Class C. — Third Year — 1913-1914. 
 
 (Alternates with fourth year.) 
 
 First Quarter. — A study of early man, showing the development of the 
 race industrially and socially. 
 
 As a source of stories, materials and plan of the work, the following books 
 are suggestive: The Tree Dwellers, presenting the age of fear; The Early Cave 
 Men, the age of combat, and the Later Cave Men, the age of the chase; The Early 
 Sea People; Ab, the Cave Boy. It is important that the child know how the race 
 existed without fire and what social changes came with its use. They should also 
 learn how the simplest tools and weapons were made and how the early arts of 
 weaving, tanning and pottery work were learned. How primitive man obtains 
 food, clothing and shelter and how he develops as a social being is the general 
 idea. A good oral teacher will not only read or preferably tell the stories of these 
 early peoples and the conditions under which they lived, but will require the pupils 
 to reproduce the stories. Better still, he will make use of other forms of ex- 
 pression, such as drawing, clay modeHng, sand table work, paper cutting, etc. In 
 this way the tools, simple homes and natural surroundings of prehistoric man are 
 studied and variety of expression cultivated. Bring out that the discovery of means 
 of making fire was of prime importance to the race, since fire affords protection 
 from wild animals, enables the tribe to cook food and aids in the development of 
 simple arts. Excellent suggestions for good oral teaching of the above subjects 
 can be found in the books referred to. 
 
 Second Quarter. — A study of civilized man thrown back on primitive con- 
 ditions. (Robinson Crusoe, a simple edition). 
 
 The child is here led to see the difficulties of savage life and the need of 
 social co-operation. The teacher must recognize that this story shows the power 
 of man to adapt himself to natural conditions and thus epitomizes the struggle of 
 the race itself. Excellent opportunity for thought work lies in having the child 
 imagine himself in the place of Robinson Crusoe and try to solve his problems. 
 The Hfe of this voluntary exile furnishes splendid situations for dramatization. 
 
 Third Quarter. — Stories of primitive races to show how simple societies 
 live. Such books as Eskimo Stories, Little People of The Snow, Tzvo Little In- 
 dians, and Swarts' "Five Little Strangers," may form the basis of the work. 
 Excellent opportunity is afforded for story telling and the playing of games en- 
 joyed by Eskimo and Indian children. It is essential that the imagination be 
 stirred so the child can form a correct mental picture of the natural conditions 
 that environ these races, but not important that he should fully understand causes 
 — many of which are too difficult for him at this time. Thus, the extreme cold, 
 the long night, the igloo, the oi,ly foods, the kayak, dogs, etc., m-ay be studied and 
 find adequate expression without trying to understand the cause of the climate, 
 etc. In like manner other native races, as those of Africa, may be studied. 
 
 Fourth Quarter. — The world as a whole. (Seven Little Sisters.) — The 
 globe is now introduced and the location of strange lands is pointed out. The 
 work is that of simple analysis and land and water bodies are studied. This work 
 is best done with reference to homes of people, or products supplied from abroad 
 such as tea, silk, etc. The object is as much the study of humanity as of locality. 
 Splendid material is supplied in the stories of The Seven Little Sisters. Good 
 oral geography demands that concrete pictures of different parts of the earth be 
 formed. Child life of other lands is most interesting and brings to the learner in 
 an attractive manner important facts of physical forms, climate and human society. 
 The home life, work and customs found in far away lands are to be compared 
 CS-5 
 
66 
 
 with our own. Advantage is taken of the child's love of doing things to assist 
 him in expressing, ideas of other people and how they live by use of the sand 
 board, clay modeling and drawing. 
 
 References for pupils: The Tree Divellers, The Early Cave Men, The Later 
 Cave Men, The Early Sea People, Robinson Crusoe, Eskimo Stories, 
 Little People of the Snow, The Cave Boy of the Age of Stone, 
 Ttvo Little Indians, Swartz' "Five Little Strangers," Seven Little Sisters, Little 
 Folks of Many Lands, Winslovtfs The Earth and Its People, The Wide World, 
 Lolami, The Cliff Dweller, The Story of Lincoln, Pratt's American History Stories, 
 Vol. II, III, IV. The last mentioned are interesting history readings for this 
 grade. 
 
 Class C. — Fourth Year — 1914-1915. 
 
 (Alternates with third year.) 
 
 First Quarter, — How we are fed and clothed. — Show in a simple way how 
 animals and man supply these constant needs. Contrast the food and clothing of 
 savages with that of more advanced peoples. In connection with food, study the 
 fann if you have no opportunity for school gardening. In the vegetable garden 
 note the growth of each plant and the proc.esses it undergoes in reaching the 
 markets. In a larger way study the fieltj crops and animals connected with the 
 farm. Special attention should be given to the dairy and poultry products. A 
 visit to the grocery store suggests our dependence on distant lands and people. 
 Rice, bananas, coffee, cocoa, olives, spices, pepper and tea are interesting food 
 products and show our relation to other parts of the world. Linen, laces, silk, 
 ivory, leather, wool, etc., arouse an interest in distant lands. Show how food is 
 preserved by canning, drying, smoking, salting, pickling, cold storage, etc. Study 
 in a simple manner tanning and weaving. Rubber and cotton receive special at- 
 tention because of widespread use, Make use of primary types, stories, excur- 
 sions and imaginary journeys so the work will not be abstract. 
 
 Second Quarter. — How we are sheltered. How we travel and communi- 
 cate. — Show that animals build homes of many different kinds for purposes of 
 shelter and to provide a place to rear the young. Study these homes and see 
 how they are adapted to the hfe of the animal. How did the Tree Dwellers and 
 the Cave Men live? Study the homes of the Eskimo, Indians, Cliff Dwellers. Con- 
 struct such homes from simple materials and have pupils tell stories of the home 
 life of the people. Bring out the idea that shelter must be made from what 
 nature provides, as grass, weeds, sticks, hides, sod, rock, snow, ice, etc. In a more 
 advanced state of society show how bamboo, lumber, iron, stone, brick, etc., are 
 used. Study the advantage of the location of the home, both for savage and civ- 
 ihzed man. Make an excursion to a house under construction and note : excava- 
 tion, foundation, floor plan, basement, windows, doors, etc. Observe the frame 
 of the house; beams, joists, studding, rafters, siding, partitions. Study the work 
 of brick and stonemasons, carpenters, plasterers, plumbers, painters, etc. Several 
 trips will be necessary to learn of the whole work. In the later ones note the 
 arrangements for heating, lighting, ventilating. Note provisions for drains, water 
 supply and beautifying of grounds. The latter will include lawn, trees and shrub- 
 bery, walks and drives. 
 
 Bring out the necessity of transportation by showing that many products re- 
 quired for food, clothing and shelter must be obtained from distant lands. Study 
 means of travel in the home locality, beginning with the simplest, viz., humin 
 carriers. Study the domestic animals of various lands and compare their value to 
 
67 
 
 man. Reproduce accounts of journeys taken by stage, caravan, elephant, a river 
 steamboat, an ocean steamship, or by rail. Study the improvement in all means of 
 travel. The necessity of communication may be developed and mails, telephone 
 and telegraph considered. There is no intention to exclude other fields of local 
 industry, but the field is too varied to outline successfully. 
 
 Third Quarter. — Surface, drainage, soils, etc. — Study slopes and notice that 
 they largely determine the drainage, soils and plant growth. The relation to 
 farming, travel, and the progress of the people will be readily understood. On a 
 field trip learn of hillside, flood plain, rock outcrop, gullies, spring, branch, pond, 
 marsh, etc. Look for evidences of weathering and erosion. Study the various 
 soils, as gravel, sand, clay, loam and note the relation to plants. Such excursions 
 are the means of properly studying direction and distances. Simple maps should 
 be made of the places visited and accounts of what was seen related in class. The 
 region should be reproduced in sand table and good pictures of similar areas 
 studied. 
 
 Fourth Quarter. — Weather and climate. — No attempt should be made to 
 explain the more difficult principles ; but local observations showing the changes 
 from day to day should be made. These relate to pressure, temperature, moisture, 
 winds, storms and the condition of the sky. Simple experiments may be intro- 
 duced to show that the air has weight, records of temperature at different hours 
 and places should be tabulated, lastly force and direction of wind noted. Ob- 
 servations should be begun early and carried through the school year that the 
 season's changes may be studied. It is best to study frost, fog, rain, etc., at the 
 time they occur. Evaporation and condensation should be studied by experiment, 
 though no scientific explanation ne^d be offered. The cause of change of seasons, 
 principles relating to winds, distribution of rainfall, and similar subjects are de- 
 ferred till the seventh grade. Nature poems relating to wind, rain and seasons, 
 should accompany this work. In all consideration of weather and climate the in- 
 fluence on plant, animal and human life must be studied. Stories of peoples living 
 in different climates, bringing out their food, clothing, homes and habits of life, 
 are particularly valuable. 
 
 Note: Local environment forms the rational basis for this year's work. 
 Any variation to fit home conditions is commendable. Where occasion demands, 
 it is well to extend the work to cover more than one quarter, e. g., weather ob- 
 servations should run through the full year, field excusions should be taken when 
 most profitable, etc. See also suggestions' in Course of Study on nature study, 
 history, handwork and drawing. 
 
 References for Pupils: — Aunt Martha's Comer Cupboard, How We Are Fed 
 (Chamberlain), How We Are Clothed (Chamberlain), How We Are Sheltered 
 (Chamberlain), Hoiv We Travel (Chamberlain), Home Geography, (Fairbanks), 
 The Story of the Indians of New England (Burton), Stories of Great Americans 
 for Little Americans (Eggleston), Stories of Pioneer Life (Bass), American Hero 
 Stories (Tappan). Pupils should be encouraged to read from easy history stories 
 in this grade. See Course of Study in history for additional history reference 
 books. 
 
 Class B. — Fifth Year — 1913-1914. 
 
 (Alternates with sixth year.) 
 
 First Quarter.— The general study of North America and the United 
 States. — Too little time and emphasis has been put on the introductory study of 
 North America and the United States. The great geographic facts of location, surface,., 
 coast, drainage, climate, plants, animals and peoples must be made to stand out 
 
clearly and be seen in their true relation. Without this general analysis what 
 follows will lack clear interpretation. Too little recognition has been taken of the 
 close relationship of geography and history in the fifth and sixth grades. In 
 studying North America call to mind the discovery and exploration by story and 
 biography. Recount the daring voyages of Columbus, the Cabots, Hudson, Car- 
 tier, Balboa, Ponce De Leon and others, and describe the countries they visited. 
 Trace the wanderings of De Soto, Cortez and Pizarro. Compare the difficulties 
 these bold explorers encountered with those we would experience in going over 
 the same territory now. Use maps freely to show physical areas, rainfall, vege- 
 tation and density of population as well as political and historical maps. An 
 abundance of pictures will make the work concrete, real and interesting. The 
 natural advantages of the United States in location, extensive coast suitable to 
 fishing and trade, diversified surface and climate calling out a response of variety 
 of soils, vegetation and occupation. Note the ease of interior navigation by great 
 lakes and large rivers. The vast mineral wealth, extensive forests and productive 
 soil must stand out clearly. Study the early settlements and see how they were 
 influenced by geographic factors. In this connection it will be seen that the fish- 
 ing, commercial life of New England was very unlike the agricultural, plantation 
 life of Virginia, and that each was different from frontier hunting life in the 
 middle west. Note the work of Lewis and Clarke, Daniel Boone, Austin and others 
 in early exploration. Contrast the lands as they found them with their present 
 condition. Study Indian life, noting the race qualities and early relation to white 
 settlers. Study the characteristics of our European ancestors, and tell why they 
 wished to find homes in the New World. Study other races in America as the 
 Negro and Chinese. 
 
 Second Quarter. — State Groups. — The outline here does not vary much from 
 that presented in our best texts, but liberal use must be made of supplementary 
 readers, products and pictures. The best plan of presenting the work is by type 
 studies and imaginary journeys. The type should be simple and the maps and de- 
 scriptions of like character. Such studies as that of a coal mine, cotton planta- 
 tion, oyster fishing, Minneapolis or Pittsburg as trade and manufacturing centers, 
 orange groves of Florida, the forests of Washington and Alaska and similar 
 subjects will prove interesting and profitable. As an illustration of how this work 
 proceeds, the following outline for the coal mine is suggestive : Sinking the shaft, 
 difficulties and expense. Ventilation. Danger of cave-in, floods, explosions, fires. 
 The coal breaker in hard coal region. Hoisting, pumping, shipment. Soft coal, 
 its use and products, gas tar, coke, etc. Location and extent of coal fields. The 
 relation of coal to manufacturing, commerce and domestic needs. Cities which 
 owe their growth to coal. In forming vivid pictures of such industrial types and 
 others of a phj'siographic nature, the use of the stereoscope and views are to be 
 strongly recommended. The imaginary journey brings to the pupil in an attractive 
 form things seen in their natural relation. It should not be forgotten that this is 
 the time in the child's life commonly known as the drill period. Advantage should 
 be taken of this to fix in mind the localities found on the map and such general 
 facts as comparative areas, length of rivers, altitude of mountains, products, etc. 
 
 Vital statistics may be introduced, but their changing character will require 
 wise subordination to more general truths and principles. 
 
 Third Quarter. — The dependencies of the United States. — Our American 
 neighbors. — Here again history is correlated with geography in tracing our terri- 
 torial expansion. Show how each territory was acquired and how valuable. Re- 
 count the finding of gold in California, the annexation of Texas and the struggle 
 for the Northwest. Canada, Mexico, Central America and the West Indies may 
 
69 
 
 now be compared with the United States and contrasts noted in climate, indus- 
 tries, government, etc. 
 
 Fourth Quarter. — South America. — Study the continent as a whole, con- 
 trasting its unfavorable natural conditions of location, surface, coast, climate, ab- 
 sence of interior seas or lakes, lack of coal, etc., with the advantages of North 
 America. Call attention to the jungles of the Amazon, the well-nigh impassable 
 Andes, the straight mountainous western coast, the rainless desert and the insect 
 pests. The great possibiHty of extensive river navigation, wide areas of grass lands, the 
 precious metals, etc., will be taken up. By a study of exports and imports, de- 
 termine what trade will be carried on with the United States. Compare the in- 
 dustrial progress, education and governments of South America with our own. 
 Study each country to determine which is most progressive, and why. 
 
 References for Pupils. — Carpenter's North America, Carpenter's South Amer- 
 ica, Markwick and Smith's The South American Republics, Winsloufs Our 
 American Neighbors, Winslotsfs United States. In connection with the study of 
 geography in the fifth year, the pupil should read many history books. See 
 Course of Study in history. 
 
 Class B, — Sixth Year — 1914-1915. 
 
 (Alternates with fifth year.) 
 
 First Quarter. — Europe. — Further opportunity is here presented for com- 
 bining geography and history. It is advisable that this be done, particularly in 
 the study of the British Isles where our early connection with the "Mother 
 Country" may be briefly traced, showing the causes of separation and the part 
 geography took in the struggle. It is well to study the national characteristics of 
 Europeans and to show where they have settled in large numbers in America. 
 Aside from North America, Europe deserves greater emphasis than other conti- 
 nents and more than one quarter's work may be required. Where such is thought 
 necessary, condense the study of Africa, Asia and Australia. Show that Europe 
 offers the best natural advantages as the home of civilized man, viz. : Location, 
 most extensive coast, least general altitude, freedom from extremes of climate, 
 vast mineral wealth, no deserts, varied products, etc. 
 
 Second Quarter. — Africa. — Here is presented a favorable opportunity for con- 
 trasts with continents having better natural advantages. Call attention to loca- 
 tion in hot belt, trades and resulting deserts, compact form with limited coast, 
 high average elevation, making most rivers unnavigable, fever breeding swamps, 
 tropical jungles and ferocious animals. The native tribes are interesting, but the 
 emphasis should be placed on Egypt, the Barbary States and South Africa, where 
 most progress in civilization has been made. 
 
 Third Quarter. — Asia. — Study the continent as a whole, noting and explain- 
 ing the general features. Give particular attention to India, China and Japan. 
 Study the characteristics of the Mongolian race and learn of their habits, cus- 
 toms and manner of living. It is important that industrial possibilities be consid- 
 ered in their relation to the awakening of China and the development of our 
 Oriental commerce. The work of England in India, Russia in Siberia, the mod- 
 ernizing of Japan, etc., are facts of real significance. Mounted pictures and sup- 
 plementary readings will add interest to the work. 
 
 Fourth Quarter. — Australia and Oceania. — Special attention should be given 
 to the value of position in geography. In this regard note the unfavorable location 
 of Australia. Determine the cause of the large desert area. Consider occupations 
 briefly, bringing out their relation to the surface and climate. Locate the chief 
 cities and study the distribution of population with reference to natural advan- 
 
70 
 
 tages. New Zealand should be studied with reference to surface, climate, occupa- 
 tions and government of the people. Call out the relation of Australia to Great 
 Britain and see in what way it is of advantage to the English. 
 
 References for Pupils: Carpenter's Europe, Carpenter's Asia, Carpenter's 
 Africa, Winslow's Europe, Children of the Palm Land, Little People of Japan, 
 Akimakoo. In connection with the study of the geography of Europe, the pupils 
 should read many history stories. For books suitable for this reading see the 
 reference books at the close of the sixth year's work in history. 
 
 Class A. — Seventh Year — 1913-1914. 
 
 (Alternates with eighth year.) 
 
 First Quarter. — Geography of North America and the United States. — 
 Here study advanced types to illustrate causal ideas. The airfi should be to get 
 the child to think. Develop geographic principles inductively by applying them. 
 Study the physiographic and climatic regions of North America in a large way. 
 Note the effect of these on plant distribution, importance of rivers, density of 
 population and volume of commerce. To do this well the teacher should prepare 
 large wall maps, showing physical features, rainfall, plant realms, number of in- 
 habitants, trade routes, etc., as well as political facts. If outlines of wall maps 
 be procured, the appropriate colors can be filled in and the actual expense is slight. 
 If blackboard outline maps can be had, this work can be done with crayon. The 
 large stencil outlines are cheap and useful. Make a rapid survey of the United 
 States, treating it from a natural, physiographic, climatic basis, and pay little at- 
 tention to states as such. Select physical types of broad application, e. g., Hudson 
 river. Great Lakes, Pike's Peak, the Great Basin, Puget Sound, Chesapeake Bay 
 or the Mississippi delta and make numerous comparisons. Along with these use 
 commercial types such as cotton, rice, sugar, pine lumber, petroleum, corn, etc. 
 Ideas on conservation are not to be neglected. Train the pupil to think on prob- 
 lems of immigration, irrigation, Panama Canal and other questions of great 
 national geographic character. Use commercial products freely and study means 
 of production in agriculture, mining, manufacturing, etc. Point out the close as- 
 sociation of history and geography in the development of our nation. The teacher 
 must be familiar with such books as Brigham's Geographical Influences in Amer- 
 ican History, and Semple's American History in Its Geographic Environment. 
 
 Second Quarter. — Geographic Principles. — It is thought advisable to place 
 this work in the seventh grade and let it follow the advanced study of North 
 America, because of its difficulty and the opportunity to lead up to it by seeing the 
 principles applied to our own country. No attempt is here made to outline fully, 
 but mathematical ideas of shape, size, rotation, revolution, seasons, etc., can best 
 be understood by concrete work requiring simple apparatus, drawings, actual ob- 
 servations, etc., rather than by committing to memory poorly understood definitions. 
 Study the full importance of the inclination of the earth's axis. Distinguish land 
 forms in their relation to occupation. Note that rivers differ greatly in their 
 relative value to man and that their usefulness depends largely on land elevation 
 and climate. Coasts should be studied as to extent, kind and use. The atmos- 
 phere is difficult, and principles referring to determining causes of climate are 
 more valuable than an extensive study, of the underlying cause of storms. Deal 
 principally with causes for variation of temperature and the general wind move- 
 rrient. Rainfall is a very important factor, and its distribution should be under- 
 stood. The fact that constant winds modify climate greatly and ocean currents to 
 a slight degree should be noted. The way plant zones are determined by climate, 
 altitude and soils deserves special consideration. The racial and social studies 
 
71 
 
 of man bringing out ideas of the influence of environment, ways of living and 
 government are of prime importance. The discussion of geographic principles, as 
 outHned in any of our best textbooks, may be followed, but clear explanation, in- 
 terpretation and application of them devolves on the teacher. It is best that the 
 teacher's preparation include a knowledge of laboratory physiography. 
 
 Third Quarter. — The geography of Europe. — Follow the general plan out- 
 lined for North America and the United States. The importance of European 
 civilization and its close association with that of America is the reason for its 
 further study. In the study of any country in the higher grades the following 
 topical outline is suggested: (i) Location with reference to climate and trade. 
 (2) Extent, comparative area. (3) Land forms, coast, drainage, climate, etc., in 
 their human relation. (4) Natural resources in their relation to occupations. (5) 
 Animal and plant life with reference to man. (6) Population, race, national traits, 
 social and industrial progress. Supplementary readers are of special value, and at 
 slight expense a splendid picture collection may be obtained. These will intensify 
 interest and give clear and vivid impressions. The study of the Rhine introduces 
 *he travel plan, gives concrete pictures of real life and focuses the work on an 
 important center. Other types may be used. Problems involving close analysis 
 of fact may be presented. Some of this nature are : Why is Belgium so prosper- 
 ous? Russia so backward? Ireland so poor? Geography answers three ques- 
 tions, what? where? why? Neither should be neglected, but in the upper grades 
 the last needs constant and growing emphasis. 
 
 Fourth Quarter. — Regional and comparative studies of Europe and Amer- 
 ica. — Opportunity is here given to study land forms, chmate, occupations, govern- 
 ments, racial and national characteristics in those areas where civilization has de- 
 veloped best. It is time we begin to point out relations and summarize the work. 
 Advanced types may be used and class reports required. How people live in the 
 two continents is to be observed, and great interest will be found in the study of 
 dress, customs, ceremonies, etc. Study the most important works of man in both 
 continents. No special part of any textbook is taken up in this quarter, but it 
 will prove helpful. Use the geographical reader to give a basis for the work. 
 
 References for seventh year. — Herhertson's Man and His Work; McMurry's 
 Type Studies from United States Geography; McMurry's Larger Types of Ameri- 
 can Geography; several texts on geography; any of the references given in the 
 fifth and sixth grades. 
 
 Class A. — Eighth Year — 1914-1915. 
 
 (Alternates with seventh year.) 
 
 First Quarter. — General survey of the Old World. — Include centers of 
 greatest importance in Africa, Asia and Australia. Study the influence of the 
 white race in the general progress of man. Compare coast, rivers, climate, 
 deserts, etc., of the different land masses. Summarize by the vise of proper wall 
 maps, general altitude, rainfall, plants, density of population, trade routes and 
 commerce in the world as a whole. Study colonial possessions and notice the im- 
 provement in savage life through such influence. Review South America. 
 
 Second Quarter. — Industrial geography. — It is thought advisable to give a 
 quarter's work to the summary of world commerce. Study by map, chart and 
 graph raw material, manufacture, transportation and consumption. Exports and 
 imports should be compared. Methods of agriculture and ways of doing things in 
 different countries are interesting and important. More complex commercial types 
 as steel, sugar, paper, etc., may be introduced. Statistics should be presented by 
 
72 
 
 the graph and scenes of production by the picture. A commercial map showing 
 seaports, trade routes, railroads, cables, etc., should be made and used. 
 
 References. — Carpenters Industrial Readers; Toothaker's Commercial Raw 
 Material; Longman's New School Atlas. 
 
 Third and Fourth Quarters. — History and Geography of Missouri. — Be- 
 gin with early French and Spanish exploration, pioneer life; proceed with the 
 Louisiana Purchase, the Missouri Compromise and all important historical events 
 to the present day. 
 
 Geographically consider location, size, surface, drainage, chmate, soils, etc. 
 Give special attention to present-day movements, such as reclamation of swamp 
 lands, development of water power, river improvement, good roads, rural life, 
 education problems, etc. Study the government of Missouri. Make this work 
 real. There has been too much study of the dry bones of form, qualifications, 
 duties, etc., and too little attention to the living organism of the actual govern- 
 ment as it really exists. 
 
 No text can supply all our needs, though they are helpful. Send to railroads 
 and manufacturers for pictures, descriptive literature and maps; collect Missouri 
 products; construct maps of soil, rainfall, etc. State pride and good citizenship 
 are the results of clear and forceful teaching. 
 
 References: Mustek's Stories of Missouri, Rader's History and Government 
 of Missouri, Blue Book (Secretary of State of Missouri), Red Book (Labor 
 Bureau), State Reports of Public Schools, Board of Agriculture, Mining, etc. 
 
 BIOGRAPHY AND HISTORY STORIES. 
 
 Introductory. 
 
 The Course of Study in biography and history in classes B, C and D should 
 be taught in connection with other subjects. The outhne for these classes here 
 given attempts to organize and systematize the historical material that may be pre- 
 sented to the pupils in these first six grades of the elementary schools, before a 
 regular textbook is taken up in the seventh grade. 
 
 No separate period is necessary in order to do this v/ork properly, because if 
 proper correlations are made, all of it can be done in connection with reading, 
 language and geography. Let the reading class devote, say, one period per 
 week to historical matter, base one language or composition lesson on historical 
 stories, and use one or two geography periods per week in the study of historical 
 events and characters connected with the particular region under consideration in 
 the geography class. In the suggestion of a certain number of periods per week 
 on historical material it is not intended to make the work mechanical. Some- 
 times two weeks may be spent on historical work and then two or three weeks 
 pass by without any historical work. 
 
 Myths, legends and fables are suggested for the first three or four grades 
 because of the children's great interest in that kind of hterature and because of 
 their historical setting and background. However, the teacher should distinguish 
 clearly between that which is mythical or legendary, on the one hand, and that 
 which is really historical on the other. 
 
 It is not expected, and indeed it is not desirable, that teachers should attempt 
 to have all the pupils do all the work suggested for each grade. Such a pro- 
 cedure would certainly lead to confusion and superficiality. There are, however, 
 certain basic facts, important characters and pivotal dates about which all pupils 
 
73 
 
 should know. These should be thoroughly stressed, and then the children may be 
 encouraged to select interesting incidents and other valuable material to study 
 and to report on to the class. This can be done very easily. It gives the pupils 
 a much broader view, makes it possible to do much more work, and at the same 
 time, makes provision for the tastes and interests of each individual (a very im- 
 portant consideration in all school work). 
 
 The resourceful and wide-awake teacher will experience no difficulty in de- 
 vising ways and means of presentation and in finding time to do the work. 
 
 The general plan and many valuable suggestions have been taken from the 
 Report of the Committee of Eight on the Study of History in the Elementary 
 Schools. 
 
 Class D.— First Year. 
 
 The object of the work in the first two grades should be to give the child an 
 impression of the Hfe and thoughts of early peoples, the primitive hfe of Indians, 
 and an appreciation of public holidays and all events that appeal to children of 
 this age. With this end in view there should be given myths, fables, folklore 
 stories, Indian legends, simple biographies of great men, and interesting stories 
 connected with our early history. 
 
 Under the head of myths, legends, fables, etc., the following may be given: 
 Puss in Boots, The Fox and the Grapes, Little Red Riding Hood, Cinderella, 
 Jack and the Bean Stalk, The Fairy King's Gift, and others. 
 
 In connection with Indian life the following may be given : Description of 
 Indian home, Description of Indian babyhood and boyhood. Children of Hia- 
 watha, Legends of Red Children, and other stories of the Indian. 
 
 Especial attention should be given to Thanksgiving Day and Washington's 
 Birthday, Christmas and Easter, and stories and historical incidents appropriate 
 to each occasion should be read and talked about by pupil and teacher. Such 
 stories are: The Story of the Mayflower, Plymouth Rock, the First Thanksgiving 
 Day, Miles Standish, Samoset and Squanto, The First Winter, also stories of 
 Washington's boyhood, his home,- playmates, etc. Stories of the Pilgrims, of 
 Lincoln, of Longfellow, of Tennyson, of Saint Valentine, of David, of Moses, of 
 Joseph, and other historical characters may be used in this grade. In this grade 
 the pupil is interested in the story only; he has no power to comprehend time and 
 place, hence do not attempt here to teach dates or locate places. Many primary 
 stories begin "Long ago" or "Once upon a time," etc. 
 
 Note. — The following references may be used by the teacher for the work 
 suggested in this grade: Colonial Children (Hart); Legends of Red Children 
 (Pratt) ; Story of the Indians of New England (Burton) ; Pilgrim Stories (Pum- 
 phrey); America's Stories for America's Children, Vol. H, ///, IV (Pratt); Camps 
 and Firesides of the Revolution (Hart), Indian Primer (Fox); Our Holidays 
 (Retold from St. Nicholas); Hiawatha Primer; any good first reader, five cent 
 classics, and story books for children. 
 
 Class D. — Second Year. 
 
 The work in this grade should be along the same general lines as that of 
 the first grade, attention being given to primitive life, some study of myths and 
 fables, and special study of historical events in connection with the more im- 
 portant holidays. The object of teaching history in the primary grades is to de- 
 velop the pupils' imagination and to lay the foundation for a comprehensive 
 study of the subject later. 
 
74 
 
 Among the many myths and fables the following may be studied : Clytie, 
 Pandora's Box, Selections from Grimm, Aesop's Fables, The Bag of Winds, 
 Phaeton, Lindu and the Northern Light, and others. 
 
 In connection with the study of Indians and Indian life, it is well to study 
 the Indian characteristics, and stories, such as selections from Hiawatha and 
 others. The children can now read these stories and selections themselves, both 
 in class and outside class. Pictures of Indian warriors and others showing 
 manners and customs may be used to advantage. 
 
 The constructive instinct of children may be utilized by having them construct 
 canoes, bow and arrow, tomahawk, wigwam made of poles and fur rugs. Put a 
 few Indian relics in the wigwam. Construct an Indian home on the sand table. 
 
 In connection with Thanksgiving Day, study stories from the school readers 
 and other sources that may be available. In this connection, stories of life in 
 New England, Voyage of the Mayflower, Friendly Attitude of the Indians, 
 Planting Corn, Thanksgiving Feasts and others of like character may be used. 
 
 Appeal to the eye may be made through pictures showing dress, manners and 
 customs of the Pilgrims, and the constructive instinct may be appealed to by 
 means of paper cutting, clay modeling of animals and fruits incident to Thanks- 
 giving. See suggestions on handwork. 
 
 In like manner much interesting matter can be used in connection with the 
 birthdays of such characters as Washington, Lincoln and Columbus (Columbus 
 Day, October I2th), stories of their lives, pictures, appropriate poems to be read 
 and memorized, story of the American Flag, and other material of like character 
 may be used. Cut out of paper a soldier's hat, gun and tent, and also make draw- 
 ings of these. 
 
 Note. — The following books and references are suitable for the work indi- 
 cated above: Folklore Stories and Proverbs (Wiltse) ; Early Cave Men (Dopp); 
 Lolami, The Cliff Dzveller (Bayliss) ; Fables and Folk Stories (Scudder); In Myth- 
 land (Beckworth) ; five cent classics and any good set of school readers. See 
 references for first year work, and also the references in reading and language. 
 
 Class C. — Third Year — 1913-1914. 
 
 (Alternates with fourth year.) 
 
 As to the design and general plan of the work in the lower grades, the fol- 
 lowing quotation, taken from the "Report of the Committee of Eight," is very apt: 
 
 "In the first and second grades the center of interest is in primitive life and 
 public holidays. An historical background is given that supplies the teacher with 
 an abundance of material for making these vital points permanent in the child's 
 life. In the third grade the child is able to read understandingly. The outline is 
 here changed in order to supply the child of this age with stories that will tend to 
 develop an historical sense, and the teacher with subject-matter to supplement 
 reading. The heroism of the world is drawn upon. Public holidays should, how- 
 ever, receive the greatest consideration from the teacher. The entire outline of 
 the second grade should be reproduced, not only in the third grade, but in every 
 subsequent grade ; for the spirit that prompts the city, the State or the nation to 
 set aside a day of remembrance should find expression in each grade." 
 
 Following the suggestion given above, historical characters, heroes and in- 
 cidents of our own and other lands may be studied and talked about by children 
 of this grade. 
 
 Among the myths, legends and fables of the early peoples, the following are 
 suggested as typical of many that may be used : Shingebiss, Legend of the Light- 
 ning, Legend of the South Wind, The Star Beautiful, The Rainbow, Hiawatha 
 
75 
 
 Legend, Selections from Rip Van Winkle, Story of Robin Hood, Story of 
 William Tell, The Magic Ring, The Wicked Fairy, and selections from Grimm's 
 Fairy Tales. 
 
 Among the heroes and historical characters of our own and other lands the 
 following may be studied: From other lands: Joseph, Moses, David, Ulysses, 
 Alexander, Cincinnatus, Horatius, Canute, Alfred, Robert Bruce, Joan of Arc, 
 Columbus, Sir Walter Raleigh, Julius Caesar, Oliver Goldsmith and Napoleon. 
 From our own country: Washington, Jefferson, Lincoln, Grant, Lee, Clara Barton, 
 Thomas A. Edison and others, depending upon the material available. 
 
 The more important holidays and birthdays should be studied as in the pre- 
 ceding grades, and the greatest possible use made of the incidents connected with 
 each. 
 
 "While the Fourth of July comes when few schools are in session," it is, 
 nevertheless, important that children should learn something about it and know 
 something of its importance. A study should be made of the historical back- 
 ground of the day, stories of the flag should be read and discussed and some 
 of our national songs, as the "Star-Spangled Banner" and "America," should be 
 studied and memorised. 
 
 Due attention should also be given to incidents connected with the discovery 
 and early exploration of our own land and with the Indians of those days. 
 
 Note. — The following are a few of the many books suitable for use as refer- 
 ence for the work of this grade: History Reader for Elementary Schools 
 (Wilson); Norse Stories (Mahie); Wandering Heroes (Price); Founders of 
 Our Country (Coe); Indian Folk Tales (Nixon-Roulet) ; Fifty Famous Stories 
 (Baldwin), and any good set of Third Readers. See also references for first and 
 second years' work in history and for third and fourth years' work in geography 
 and reading. Teachers may also gather stories from books suggested for the B 
 class. 
 
 Class C. — Fourth Year — 1914-1915. 
 
 (Alternates with third year.) 
 
 The work should be a continuation of the work begun in the third grade and 
 should be presented in much the same way, but a Httle more attention should be 
 given to real history and biography. See outline for third year. Add to the list 
 there given such characters as Boone, Marquette, De Soto, etc. If time permits, 
 several of the characters suggested for study in the fifth grade, especially the 
 colonial characters that have in their lives much of the legend and adventure, may 
 be studied in the fourth grade. The fifth year has more material suggested than 
 can be used in one year, so draw freely upon it. The five cent classics of the Ed- 
 ucational Publishing Company include many biographies that may be used in the 
 C class. See also the references in reading and geography. 
 
 Class B. — Fifth Year — 1913-1914. 
 
 (Alternates with sixth year.) 
 
 Since the textbook in geography is now taken up, a close correlation of geo- 
 graphy and history can be made. See course of study in geography. 
 
 In connection with the discovery of America, study such men as Columbus, Ves- 
 pucius, Drake, the Cabots. In connection with the geography of Virginia, study 
 Walter Raleigh, John Smith, Pocahontas, Jamestown Settlers, Blackbeard, The 
 Pirate. Also learn something abottt the industries, manners and customs of the 
 first settlers and their relations with the Indians. In connection with Massachu- 
 setts, study the Pilgrims and their work. Miles Standish as a type of Pilgrim, 
 
- 76 
 
 John Winthrop as a type of Puritan, John Eliot as a type of Missionary, King 
 
 Philip as a type of Indian. 
 
 The industries, manners and customs of Massachusetts should be compared 
 with those of Virginia. 
 
 In connection with the middle Atlantic states, study the Dutch, the Quakers 
 and Catholics (Maryland), and such men as Henry Hudson, Peter Stuyvesant, 
 WiUiam Penn. The industries, manners and customs of these colonies should 
 be studied and comparisons made with other groups of states. 
 
 For the Southern Atlantic States study Oglethorpe (Georgia), Ponce de Leon 
 (Florida), the French Protestants (North and South Carolina). 
 
 For the Mississippi Valley States study the part that France took in the settle- 
 ment of America, and the work of such men as Champlain, Marquette, LaSalle 
 and Joliet. Study also the work of such men as DeSoto, Boone, Sam Houston 
 (Texas). Tell the interesting stories of Boonesboro, Kaskaskia, Vincennes, etc. 
 Also stories of Hfe on the Mississippi, Old Franklin, the BoonesHck country, and 
 for the Western States study Coronado, Drake, the Santa Fe Trail, Lewis and 
 Clark, Fremont and Kit Carson. 
 
 Missouri lies in the middle of the Mississippi Valley, and it is important that 
 much attention be given to the history of the great west and southwest, and it is 
 therefore suggested that teachers devote more time than has been the custom here- 
 tofore to a study of the important characters, incidents and industries of this 
 great section. 
 
 Study also the growth of great industries, as mining (gold in California, coal 
 and iron in Pennsylvania), cotton (in the south), wheat (in the west and 
 north), cattle (in the west), corn (in the Mississippi valley), etc. 
 
 The last two quarters of the fifth year are spent mainly on the geography of 
 the dependencies of the United States and South America. While this work is 
 being done in geography, two or three days a week should be given to history. 
 This work in history should be done in connection with the reading, language and 
 geography. No separate recitation period is needed for the history work. During 
 the year the leading characters of each period of American history should be 
 studied. The following suggestions are made : Study Patrick Henry, Benjamin 
 Franklin and Samuel Adams as typical of the period before the Revolutionary 
 War. 
 
 For the Revolutionary period study Washington, Franklin, Hale, Green, Mor- 
 gan, Marion, Paul Jones, Robert Morris and Lafayette. Also study stories of the 
 Declaration of Independence, accounts of Trenton, Saratoga, Guilford Court House, 
 Valley Forge and Yorktown. 
 
 Study the life and work of such men as Clay, Webster, Calhoun and Thomas 
 H. Benton. 
 
 In the Civil War period, study the life and work of such men as Abraham 
 Lincoln, Robert E. Lee, Stonewall Jackson, U. S. Grant and other prominent 
 generals, both North and South. 
 
 Study the inventions, such as the steamboat, cotton gin, railroad, telegraph, 
 reaper, sewing machine, cable, telephone, electric light, etc. 
 
 Note. — The following books are suitable for this grade: American Hero 
 Stories (Tappan) ; American Explorers (Gordy); Colonial Days (Gordy) ; Ameri- 
 can History Story Book (Blaisdell &• Ball) ; Builders of Our Country, Vols. I\ 
 and n (Southzuorth) ; Stories of Pioneer Life (Bass); First Book in American 
 History (Egglesfon) ; American Life and Adventures (Eggleston) ; First Steps in 
 the History of Our Country (Mowry); Building the Nation (Wade); Stories of 
 the Great Republic (Lang); Hero Stories from American History (Blaisdell & 
 Ball); Stories of American Progress (Wright); Calvert of Maryland (Otis); 
 Peter of New Amsterdam (Otis); Four American Naval Heroes (Beebe). 
 
77 
 
 ' Class B. — Sixth Year — 1914-1915. 
 
 (Alternates with fifth year.) 
 
 The geography work planned for the sixth grade consists of a detailed study 
 of Europe, Asia and Africa, and it is therefore desirable that the history work 
 consist of a study of characters, stories and incidents bearing upon the develop- 
 ment of these important grand divisions. Such a plan will make effective cor- 
 relations much more easy and tend to save much valuable time. 
 
 There will be an added advantage from the fact that the children, for a time, 
 will be turned from a direct study of our own country and peoples, thus securing 
 freshness and interest in the work and enabling them to return in the seventh 
 grade to United States History much more eagerly and to pursue it from an en- 
 tirely different view point. With these considerations in view, the following plan 
 is suggested: During the year study the character and work of the Greeks, the 
 Romans, the Teutons and the English, together with important incidents, men 
 and events connected with each. The order in which these peoples are studied 
 may be made to depend very largely upon the order in which the geography of 
 the Continent is studied. Only a few incidents and characters in connection with 
 the geography of Asia and Africa are necessary. Europe, because of its great rel- 
 ative importance in the world's history, should be given the greater portion of the 
 time. 
 
 Inasmuch as several books have been written covering the work suggested 
 for this grade, no detailed outlines are here presented. It is suggested, however, 
 that the teacher secure for the library, or have the pupils purchase for their own 
 use, such a book as Harding's Story of Europe. 
 
 Note. — The following books are suitable for reference books in this grade: 
 Story of the Greeks (Guerber); Story of a Chosen People (Guerber); Famous 
 Men of Greece (Haaren & Poland), Famous Men of the Middle Ages (Haaren 
 & Poland); Famous Men of Modern Times (Haaren & Poland); City of Seven 
 Hills (Harding); The Story of Europe (Harding); The Story of England (Hard- 
 ing); Story of the Greek People (Tappan); The Red True Story Book (Lang); 
 Little Stories of France (Button). 
 
 UNITED STATES HISTORY AND CIVIL GOVERNMENT. 
 
 These subjects are to be pursued through the seventh and eighth 
 grades, and are to be so correlated as to constitute one course. To that end 
 suggestions are here offered as to how this course may be conducted. In connec- 
 tion with these suggestions certain books, which will be helpful to the teacher and 
 the pupil in doing the work, will be mentioned. 
 
 As a means of special preparation for his history teaching, the teacher would 
 do well to read a book or two on the teaching of history, such as McMurry's 
 Special Method in History; Hinsdale's How to Study and Teach History; Mace's 
 Method in History for Teachers and Students. 
 
 No outhne of the course is here offered. It is presumed that a text will be 
 used and every text that is worth while is so arranged that a fairly good outline 
 may be worked out by the teacher himself by merely following the topical headings 
 or the marginal annotations of the text. Instead of an outhne of the topics that 
 might be discussed by the pupils in their pursuit of this course, there is offered 
 here a series of suggestions as to what subjects should be stressed and how certain 
 phases of the work may be done. Some of these suggestions will be given in con- 
 
78 
 
 nection with the discussion as to the various quarters' work, others will be given 
 at the close of this discussion. 
 
 It must be borne in mind that the work of the seventh year and that of the 
 eighth are to be given alternately. It will make no material difference which year's 
 work is given first so far as difficulty is concerned. 
 
 In the first six years the work in biography and history stories has laid the 
 foundation for the' history work in the A class. The history work in the lower 
 grades has been done in connection with the work in reading, language and geog- 
 raphy. The class should make use of the reference books suggested for history 
 work in the lower grades. The seventh year's work should be given in 1913-14, 
 and the eighth year's work in 1914-15. 
 
 Class A. — Seventh Year — 1913-1914. 
 
 (Alternates with eighth year.) 
 
 First Quarter.— Study the Indian tribes; their manners, customs, tribal rela- 
 tions, food, utensils, weapons, clothing. Read Hiawatha. Study the civilized In- 
 dians, Mexican and Peruvian. Read The Fair God. See that the pupils know their 
 geography. History without geography is like a body without hones. 
 
 Study the discoveries. Use a globe and show what their purposes were. Find 
 out something about the conditions in the Old World; the ignorance and curiosity 
 of the people. Find out about Venice, Genoa, Ferdinand and Isabella, Queen 
 Elibabeth, Marco Polo, Gallileo. Read Starr's American Indians. 
 
 Study also explorers of the Western Continent, at least four each of English, 
 Spanish and French. Have pupils find outside of the text as many things as pos- 
 sible about explorers, their aims, and their accomplishments. 
 
 Second Quarter. — Colonization. Ideas of colonization as expressed by Coligne, 
 Sir Walter Raleigh, French Catholics, the Dutch. Where the colonies were located 
 and why they were located there. Conflicting claims to territory. Just now is a 
 good time to begin to stress the idea of institutions. Careful attention should now 
 and in all later courses be paid to the following: Political life; Industrial life; 
 Educational life; Social life; Religious life. Each one of these may be carefully 
 outlined by the teacher. For example, in the study of Social life, find out about 
 houses, furniture, food and its preparation, occupations, amusements, clothing as 
 to materials and fashion, social gatherings, etc. Hart's Colonial Children will be 
 interesting reading for the pupils. 
 
 Each member of the class should own a text on civil government. The chap- 
 ters in this text on the different forms of government should be thoroughly 
 mastered by the class. In the study of colonial history, note the beginnings of a 
 government "of the people, for the people, by the people," as the formation of the 
 Constitution or Charter of the Connecticut colony, 1639. 
 
 The pupil can learn, with the assistance of an energetic teacher, what was most 
 worth while in their civilization, how much they brought with them from Europe 
 and how much was due to environment. 
 
 Interest will be added to these features of colonial hfe by making comparisons 
 of life in the typical colonies such as the New England group, the Middle colonies 
 and the Southern colonies, also the Dutch settlements in New York and the 
 German settlements in Pennsylvania and Delaware. Finding similarities and con- 
 trasts and accounting for them will be valuable work. 
 
 Third Quarter. — This quarter should cover the period from the beginning of 
 the struggle between the French and the English for supremacy to the close of the 
 Revolution. Military events are important here, but they should not receive too 
 much attention. Note the early attempts at Union, as Franklin's "Plan of Union," 
 
79 
 
 presented during the French and Indian war. Note the relative strength of French 
 and English. Compare them as to numbers, mihtary experience, skill in fighting, 
 independence of home governments, freedom of individuals from restraints of 
 state and church. Find which people had grown the more democratic. Study the 
 causes of the Revolution and distinguish carefully between cause and occasion. 
 Study only the more important events and campaigns of the Revolutionary war. 
 Note the influence of the westward movement. Hart's Camps and Firesides of 
 the Revolution furnishes a great deal on the social conditions of the 'time. The 
 history text will furnish an outline for the work. 
 
 Fourth Quarter. — This quarter should cover the period from the close of the 
 Revolution to the adoption of the Constitution. That part of the text in Civil 
 Government which deals with the National Government should be studied here. 
 (The natural place for studying the National Government is the place where it 
 comes in the study of history.) The Constitutional Convention, the call for it, 
 its personnel, and the great document created by it should receive much attention 
 this quarter. It will be well to call attention to changes that have been made in 
 our government since 1789, that these changes may be familiar and later receive 
 their proper historical setting. The work of the Continental Congress, too, should 
 be studied in connection with a study of the Articles of Confederation. The Or- 
 dinance of 1787 should be analyzed in detail and recognized as a monumental 
 product of the demands of the time for concerted national action. The text on 
 Civil Government should furnish the basis for the work of this quarter. John 
 Fiske's The Critical Period, a book which should be in every school library, will 
 be most valuable as a reference work for both teacher and pupil. Such works as 
 Dole's The Young Citisen, Judson's The Young American, Dunn's The Community 
 and the Citizen will be read eagerly and with much value by the pupils. In the 
 study of civil government no attempt should be made to master all the details of 
 government, but the general principles of government and its larger units of or- 
 ganization should be known thoroughly. The object of the study of history and 
 government is to make intelligent, patriotic citizens, who know the duties of citi- 
 zenship and are willing to make personal sacrifices for the public welfare. 
 
 Maps should be made during the seventh year's work illustrating the boundaries 
 of colonies, conflicting claims, highways of travel, etc. 
 
 The pupils should know that real history is to be found in such works as 
 Farkman's volumes ; Parkman's Pioneers of France in the New World, etc. ; He- 
 Master's History of the American People in seven volumes, Morris' Hero Stories, 
 Fiske's Works on Colonial History, Eggleston's Beginners of a Nation, etc. He 
 should also know that a textbook on history is simply an outline. Every library 
 should contain some of the books named in this paragraph. For additional books 
 on history, see Course of Study for high schools (1912). Also such books as 
 Bison's Sidelights on American History. 
 
 Class A. — Eighth Year — 1914-1915. 
 
 (Alternates with seventh year.) 
 
 First Quarter. — This quarter should cover the period from the adoption of 
 the Constitution to the election of William Henry Harrison in 1840. 
 
 Second Quarter. — From the election of William Henry Harrison to the close 
 of the Civil War in 1865. 
 
 Third Quarter. — From the close of the Civil War to the present time. 
 
 Fourth Quarter. — ^Local and State Government, with some review of the Na- 
 tional Government. 
 
 It is recommended that in the first three quarters' work of this grade special 
 emphasis be put upon the social and industrial phases of our history. Such topics 
 
80 
 
 as the westward movement of the population, canals and railroads, tarifif, internal 
 improvements, slavery, development of the different industries, immigration from 
 foreign countries, and the banking systems of the nation, should be given special 
 prominence. Many of these topics will lead to a fuller study of certain other 
 topics as, for example, the westward movement will necessarily involve a study of 
 the territorial expansion of the United States. To this end the teacher will find 
 Coman's Industrial History of the United States, and Spark's Expansion of the 
 American People particularly helpful in preparing him to emphasize these phases 
 in his class work. The latter book is not too difficult to put in the hands of the 
 pupils of the eighth grade, but it is more than likely that the first book will prove 
 too heavy for frequent use by the pupils of this grade. Special attention to these 
 subjects is recommended because it is felt that the study of American History 
 should result in the pupil's having some intelligent understanding of the problems 
 that are before the American people today. Of all these, the social and industrial 
 problems seem to be pressing most heavily for immediate solution. It is therefore 
 desirable to give the historical setting for these problems, and this can be done only 
 by giving due attention to the social and industrial phases of our history. It is all 
 the more important that this treatment of our history should be undertaken in the 
 grades, since the vast majority of our school children never get into the high 
 school where these special subjects can be better studied, and if they are to get 
 anything on the subject at all while in school, it must be in the grades. 
 
 A few other matters that are not so exclusively social and economic should 
 be given considerable attention, such as the rise of the various political parties 
 and the reconstruction of the South after the war. And since the course is a 
 combination of history and government, it will be well to give special attention 
 to governmental matters, such as constitutional amendments, important legislative 
 acts, and important judicial decisions. 
 
 Attention is called to Hart's How Our Grandfathers Lived, as a book full of 
 interest to the pupils on the period prior to Civil War. 
 
 All of the history references suggested in the fifth and sixth years will be 
 found helpful in the seventh and eighth years. In addition to the books suggested 
 in these grades and in the seventh grade, a few well chosen biographies should be 
 in the library. See also the references on the geography and history of Missouri. 
 Such books as Thwaites' The Colonies, Hart's The Formation of the Union, Wil- 
 son's Division and Reunion, shovild be familiar to the teacher and some of the 
 easier chapters in such books should be read by pupils. 
 
 The making of outline maps by pupils is highly recommended. Some of these 
 should be prepared outside of class and some in the class. The McKinley Maps 
 or the Foster Maps are excellent. They can be had in different sizes and either 
 singly or in tablets. Several series of maps may be made. For example, one 
 series could be made to represent the expansion of the United States and another 
 to represent the presidential elections. Outlines for the first three quarters can 
 easily be made from the history text and for the fourth quarter from the text 
 on Civil Government. 
 
 In studying the government of Missouri, do not feel that you must teach in 
 detail the duties of all the State and county officers. Such work is largely a 
 waste of time. The pupils should know where to find this information, but should 
 not be asked to memorize useless details. The pupils should be given a good gen- 
 eral idea of the organization of the State government, the sources of revenue of 
 the government, and the cost of maintaining the State government. They should 
 know what the State is doing for its children in providing schools, and also 
 what the State is doing for its unfortunates in providing for them hospitals, sani- 
 tariums and other eleemosynary institutions. 
 
81 
 ELEMENTARY SCIENCE. 
 
 Nature Study. 
 
 Nature study has long since come into our best schools to stay. By nature 
 study is meant such study of the common things in the environment of the 
 child as will put him into sympathetic relation with them, and will enable him 
 to use them in an educative development. Such a study will increase his 
 scope of happiness by opening up to him a great world of interests, which 
 presents a different phase with every change of season, and it will make him 
 a more efficient member of his community. 
 
 Many teachers think they can do nothing with this work unless they have 
 had a special course first. This is a mistake. The great world of nature is 
 spread before us and we have only to look and to listen carefully and thought- 
 fully, and a little is revealed to us every day. That will furnish enough for 
 you and the children to study together. Begin with those things for each- 
 season that you can best give (appropriate), but do not stop there. Keep 
 moving on to something new or to a deeper experience. Don't be afraid to 
 say, "I don't know — let us find out." Then let teacher and pupil plan the 
 best way to observe and study the problem together. Bring materials into 
 the schoolroom when it is not possible to go to them. 
 
 Go to things first, then consult books and pictures for special explanations 
 and special features not noticeable and clear. Follow this by many repeated 
 observations as opportunity affords. Do this until you have an opportunity 
 to take a course in Nature Study, and you will find that you and the children 
 have a large and growing interest that is an educative one. 
 
 The work outlined for the first four years is full of suggestions as to 
 materials that are easily available. There is more than enough suggested for 
 each season. Select that which you can make most worth while. You will 
 note that some large topics run through the four years, but a new and deeper 
 phase is emphasized each season and each year. 
 
 The nature work and the primitive life stories have been planned to aid 
 in a broadening of interests. These stories are being told at the language 
 hour and some read at the reading hour. In them is much of nature for com- 
 parison with the child's interests. The primitive man was a child of nature. 
 
 Examples: In the Tree Dwellers — Bodo's food — clothing — use of fire — 
 and weather conditions. Hiawatha's knowledge and love of birds, squirrels 
 and other animal life; of corn, trees and other plant life; what Nokomis taught 
 him of the stars, comets, rainbow, etc. 
 
 The first two years of nature work as outlined lays a natural foundation 
 for geography which comes as a special subject the next year. The work in 
 hygiene is one of the very important phases of work for these years. 
 
 Books and Aids for Teaching Nature Study. 
 
 Nature Study — (Holts). 
 
 Practical Nature Study — (Coulter-Patterson). 
 
 (Each teacher should own one of these books.) 
 Study of Nature — (Schmucker). 
 Nature Study and Life — (Hodge). 
 Ritchie's Primer of Hygiene. "| 
 Ritchie's Primer of Sanitation. I (for hygiene.) 
 Ritchie's Human Physiology. J 
 
 CS-6 
 
82 
 
 The Gulick Health Series (for hygiene) : 
 
 1. Good Health — especially useful for hygiene as outline, and can be 
 
 read by fourth year pupils. 
 
 2. Emergencies — every teacher should know how to meet emergen- 
 
 cies. (Fifth or sixth year.) 
 
 Among Country Schools — (Kern). 
 
 Type Lessons in Nature and Literature — (McGovern). 
 
 Send to Agricultural Department, Washington, D. C, for catalog of ag- 
 ricultural publications and farmers' bulletins. Select bulletins you wish and 
 make them 'a part of the reference library. 
 
 Send to C. M. Parker, Taylorville, 111., for a list of penny classics on agri- 
 cultural and horticultural subjects. Get a complete or partial set of these for 
 reference library. 
 
 Write the Department of Preventive Medicine, Columbia, Mo., for circu- 
 lars and bulletins on hygiene and sanitation. 
 
 Start a collection of nature pictures — birds, animals, trees, flowers, etc., 
 for the library — mount pictures. 
 
 Consult library lists at back of State course. 
 
 Helpful books for children to use from school library — 
 
 'Round the Year in Myth and Song (Holbrook). 
 
 Songs of Treetop and Meadow (McMurry and Cook). 
 
 Plant and Animal Children (Torelle). 
 
 Nature in Verse (Lovejoy). 
 
 Our Birds and Their Nestlings (Walker). 
 
 Plants and Their Children (Dana). 
 
 Wings and Stings (Daulton). i 
 
 Ten Common Trees (Stokes). 
 
 Bird Life Stories (Weed). ' ' : 
 
 Bird Guide (Birds East of Rockies). 
 
 From September to June (Warren). 
 
 Pathways in Nature and Literature, Bks. i and 2 (Christy and Shaw). 
 
 Special to the Rural Teacher. 
 
 The Nature Study material as outlined will be of great help to the rural 
 teacher, in that it furnishes many interesting topics for the beginning reading 
 and geography work, and for the language each year. 
 
 The rural school child has unusual opportunity in his daily walks and at 
 the noon hour to make observations and to collect material. 
 
 The problem in the mind of the rural teacher will be how and where to 
 find a place for the work in the already full program. A study of the situa- 
 tion and a willingness to try will soon make it clear that a place can be found, 
 and that instead of an extra burden it has added another source of rich ma- 
 terial upon which to draw for many other school activities. A few sugges- 
 tions will make clear the possibilities. 
 
 The work is so outlined that the teacher of a town graded school will find 
 sufficient material for each season. 
 
 The rural teacher finds it necesary to teach several grades at the same 
 time. All four grades or even more may work upon a single topic. Birds are 
 given for study each year. The first and second year children will be inter- 
 ested in learning to know them by their colors, markings and notes. They will 
 watch their habits in getting about on the ground, their flight and their activ- 
 ities in nest building. The children of the next two years (3-4) beside these 
 points, are interested in a study of certain ones in a more intensive way — the 
 
83 
 
 robin — the English sparrow — the meadow lark (see outline). They will want 
 to know more of their feeding habits — the kind of food — reasons for migra- 
 tion — their economic value — why and how we may protect them. In tree 
 study there are general phases that interest all. Little children may collect 
 colored leaves in the fall and the older ones make a collection of wood. The 
 collecting instinct is strong in the third and fourth years. Economic phases 
 of all subjects will begin to interest the older children. What trees are good 
 for shade trees, for our school yards, and for our lawns? How may we pro- 
 tect our shade trees? Our fruit trees? What insects are injurious to our 
 trees? To our gardens? How may we get rid of the codling moth? Of the 
 potato beetle and of other injurious insects? Read the introduction to the 
 work for the different years. 
 
 Much nature work may be given in a short period of ten minutes after 
 dinner or after recess when the children have had an opportunity to make ob- 
 servations or to bring in material. A longer period may be arranged for twice 
 a week. Much may be done in a little while if the work is planned by the 
 teacher and kept before the children by inspiring questions from day to day. 
 Have a flexible program, so that on certain days after the nature study period 
 you have the reading period, in which you read nature stories and poems, fol- 
 lowed by a language period in which some nature topic becomes the subject 
 of written work. Such a plan makes it possible for half the school or the 
 whole school to be at work on the same subject at one time, but on different 
 phases of it. This saves much time in the day's program. Older pupils may 
 be given different topics to investigate more fully, and then give reports at 
 stated periods. 
 
 Hygiene topics may also be treated in such a way that they are of vital 
 concern to all the children in one group. The work for the first two years 
 in the outline is such as needs to be often brought to the attention of all. 
 The other topics afford phases for children of varying ages and experience. 
 
 Note. — School gardens are growing in favor and usefulness every year, 
 both in town and rural communities. They furnish an excellent center for the 
 study of various phases of plant and insect life. 
 
 School gardens are of so many kinds and have been demonstrated to be 
 valuable under so many conditions that it is quite clear that any school may have 
 one. Mr. Kern says that the way to have one is to start one. Every school may 
 begin with a corner of the school yard or a strip along the fence, or by beau- 
 tifying the school grounds in general. Many schools can have a large enough 
 space for class gardens and individual plots. 
 
 Read about school gardens and how to make them. The Agricultural De- 
 partment at Washington sends out an excellent bulletin on School Gardens 
 and sends enough seeds for your whole school free of charge. Start a shelf 
 of literature on school gardens in the library, start a garden and learn some- 
 thing new each year. 
 
 Helpful Books and Bulletins. 
 
 Bailey — Garden Making. 
 
 Hemenway — How to Make a School Garden. 
 
 Weed and Emerson — School Garden Book. 
 
 Kern — Among Country Schools. 
 
 Agricultural Bulletins Nos. 5, 28, 54, in, 134, 141, 196, 218, 229, 255, 257, 266. 
 
 Class D.— First Year. 
 
 The work should be closely connected with the foundation work for in- 
 dustrial history, geography and literature. 
 
84 
 
 (i) Little children are iritefested chiefly in activities, especially those in 
 which they may participate. (2) They are interested in whole objects, not in 
 parts; (3) in large things rather than small ones; (4) in beauty and use that 
 are directly apparent rather than in the less attractive and in objects that seem 
 to be of no service. 
 
 Little children come to school with an excellent foundation upon w^hich to 
 build. They are acquainted with the activities of members of their homes, as 
 noted in (i) keeping the home in order, (2) providing for the needs of the 
 household, (3) they know the animals about the home, and perhaps a few of 
 the (4) plants in the yard and garden. 
 
 In the light of what they know, it is a natural procedure to begin their 
 nature study with noting how nature contributes towards their needs and the 
 needs of the family. This brings about a visit to their gardens (home or 
 school) with a simple study of vegetables, of fruits and grains used for food, 
 of methods of storing and preserving these. This leads to a study of animals 
 as they take a part in the preparation of food and as they prepare for winter. 
 This calls for much self-activity on the part of the children in gathering and 
 storing of vegetables, fruits and seeds, and in planting seeds. At the same 
 time it provides for that unity of school and home life for which we are 
 striving. 
 
 Fall. Home occupations. Food supply. Clothing. Shelter. How and 
 where do we get them. Father's work of provision — Mother's work of care 
 and preparation, and children's part in it. Child's condition, if left to pro- 
 vide his own needs. What he would use in primitive conditions and how he 
 would get them. (Call up nature phases in primitive life they are having). 
 
 Visits to garden (home or school) and to a farm. Make note of all the 
 products and of work of gathering and storing of vegetables, fruit, grain and 
 seed. In the school garden let the children take part in the activity. Let them 
 report part they take in it at home. 
 
 Collections. All kinds of seeds and seed pods (nuts, milk weed pods, 
 peppers, tree pods, cones, etc.) Collection of vegetables and fruits, "a harvest 
 display" at Thanksgiving time. Landscape, sky, haze, foliage, ground. Col- 
 lections of colored leaves. 
 
 Weather studies, seasonal changes, effects on the landscape, coloring of 
 leaves, the grass, the haze. Effect of frost on garden vegetation, on trees, on 
 animals. Just notice the change — no explanations. Our clothing to meet 
 changes in weather. Migrations and hibernations. Compare early fall bird 
 and insect lists with those of November. Which birds and insects do you no 
 longer see? Where are they? 
 
 Birds. Encourage children to talk of those they know. Learn to know 
 others as they see them in their gardens, yards and in their walks and excur- 
 sions, (i) Crow, (2) blue jay, (3) robin, (4) blackbirds, woodpeckers, (5) red- 
 head, (6) flicker, (7) cardinal, (8) mocking bird, English sparrow, are all notice- 
 able the first of September. In a few weeks note which are no longer seen. 
 What ones remain? Do you see just one or two or several of a kind? Study 
 the turkey at Thanksgiving. 
 
 Insects. In the gardens and fields observe the butterflies and moths. Ob- 
 serve caterpillars on milkweed, cabbage and on trees. Tell them of the 
 cocoon stage and have them find cocoons in sheltered places on fences, houses 
 and bark of trees. Milkweed and cabbage caterpillars, if brought into the 
 room first of September, and kept in boxes or cages with leaves of milkweed 
 and cabbage, may spin their cocoons and emerge as butterflies in a week or 
 two. Later they will not emerge until next spring. 
 
85 
 
 Observe the outdoor habits of the cricket, grasshopper, fly and spldef. 
 How late do you see them about? Where do they go? 
 
 Domestic animals. Let children tell of their pets (cat, dog, horse, cow, 
 pig, chicken). Show pictures of these, and of the wild relatives of the cat 
 and dog. Stories of animals. (A language correlation). 
 
 Trees. Most common ones, oak, maple, elm, fruit trees, an evergreen and 
 Others. Study for identification, by general shape, by leaves and fall coloring. 
 Changes in trees due to seasons, leaf, color and fruit. 
 
 Flowers. Learn the names of the commoner kinds of flowers in the home 
 and school garden. Collect and arrange in bouquets. Study artistic ways to 
 arrange flowers — beauty of long stem. Take up certain plants to bring into 
 schoolroom before frost. 
 
 Wild flowers. Gather autumn sunflowers, asters, daisies, goldenrod, dan- 
 delion. Learn their common names. Notice them going to seed and gather 
 for display. Notice the seeds of the dandelion, milkweed and thistle sail away 
 on the wind. Plant tulip and hyacinth bulbs for outdoor blooming in spring, 
 and in pots for winter blooming. 
 ■ Winter. (Suggested excursions, cellar, dairy, meat market.) 
 
 Foods. Kinds of foods stored away in our cellars, how protected? Effects 
 of freezing on vegetables and fruits. 
 
 Dairy products. Milk, butter, cheese; how are these products brought to 
 us? Simple study of how milk and butter are prepared for the market. 
 
 Animals. The cow. What else does she furnish for us? (Meat, leather.) 
 
 What meat do you know that comes from the cow? Leather — what it 
 is. What do we have that is made of cowhide? Let children tell about the 
 cow at home. What kind? How tell what kind? Her habits (as they see 
 them). Her care. What and when does she eat? Does she gather her food 
 herself, or is it prepared for her? For how many people does she furnish 
 v/ork? (For us, if we keep one; for the farmer, the dairyman, the milkman, 
 the butcher, etc). Rabbit. Some child may have a pet rabbit of which he can 
 tell. School conditions may be such that it can be kept there for a few days. 
 Habits, care (from observation). Examine fur garments of children. What 
 kinds of fur are represented. Observe sheep if possible. Show wool on hide, 
 shorn wool, spun and woven and dyed. 
 
 Clothing. Changes we make for winter. Warmth of furs and woolen 
 clothing. (Compare clothing of primitives). 
 
 Shelter. Our homes. Heating of our houses. Emphasis on fuel (not on 
 methods of heating). Kinds of fuel used in our homes, how stored? Where 
 does it come from? Material of which our houses are made. (Compare prim- 
 itives). Lighting, in what different ways lighted? (Candles, lamps, gas, elec- 
 tric lights). Water, where does the water for your home come from? Dif- 
 ference between well and cistern water. 
 
 Birds. See fall list. Are they all here now? What birds do you see daily? 
 By mounted pictures teach them how to recognize those birds that stay dur- 
 ing the winter. Throw out crumbs from dinners and lunches for the birds. 
 Fasten suet to the near-by trees, and watch the birds as they come to eat. 
 Stories and talks of birds which lead to observation of their ways and to right 
 feeling about them. 
 
 Fish. If schoolroom temperature at night and over week-end will admit 
 of it, keep a bowl or an aquarium of gold fish. (Do not keep in the bright 
 sunshine, but see that they are well cared for). Let the children watch their 
 beauty and grace and see them feeding. Notice their shape and ease in moving 
 through the water. 
 
86 
 
 Plants. Some attention to potted plants if the room temperature permits 
 keeping them. Observe general shape of the oak, elm and other trees the 
 children have learned to know with their leaves on. How can you identify 
 them without their leaves? As Christmas approaches study the evergreens. 
 How are they different from other trees? Collect cones and twigs. 
 
 Weather study. Changes in the landscape; snowstorms, snow scenes, 
 bare trees, gray sky, cold weather. 
 
 Hygiene. How the cow, horse, dog, squirrel and birds keep warm in 
 winter. The animals thickened coat. (Our winter clothing). How we may 
 keep well during the winter, (i) Warm clothing; (2) dry clothing (danger of 
 damp ones); (3) cleanliness of face, hands, hair, teeth, nails; soap, water and 
 individual towels in public places; (4) drinking: Water and milk good for 
 children (vs. tea and coffee). Drink but little while eating. Individual drink- 
 ing cups the only safe cups, (s) Use of door mat and shoe brush (not good 
 to carry dust into room to breathe.) (6) Feet off couches and pillows, etc. 
 (7) Individual pencils and books. (8) Position in sitting, standing. 
 
 Spring. Spring weather. Greater warmth, melting snow and ice, the 
 March wind, clouds, rain, the brook, field lessons. 
 
 1. What does the wind do for us? (Stevenson's poem of "The Wind"), 
 
 2. What is rain good for? 
 
 3. Where does the water in the brook come from? See how swiftly it 
 carries things along, chips, toy boats. Find some quiet pools in it, some falls, 
 some round pebbles. Notice the awakening of plant and animal life. 
 
 Birds. Identify the newcomers as they return. Keep a list of them as the 
 children report them from day to day. Keep bird pictures at hand to learn 
 special markings. List: Robin, bluebird, meadow lark, red-winged blackbird, 
 cardinal, mocking bird, thrasher, catbird, song sparrow, goldfinch, and any 
 others that children see in their locality. Watch the nest-building process; 
 put hair, small bits of string and feathers in convenient places for the birds. 
 Report on bird habits. What else can we do to help the birds? 
 
 Let children report concerning little chickens at home. Observe parental 
 care of the old hen. Let children tell different kinds of chickens they have. 
 What does the hen give us? Eggs, meat, feathers). 
 
 Frogs. Listen for frogs. Take children to a pond where there are frogs' 
 eggs. Collect and place a few in a jar, with green plant life to take into the 
 schoolroom. Watch them hatch and develop. (Change water about twice per 
 week). 
 
 Earthworms. As soon as the frost is gone, notice the earthworms (fish- 
 worms). Where have they come from? 
 
 Insects. Visit a beehive and watch the bees at work. Watch them closely 
 as they are busy in the flowers. Tell the children of the social life of the bee 
 — the queen, the drones and the workers, division of labor among the work- 
 ers. Tell of different kinds of work that need to be done in a hive. 
 
 Ants. Observe an ant-hill; notice the numbers; what different things do 
 they seem to be doing? 
 
 Landscape. Notice the changes due to green grass and budding trees. 
 
 Trees and shrubs. Bring in twigs and pussy willow, horse-chesnut, lilac 
 and maple. Notice the buds when brought in and watch the changes. Do 
 trees have flowers? Watch the maple, lilac, oak, willow, apple, plum and 
 cherry. Teach them that fruit and seeds come from the flower. Watch a 
 friiit tree from budding to harvest time (cherry is a good one). 
 
 Gardening. Make window boxes, prepare soil and plant corn, lima beans, 
 peas, nasturtium seeds, morning-glory seeds; watch them come up. Water 
 some and not others. What difference noted? 
 
X 87 
 
 2. Make a simple germinator — jelly glass — blotter coiled inside — sand in- 
 side glass. Plant seeds between glass and blotter; keep sand moist (not stand- 
 ing water). Watch how the seed swells, bursts and the little plant comes out. 
 
 School garden (outdoors). See part for little children under paragraph 
 on school gardens. 
 
 Class D. — Second Year. 
 
 The work of the first year has brought many interesting things to the 
 attention of the child. The idea has been to have him feel "The world is so 
 full of a number of tilings" and that 
 
 "Whether we look or whether we listen, • 
 We hear life murmur or see it glisten." 
 
 In the second year all of the same features will be called up again and 
 new ones added. Beside giving many interests there should be a deeper ex- 
 perience with certain phases of nature. 
 
 Fall. Call up the fall activities at home and in the animal and plant world 
 to get ready for winter. (See first year). First and second year pupils arc 
 usually combined for this work. 
 
 Gather seeds, colored leaves, grains, grasses, and prepare for a large 
 harvest display at Thanksgiving time. Bring in fruits, nuts and vegetables. 
 Make use of materials in school garden. (The food products may be used to 
 make a more cheerful Thanksgiving season for several families). Jellies, canned 
 goods and bread may be added to the collection. (Emphasize the work of 
 father, mother and children in collection and preparation. Division of labor). 
 
 Weather studies. Seasonal changes in temperature (note eflfect). Learn 
 to read thermometer. Keep weather chart for short intervals, recording tem- 
 perature, wind direction, cloudiness, rain and sunshine. Teach how to tell 
 wind direction, nature of clouds, etc. What does an east wind indicate? A 
 north wind? 
 
 Animal life — ^birds — migration. As last year, we find a number of our 
 birds leaving us. Where do they go? Tell of their long flights to Central 
 America, to South America, etc. What they will do there. The robin and 
 bobolink in our southland. Name those birds that migrate. (Those they 
 know and see no longer). 
 
 Insects. (See first year). More careful observation and study of charac- 
 teristics and habits of butterflies, moths. Watch life history, from the vora- 
 cious caterpillar to the quiet pupa state and finally into the beautiful butterfly 
 or moth climax. 
 
 The grasshopper. What does he eat? Notice his jaws, his head, chest, 
 abdomen with rings, legs, wings. Jumping and flying. 
 
 Observe beetles, crickets, honey bees, bumble bees, wasps, spiders, etc. 
 
 Mammals. The dog — Let children tell of the kinds of dogs they have as 
 pets. 
 
 The following points are suggested as an outline for the study of any 
 creature: 
 
 1. How does it care for itself? 
 
 a. Its food. 
 
 b. Locomotion. 
 
 c. How it protects itself, its enemies, its dangers. 
 
 2. How does it care for its young? 
 
 3. How shall we care for it? 
 
88 
 
 Observe these in the study of the dog and cat. Compare dog and cat as 
 to friendship, faithfulness, usefulness. Good stories of cats and dogs. Pic- 
 tures of their wild relatives. How tell they are relatives? 
 
 Plants, garden. Observe the work of weeds and insects in the garden. 
 Gather seeds from the school garden, label and put away for spring sowing. 
 
 Grain. Learn to recognize different kinds of grain and their uses. Uses 
 of straw. The story of a loaf of bread. 
 
 Fruits. Study fruits brought for exhibits, also any others gotten at fruit 
 store. Notice the edible portion of each and the pits and seeds. Notice the 
 beauty, fragrance, flavor and sweetness of the different kinds. 
 
 Trees. Learn several new ones. Note leaf shapes and differences in col- 
 oring (red and yellow in maples) (deep red and brown in oaks). Notice the 
 buds ready for winter. 
 
 Flowers. See work of first year. More intimate acquaintance with the 
 wild flowers of your locality. Which oijes are called weeds? Why? 
 
 Winter. Animals (See outline for study of creature.) 
 
 Sheep. Relation to man. Stories of processes connected with wool, 
 shearing, spinning, weaving, clothing. The dog in relation to sheep. The 
 wolf in relation to sheep. 
 
 Birds. Keep list on board of all those still here. (How many of these do 
 you see? English sparrow, crow, flicker, blue jay, cardinal, hawks, owls, 
 doves, downy woodpecker, snowbirds.) What can you find out about owls — 
 their homes, food, bills. 
 
 Plant life. Deeper experience with the work of the first year in tree study. 
 Bring in some twigs of willow, lilac and plum to see if you can wake them up. 
 
 Hygiene. Some important matters of hygiene that should receive careful 
 attention. 
 
 Teach the Children. 
 
 1. Not to spit; it is rarely necessary. To spit on a slate, floor, or side- 
 walk is an abomination. 
 
 2. Not to put the fingers into the mouth. 
 
 3. Not to pick the nose. 
 
 4. Not to wet the finger with saliva in turning the leaves of a book. 
 
 5. Not to put pencils into the mouth or moisten them with the lips. 
 
 6. Not to put money into the mouth. 
 
 7. Not -to put anything into the mouth except food and drink. 
 
 8. Not to swap apple cores, candy, gum, half-eaten food, whistles or bean 
 blowers, or anything that is habitually put in the mouth. 
 
 9. Teach the children to wash the hands and face often. See that they 
 keep them clean. If a child is coming down with a communicable disease it 
 is reasonable to believe that there is less chance of infecting persons and 
 things if the hands and face are washed clean and not daubed with the secre- 
 tions of the nose and mouth. 
 
 10. Teach the children to turn the face aside when coughing and sneez- 
 ing, if they are facing another person. 
 
 11. Children should be taught that their bodies are their own private 
 possessions, that personal cleanliness is a duty, that the mouth is for eating 
 and speaking and should not be used as a pocket, and the lips should not take 
 the place of fingers. 
 
 (Board of Health, Providence.) 
 
 Emphasize hygiene matters previously treated as often as will make them 
 effective. 
 
89 
 
 Weather. Continue weather chart for one month at least. Notice forms 
 of snowflakes on black cloth or on children's dark clothes. 
 
 Spring. Note landscape changes, return of the birds and all evidences of 
 awakening. (See first year.) 
 
 Birds. Watch for last year's friends. Learn to know them better by both 
 color markings and by note. Listen for the song of the mocking bird, the 
 thrasher and the catbird and for the whistle of the cardinal. Study the robin 
 carefully. The following points are suggestive for study of any bird: Size, 
 color, bill (color, size, shape), feet, gait (hop, walk), tail, feeding habits, flight 
 habits, nest building. Have a "Bird Day" program. 
 
 Frogs. Repeat work of first year. 
 
 Bees and ants. Continue acquaintance begun during first year. Catch a 
 bumblebee and keep for a few hours only under a tumbler for observation. 
 If you get a large one with white markings on the face you have a male. He 
 cannot sting, for he has no stinger. 
 
 Trees and shrubs. Repeat observations of first year. Which ones have 
 flowers? Which come first — flowers or leaves? Watch. 
 
 Wild flowers. Notice whole plants. The root, the stem, the leaves. What 
 is each for? What insects besides bees do you find about flowers? Why are 
 they there? Start a corner of wild flowers in the school yard. Dig up and 
 transplant violets, ferns, Jack-in-pulpit, spring beauties, wind flowers and 
 others. Plan for "Arbor Day" to plant trees, shrubs, flowers. Special pro- 
 gram. May be combined with "Bird Day." Continue germination work of 
 first year. Notice parts of little plant from day to day. 
 
 Gardening. See paragraph on gardening. 
 
 Class B. — Third Year, 191 3-14. 
 
 (Alternates with fourth year.) 
 
 The method of work is not decidedly different from that of the first two 
 years. The appreciation of variety and beauty is still prominent, but use of 
 economic features make a greater appeal now. For the next two years the 
 collecting instinct is strong. Make collections. Closer thinking may be done 
 and excellent work in correlation and comparison should be done. 
 
 Fall. Harvest festival. Begin collection of leaves, seeds, grasses, grains, 
 nuts, fruits, vegetables, etc., early and continue up to time of display. (See 
 first two years). This should be a feature for every year with variations. 
 Have a harvest program. Comparisons: What food products did Hiawatha 
 have? The Eskimo children? Bodo in Tree Dwellers? The various "Seven 
 Little Sisters" as they are taken up for study. Which ones have food similar 
 to ours? Very different? 
 
 Seed study. Notice seeds collected. In what ways are they scattered? 
 (Stick to clothes, to furs of animals; wind blows them; they snap or shake 
 out; birds carry them, etc.) Which seeds in your collection are weed seeds? 
 (What weeds do you know?) 
 
 Animals. What domestic animals are kept in this vicinity? (What wild 
 animals are found in your neighborhood?) Comparison: What animals did 
 Hiawatha, Bodo, Robinson Crusoe and the Seven Little Sisters know? Which 
 people kept domestic animals? What animals did they tame? Why? (Skins, 
 leather, meat, milk, beasts of burden, etc.) 
 
 Birds. Careful study of the English sparrow. (See previous outline.) 
 Called "House Sparrow" in Europe. Why? Some one said he is a "weed" in 
 bird life. Why? 
 
 Other birds for special study: Crow, red-.h?ad?4 woodpecker. 
 
90 
 
 Insects. Review life history observations of butterflies. (Sec first two 
 years. Send to Division of Entomology, Department of Agriculture, Wash- . 
 ington, D. C, for eggs and cocoons of silk worms. Comparison. Read or tell 
 of Pen-se and her silk worms (Seven Little Sisters). 
 
 Weather studies. Weather charts. Develop idea of climate — cold, hot,, 
 dry, moist. Comparison: Climates of other lands. 
 
 Gardening. Get the school garden into order and make use of its mater- 
 ials. Start a corner of fall wild flowers, asters, goldenrod, daisies. 
 
 Winter. Animals. What fur-bearing animals have you seen? Compare 
 fur with hair and wool. Why do people wear furs? Comparison: Primitive 
 peoples (Indians, Eskimos.) 
 
 Birds. Provide for your little winter friends. Notice the snow birds. 
 
 Plant life — ^Trees — See previous years. 
 
 Start a collection of woods of your vicinity. Pieces 4 in. long, Va in. to I 
 in. in diameter. In February grow plants in vessels of water — onion, carrot, 
 sweet potato, Wandering Jew, Chinese lilies. 
 
 Hygiene. Fresh air. How can you tell whether the air in a room is pure 
 or impure? How do we get fresh air into this room. How wide open should 
 the windows be? If the door is opened into the hall what else should be done 
 to get fresh air? (See that the hall gets fresh air from some source). How 
 can you tell when there is a draft in the room? Why is a draft dangerous? 
 How can you open windows so that there will be no draft? (Open at top, 
 or one at top and another at bottom). How do you plan for fresh air in 
 your sleeping room? 
 
 Eating and drinking. 
 
 1. What to eat — milk and eggs, fresh meat, cereals, bread, vegetables 
 and fruits. Time of year makes a difference. Winter — more butter and fat 
 to keep us warm. Summer — more vegetables and fruit and less meat. A little 
 candy is good for most people, if eaten only at mealtime. 
 
 2. When to eat — regularly — three times per day. Do not eat between 
 meals. People not strong should eat less but oftener. 
 
 3. How to eat (slowly). Chew well. 
 
 4. How much.^ Until you stop feeling hungry. Never eat until you feel 
 stuffed. "A boy who works and plays and studies hard needs more than his 
 mother who reads and sews all day in a warm room." 
 
 Drinking. Water and milk (vs. tea and coffee). Temperance in all eating 
 and drinking. (Call up previous hygiene facts.) 
 
 Spring. Spring signs. Keep bird and flower calendars to note the first 
 appearance of these harbingers of spring. Compare with a list of the previous 
 year to note difference in time and to note how many new ones have been 
 added. Why do some birds come early and others late? (Difference in the 
 nature of their food). Find out what they eat. How the birds help the 
 farmer, gardener and fruit raiser by eating insects. (Some simple arithmetic 
 problems to see how many insects one bird eats in a week, a month, a season. 
 A dozen birds). Special study of meadow lark and flicker or yellow hammer. 
 (See previous outline.) 
 
 Insects in the spring flowers. Notice the cutworms in the garden. Dig 
 up grubworms. They will develop into June beetles. Tell of their develop- 
 ment. ' Frogs, toads. What difference? Continue observation of frog eggs, 
 tadpoles and frogs. 
 
 Flowers. Calendar of spring flowers. Learn the parts of the flower as 
 they come up in the examination of them. (Petals, corolla; sepals; calyx; 
 stg^eiDs; pi,stil,s). l^Q^ice the yellow pollen grains. 
 
91 
 
 Competitive flower raising. If school is in session until last of May 
 plan for contest in May with petunias, nasturtiums or other rapid growing 
 flowers. Plant seeds in boxes last of February or first of March. Transplant 
 to pots and cans and let children care for them at home and bring to school 
 for contest. Talks about care of plants. If school closes early, start cosmos 
 and salvia in same way and care for at home until time for "Harvest Festival" 
 of next fall. Send to Agricultural Department for seeds. 
 
 Trees. Bring in twigs to force and note trees outside. 
 
 Gardening — (See gardening paragraph.) :; 
 
 Class B. — Fourth Year, 1914-15. 
 
 (Alternates with third year.) 
 
 Fall. See third year. The work of these years may be alternated. 
 
 The usual preparations for the "Harvest Festival." This should be the 
 best one yet given. Let it include an exhibit of corn, preserved fruit, jellies, 
 bread. Make the arrangement and labeling of collections and the nature of 
 the program as educative as possible. Study of various ways in which fruits 
 are stored. Canning, preserving, pickling, drying, candying. 
 
 Plants. Put garden in order. List of all weeds and their ways of doing 
 harm. Lists of injurious insects found in the gardens. 
 
 Flowers. The sunflower. Notice them growing, the great size, broad 
 leaves, and the turning of the head toward the sun. Bring head into the room 
 for study. Notice the hundreds of single flowers in one head — tubular ones 
 in the center and ray flowers on the border. Note the numerous seeds which 
 are really fruits. (Roasted and eaten in some countries as we do pop corn). 
 Fed to chickens in this country. Notice that asters and daisies are also com- 
 posite flowers. Competitive flower raising. (Report as to growth of flowers 
 'for contest from time to time until exhibit.) 
 
 Trees. Renew acquaintances of former years. Study uses of trees. From 
 what sorts of wood are our houses built — finishings — ^furniture. Which 
 woods are hard wood? Soft wood? In what parts of Missouri are our forests? 
 Collections of woods. Which trees are useful and ornamental as shade trees? 
 (Forest preservations). Same sort of study as to shrubs and vines for- decor- 
 ation. Comparison: Uses of trees in lives of primitive people. (No trees in 
 Agoonack's land. Hiawatha's use of the birch and others. Bodo's home in 
 the trees, etc.) 
 
 Animals. Review domestication of animals. What changes has it made 
 since primitive days? What domestic animals are raised in numbers in your 
 community? Why? What varieties of chickens, hogs, cattle, sheep and horses 
 do you know about? 
 
 Special study of the horse. Care of the horse. Laws protecting the horse. 
 (Read parts of Black Beauty). The mule as a burden bearer. The burden 
 bearers of other countries. 
 
 Birds. Study of game birds. What game birds are seen in Missouri? Why 
 do people hunt them? When? How are they protected by laws? Habits of 
 quail. 
 
 Insects. What are the different stages of life for moths? (Egg — cater- 
 pillar — pupa or quiet stage — moth.) When do they do their harm? (Cater- 
 pillar). How protect plants upon which they feed? (Spraying). Study of 
 codling moth — injurious to apple crop of Missouri. 
 
 Studies of mosquito and housefly — both disease breeders. 
 
 Winter. Soil study. What is soil? What kinds do you know about? 
 (loam, sand, clay, etc.) How is soil made? (Tell of work of frost, freezing 
 water, flowing water, decaying plants, work of earthworms.) 
 
92 
 
 Study of snow. Note its beauty in falling flakes, in crystals on dark back- 
 ground, in mass over field and woods. 
 
 Its uses — furnishes protection to the plant life in the earth, furnishes 
 moisture, purifies the air. 
 
 Animals. Poultry. What is being done in your homes in raising poultry 
 and doves? What do we get from poultry? Care of poultry — house — nests — 
 food — drink — cleanliness. Does it pay to raise poultry? (An arithmetic corre- 
 lation.) Work out actual problems brought from home experiences. Poultry 
 catalogs. 
 
 Birds. Encourage the winter birds. Put out sunflower heads for them, 
 sheaves of grain, crumbs, and tie suet to the trees. 
 
 Trees. Bring in winter buds. Note the different ways in which they are 
 protected. 
 
 Hygiene, i. In what ways do we get pleasure from things about us?. 
 (The senses — by seeing, hearing, touching, tasting, smelling,) What pleas- 
 ures do our eyes give us? Let children name many — (see our friends, see pic- 
 tures, see beauties of nature, make it possible to read good books, etc.) Are 
 there people who do not have all these pleasures? (The aged, the blind, those 
 suffering from defects of the eye.) Are these pleasures worth having? How 
 may we plan to keep them? Work out with children ways of keeping our eyes 
 clear and strong. Why is it best to have the light fall over the left shoulder 
 on the page? What objection to having it in front? Behind? On the right? 
 Why should blackboards be opposite windows and not between, them? (What 
 can the teachers and directors do to have right conditions in the room?) What 
 kind of print is easy to read? (Size and spacing.) What difference between 
 nearsighted and farsighted? How can you find out whether your eyes are 
 alike? (Make this work very practical by working for eye tests and by hav- 
 ing correct lighting.) 
 
 2. Exercise. 3. Sleep. Work out each of these topics in the same prac- 
 tical way that the preceding topic is worked out. All hygiene topics should make 
 for right living both in the school and home. Study the possibilities of games 
 in the schoolroom and on the playground. 
 
 Spring. Rain. Trace a raindrop from the earth to the clouds and back 
 as a raindrop. Uses of rain. The brook. 
 
 Flowers. Plan for an afternoon in the woods. Bring home plants to add 
 to the wild flower corner. 
 
 Birds, Watch for their return. Which ones come first? What birds do 
 you see most often on the ground? High in trees? On the wing? Near 
 water? On the side of trees? Which ones hop? run? walk? wade? climb? 
 perch? 
 
 Notice the warblers (latter part of April and first of May). Note the 
 bright color (usually some yellow), the little twittering notes and the quick 
 nervous flittings from branch to branch. 
 
 Make a special study of the goldfinch. (Called also lettuce or thistle 
 bird.) 
 
 Watch for the summer yellow bird, the bluebird (or blue robin). Which 
 comes earliest? 
 
 Bird and Arbor Day exercises to show value of the birds to us. Bird 
 laws. What are we doing to protect them? 
 
 Gardening. Children of this year and older children may spade the garden 
 and do the preparing of the soil. A larger garden will be plowed. All may 
 study seed catalogs and aid in selecting the flowers and vegetables. Let all 
 plan for the garden. Some co-operative work — some individual work. Plan 
 so that children of all ages have an educative part in th? work. The nature 
 
9S 
 
 lessons ofi soil study, seed selection, testing, germinating, fertilization and cafe 
 come before and at the same time garden processes are in operation. The 
 growing plants and the insect life of the garden furnish more lessons. 
 
 Class B. — Fifth Year, 1913-14. 
 
 ' (Alternates with sixth year.) 
 
 The teacher should at this point read over the general suggestions given 
 in the introduction to the nature study course. He should use during this 
 year the outlines for the first four years. The same sort of work should be 
 continued during the fifth year. Since much of the work suggested in the first 
 four years can be continued in the fifth, the outlines for this year will be made 
 brief. The fifth year nature study should be given in 1913-14 and should alter- 
 nate with the sixth year physiology. 
 
 First Quarter. Weeds. Study ten common weeds found in the locality of 
 the school. Dig up and wash so as to show roots. Study the use of roots. 
 Study the stems, the length, the joints. Notice whether they are solid or 
 hollow. Notice the color and whether or not they are rough or smooth. Study 
 the use. Get children to make a list of stems used for feed for animals and 
 food for man. 
 
 Next study the leaves; their shape, whether rough or smooth. Compare 
 the upper surface with the lower and notice the edges and veins. Study their 
 use. 
 
 Pupils should record their observations in note books. Make drawings to 
 illustrate what has been observed. Insist on good English and neat work. 
 
 Plants used for medicine. Make a collection of burdock, dandelion, poke- 
 weed, muUen, tansy, hoarhound, catnip, jimson-weed, and mustard. Study 
 these as other weeds were studied. How is each used in medicine? 
 
 Experiment: To Show the Effect of Sunlight on Plants. 
 
 1. Put box over plant or plot of grass. Let it remain one week. Note 
 
 the difference in color. 
 
 2. Cover a young corn plant, bean plant, or other young plant with a 
 
 box or can, and note the same result. What causes it? 
 
 Poisonous plants. Study as before. Among this list teacher will study 
 the wild cherry, poison ivy, buckeye, jimson-weed and bitter-sweet. Get chil- 
 dren to understand what are annuals, biennials, perennials, and be able to give 
 an example of each. 
 
 In what ways are the five worst weeds of your district spread from field 
 to field, or farm to farm? What is the best way to fight each of these weeds? 
 
 Experiment. Fill a glass nearly full of water. Cover with paste board. 
 Punch a hole in the cover through which put a stem of some growing plant, 
 letting it dip into the water. Put another plant of the same kind into a dry 
 glass. Notice the difference and get children to account for it. Get children 
 to name the things that are necessary for plant growth. 
 
 Study of flowers. Begin with some five-leafed flower and study the fol- 
 lowing: Sepals, petals, calyx, corolla, stamens, anthers, and pistil. Have 
 pupils draw illustrations of each of these parts. Make a lesson in spelling 
 containing these and other words — root, stem, leaves, flower, sepal, petal, 
 calyx, corolla, stamens, anthers, pistil, pollen, annuals, biennials, veins, and the 
 names of the plants studied. 
 
 Composition. Write a description of some plant studied, where found, 
 kind of roots, height, stem leaves, flower and so on. 
 
 Experiment. Weigh a bundle of clover or weeds. Put away in a dry place 
 for two weeks and weigh again. Account for the loss. 
 
94 
 
 Insects. What do they injure? In what way? Study feeding habits. 
 Collect, feed and develop larvae of moths and butterflies till they enter the 
 pupa stage, then put them in a box and set them away till spring. What insects 
 are beneficial to man? 
 
 Seeds. Collect fifty or more seeds of every farm crop grown in the neigh- 
 borhood and seeds of the five worst weeds. Collect also a number of grasses 
 and save for winter study. Also get some unthreshed wheat and oats for winter 
 study. Often bunches of volunteer oats are found growing along the road- 
 side; collect before ripening and keep for second quarter study. 
 
 Plant several bean seeds in a box of moist earth, planting the seeds at 
 different depths. Keep records of the time required to send the sprout up to 
 the light from seeds at each respective depth, and also of the subsequent vigor 
 of the young plants as shown by the color, rate of growth, etc. From these re- 
 sults, what seems to you to be the best depth to plant beans? Try the same 
 experiment with seeds of other plants. Record results and give your conclu- 
 sions. 
 
 Animals. Observe horses and cattle at pasture. How do they move their 
 heads in biting off the grass? Why do not horses bite it off in the same way 
 that the cattle do? Which can bite the grass shorter? Examine the front 
 teeth of a horse and of a cow. Write descriptions. 
 
 See suggestions in previous grades for a Harvest Festival. 
 Second Quarter. Seeds. Study the seeds collected the first quarter. Study 
 first the scattering of seeds. Some are scattered by the wind, some by sticking to 
 the hair of animals, some are carried by birds, some washed by water, and some 
 carried by animals and stored away as food. Let children give an example of 
 each. Study purity of seed. Take a handful of wheat and divide into two parts : 
 In one place the rotten grains, broken grains, weed seed, chaff and dirt; in the 
 other place the whole, sound grains. 
 
 Secure some samples of poor wheat or oats. Estimate the part of pure seed. 
 Find which is the cheapest, good wheat at $i.oo per bushel, or cheap wheat at 
 8oc; good oats at 40c, or cheap oats at 30c. 
 
 Put the seeds before the pupils so that labels cannot be seen, and let them 
 give the names of them. 
 
 Seed testing. This can be carried on in different ways. A box filled with 
 sand, or a pan or a plate with a piece of heavy cloth will answer the purpose. The 
 main object is to keep account of the number of seeds planted and the number 
 that sprout. See suggestions under Agriculture. 
 
 In some schools this work is carried on during all the winter months. The 
 testing boxes or plates are prepared in school and then taken to the homes of some 
 of the pupils until the seeds germinate. In some schools all the garden and field 
 seeds planted in the community are tested and written reports made of the same. 
 This is an excellent work for the school to undertake. 
 
 Soak some large seeds, such as bean, corn, pumpkin, etc., and notice the seed 
 coat. Sprout some of them and notice the divisions. What becomes of the 
 thickened part of the seed after germination? 
 
 Experiment. — To show that plump, heavy seeds, containing more plant food, 
 produce larger and more vigorous plants', plant plump, heavy lettuce, radish, corn 
 or beans in a few rows, and light, poor seed in other rows. Note the difference 
 in tolor, size and strength of plants. 
 
 Experiment. — To show that plants need air, place 20, 50 or 100 seeds which 
 have been soaked in water in each of two mason fruit jars, or in large-necked 
 bottles. Cork or seal up one jar and leave the other open to the air. Note the 
 number and percentage of seeds which sprout in each jar. 
 
^5 
 
 Select a young tree for study. Carefully examine all of the branches. Note 
 by marks on the twigs the amount of growth each branch has made during the 
 season. What is the greatest length in inches of the year's growth? Does the 
 rate of growth vary on the different parts of the tree? Explain. 
 
 Make a hst of all the kinds of trees you can find growing in your district. 
 Make drawings showing the typical shape of each kind. Make drawings of 
 leaves of each kind. Contrast evergreen and deciduous trees. 
 
 Continue work begun in the third and fourth years. Recognition of the dif- 
 ferent kinds of leather, cloth, metal, etc. ; source, qualities, uses and prices of each. 
 
 The floor; carpets, rugs; care of floors; dangers from dust and treatment of 
 dust. 
 
 Study the familiar fish of the neighborhood; structure of the fish; methods 
 of catching; fish culture. 
 
 Third Quarter. — This is the time to lay plans for the spring garden. Plan 
 for contests among pupils in flower raising and gardening. Corn growing con- 
 tests for the older pupils. 
 
 Soil study. — Make a collection of the different kinds of soil found in the com- 
 munity. What vegetation is found oh each kind? Examine the texture of the 
 different kinds of soil. Study the movement of water in soils. 
 
 Experiment. — Put one end of a towel or cloth in a pan of water and fasten 
 the other above it. Notice that the water creeps up the towel. This is due to 
 capillary attraction. 
 
 Experiment. — Take five lamp chimneys, tie a cloth over one end of each. 
 Fill one with gravel, another with sand, a third with loam, a fourth with clayey 
 loam, and a fifth with leaf mold. Set each in a pan of water. In which does the 
 water rise quickest? Why? In which does it rise highest? Draw conclusions. 
 Put a pile of sand in a plate and pour water around it. Notice how the water 
 rises; what causes it? 
 
 Experiment. — To show that Plants take in Water through their Roots by 
 Osmosis: — Fill two glasses two-thirds full of water. In one place a geranium or 
 bunch of clover, which has been taken up carefully, and the roots washed clean. 
 The evaporation will be about equal from the two glasses; therefore, if after a 
 few days there is less water in the glass containing the plant, it will be because 
 the plant has taken the water by osmosis through its roots. How does the plant 
 take its food from the soil? Will fertilizers which dissolve readily be quickly 
 taken up by the plant? 
 
 Experiment.— (Taken from Farmers' Bulletin 408.) Take a plant that is 
 well started in a tomato can or flower pot, a piece of cardboard, and a glass 
 tumbler or jar large enough to cover the plant. Cut a slit in the cardboard and 
 draw it around the plant. Seal the slit with pitch, wax or tallow, so that no 
 moisture can come up through it from below; cover the plant with the glass, and 
 set it in a warm, sunny place. Moisture will condense on the inner surface of 
 the glass. Where does it come from? Is all the moisture absorbed by the roots 
 ■given off in this way? How can you find out? Why do plants need water? 
 
 Experiment. — To Show that Liquids rise in Solids, draivn upwards by a 
 Force called Capillary Attraction. — Take a saucer, three cubes of loaf sugar, and 
 a little strawberry, raspberry or other colored flavoring extract. Pour a little of 
 the flavoring extract into the saucer and watch the extract rise upward by capil- 
 larity. Vary this experiment by placing a layer of flour, finely powdered sugar, 
 or dust mulch between the cubes and noting the effect. 
 
 Experiment. — To show that the Mulch prevents Evaporation by stopping 
 Capillarity. — Nearly fill two lard pails with well-mixed moist loam from the 
 garden. Weigh each and place both pails in the sun. Stir the surface of one pail 
 
da 
 
 with a nail frequently to a depth of i inch, and record the weight every twenty- 
 four hours to discover from which pail the evaporation is more rapid. Vary this 
 experiment by testing the effect of a cut straw or leaf mulch on one pail. 
 
 Continue the work of seed testing begun previously. Animals. (See sugges- 
 tions for third and fourth years.) 
 
 Review the work on hygiene and sanitation previously studied. Give special 
 attention to heating and ventilation. Teach the proper method of- heating school 
 rooms; why the stove should be jacketed; why a ventilating flue is necessary. Why 
 and how sleeping rooms should be ventilated. 
 
 Water. Water supply in the home. Study types of wells and pumps; meth- 
 ods of getting water to stock and to house; city water supply. Hard and soft 
 water. Source of the water; how' drinking water may become impure or danger- 
 ous; how typhoid is spread. 
 
 Simple chemistry of cleaning; soap; solvents for grease, paint, etc.; nature 
 and uses of lye. 
 
 Pests. Household pests and how combat them ; mouse, rat, fly, mosquito, cock- 
 roach, bedbug, clothes moth, English sparrow, moulds, bacteria, etc. 
 
 Farm and Home. Names and uses of various pieces of farm, machinery ; cost 
 of each day's work of each; care of machinery. Need of modern conveniences in 
 the kitchen, laundry, etc. 
 
 Study the propagating, transplanting and care of fruit bushes. Practical work 
 with trees and shrubs. Cuttings. Pruning. If possible have pupils make a new 
 strawberry bed both at school and at their homes. 
 
 Fourth Quarter. — Continue work of previous years and quarters which have 
 not been completed. Note especially the suggestions for the spring term of the 
 third and fourth years. The pupils of this year will be especially interested in 
 the school garden if the work is made attractive. 
 
 Gardening. The work of this quarter should center around the school garden 
 and the home garden. Read suggestions for the previous year and also those on 
 school gardens under Agriculture. 
 
 Plan many excursions to points of interest in the neighborhood. Have much 
 outdoor work. Lead pupils to appreciate the beauties of the spring time. This is 
 a good time to study early flowers. Study the young leaves. Continue the study 
 of birds begun in previous years. Study the willow tree. Methods of growth, 
 flowering, pollination, seeds, etc. 
 
 Several simple experim.ents have been suggested for this year's work. These 
 are only suggestive. Many other good experiments may be selected from the 
 agricultural bulletins and from the books suggested for nature study and agri- 
 culture. 
 
 PHYSIOLOGY. 
 
 The purposes of instruction in physiology are : 
 
 (i) To create in each child a desire for the; most perfect development of 
 body and mind. 
 
 (2) To develop the co-operative spirit which will bring about the best con- 
 ditions of public sanitation. 
 
 (3) To develop a public sentiment in favor of such laws, regulations and 
 practices as will make possible the building up of men and women with strong 
 healthy bodies. 
 
97 
 
 (4) To spread knowledge relative to the prevention of disease. 
 
 (5) To sviggest first aid to the injured. 
 
 (6) To teach readiness in emergencies. 
 References : 
 
 Krohn's First Book in Hygiene. 
 
 The Gulick and Jfwett Books. 
 
 Burrage and Bailey's School Sanitation and Decoration. 
 
 Bancroft's School Gymnastics. 
 
 Barry's the Hygiene of the School Room. 
 
 Allen's Civics and Health. 
 
 Ritchie's Physiologies. 
 Before planning the class work in hygiene the teacher (and also the board 
 and patrons) should consider carefully the following suggestions made by the 
 State Superintendent of Wisconsin: 
 
 1. Cleanliness of the room. Are the walls and the ceiling clean or is the 
 dust fining the cracks and crevices? Is the floor clean? Have the windows been 
 washed? Ordinarily the schoolroom floor should be washed at least once a 
 month. 
 
 2. Are the school grounds well drained, or does the water stand around the 
 schoolhouse in wet weather? Is it muddy around the schoolhouse when it rains? 
 A few loads of gravel may add much to the appearance of the grounds, and to the 
 sanitary condition. Many schools have good walks from the road to the school- 
 house door. 
 
 3. Are the outbuildings in good condition? Are they clean? Are they free 
 from marks? They should be scrubbed at the same time the schoolhouse is 
 scrubbed. These buildings have much to do with the health of the children. 
 Waste materials and poisonous substances kept within the body often give rise 
 to diseases. Filthy and poorly constructed outbuildings promote in the children 
 habits which often lead to serious abdominal troubles. Are the doors in good con- 
 dition? A little child may refrain from going to the outbuilding if the door is off 
 its hinges or unscreened. 
 
 4. Is fresh air coming into the room during school hours, or are the children 
 breathing over and over again the same air? If the parents, board and teacher 
 are really providing for fresh air to enter, and for foul air to escape, they are 
 teaching a lesson in hygiene that is infinitely more valuable than pages of a text- 
 book memorized and recited word for word. 
 
 5. Is the room evenly heated? Is the stove able to do its work? Do you 
 know how to get the most out of it? Can you make the fire and do you under- 
 stand how to regulate the dampers and slides? Is the fuel in good condition, and 
 is kindling provided? Is the floor cold? Is there a draft near the window? The 
 temperature of the schoolroom should ordinarily be from 68 to 70 degrees. A 
 good thermometer should be provided and it should be placed in such a position 
 that it will indicate the temperature where the pupils sit. If fresh air is brought 
 into the room through an intake it is often economy to have storm windows. 
 Fresh air is one of the conditions for good work in school ; it should be provided 
 and should be well distributed. 
 
 Note: In order to have the schoolhouse heated to a uniform temperature it. 
 is often necessary to repair the building itself. 
 
 6. Is there light enough in the room? The sun does not shine in through the 
 north windows during school hours ; therefore, do not cover up the best portion 
 of these windows with a shade. Get as much light as possible into the room, but 
 do not let any of the children sit in the direct sunlight. Pupils should not sit 
 
 CS-7 
 
98 
 
 facing a window. Are there any pupils with weak eyes? Straining the eyes when 
 they are in such a condition may result in permanent injury. 
 
 7. Note the position of children sitting or standing in school. If improper 
 postures are habitual, a few drills may be of value in straightening them up. If 
 Bancroft's "School Gymnastics" is in the library, suggestions may be gotten from 
 that. Sometimes we find the pupils studying and reciting the physiology lesson 
 in such a posture as to violate the very laws of health they are learning about. 
 
 8. Are the desks of the proper sizes? Are they arranged properly so that the 
 children are comfortable? Do the children's feet rest on the floor or are they 
 dangling in mid-air? Do they have to bend over when they are writing? The 
 desk should usually overlap the seat back of it from two to three inches. Re- 
 member these desks should be for the convenience and comfort of the children, 
 rather than for adults. Is there any child whose seat is too high for the desk in 
 front of him? It is of Httle use to teach the children the nature and composition 
 of the bony framework of the body and at the same time permit conditions to 
 exist that allow this framework to become deformed. When new desks are needed, 
 urge the board to purchase single desks. 
 
 9. How about the water supply? Is the water good? Is the ordinary open 
 water pail in use? The common drinking cup has been outlawed in Wisconsin, and 
 now every child should have his own cup. Let us suppose there is a child in 
 school who has consumption in its first stages. How about the child who uses the 
 cup next? At present there are 2,500 deaths from tuberculosis in this state every 
 year. There are surely some cases in our schools. 
 
 10. Is the teacher and are the children neat in personal appearance? Is the 
 school provided with a washbasin, soap and towels? Since the school is a part 
 of the home, the equipment is not complete unless these articles are present. 
 
 11. Are the pupils taking proper exercise? Are there any pupils who stay in 
 the schoolroom during recesses? Their growing bodies need outdoor activities. 
 Exercise tones them up. 
 
 12. Do any children sit with their mouths open? Do the children breathe 
 through their mouths? Perhaps there are some physical defects present, such as 
 adenoid growths, enlarged tonsils, or the like. 
 
 Are any of the pupils nearsighted? Any who cannot see the work on the 
 board? If Barry's "Hygiene of the School Room" is in the library, test the 
 pupils' eyes by means of charts easily obtained. Are the blackboards of a glossy 
 appearance so that it is difficult to see the writing? It is ridiculous to give in- 
 struction regarding the anatomy of the eye when such conditions are found. Are 
 there any children whose hearing is defective? 
 
 13. Are the children provided with good shoes, or do they sit in the school- 
 room with wet feet? Rubbers should not be worn in the schoolroom. 
 
 14. Are the children getting plenty of sound, refreshing sleep? Is it a custom 
 for the children to attend social functions frequently, stay up late at night and 
 eat late luncheons? Such practices mean poor work in fchool as well as a nervous 
 strain that is detrimental to health. 
 
 Are their sleeping rooms supplied with fresh air? 
 
 Owing to the enormous economic losses and the great amount of human suf- 
 fering caused by the diseases that are preventable, the following statements in 
 regard to preventive medicine and contagious and infectious diseases are pub- 
 lished in this Course of Study : 
 
 The purposes of preventive medicine are: 
 
 (i) To call attention to the magnitude of the losses to humanity on account 
 of preventable diseases. 
 
99 
 
 {2) To give instruction regarding the causes of communicable diseases and 
 iiow bacteria are transmitted from the sick to the well. 
 
 (3) To show how communicable diseases may be prevented. 
 
 (4) To arouse public interest to the point that will insure adoption of the 
 necessary laws to make effective the knowledge pertaining to the prevention of 
 communicable diseases. 
 
 In undertaking instruction in preventive medicine, the following facts should 
 be kept in mind : 
 
 (i) That all communicable diseases (infectious and contagious diseases) are 
 due to some form of living matter (bacteria or protozoa) that gains entrance to 
 the body in which they grow and produce the disease by giving off poisons which 
 are the immediate cause of the symptoms of the disease. 
 
 (2) That these particles of living matter (causative agents) require for life, 
 food, moisture, heat and air, and if deprived of one or more of these elements, 
 multiplication is prevented or death is caused. Foodstuff may be either animal or 
 vegetable matter, usually decomposing organic matter or the organic matter 
 found in the tissues and blood of the body. Water is obtained from the food- 
 stuff, and in the body from the blood and tissues. The most favorable tempera- 
 ture for the disease-producing agents is that of the body. Oxygen is obtained 
 from the blood and tissues. 
 
 (3) That the causative agents of communicable diseases must be transmitted 
 from the source of infection to the future victim of the disease. The means for 
 the transmission of bacteria is called a disease carrier. 
 
 (4). That disease carriers may be classified as follows: 
 
 (a) A person convalescing from a disease in whose system the germs of that 
 disease remain, example, the secretions of the mouth of a patient who has recov- 
 ered from diphtheria. 
 
 (b) The secretions of a person who has been exposed to a communicable 
 disease, received the germs causing that disease in his system without developing 
 the symptoms of that disease — as shown by the feces of well people during an 
 epidemic of cholera. 
 
 (c) Insects that serve as mechanical carriers of bacteria, either by the bac- 
 teria clinging to the body of the insect or by the bacteria growing in the intestinal 
 tract of the insect, and being transmitted to the people in the droppings of the 
 insect, as is shown by the fly carrying t5rphoid fever germs from infected feces to 
 the foodstuff, and the flea carrying plague bacilli from rats infected with plague 
 to people. 
 
 (d) Insects which furnish a special medium for development of the disease- 
 producing organism. Here in the body of the insect the disease-producing or- 
 ganism undergoes a special development which in so far as is known can take 
 place only in the body of that insect, as is shown by the development of the ma- 
 larial organism in the body of the mosquito. The mosquito must suck the blood 
 of a malaria patient, and ten days must elapse before that mosquito can transmit 
 malaria to well people, and the tetse fly that spreads sleeping sickness in South 
 Africa. The tetse fly sucks infected blood from a patient, and for four or five 
 days may transmit the disease mechanically. This period is followed by a period 
 of about thirty days during which the fly cannot transmit sleeping sickness, after 
 which it may transmit the disease throughout the remainder of its life. 
 
 (e) Any article such as a pencil point, the corner of a book, or a handker- 
 chief which comes in contact with infection and is afterward used by a well 
 person, as is shown in the use of the common drinking cup transmitting tuber- 
 culosis. 
 
100 
 
 (5) That the source of infection is the sick patient. The causative agent 
 leaves the patient through the sputum, which includes the secretions of the nose, 
 mouth and bronchi; through the excreta, the urine and feces; through the secre- 
 tions of the eyes and openings of abscesses wherever located, and through blood 
 withdrawn from the patient by mosquitoes, bedbugs, flies and lice. 
 
 (6) That in the outside world (outside of animals) the greater number of 
 causative agents of disease die in a relatively short time. 
 
 (7). That communicable diseases may be prevented by: 
 
 (a) Disinfection of all secretions and excreta coming from the patient and 
 all materials that have been in contact with infected secretions before the secre- 
 tions and the materials are removed from the sick room. 
 
 (b) Prohibiting well people from associating with the sick. The eflfective 
 carrying out of (a) and (b) constitutes quarantine. 
 
 (c) Destroying or exterminating disease carriers such as flies, mosquitoes and 
 other insects, and preventing the infection of such articles as pencils, books, drink- 
 ing cups, etc. 
 
 Class B. — Sixth Year, 1914-15. 
 
 (Alternates with fifth year.) 
 
 This year's work should alternate with the fifth year in nature study. The 
 work should be based on some elementary text. This text should emphasize 
 hygiene and sanitation. You will find by re-reading the nature study course that 
 much hygiene is given the first four years. Review these facts. The suggestions 
 printed above will furnish the basis for much practical work in hygiene and sani- 
 tation. 
 
 First Quarter. — Food. Name the different kinds of food. How obtained. 
 Value of each kind. Lead them to see that some foods are far more nutritious 
 than others. The preparation of food. Get the children to feel that what they 
 learn in the kitchen is of great importance. Children should be led to see that 
 the work of the home is a part of education. Foods include drinks. Water is 
 the universal drink in nature. Importance of pure water. See suggestion 9 
 above. Alcohol and tobacco are not foods. State some of the evil effects of the 
 use of alcohol. Of tobacco. 
 
 Second Quarter. — Food is made into blood. Necessity of a system of cir- 
 culation; blood and lymph; veins, arteries and the heart. Study the heart from a 
 beef heart. If possible, show the children the circulation in the web of the frog's 
 foot. What things affect pulse rate? 'What is the normal pulse? Count pulse. 
 What is the normal temperature of the body? What is the source of the heat of 
 the body? What to do when blood vessels are cut? Effects of alcohol and tobacco 
 on the circulation. Explanation of the red face of the drinker. 
 
 Respiration. Position and nature of the lungs. How the blood is changed in 
 the lungs. The effect of dust on the lungs. Tobacco smoke. The effect of exer- 
 cise on the breathing. How should we breathe? Why we need pure air? What 
 makes air impure? How much air do we need (2,000 cubic feet per hour for each 
 person)? How often should the air of this room 'be changed? Is cold air pure 
 air? How does fireplace help ventilation? Study ventilation and heating of the 
 schoolroom and the home. See suggestions i, 4, 5 and 12 above. 
 
 Third Quarter. — Emergencies. Treatment of cuts. Bandages. Use of court 
 plaster. Treatment of burns, frostbites, sunstrokes, nosebleeding, fainting. What 
 to do in case of fits, drowning, choking, poisoning, sprains and bruises. 
 
 Skin. Structure and use. Value of cleanliness and bathing. Effects of vari- 
 ous kinds of baths. Airing of clothing, beds, etc. Cleanliness of hands in cooking. 
 Treatment of wounds and burns. 
 
101 
 
 Hair. Use, structure and care. Shampooing and tidiness. 
 
 Nails. Use, structure and care. The beauty of well-kept nails. 
 
 Eyes. Care of the eyes; strong light; proper position of book; book print; 
 selection of glasses when necessary. Optic nerve. 
 
 Ears. Use, structure and care. The value of cultivated hearing. Auditory 
 nerve. 
 
 Nose. Use, structure and care. Use of handkerchief. Olfactory nerve. See 
 suggestions 6 and lo above. 
 
 Fourth Quarter. — Muscles. Uses of. Structure. Necessity for exercise. 
 Use and abuse of athletics. See "Games and Plays" in this Course of Study. 
 
 Bones. Structure. Composition. Uses. Effect of pressure. Cause of round 
 shoulders and curved spine. Adjustment of desks and chairs. Injury and repair 
 of bones. Joints, kinds of, and uses. See suggestions 7, 8 and 10 above. 
 
 Regularity. In meals, sleep, exercise, etc. Value of forming regular habits. 
 
 The value of fresh air and sunshine should be impressed upon pupils. 
 
 Study the causes of disease: Germs, carelessness, uncleanliness, overeat- 
 ing, lack of exercise, lack of ventilation, clogging of the body with wastes and 
 poisons, alcohol, tobacco, etc. See also discussion on contagious and infectious 
 diseases, pp. 98-100. 
 
 Treatment of diseases. Sunshine and cheerful surroundings, clean bodies, 
 clean food and water, clean air, clean thoughts, nourishing foods (not too much), 
 rest. (Very little medicine.) See suggestions 3, 5, 8 and 11 above. * 
 
 AGRICULTURE. 
 
 Why teach. To meet the demands of the present day, and to justify their 
 claims for public recognition, schools must make provision for the vocational 
 element. The school has no right to send out a pupil with a mass of knowledge 
 thai has no reference or application to the life that he is to live. There will be 
 much more happiness and contentment in the human race when it learns to do 
 well and to appreciate the common things of life. 
 
 In teaching elementary agriculture, it should not be expected that pupils will 
 be made skillful in using machinery or handling stock, but they will be taught to 
 think, to answer the questions: Why do we plow? Why do we prune or spray? 
 Why should milk cans be thoroughly scalded? 
 
 How teach. Agriculture cannot accomplish much in rural schools if taught 
 from the text alone, yet texts must be used and lessons assigned. It is a subject 
 which requires concrete materials for much of its subject matter. Yet some ma- 
 terials cannot be exhibited in the schoolroom, though some of them should be. 
 Most of the practice work may be done by the pupils at home and should fit into 
 the home life, not be forced into it. 
 
 SCHOOL GARDEN WORK. 
 
 A school garden is one of the necessary equipments. Much misconception 
 and prejudice against school gardens in the country would be removed if teachers 
 did not try to copy after city school gardens. The country school garden should 
 not be a place for display, not a place to work pupils, not an extensive truck 
 patch, but a space twenty to forty feet wide by forty to eighty feet long, enclosed 
 by a good fence to exclude marauding animals, where can be grown not only 
 
102 
 
 plants which are grown on the farm, but also new varieties of crops, crops of 
 other lands; where fertilization caji be tried out, where new flowers and vegetables 
 can be introduced into the pupil's already wide acquaintance with plants. Thus 
 the school garden can be made a purveyor of knowledge that is new, and therefore 
 interesting. 
 
 As to what should be grown in a country school garden, the following may be 
 suggestive: Do the children know barley? Have they ever seen flax or hemp? 
 Few outside of Southeast Missouri have seen cotton or rice growing. Do your pupils 
 know all the clovers and economic legume crops? Ave they familiar with Johnson 
 grass? Meadow fescue? English rye grass? Bermuda grass? Orchard grass? 
 Do they know the egg plant? Peppers? The wonder berry? How many of the 
 flowers listed in the seed catalogs do pupils know? 
 
 If a few new plants are placed in the garden each spring, the interest will be 
 increased. In some cases one of the boys of the school will care for the small 
 garden during the summer in order to study the new plants, and the pupils will 
 visit the garden during the summer to see these plants develop. It is much to be 
 desired that the school garden be kept free from weeds during the summer. Two 
 or three hours a week will be sufficient for this work. In some cases one of the 
 large boys living near the schoolhouse may be willing to care for the garden for 
 the products. If the same teacher is to return the following year this can be 
 easily arranged. A school garden is a valuable help in school work, as will be 
 shown in the following discussion, even though it can only be laid out and planted 
 in the early spring. 
 
 Seeds for this work may be obtained from seed stores or from the Department 
 of Agriculture, Washington, D. C, or from the experiment stations of the various 
 states. If you determine to have a school garden, you zvill succeed. Do not give 
 up if you fail the first time. 
 
 The following statement of the aims of the "School Garden" is taken from 
 Suggestions for Garden Work published by Massachusetts State Board of Educa- 
 tion. 
 
 Aims. The value of garden work is not to be measured by glib recitations 
 about agriculture, which count for little outside of the schoolroom, but rather by 
 the inclination and the ability of the children to do the things taught. Have the 
 pupils a greater respect for farming? Can they mix fertilizers, prepare the Bor- 
 deaux mixture, use each intelligently, and practice agriculture successfully? Is 
 the influence of the school extending to the home? Is the community adopting 
 the improved methods illustrated in the school garden? The answers to these 
 questions will indicate accurately the quality of the work. The teacher who can 
 secure affirmative replies is sure of promotion, increase of salary and enlarged 
 usefulness. 
 
 It is right that the work be judged by the efficiency test, for higher efficiency 
 means greater production and larger incomes. Larger incomes will bring better 
 furniture, modern plumbing, sanitation and heating, more attractive homes, leisure 
 for cultivation— social betterment. 
 
 The teacher, then, should have three conscious aims in this work: education 
 through agriculture; efficiency' in agriculture; and social betterment from agri- 
 culture. 
 
103 
 
 4'xll' 
 
 WALK VA' WIDE 
 
 PLAN OF SCHOOL GARDEN. 
 
 Plots may be laid off 6'xl5', if preferred. Each plot will then contain about 5^5 of an acre 
 
 Plots may be made smaller, if space is limited 
 
104 
 
 The work on the "School Garden" extends through every grade, as you will 
 note from suggestions at various places in the course, especially in the nature 
 study work. The following notes and suggestions are taken mainly from the pub- 
 lications of the State Board of Education of Massachusetts : 
 
 Selection of Land.. The soil in many school yards is lacking in fertiHty and 
 is hard and difficult to work. When such is the case, it may be better to secure a 
 desirable plot near school grounds than to try to use a part of the school grounds. 
 
 Testing of Soil — Blue Litmus Paper Test. A very simple test is to place 
 a piece of fresh blue litmus paper at the bottom of a clear glass, cover the litmus 
 with filter paper and partly fill the glass with soil moistened until it is of about 
 the consistency of thin porridge. If sour, the litmus paper will, after a few hours, 
 turn red. The litmus and filter paper may be obtained at a drug store. 
 
 Ammonia Water Test. Place a level tablespoonful of soil in a glass, add 
 half a glass of water and one or two tablespoonfuls of diluted ammonia water; 
 stir, and let it stand for some hours. If the liquid above the soil remains a 
 dark-brown or black color, the need of lime is indicated. A number of soils 
 brought from the homes of children should also be tested. It will be found 
 that poorly drained soils are frequently, and other soils are sometimes, sour. 
 This condition is unfavorable to many kinds of plant growth. The sourness 
 may be corrected by a thin coat of air-slacked lime (i or 2 tons to the acre), 
 well worked in. 
 
 Cultivation. The surface of the garden must be stirred frequently with 
 a hoe or steel rake to kill the weeds and to form a dust mulch for the preserva- 
 tion of moisture. Weeds take the room of moisture and the food needed for the 
 cultivated plants. Do not have a weed in or near the garden. Shallow cultivation 
 two or three times a week will prevent them from starting. 
 
 Preparation for Winter. If the soil of the garden is light and sandy, a 
 mulch of manure spread over it will be a good preparation for next year's opera- 
 tions. If clayey, heavy and difficult to work, the manure should be plowed or 
 spaded under, and the surface left in rough, lumpy state, that it may be pulverized 
 by the action of the winter weather. 
 
 Plan and Size of Plots. The plan on the opposite page provides for 
 twenty individual plots, and four plots merged for potatoes or some special crop. 
 Each of the twenty plots contains i-iooo of an acre. Forty-four or 45 square feet 
 should be allowed for each plot, as it is impossible to utilize all of the land in 
 the small lots. The advantage of the i-iooo-acre plots is the ease with which the 
 quantity and value of fertilizer, seed and products can be estimated; Thus, a ton 
 of fertilizer, per acre, would mean two pounds for each plot. At $36 per ton, the 
 cost would be $0,036 per plot. The ease and accuracy with which experiments 
 can be conducted on these plots will contribute much to the success of the school 
 garden. An almost endless variet}^ of interesting and profitable experiments may 
 be conducted in the school garden if the plot system is adopted. In each experi- 
 ment the fertilizer must be accurately weighed and the cost charged to the plot, 
 the labor cost estimated (cost of plowing, harrowing, caring for crops and har- 
 vesting per acre, can be obtained from parents), and the product weighed and 
 value fixed at the market price in the locality. A balance sheet should then be 
 made showing the gain or loss on the crop, and the gain or loss as compared 
 with a similar crop under different fertilization or cultivation. 
 
 Sour Soil. If the soil of the garden is sour, one plot may be limed, and the 
 resttlts compared with those obtained on an unlimed plot. Alfalfa, beets and let- 
 tuce are good crops for this experiment. 
 
 Individual Gardens, Ench child should oiun and care for at least one plant, 
 and if possible, have a garden. Two, three or four children may, if necessary. 
 
105 . 
 
 divide one of the i-iooo-acre plots between them. The individual garden has the 
 advantage of allowing the child to choose and own the vegetables and flowers, 
 and to perform each and every operation connected with the preparation of the 
 soil and care of the plants. Encourage the children to use their own taste and 
 judgment in the selection and arrangement of the flowers and vegetables. 
 
 Beginning the Work. In early winter, long before the season will permit 
 outdoor work, the pupils may begin collecting the equipment, making window 
 boxes, reading the literature of the subject, planning the details, conducting ex- 
 periments designed to test the germinating power and vitality of seeds, the depth 
 at which seeds should be planted, and other facts relating to plant life. In March, 
 lettuce, tomatoes, cabbages and a variety of flowers may be started in window 
 boxes, flower pots or cold frames. These plants will be ready to set in the open 
 field when the season is sufficiently advanced. 
 
 Time to be Devoted to the Work. A half hour of the school session once 
 or twice a week should be devoted to instruction in the school garden, the teacher 
 inspecting and directing the work. The children should be allowed to work at any 
 time during the day if the time has been earned by the performance of other 
 school duties. The privilege of sharing in any of the manual activities of the 
 school may be made a reward for good conduct and good lessons. 
 
 COLLATERAL WORK. 
 
 Letters. Have the children write for the seed and tool catalogues, for 
 bulletins, for seeds, for fertilizers, for information and for all things needed in 
 the work. The typewritten business letters received in response to inquiries will 
 be models in form, and in felicity, courtesy and conciseness of expression. They 
 may be used as standards in teaching letter writing. The letter writing should 
 be conducted as a class exercise, and a good letter selected to be mailed. These 
 exercises will be among the most profitable in the school, as each pupil will do 
 his or her best when writing a real letter, with a definite purpose in view. 
 
 Diaries. Each pupil should keep a diary. This should contain plans of the 
 garden, copies of abstracts of letters, formulas for fertilizers and sprays, a his- 
 tory of experiments undertaken, a record of the work and as far as may be, an 
 expression of the impressions and feelings of the child. (See suggestions on 
 handwork, p. — .) 
 
 Themes. Oral and written composition on subjects connected with the grow- 
 ing of flowers and vegetables will serve to fix the garden experiences firmly in 
 mind, and train the children in the use of English. Class exercises in making and 
 arranging topics in a logical order, and oral composition in the same, followed by 
 written seat work, will be excellent language training for grades six, seven and 
 eight. To illustrate : 
 
 How to grow sweet peas. 
 
 How to stake tomatoes. 
 
 Corn growing in Missouri and the West. 
 
 Our experience with alfalfa. 
 
 Imaginative Stories. Imaginative stories may be written by the younger 
 pupils of the experiences of the plant, or of the way in which the little animals 
 which live on the plants raised in the garden regard the work of the pupils. 
 
 Illustrations. The diaries, themes, stories and other papers may be illustrated 
 by original drawings or paintings ; pictures cut from catalogues or magazines ; 
 and flowers, a leaf, a part of the stem, or seeds, fastened to the paper. 
 
 Drawing. Under the leadership of the teacher, the children may begin in 
 March or April to make plans for the garden, and draw to a scale blackboard and 
 
106 
 
 paper charts, giving the location, shape and dimensions of the walks and plots. 
 The older boys may draw plans of the home farm, showing the location of build- 
 ings, elevation and slopes of land, character of soil, and the way in which the land 
 is utihzed. Drawings and paintings of the plants at different stages of growth 
 will give, if well executed, an accurate history of the garden. Freehand and 
 working drawings should be made of the articles constructed by the pupils. 
 
 Reading. All of the pupils should read the government bulletins, and such 
 parts of the catalogs, magazines and agricultural textbooks as relate to the 
 chief work undertaken in the school garden. Some of the material is adapted for 
 home reading, some for reading lessons in class and discussion as a preparation 
 for the garden work, while other portions will be most useful after the pupils 
 have actually worked out a problem in the garden. Experience will give a better 
 understanding of the history and literature of the subject. The history of a plant, 
 or other special topic, may be assigned to the brighter or more industrious pupils, 
 to be studied and reported to the class. 
 
 Arithmetic. The garden experiences will suggest a variety of problems re- 
 lating to areas; the quantity, cost and use of seeds; fertilizers, implements and 
 labor in the school and home gardens and in larger fields : 
 
 1. Measure the length and width of the school garden. How many square 
 feet in one row across the width of the garden? How many such rows in the 
 garden? What is the area of the garden? The perimeter? What is the area of 
 the walks? 
 
 2. If your individual garden is to contain 44 square feet and is to be 4 feet 
 wide, how long must it be? Suggest other dimensions for i-iooo-acre gardens. 
 
 3. How many tons of manure would be required to furnish the potash con- 
 tained in one ton of wood ashes if barnyard manure contains 9 pounds of pot- 
 ash per ton and wood ashes contain 120 pounds of potash per ton? 
 
 4. One ounce of parsnip seed will plant 150 feet of drill. If the drills are 18 
 inches apart, how much will be required for an acre? 
 
 See "Agriculture" and catalogues for other problems. 
 
 Business Forms. Teach (a) bills, (b) receipts and (c) simple accounts as 
 opportunities are presented in the garden operations. Have boys make out a list of 
 the tools and machinery with which it is desirable to equip the home or an imagi- 
 nary farm. Girls may make lists of furnishings for a dining or other room, (d) 
 Orders : make out orders for tools and machinery, or furniture. Deduct discount 
 for cash, if allowance is made in the catalogs consulted for prices, (e) Inven- 
 tory: make an inventory of machinery and tools on the farm, with their esti- 
 mated value. The boy will compare the old shovel with a new one. Is the old 
 shovel still serviceable? How much longer will it wear? If a new shovel costs 
 $0.90. what is a fair value for the old one? How should machinery and tools be 
 cared for when not in use? Will they wear longer and give better service with 
 proDer housing and care? In what way does paint preserve the wooden parts of 
 wagons, machinery and tools? What is rust? How mav metals be protected from 
 rust? This work will train the judgment and develop thrift. 
 
 Woodworking. Window boxes, stakes for marking walks and plots, and 
 other things required by the garden operations and other activities of the school, 
 should be made by the pupils. A window box should be from 6 to 8 inches deep, 
 8 inches wide, and as long as the window is wide. The box should be fastened 
 by screws to the wall under the window sill, and be supported by brackets. A 
 few holes should be bored in the bottom of the box for drainage. (See Manual 
 Trnining, p. — .) 
 
107 
 
 Geography. A brief study of corn, potatoes or other plants raised in the 
 garden will be interesting and profitable. This study should include the uses, 
 sources of supply, comparative cost of production here and elsewhere, commer- 
 cial importance, routes by which it is brought to our State, and other facts. 
 
 ELEMENTARY SCIENCE. 
 Class A. — Seventh Year, 1913-14. — Agriculture. 
 
 This work should alternate with the work in farm management, road build- 
 ing and physiology outlined for the eighth year. By this method the "A" class 
 spends one and one-half years on agriculture and one-half year on physiology. 
 This is sufficient for physiology when it is remembered that the entire sixth year 
 also is given to it. 
 
 The outHnes given below are meant to be suggestive. Agriculture is not a 
 recitation subject; it is an investigation subject. To pursue it properly there must 
 be freedom between teacher and pupil to talk freely abovit the business of farming, 
 its operations and its compensating pleasures. The conversation should be such 
 as would arise between two persons each with some knowledge of the subject and 
 anxious to learn more. 
 
 Agriculture lends itself well to sequence. An outline may be made out at 
 the beginning of a term or school year in which study will keep pace with farm 
 work and at the same time correlate quite closely with other branches. For ex- 
 ample, corn judging may best begin about October ist, when fairs and institutes 
 and corn shows are at their best. Seed study may lead up to it in September, con- 
 fining seeds to farm crops with their weed and insect enemies. The teacher will 
 note that the outhne brings out this sequence all the way through the year. 
 
 First Quarter. — A study of seeds. Have pupils list the crops of the district, 
 each crop subheaded into varieties. Example: Corn — St. Charles White, Boone 
 County White, Reid's Yellow Dent, etc. Pupils may bring samples of each variety 
 and describe in class. What are the characteristics which make any variety 
 adaptable to the locaHty? List varieties of other localities. Study other crops. 
 Study each kind of seed in its germination and in the structure of its parts. Note 
 that seeds may be classified into three groups as to the position of the germ or 
 embryo and to the position of the stored food : namely, those having the germ on 
 one side. Examples : Corn, wheat, etc. Those having the germ fully developed 
 and food stored in two large leaves or cotyledons. Examples : Bean, pea, etc. 
 Those having the germ in the center, surrounded by the food supply. Examples : 
 Sunflower, persimmon, blackhaw, etc. Plant fall varieties of wheat and grasses 
 in the school garden. 
 
 While collecting seeds of useful plants, seeds of the weeds that are trouble- 
 some to each crop should be collected. Samples may be kept in small bottles and 
 labeled. What are the most troublesome weeds of the cornfield? Meadow? 
 Other crops? 
 
 What insects trouble the same crops? Make a collection of the insects 
 found feeding upon corn and other crops. Label each. Determine if the insects 
 are biting or sucking. Discuss methods of destroying them. 
 
 The outlines, classifications, drawings, observations and descriptions re- 
 quired in the above study of seeds and crops as well as. in that which follows 
 should all be recorded by the pupil in a well organized note book. These exer- 
 cises should be made a part of language, penmanship and drawing work. 
 There can be no better means of training in accuracy of statement, in neat- 
 ness of form and arrangement, in close and thorough observation. The pupil 
 svho hands in the poorest outline is the one who most needs this kind of work. 
 
108 
 
 The first draft of an outline should be brought to class on common paper for 
 approval and correction before being entered in the bound note book. Take 
 any one paper during a class recitation and show how it may be rearranged to 
 advantage. Pupils then may correct their own outlines. Much time may be 
 spent at the beginning in learning how to do these things. 
 
 A Study of Corn. A field crop. Have a pupil bring a complete cornstalk 
 to school; root, leaves, stalk, ear, husks, silk and tassel, as far as possible 
 uninjured. Have pupils determine the number of leaves and nodes on the one 
 stalk. Send them to a near-by field to count twenty each to determine the 
 average of all corn. Discuss the nature of brace roots. Note the position of 
 the ear. Which node does it grow upon? Is it always on the same one? 
 Study the leaf and its parts. What part of a corn leaf is comparable to the 
 stem of an oak leaf? Take ofif all of the corn leaves. Note the rudimentary 
 ear on each joint below the ear. Why are there none above the ear? How 
 many leaves are there above the ear? How many shucks on the ear? Com- 
 pare the number of shucks with the number of leaves. Find some shucks with 
 tiny leaflets on the ends. What is a shuck? Examine the tassel. How many 
 flowers in each spikelet? Note that they are two or four. Imagine a tassel 
 grown together as a cob. Would this account for ears of corn always having 
 an even number of rows? Measure the leaf surface of several stalks. Explain 
 the use of the silks and the pollen. Have pupils find barren stalks, male stalks, 
 tall stalks, short stalks. Teach value of heredity and uniformity. 
 
 Corn Judging. Obtain as many standard varieties of corn as may be found 
 in the neighborhood. Be sure to have at least one sample of yellow corn and 
 one sample of white. A sample consists of ten ears. Give an exercise in dis- 
 tinguishing the different varieties of corn available. Have pupils write out 
 from observation a list of points alike and points different in each variety. 
 Drill in recognition of varieties. 
 
 Let each pupil take a numbered ear to his seat and describe, in writing, 
 noting the following points in order: Shape of ear, length, circumference, 
 color of kernel, color of cob, shape of kernel, indentation of kernel, butts, tips, 
 space between rows, number of rows, size of cob. 
 
 Ask pupils to pick out the best ten ears of corn they can find at home. 
 Let them bring this corn to school, contesting to see who can bring the best 
 ten ears. Advise them to keep a box or barrel in the crib at home into which 
 the most likely ears may be thrown at feeding time. From this supply the ten 
 may be selected. 
 
 Get score card blanks from the County Superintendent, State Normal 
 Schools, or University. Let each pupil score independently every sample. 
 These scores may be added and the best sample determined by the pupil's own 
 judgment. These ears may be returned and other ten ears brought. Continue 
 as long as pupils can bring better samples. Hold a corn show at the close of 
 the corn season. Encourage pupils to enter county exhibiting and judging 
 contests. Observe "Seed Corn Day," October 12, and teach pupils how to 
 select seed corn. The study of corn should be the chief work of the first 
 quarter. 
 
 Second Quarter. — In 1910 there were 7,795,786 acres of corn which pro- 
 duced 252,472,100 bushels. What was the average per acre? If it costs $12 to 
 raise an acre of corn, what is the profit per acre at current prices? 
 
 Make a study of wheat, oats and other crops; the emphasis to be given 
 each' will depend upon the time at the teacher's command and the relative 
 local importance. 
 
 Determine the yields per acre of all the crops grown on the farm. Cal- 
 culate cost of planting, seeding, cultivating, harvesting, etc. Study crop rota- 
 
109 
 
 tion as a factor in economy of labor; effect on keeping down weeds and insect 
 pests; value in furnishing a variety of feeds, value in retention of fertility. 
 Study construction and advantages of silos. 
 
 Soil. List the forces which are at work making and unmaking soil, as 
 temperature, water, atmosphere, chemical action, animal and plant life and de- 
 cay. Study each natural force as a constant factor. 
 
 Account for the composition of the soil; the presence of sand and gravel, 
 silt, clay, humus. What are the functions of each ingredient? Discuss condi- 
 tions of soil as to state of cultivation and effects on crop production. Study 
 the water condition of the soil as to rainfall, erosion and absorption. Study 
 the capillary movement of soil water and the principles involved in the con- 
 servation of water for crop use. 
 
 Experiments. A gallon each of sand, clay and humus will be needed. Sand 
 should be washed by stirring it in a bucket of water and then pouring off the 
 muddy water. Repeat until the water becomes clear. Clay can be obtained at 
 cuts in roads. Care should be taken to get it clean. It should be dried and 
 then pulverized, which may be done by pounding small quantities at a time in 
 cloth bags. Humus can be found at the base of a rotten stump or under rotten 
 logs. A fine black quality should be selected. It is best for pupils to do as 
 much of the work as possible in collecting material and making experiments. 
 Lead pupils to see that soil is composed of organic and inorganic matter; 
 study the formation of each. Also, the difference between soil and subsoil. 
 
 Wet some clay, sand and humus, stirring thoroughly, and let pupils notice 
 the difference in appearance and in touch. Set away to dry and notice again. 
 From this draw conclusions as to which kind of soil can be worked soonest 
 after a heavy rain. Make a mixture of good sandy loam. 
 
 Put a teacup each of gravel, sand, clay and humus into a half gallon fruit 
 jar; fill with water, shake thoroughly and set away to settle. Notice which 
 settles first; which last. Notice which settles at the bottom, which next and 
 so on. Draw conclusions. Study soil texture and soil tilth and the things 
 conditioning each. 
 
 Put four tablespoonfuls of finely powdered clay into each of two quart 
 mason jars of rain water. To one add a teaspoonful of freshly slacked lime; 
 shake each thoroughly; let them settle and notice the result Lime causes the 
 clay particles to gather or form in flakes; we say it flocculates. Adding lime 
 to fine clay soil has the same effect; it causes the fine particles of clay to col- 
 lect in flakes and puts it in good tilth. This, however, requires large quantities 
 of lime. 
 
 Get two saucers half full of sand and two half full of clay. Stir water in 
 one of the saucers of sand and one of clay until each is a thick paste. Sprinkle 
 water on the other two until they are well moistened, and set away for two or 
 three days and notice the difference. What causes it? Which is in the better 
 condition for plant growth and cultivation? 
 
 Estimate the amount of water used by different crops in inches of rainfall. 
 Determine crop limitations by annual rainfall, counting one-eighth of the rain- 
 fall available for crops. Proper cultivation methods may conserve one-half 
 more than the above. What is the value of cultivation to the crop in in- 
 crease? 
 
 What constitutes plant food? Learn the necessary elements and the forms 
 in which they become available for plant growth. Work out the processes 
 by experiment as far as possible by which the plant obtains its food materials. 
 Drill carefully on the physiological processes of the plant with reference par- 
 ticularly to the synthesis of foods. Discuss the function of respiration in 
 plants with particular. reference to plant roots. What is film water? What 
 
110 
 
 elements of soil fertility are most likely to be deficient in soils? Study care- 
 fully the sources of nitrogen supply in the soil. Bring out the relation of or- 
 ganic decay and nitrification and nitrogen fixation. What commercial fertil- 
 izers supply potassium? What phosphorus? Determine by problems the 
 amount of these elements removed by various crops. Counting legume crops 
 as returning to the soil a supply of nitrogen equal to the amount found in the 
 crop removed. Work out a rotation for crops where legumes are plowed 
 under which would conserve soil fertility in the nitrogen element. 
 
 Third Quarter. Animal Husbandry. Animal Husbandry is stock raising. 
 Domestic animals are those that have been tamed by man for his use. The 
 horse was probably the first animal domesticated, but the ox and the camel 
 were both used in very early times. 
 
 The Horse. The horse has always been closely connected with man's prog- 
 ress. Study carefully the distinguishing characteristics of each breed. Get 
 pupils to bring to school a good type of a draft horse and of a saddle horse or 
 a driving horse. Measure and notice the difference which in part make the 
 distinguishing characteristics of the two types. Obtain score cards from the 
 College of Agriculture, and learn the position of all score points on the ani- 
 mal. Follow score card closely and score animals brought to school. Scoring 
 may be done at noon hour or after school. Apply scoring to all farm animals. 
 
 The draft horse was developed in Central Europe, where grass was plen- 
 tiful. The best known breeds of draft horses are the Percheron, English 
 Shire, Clydesdale and Belgian. Study each. 
 
 The light class includes thoroughbreds, standard bred, saddle horses and 
 ponies. Thoroughbreds include the Arabian and Barb horses. Standard-bred 
 horses include the noted trotters and pacers. Most great trotters trace back 
 to Hamiltonian lo. The fastest trotting record was made by Lou Dillon, in 
 1:58^4. The world's fastest pacer is Dan Patch, time I:S5J4- The American 
 saddle horse begins with "Denmark," a noted thoroughbred horse, born in 
 1839. What are the five gaits of the American saddle horse? Study the dif- 
 ferent breeds of ponies. What is spavin? Splint? Knee spring? Heaves? 
 Colic? Give treatment of each. Give; a balanced ration for a draft horse, for 
 a speed horse. 
 
 The Mule. Less subject to disease or blemish than the horse, will live on 
 coarser food and is not so likely to be injured by over-eating or over-working. 
 The mule market is a business of first importance. To sell readily, they should 
 be in good flesh, and should have good eyes, good wind and be good workers. 
 
 Cattle. The origin of Domestic Cattle. The two great types or classes. 
 Notice the distinguishing characteristics of each class. Write a composition 
 describing a good beef steer. Why are cattle fattened? Draw cut of a car- 
 cass and locate the sirloin, chuck and so on. Learn how many cattle are being 
 fattened in your school district. What are "Grade Cattle?" Packing houses? 
 By-products? A good ration for beef cattle? Stock cattle? Milk cows? 
 Hand-fed calves? How many cows in your district? What breeds? Estimate 
 their value. Find out how much it costs to feed a cow a month? How much 
 for all the cows in the district? Estimate the milk these cows give at five 
 cents a quart and determine the gain or loss for all the cows and for the 
 average. 
 
 How many pounds in a gallon of milk? What is meant by per cent of 
 butter fat? What per cent of butter fat in the milk of a good cow? Empha- 
 size cleanliness in barns and homes in the handling of milk. 
 
 Hogs. Make a list of the different breeds of hogs found in your school 
 district. What is a good ration for stock hogs ? For fattened hogs? At what 
 age should hogs be marketed? Tell about the treatment for hog cholera. 
 
Ill 
 
 How much corn is required to make a pound of pork? Estimate the value of 
 the hogs in your district. Write a composition on the products from hogs. 
 
 Sheep. Study as above. 
 
 Feeds. List all stock foods produced on the farm as protein or carbohy- 
 drate feeds. Add the obtainable commercial by-product feeds. Feeds contain- 
 ing a nutritive ratio of i:6 and under are classed as proteid feeds. Those over 
 i:6 are carbohydrates. Star the feeds rich in mineral food. Study the phy- 
 siological function of each class of feed in the animal body. By the aid of the 
 textbook feeding tables balance rations for different purposes. Study stable 
 ventilation and other sanitary conditions affecting the health of the animal. 
 
 Study the alimentary canal from the school physiology, or, better still, 
 from a dissected frog. Compare the digestive tract of each domestic animal 
 with all others. What is the function of each part of the alimentary canal? 
 What digestive juices are potent in digestion? Where are they secreted and 
 what are their separate functions? 
 
 Seed Testing. During the third quarter much attention should be given 
 to the testing of corn and other grains preparatory to spring planting. Write 
 P. G. Holden, Director Agricultural Extension Department, International Har- 
 vester Co., Chicago, 111., for the "Rag Doll" Seed Corn Tester. You can also 
 secure many valuable agricultural booklets free from this company and also 
 from the agricultural extension departments of the various railroads. 
 
 Pruning. Grape vines should be pruned in February. So the third quar- 
 ter is the proper time to take up the study of pruning. As in the nature study 
 work, the agriculture work should be in a large measure adapted to the seasons 
 of the year. 
 
 Fourth Quarter. Chickens. Study different breeds. Learn the number 
 of chickens in your district, and find their value at current prices. Make a list 
 of the different breeds in your district. Make a plan for a good chicken house, 
 a coop, a feeding trough and a watering trough. What is a good ration for 
 egg producing? For fattening? Describe an incubator. Study a score card 
 and copy it in your note book. Have the class to score some chickens. Name 
 some diseases common among chickens and give remedies for each. Study 
 other fowls in the same way. 
 
 Fruits. Examine a branch of an apple tree. Notice the location and size 
 of the buds. Which will produce fruit? Which young twigs? Find the rings 
 on the branch; what do they indicate? Which are the longer, twigs that bore 
 fruit or those that did not? Examine several branches and see if they have 
 borne apples often during past years. Why are trees pruned? How should 
 they be pruned? Why are orchards sprayed? Will the same spray do for in- 
 sects which suck the juice and those that bore into the tree? What is smudg- 
 ing? Tell how to prepare Bordeaux mixture. Show pupils how to bud and 
 how to graft; require them to do each in school. Tell how to plant young 
 apple. trees; how should an orchard be cultivated? Name the apples in your 
 home district that mature early; those that are the best keepers. Make draw- 
 ings of two varieties of apples; cut an apple in two halves and make drawing 
 showing the core; cut an apple crosswise and make same drawing. Tell how 
 to prune grapes. Why are grapes "bagged?" What is a good spray for 
 grapes? Tell how to plant and to cultivate a good strawberry bed. 
 
 BULLETINS. 
 
 Before beginning the study of agriculture, teachers should secure the list 
 of bulletins found below. They are sent free; requests for them should be 
 made early, as it usually takes some time to send them out. In ordering, write 
 to the department issuing the bulletin and give number and title. 
 
112 
 
 Agricultural College, Columbia, Missouri. 
 
 Bulletin No. 50. — Selection of Corn for Seed and Show. 
 
 Circular No. 45. — Selecting and Judging Corn. 
 
 Circular No. 38. — The Principles of Maintaining Soil Fertility. 
 
 Bulletin No. 90. — Fattening Cattle on Blue Grass Pasture. 
 
 Bulletin No. 95. — Pork Production with Forage Crops. 
 
 Bulletin No. 62. — The Hessian Fly. 
 
 Bulletin No. 51. — The Chinch Bug. 
 
 Bulletin No. 11. — The Horse. 
 
 Bulletin No. 10.— The Soil. 
 
 Bulletin No. 4.— A Study of Cattle. 
 
 Bulletin No. 61. — Apple Growing in Missouri. 
 
 Bulletin No. 63. — Commercial Fertilizers. 
 
 Ciruclar No. 39. — The Seeding of Cowpeas. 
 
 Circular No. 40. — The Seeding of Alfalfa. 
 
 Circular No. 42. — The Seeding of Grasses and Clovers. 
 
 Bulletin No. 59. — Corn Improvement for Missouri. 
 
 Circular No. 48. — The Plastered or Gurler Silo. 
 
 Bulletin No. 103. — The Silo for Missouri Farmers. 
 
 Bulletin No. 102. — Combating Orchard and Garden Enemies. 
 
 Bulletin No. 107. — Farm Poultry House Construction. 
 
 State Board of Horticulture, Columbia, Missouri. 
 
 Pruning Peach Trees. 
 
 Combating Diseases and Insects of the Orchard. 
 
 Missouri Apple Growing. 
 
 How to Grow and Care for Grapes. 
 
 Strawberry Growing. 
 
 Cherry Growing. 
 
 The Twelve Most Popular Varieties of Missouri Apples. 
 
 Spraying for the Control of Peach Brown Rot and Scab. 
 
 State Board of Agriculture, Columbia, Missouri. 
 
 Monthly Bulletin — Vol. 6, No. 12. — Poultry Problems and Profits. 
 
 Monthly Bulletin — Vol. 7, No. 6. — Rock and Gravel Roads. 
 
 Monthly Bulletin— Vol. 7, No. 11.— The Silo. 
 
 Monthly Bulletin — Vol. 8. No. 3. — Corn Growing in Missouri. 
 
 Monthly Bulletin — Vol. 8, No. 4. — Ornamental Planting for the Farm 
 Home. 
 
 Monthly Bulletin — Vol. 8, No. 5. — Cement for the Farm House. 
 
 Monthly Bulletin — Vol. 8, No. 11. — First Prize Five Acre Farm Plan. 
 
 Monthly Bulletin — Vol. 9, No. i. — Missouri Farm Facts and Rural Prob- 
 lems. 
 
 Monthfly Bulletin — Vol. 9, No. 5. — Partial List of Pure Bred Live Stock. 
 
 Monthly Bulletin — Vol. 9, No. 6. — Dairy Farm Management in the Ozarks. 
 
 Monthly Bulletin — Vol. 9, No. 8. — Methods of Corn Cultivation in Mis- 
 souri. 
 
 Monthly Bulletin — Vol. 9, No. 11. — Butchering Hogs on Missouri Farms. 
 
 Monthly Bulletin — Vol. 10, No. 3. — Construction of Country Roads. 
 
 Monthly Bulletin — Vol. 10, No. 7. — Smuts and Insect Pests. 
 
 Monthly Bulletin — Vol. 10, No. 8. — Selection and Care of Seed Corn, 
 
113 
 
 Monthly Bulletin — Vol. lo, No. lo. — Diversified Crops in Missouri. 
 Monthly Bulletin — Vol. lo, No. ii. — Bovine Tuberculosis. 
 Booklet. — A Tip on Missouri Corn. 
 Crop Reviews for each year. 
 
 Department of Agriculture, Washington, D. C. 
 
 The United States Department of Agriculture publishes a very large num- 
 ber of bulletins on a variety of topics. Only a few are suggested below. Write 
 Mr. J. A. Arnold, Division of Publications, United States Department of Ag- 
 riculture, Washington, D. C, and ask him for Circular No. 19. This circular 
 outlines in detail all the bulletins and circulars published by the Government 
 of interest to teachers. From it you can determine what bulletins you desire. 
 Each school should have from 50 to 100 copies of these free bulletins for the 
 use of its pupils. 
 
 Farmers' Bulletin No. 28. — Weeds and How to Kill Them. 
 
 Farmers' Bulletin No. 188. — Weeds Used as Medicine. 
 
 Farmers' Bulletin No. 86. — Thirty Poisonous Plants. 
 
 Farmers' Bulletin No. 428. — Testing Farm Seeds in the Home and in the 
 School. 
 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 Farmers' Bullet 
 
 n No. 382. — The Adulteration of Forage Plant Seeds. 
 
 n No. 408. — School Exercise in Plant Propagation. 
 
 n No. 199. — Corn Growing. 
 
 n No. 253. — The Germination of Seed Corn. 
 
 n No. 409. — School Lessons on Corn. 
 
 n No. 99. — Three Insect Enemies of Shade Trees. 
 
 n No. 229. — The Production of Good Seed Corn. 
 
 n No. 155. — How Insects Aflfect Health in Rural Districts. 
 
 n No. 22. — The Feeding of Farm Animals. 
 
 n No. 42. — Facts About Milk. 
 
 n No. 106." — Breeds of Dairy Cattle. 
 
 n No. 55. — The Dairy Herd. 
 
 n No. 70. — Principles of Horse Feeding. 
 
 n No. 49. — Sheep Feeding. 
 
 n No. 63. — Care of Milk on the Farm. 
 
 n No. 379. — Hog Cholera. 
 
 n No. 51. — Standard Varieties of Chickens. 
 
 n No. 287. — Poultry Management. 
 
 n No. 357. — Methods of Poultry Management. 
 
 n No. 218. — The School Garden. 
 
 n No. 255. — The Home Vegetable Garden. 
 
 n No. 44. — Commercial Fertilizers. 
 
 n No. 173. — A Primer of Forestry. 
 
 n No. 127. — Important Insecticides. 
 
 n No. 243. — Fungicides. 
 
 n No. 187. — Drainage of Farm Lands. 
 
 n No. 478. — How to Prevent Typhoid Fever. 
 
 n No. 203. — Canned Fruits, Preserves and Jellies. 
 
 Department of Agriculture, Bureau of Entomology, Washington, D. 
 
 Circular No. 39 — The Common Squash Bug. 
 
 Circular No. 51 — The Cockroach. 
 
 Circular No. 84. — The Grasshopper. 
 
 Circular No. 34. — House Ants. 
 CS-8 
 
 c. 
 
114 
 
 Department of Agriculture, Bureau of Plant Industry, Washington, D. C. 
 
 Farm Fertilizers. 
 
 Fall Breaking and Preparation of the Seed Bed. 
 
 State Historical Society, Columbia, Missouri. 
 
 State of Missouri (Williams). 
 
 Labor Bureau, Jefferson City, Missouri. 
 
 Red Book. 
 
 In adition to these books and bulletins, each school library should have for 
 reference two or three good texts on agriculture, such as A Unit in Agriculture 
 (Elliff), Agriculture for Young Folks (Wilson & Wilson), Beginnings in Agricul- 
 ture (Mann), Elementary Agriculture (Halligan), Elementary Principles of Agri- 
 culture (Ferguson & Lewis), Agriculture for the Common Schools (Fisher & 
 Cotton), Nature Study (Cummins), Elements of Agriculture (Warren), Elementary 
 Agriculture (Hatch & Hazelwood), One Hundred Lessons in Agriculture (Nolan), 
 and other texts in common use, and at least one good agriculture or farm paper. 
 
 Apparatus for Agriculture in Rural Schools. 
 
 Much inexpensive material for teaching agriculture may be collected in the 
 community by the teacher and pupils. 
 
 The following simple apparatus should be in each rural school: 
 
 One square, three yard sticks, twelve foot rulers, one meter stick, one spring 
 balance, one set of scales (gram measure), three bread pans, six quart jars, six 
 lamp chimneys (No. 2), six glass tubes (different sizes), several small boxes 
 for seed testing, one Babcock milk tester, one handsaw, one hammer, nails, 
 tacks, twelve test tubes, one alcohol lamp, one set tin measures and three 
 tripod magnifiers. 
 
 Most of the apparatus can also be used to advantage in the arithmetic classes. 
 
 Elementary Science. Class A. — Eighth Year, 1914-15. 
 
 (Farm Management, Physiology and Road Building.) 
 
 The work of this year should alternate with the seventh year. The work of 
 the eighth year has been arranged somewhat according to the seasons. The first 
 quarter is given to farm management, suitable work for the fall. The second and 
 third quarters are devoted to a more advanced study of physiology than was pos- 
 sible in the sixth grade. The winter is the best season for the study of physiology 
 and hygiene. The fourth quarter is devoted to road building. At this season of the 
 year the value of good roads can be easily taught. 
 
 FARM MANAGEMENT. 
 
 First Quarter. — Farm Management teaches what and how much. It does not 
 teach how different farm operations are performed, or the reasons for doing them. 
 Farm Management takes fruit growing, stock raising, the care of the soil and 
 crops and fits them together into a system or plan of management. 
 
 The great problem of every farmer that desires to be wholly successful is to 
 make his farm' more productive — raise bigger crops — and at the same time make 
 it more profitable — bring in more money. Neither one of these points alone can 
 be taken as the true measure of success. They must go hand in hand. 
 
 Exercises. — Is there any relation between the fertility of the soil and the pros- 
 perity of the farmer? To answer this question, make a soil map of the State and 
 then make a map showing value of crops per county and one showing value of 
 stock per county. A more fair comparison would be made by making the crop 
 
115 
 
 map show value of crops per acre. References: "State of Missouri." If refer- 
 ence State of Missouri cannot be obtained, work out these exercises for the county. 
 
 Farm Classification. Farms are sometimes classified according to the method 
 of management or the way they are run; that is, according to the operations car- 
 ried on, on the farm. 
 
 According to this classification, farms may be divided into two large divisions 
 — specialized and diversified. 
 
 The specialized farm presents the greatest risks, takes very special condi- 
 tions, and as a rule, can be handled only by the farmer who has very special and 
 favorable conditions. 
 
 The diversified farm has many sources of income, and raises nearly every- 
 thing that the stock and family eat. The failure of one crop will not mean a 
 complete failure on such a farm. 
 
 Exercise. Divide all the farms in your community into two divisions, ac- 
 cording to this basis, and after each farm name the main source or sources of in- 
 come. 
 
 Farms may also be classified or divided according to the methods followed in 
 doing the work; that is, according to the way operations are carried on. These 
 two large divisions or classifications are extensive and intensive. An extensive 
 farm is one generally large in area and the farming is carried on with big ma- 
 chinery. An intensive farm is generally small and every foot of ground is made 
 to produce all that is possible. 
 
 Exercise. Divide all the farms in your school district according to the in- 
 tensive or extensive classification. 
 
 The common or ordinary basis for classifying farms is according to the 
 source or kind of income. The income from the products for which the farm 
 is named must be between 60 per cent and 70 per cent of the total income. For 
 example, if Mr. Smith keeps dairy cattle, some sheep and a few hogs, and at the 
 end of the year finds that he has sold $650 worth of dairy products" and $250 
 worth of hogs and sheep and $100 worth of other products, then we say he has 
 a dairy farm. If he sold $400 worth of dairy products, $300 worth of hogs and 
 $300 worth of all other products, we would call his farm a dairy and hog farm. 
 
 Exercises. Make a list of all the farms you know and classify each accord- 
 ing to its type, based on source of income. Name all the different types of farms 
 you can think of according to this classification. 
 
 Size of Farm. Much is said about the size of farm. Some say "a few acres 
 very carefully and intensively tilled;" others say, "large farms, big machinery, 
 and a big business." An investigation in the State of New York (Prof. Warren 
 of the Cornell University), covering 586 farms, shows that the farmers owning 
 these farms received as their pay for their year's work the amounts shown 
 after each group of farms of a certain size. 
 
 Farms 30 acres or less in size made for their owners as wages, after 
 
 paying all other expenses, for a year $168.00 
 
 Farms 31 acres to 60 acres 254.00 
 
 Farms 61 to 100 acres 373 . 00 
 
 Farms loi to 150 acres 436.00 
 
 Farms 151 to 200 acres 636.00 
 
 Farms over 200 acres 946. 00 
 
 This shows that the larger the farm the more it paid the farmer. 
 Exercises. Make a table showing all the farms in your school district classified 
 according to size, thus : 
 
116 
 
 Group A. Group B. Group C, Group D. Group E, Group F. 
 
 Less than 25 acres 
 
 26 to 75 acres | 76 to 120 
 acres. 
 
 121 to 200 I 201 to 300 I Over 300 
 acres. acres, | acres. 
 
 Farmers living on which group are the most prosperous? 
 Land Value. We are often told that the poor farmer should buy cheap land, 
 land that for some reason, as drouth, rocks, hills, sand or water, will not raise 
 big crops. Is this true? Give reasons for answer. 
 
 Exercises. Two farms, 160 acres each — 120 in cultivation and in all respects 
 the same, except as to production, yield as follows; 
 
 Farm No. i will yield 50 bushels of corn, 40 bushels of oats and two tons of 
 clover hay per acre, and can be bought for $100 per acre. Farm No. 2 will only 
 yield 25 bushels of corn, 20 bushels of oats and one ton of hay per acre, and can 
 be bought for $50.00 per acre. The difference in productiveness is due to the 
 fact that farm No. 2 was misused by some farmer who grew only such crops as 
 corn and wheat that took all their plant food out of the soil, and did not keep stock 
 so he could manure his ground. If each farmer grew 40 acres of each crop each 
 year for five years, the yields remaining the same, which farm would be most 
 nearly paid for at the end of this time, provided the total expenses of raising the 
 crops for the five years on farm No. i were $800.00, and on farm No. 2 
 $600.00; selling price of crops those current in your neighborhood. 
 
 Figure this problem again, using the following figures for cost of produc- 
 tion of crops per acre : 
 
 Farm No. l. Corn, $12.50; oats, $10.00; clover hay, $11.00 (two cuttings). 
 Farm No. 2. Corn, $10.00; oats, $7.50; clover hay, $8.50. 
 The difference in cost is on account of difference in interest on land and cost 
 of harvesting. 
 
 Measuring Land. Exercise. In measuring land, do farmers generally speak 
 of the distances in feet, yards, rods, poles or chains? Give the measurements for 
 a piece of square ground of 160 acres, 40 acres, 10 acres. 
 
 Farm Map. Before a farmer can plan his farm intelligently he must have a 
 map showing shape and size of each field, location and kind of all fences, build- 
 ings and other permanent features. 
 
 Exercises. Make a map of your farm according to the following directions: 
 (i) Make the top of the map north. (2) Write all words in the same position 
 or direction. (3) Make the fences thus — / — / — / — / — , cattle, but not hog fence; 
 
 — X — X — X — hog tight fence; temporary division. (4) Write letter of 
 
 field in upper left hand corner of field and area in upper right hand corner. (5) 
 Trace course of streams and draws. (6) Be sure that total area of different 
 fields check up with correct size of farm. (7) Show with small squares and circles* 
 location of house, lawns, wells, springs, etc. 
 
 Exercise. Have pupils plan a convenient arrangement for home grounds. 
 Have pupils suggest rearrangements of their own home grounds. Plan a home 
 garden. Plan an orchard as to fruit varieties. Work out plans for the decoration 
 of home lawns and also of the school grounds. 
 
 Take account of the land valuation of the different farms of the district. 
 Measure the valuation of fences, buildings and other improvements, as orchards, 
 wells, ponds, etc. What is the machinery valuation of the farm? The cattle val- 
 uation? The horses? Sheep? Hogs? Poultry? What is the crop valuation? 
 Work out the cost of maintaining the farm, allowing interest on the total invest- 
 ment. 
 
 Fencing. On many farms there is no definite arrangement of fields. The 
 same crops will be grown on several small fields where it might as well be grown 
 
117 
 
 on one cr two large fields. This means a large outlay for> fencing and a fixed 
 charge per year for upkeep of this fence. 
 
 Exercise. It costs approximately 75 cents per rod to buy the materials and 
 erect a woven wire fence on the farm. The cost of upkeep of this fence is 
 from five to ten per cent per year. What will it cost to enclose a square acre? 
 A square 10 acres? A square 40 acres? A square 640 acres? What will be the 
 cost per acre of fencing each of the above? What is the cost per acre of main- 
 taining this fence on each field? Could the 40 acres be fenced any cheaper if it 
 were not square, but 20 irods wide and the required length? 
 
 Exercise. If a woven wire hog-proof fence can be built for about 
 60 cents a rod, how much will it cost to fence a square 40-acre field? This figure 
 considers corners, gates, etc. How much will it cost to fence a 40-acre field 20 
 rods long and the required length? 
 
 Depreciation of Machinery. Under the conditions that most farmers keep 
 their machinery it is figured that the average machine will last 10 years, or have 
 what is called a 10 per cent depreciation. 
 
 Exercise. If a farmer has $1,000.00 worth of machinery, and if by building a 
 shed for it he can make it last 15 years instead of 10, how much will he have saved 
 at the end of five years? Will this build a shed? 
 
 Rations for Horses. The average figure taken as a basis for feeding a work 
 horse is : Feed one pound of grain and one pound of hay per day for every 100 
 pounds the animal weighs. For example, a horse that weighs 900 pounds should 
 receive 9 pounds of corn and oats mixed, half and half, and 9 pounds of hay 
 every day. 
 
 Exercise. How many bushels of corn, of oats, and pounds of hay will be re- 
 quired to keep for a year a team weighing 1,500 pounds each, if fed as outlined 
 every day in the year. 
 
 Will it, in reality, on your farm, take the amount of feed shown in your 
 problem? Why? 
 
 Rations for Cows. A good standard for feeding dairy cows is : Feed in the 
 proportion, by weight, of 3^ parts of silage, one part of hay and one part of 
 grain. For every three pounds of milk feed one pound of grain. Mix the grain 
 by weight — 4 parts corn meal, 2 parts bran and i part oil meal. 
 
 Exercise. How many pounds of the different kinds of feed would be re- 
 quired to feed a cow that gave 6,000 pounds of milk per year, or an average of 
 20 pounds a day for 10 months. Allow her no other feed or pasture, except for 
 the two months dry, during which time she receives pasture only. 
 
 Value of Manure. The composition and value of barnyard manure depends 
 upon four things: (i) The age and kind of animals; (2) quantity and quality 
 of feed fed; (3) amount and kind of bedding used; (4) and method of caring for 
 manure, and how it is stored. 
 
 Exercise. Based on 20 cents a pound for nitrogen, 12 cents for phosphorus, 
 and 6 cents a pound for potassium, it is figured that the value of the manure 
 produced by a 100-pound sheep, in one year, is $2.60; by a 200-pound hog, $3.00; 
 by a 1,000-pound cow, $29.25, and by a 1,000-pound horse, $27.75. 
 
 Figure the value of the manure produced on your farm in one year. U. S. 
 Farmers' Bulletin 192. 
 
 Increasing the Value of Manure. Manure does not contain as much phos- 
 phorus as it should to do our soils the most good. It has been found that by adding 
 either acid phosphate, or rock phosphate, to the manure as it is made, increases 
 the value of the manure over and above what it costs to treat it from 50 cents 
 to $1.00 per ton. The average well-kept manure is worth $1.50 to $2.00 per ton. 
 
118 
 
 Exercise. After knowing the value of the manure produced on your farm, 
 figure what the increased value would be over and above cost of treatment if 
 treated with acid phosphate or rock phosphate. It costs $9.00 a ton for rock phos- 
 phate and $16.00 a ton for acid phosphate. Add about 40 pounds per ton of 
 manure of either fertilizer. 
 
 Exercise. Write a paper on the best way to handle farm manure. 
 
 Soil Fertility. We know there are two great classes of crops — Legumi- 
 nous and nonleguminous. The first take part of their food from the air, the sec- 
 ond take all their food from the soil. There are ten kinds of food that all plants 
 use, but only three of these concern us, for nature has supplied seven of them in 
 abundance. The three we have to deal with are nitrogen, phosphorus and potas- 
 sium. A bushel of corn has in it about one pound of nitrogen, a little less than 
 one-fifth pound of phosphorus, and about the same amount of potassium. 
 
 Exercise. If these plant foods cost, when purchased in commercial fertilizers, 
 nitrogen 20 cents per pound, phosphorus 12 cents per pound and potassium 6 cents 
 per pound, how much would it cost to put back in the soil in the form of commer- 
 cial fertilizer what one bushel of corn removed, to say nothing of amount taken 
 out by the corn stalk. 
 
 Plants and Soil Fertility. Some plants that generally grow on good soil 
 are black walnut, hackberry and elm trees, smart weed, morning glory and rag 
 weed. On poor soil we see a little grass called dog hair, or wool grass, rat tail, 
 and such trees as blackjack and postoaks. 
 
 Exercise. Write your estimate of the fertility of the soil of your farm based 
 on the plant growth upon it. 
 
 We sometimes summarize the advantages and disadvantages of growing crops, 
 thus : 
 
 Corn. — Advantages. 
 
 1. It produces a maximum amount of grain per acre. 
 
 2. It furnishes employment during a long period of the year. 
 
 3. It allows of cultivation. 
 
 4. It has few uncontrollable pests. 
 
 5. It is highly adapted to this region. 
 
 6. It can be fed on the farm or sold as a cash crop. 
 
 7. It has many means of being harvested. 
 
 8. Time of harvesting may extend over a long period. 
 
 Disadvantages. 
 
 1. The area one man can handle is quite limited. 
 
 2. It requires cultivation and tending throughout the crop season. 
 
 As can be seen, the same point may be both an advantage and a disad- 
 vantage. 
 
 Exercise. Make a similar outline for wheat, oats, tobacco, clover and cow- 
 pea hay. 
 
 Cultivating Corn. We find it costs about 45 cents an acre to drag corn with 'a 
 horse during the summer. 
 
 Exercise. If by working the corn late with a one-horse cultivator or drag, the 
 yield is increased from three to five bushels per acre, how much profit will the 
 farmer make on late working of corn? 
 
 Use of Catch Crops. By putting cowpeas in corn a catch-crop will grow that 
 will fatten (add 15 to 20 pounds) 8 to 10 lambs per acre in from 60 to 90 days. 
 
119 
 
 They can generally be purchased for $5.50 per hundredweight and sold for $6.50 
 per hundredweight. Not counting loss, commission charges, or freight, figure the 
 difference on feeding enough lambs to consume the cowpeas in a forty-acre corn 
 field. It is safe to say that the benefit to the soil will more than repay the cost of 
 putting in the peas. 
 
 Pasturing Down Crops. We find that hogs can be turned into a corn field 
 that also has cowpeas growing in it, and they will eat the peas and corn, without 
 wasting materially any of the grain, and that under these conditions they will 
 make one pound of gain for every four pounds of corn eaten. If fed just corn 
 alone they will require about five pounds of corn to make one pound of gain. 
 
 Exercise. If a farmer should pasture down 20 acres of corn and cowpeas, corn 
 yielding 50 bushels per acre, how much more pork would he get than if he har- 
 vested it and fed it in the dry lot? What would the additional pounds of pork 
 be worth at 6 cents a pound. 
 
 Write a paper giving all the good and bad points you can think of in connec- 
 tion with pasturing down crops. 
 
 PHYSIOLOGY AND HYGIENE. 
 
 Second Quarter. — Physiology. The second and third quarters of this year 
 are devoted to a study of physiology. A strong eighth grade text should be used. 
 Before beginning this work read the introduction to physiology in the sixth grade. 
 
 1. Blood. The transporting fluid; where found; physical properties and com- 
 position ; functions of various . constituents ; nature and purpose of coagulation. 
 Organs for circulation of blood and lymph; location and structure of heart (dia- 
 gram showing plan) ; work of heart, how performed ; kinds of blood vessels and 
 purpose of each kind; purpose of elasticity in arteries, of valves in the veins and 
 heart, of muscular coat in arteries; structure and functions of capillaries; effect of 
 exercise upon the movements of the blood and tlie lymph ; effect of rheumatism 
 upon the heart; checking of flow of blood from wounds; effect of alcohol upon 
 the organs of circulation; effect of tobacco upon the heart. 
 
 2. Passage of oxygen through body. Organs of external respiration and 
 means of transferring oxygen from the air to the blood and carbon dioxide from 
 the blood to the air; structure and location of lungs, thorax, pleura; air passages 
 and means for keeping them clean and open; taking up of oxygen and giving off of 
 carbon dioxide by cells (internal respiration). Advantages of breathing through 
 the nostrils; deep and full breathing versus shallow breathing; ventilation; nature 
 and cause of tuberculosis; how the disease is communicated; precautions in care 
 of consumptive patients ; outdoor cure. Artificial respiration. 
 
 3. Foods and their digestion. Kinds of nutrients, sources of and purpose 
 served by each ; differences between carbohydrates, fats and proteins in compo- 
 sition and purpose ; proportions in which they should be eaten. Drugs ; how they 
 differ from foods; alcohol a drug, not a food; dangers from adulterated and im- 
 pure foods ; spoiled meat and ptomaine poison ; how foods may be carriers of 
 germs (milk, for example) ; nature and purpose of digestion (foods to enter the 
 I'ody must be dissolved) ; alimentary canal, general arrangement and structure of 
 parts ; digestive glands ; digestion of starch (where begun and finished, into what 
 changed) ; digestion of proteids and of fats. Methods of eating that aid and hinder 
 the flow of the digestive fluids ; habits that aid in the regular discharge of waste 
 from the canal; care of the teeth; advantages of cooked over an uncooked food; 
 results of overeating and of overlapping of meals; effect of alcohol, tea and coff'ee 
 
120 
 
 upon the organs of digestion. Typhoid fever; nature and cause of the disease; 
 how communicated from the sick to the well; means of prevention; dangers from 
 the house fly. 
 
 4. Passage of digested nutrients to the cells. Small intestine as an organ 
 of absorption; two routes from the food canal to the circulation; changes of di- 
 gested nutrients into nutrients of the blood; storage of a nutrient (glycogen) by 
 the liver; storage of fats and proteids before their final use by the cells; ad- 
 vantages of storage of nutrients ; differences between alcohol and foods in their 
 passage into the blood and to the cells. 
 
 5. Cell activity. Breaking down and rebuilding of the protoplasm; formation 
 of new cells in the blood and in certain of the tissues ; adaptabihty of proteids to 
 rebuilding the protoplasm; oxidation, the essential process in supplying the body 
 with energy; comparison of slow and rapid oxidation as seen in combustion and 
 decay; kinds of energy used by the body; evidence that oxidation takes place in 
 the body and that this is the source of our energy; compare body with a stove 
 with respect to supplying energy (heat) by oxidation. Health in relation to the 
 energy supply of the body; results of exhaustion of one's energy; how body may 
 be trained to produce too little heat ; general hygienic conditions to be observed 
 if one would increase the amount of his energy. 
 
 6. Excretion. Waste, and how formed; organs that remove waste from the 
 body. Lungs: Waste removed by the lungs. Kidneys: Structure and connection 
 with the large blood vessels and the bladder; wastes separated by them. Skin: 
 Structure and functions; sweat glands and wastes which they separate; work of 
 skin in regulation of body temperature and in protection from disease germs. 
 Liver : Structure and functions ; wastes separated by it ; connection with the cir- 
 culation and with the food canal; importance of work of excretion (compare 
 with the work of admitting materials into the body). Hygiene of excretion. 
 Habits of living that aid in the removal of waste; efTect of exercise, cleanliness, 
 overeating and the eating of an excess of proteids ; efifect of alcohol upon liver and 
 kidneys; care of skin; treatment of simple skin wounds; causes and prevention of 
 blood poisoning, including lockjaw. 
 
 Third Quarter. — The Skeleton. Properties and composition of the bones 
 and arrangement in the skeleton; structure and kinds of joints; study of impor- 
 tant bone groups with reference to size and shape of bones and purpose of the 
 group. Importance of preserving the natural form of the body; special hygiene of 
 the spinal column; skeletal deformities of school children; effect of improper 
 positions in sitting, standing and sleeping. Treatment of sprains and dislocations; 
 special hygiene of skeleton in youth and old age. 
 
 Muscular System. Kinds of muscular tissue and where found; structure of a 
 muscle organ; tendons and perimysium, structure, arrangement, and use of the 
 involuntary muscle; arrangement of muscles to bring about the opposing 
 movements of the lymph and the blood; effects of over-exercise; precautions. 
 
 2. The Nervous System. General view; location and structure of main di- 
 vision; the neuron or complete nerve cell (show parts by diagram); massing of 
 the neurons to form the ganglia and nerves, the brain and the spinal cord; ar- 
 rangement of the neurons to form nerve pathways through the body; properties 
 that enable the neurons to be stimulated and that in turn enable them to stimulate 
 other bodily structures ; nervous impulses, direction of, in afferent and efferent 
 neurons; nature, cause and purpose of reflex action; voluntary action; compare 
 with reflex action, studying familiar examples; nature and purpose of automatic - 
 or secondary reflex action; general function of the nerves, ganglia, spinal cord and 
 cerebrum. Effect of alcohol upon the brain and mind; effect of tobacco upon the 
 
121 
 
 nervous system of the young; hygienic value of cheerfuhiess and harmonious re- 
 lations with one's fellows; habits, good and bad; importance of self-control. 
 
 3. Sensations. The means for the intelligent direction of the body; nature, 
 cause and purpose of sensations; sense organs and sensation stimuli; structure 
 and location of the sense organs of touch, temperature, taste and smell; action of 
 stimuli through these organs upon terminations of neurons and transmission by 
 the neurons of impulses to the brain; advantages to the body of the sensations of 
 touch, temperature, taste and smell. 
 
 4. Ear and Larnyx. Sound waves as sensation stimuli. Structure, location 
 and method of vibration of the vocal cords; production and purpose of speech. 
 Study ear as instrument for the detection of sound waves; transmission of sound 
 waves from bell to the internal ear; excitation of terminations of auditory nerves 
 and passage of impulses to the brain ; purposes of pinna, auditory canal, membrana 
 tympani, bridge of bones, eustachian tube, air in the middle ear, and liquid in the 
 internal ear. Hygiene of the ear; effect of rough handling; temporary deafness 
 from earwax and relief of same; testing of hearing of school children. 
 
 5. The Eye. Light waves as sensation stimuli ; study eyeball as an instrument 
 for focusing light from objects upon a sensitive nervous surface; function of 
 cornea, iris, crystalline lens, retina, coats of eyeball, ciliary and external muscles 
 and conjunctiva; accommodation and regulation of the amount of light entering the 
 eyeball; lachrymal apparatus and protection of the eyes. Simple rules for using 
 eyes; necessity for cleanliness; removal of irritating objects from the lids; defects 
 in focusing, and their remedy; relation of eyestrain to nervousness, headache, 
 sleeplessness and general debility; dangers from going without glasses when they 
 are needed. 
 
 6. General Hygiene and Sanitation. Location of dwelling with reference 
 to outbuildings, drainage, bodies of water, etc. ; water supply and sewage ; general 
 methods by which disease germs spread and find entrance into the body; methods 
 of communication of typhoid fever, malaria, tuberculosis, diphtheria, scarlet fever, 
 measles and smallpox; vaccination and antitoxins; common accidents and their 
 prevention; hygienic value of temperance and sobriety. 
 
 ROAD BUILDING. 
 
 Fourth Quarter. — Pupils in our public schools must be instructed in the 
 elementary principles of roadmaking. 
 
 I. What is a road? Teach the origin and extension of roads. Explain the 
 "Trail" or "Footpath" of the pioneers, and how they were evolved by demand of 
 traffic into the wagon earth road, the corduroy road, the plank road, charcoal road, 
 gravel road, rock road, and on to the brick and concrete roads of today. What 
 are state roads, county roads, neighborhood roads? 
 
 A public road is a highway of travel. The land on which it is located belongs 
 to the public. Some roads are owned by individuals or corporations. Roads are 
 usually located on section or quarter section lines. Plat your congressional town- 
 ship and school district, and locate the roads. Calculate the number of acres in 
 the roads of the township ; of the school district. Owners on either side of a pro- 
 posed road often give half of the land for the road. Give the legal processes nec- 
 essary in locating a new road ; include the petition, the duties of the county court, 
 the county surveyor and the road overseer (State road law). Read in Roman 
 History about the Appian Way, and how it was constructed. The Romans built 
 roads that are in use today, The older countries of Eurppe have far better roads 
 
122 
 
 than this country has. What determined the location of -roads in early settlements 
 of Missouri? In these early settlements the most level route was selected with 
 little regard for boundary lines. For this reason some of the old roads are the 
 best. 
 
 2. Value of good roads. What permanently improved roads mean to a state, 
 a county, a rural community. Show that good roads are an absolute necessity and 
 must be built as a church or schoolhouse must be provided for the public good. 
 
 Good roads exert great influence on the community. With them better schools, 
 better churches, more money and more business are possible. The work of country 
 schools depends largely on the condition of the roads. When roads become very 
 bad many children are prevented from attending school, and sometimes the school 
 is closed on this account. For this reason many peopie leave their farms and move 
 to town. Regular church attendance in the country is dependent on goods roads. 
 Social life is also influenced by the condition of the roads. In many localities the 
 women and children are cut off from any associations for weeks. . Literary socie- 
 ties, debating clubs and reading circles are impossible at certain seasons on account 
 of bad roads. In many communities the farmer spends too much of his time in 
 taking his produce to market. With good roads he could accompHsh more in less 
 time. The rural free delivery is exerting a beneficial influence upon road condi- 
 tions. The roads must be passable at all seasons before a route is estabHshed. 
 With more good roads this system will be extended, and with it the Department 
 of Agriculture will send the daily weather reports, which will bring useful informa- 
 tion to the farmer. Every step taken to make the way easy to school, to church, 
 to postoffice, to market and to the homes of neighbors is a step toward ideal life 
 in rural communities. 
 
 3. What makes a good road. A road to be permanently good must have a 
 hard and smooth surface, regardless of weather, so that it may be easily traveled at 
 all seasons. A dirt road is one that uses the natural surface of the ground with 
 no other attempt at improvement, except draining and grading. In locating roads, 
 steep grades should be avoided. The grade or rise in a road should never be more 
 than seven (7) feet in one hundred. If the steepness of the grade increases, the 
 weight of the load must decrease. On a rise of one foot to the hundred, a good 
 horse can pull 900 pounds ; on a rise of ten feet to one hundred, he can pull only 
 250 pounds. These figures show how important it is to avoid very steep grades. 
 With a carpenter's level and measuring line determine the grade of some of the 
 steepest hills in the roads of the neighborhood, and calculate how much a good 
 team can pull up each. Teachers should take great pains to show pupils how to 
 make such measurements, and should insist on accurate calculations. 
 
 4. Road drainage. Good drainage is as important as good grading. Wet 
 spots soon become mudholes, which prevent hauling heavy loads. Wet spots 
 should be tiled or underdrained. The surface wafer should be carried off by open 
 ditches, which may be made at either side of the road. The center of the road 
 should be higher than the sides, in order to cause the surface water to run off. 
 Water is the chief cause of bad roads, whether it is upon the surface or in the 
 soil. Weeds should not be allowed to grow in the road, because they make the 
 roadbed soft and yielding. When cut or .allowed to die in the fall their roots 
 hold moisture. A good road must have a firm bed; for this purpose neither mud 
 nor sand will answer. Roadbeds are rendered firm in several ways. A common 
 method is by graveling. Since loose gravel makes a heavy road, it should be 
 packed with a roller. Large, unsightly ditches may be prevented by putting in a 
 covered tile drain on each side of the road and leaving a shallow ditch above it. 
 Gravel should be screened before putting it on roads; the coarser portion should 
 
123 
 
 be put down first and the finer on top. What is tiling? How made? How used? 
 Observe some good artificial drainage, and write a description of it. 
 
 5. Improved roads. Tell of the several earth roads, wooden roads, corduroy 
 roads, charcoal roads, "Turnpike" road. Tell of the old toll system and for what 
 the toll was used. Tell about tramways, gravel roads, shale roads, shell roads, 
 brick roads, concrete roads. How is concrete made? What are the proportions of 
 cement, sand, rock, and why? What are binders and fillers? Oil as a preservative 
 and dirt arrester in roads and streets. . 
 
 6. Good dirt roads. How to make the best dirt roads is the great road prob- 
 lem in Missouri. Roads were worked in earlier times with picks, shovels and 
 hoes ; later with plows and scrapers ; following these came the grader. The grader 
 is an expensive machine, and, on account of the number of horses required to 
 draw it, it is not easily managed. Dragging is highly recommended for improving 
 dirt roads. The drag is made by pinning the two halves of a split log to- 
 gether, thirty inches apart, both flat sides facing the team. An old wagon tire 
 should be fastened on the front piece and a chain or heavy wire fastened eighteen 
 inches from each end with which to draw it. The team should be so hitched as 
 to drag the dirt towards the middle of the road. Some of the advantages of drag- 
 ging are: the road is made smooth and water flows off easily; the old trail is de- 
 stroyed and a new one is made on a different part of the highway; ruts are filled 
 up and weeds are killed while small. The drag should be used after a rain. The 
 roadbed will soon become hard and smooth. A half mile of road can be worked 
 in two hours by a man and one team ; hence, the method is a very inexpensive one. 
 Where the method of dragging has been employed it has proven very satisfactory. 
 Get some patron to make an experiment of road dragging and have pupils observe 
 results, and make note of every point of advantage or disadvantage. Write to 
 Secretary, State Board of Agriculture, Columbia, Mo., for Bulletin on Roadmak- 
 ing. Ravenel's Road Primer, McClurg & Co., will be helpful to teachers and is a 
 good book for the school library. 
 
 MUSIC. 
 
 In many states teachers are required to pass an examination on music in order 
 to procure a certificate to teach. While no such requirement is made in Missouri, 
 the children of our State are entitled to the pleasure and satisfaction that comes 
 from the ability to read music and sing. By following the suggestions here made 
 any teacher can help his pupils to learn music. 
 
 The Course. — By applying to any one of the companies publishing music books 
 a graded outline of the entire course in public school music may be obtained for 
 about fifty cents. Any one of these will give you the sum total of all that is ex- 
 pected in the schools. None of them will fit your case exactly. You can see, how- 
 ever, what should be done, and adapt the outline to your particular case. 
 
 The best way of judging what is right is by trying it on yourself. If a course 
 makes every step clear, then that is the course to use. Do not be deceived by 
 high-flown phrases, psychological terms, etc. High ideals are great things to have, 
 but they are gained by very plain methods. That which is simple, straightforward 
 and easily understood by you, that by which you can develop yourself, is what you 
 can use in the development of others. 
 
 Plan for a one-room school. — To arouse an interest in the work, begin with an 
 interesting song, taught by rote. (If an instrument can be secured, so much the 
 better.) This song must not be too difficult for the younger students or too simple 
 
124 
 
 for the older (Folk songs are excellent to begin with.) After considerable inter- 
 est is aroused, begin the study of reading. For example, using any 
 book now published, sing every fourth exercise the first year. The second year 
 begin with the second exercise and again use every fourth exercise. The third 
 year begin with the third exercise and follow the same plan. Fourth year do again 
 the same way. The fifth year begin over again, as the children will have forgotten 
 the work of the first year. Continue the plan throughout the remaining grades. 
 
 In this way each year presents new material in a graded series of exercises, 
 easy to begin with for the benefit of new students and yet not old to the former 
 students. The lower grades will, of course, not do so well as the upper in the ad- 
 vanced part of the work, but as they are to go over the same ground, practically, 
 several times, it is the advanced class that must be constantly worked to. To 
 teach the reading of songs is not a complicated matter at all. Some teachers teach 
 the syllables through familiar songs, adding the syllables as an additional verse. 
 This is good if not carried on for too long a time. Others teach the syllables as 
 they teach the scale. This is the easiest and most direct way. After the syllables 
 have been fairly well learned, encourage the learning of new songs by their use. 
 If there is a piano or organ in the room use it to accompany the song after the 
 song has been read by syllable. Reading by syllable does not mean the naming 
 through of the syllables without regard to pitch. Do not waste time teaching 
 the letter names of the lines and spaces except in relation to naming the key. 
 Where there are four grades in a room divide the work accordingly. 
 
 Technical knowledge. — In vocal music the technical comprises the mastery of 
 all problems of sight singing, which includes : ability to read from the stafif in all 
 the keys, to sing accurately, correct attack, breath control, tone signatures, ac- 
 curate feeling of time and ability to express it, time values of notes and rests, etc. 
 
 Suggestions. 
 
 1. Study music yourself. 
 
 2. Use new material constantly. 
 
 3. Don't guess at pitch. Use a pitch pipe. 
 
 4. Learn to know when a thing is right and when it is wrong. 
 
 5. Get good tone quality by insisting on it in speech as well as in song. 
 
 6. When it is necessary to make a correction, make it in as direct a way as 
 possible. 
 
 7. Make corrections, by use of your own voice, or by instrument, only when 
 you see that the pupils are absolutely unable to work out the corrections for them- 
 selves. Do not let them flounder around with things they have had no way of 
 learning. Be quick but not hurried in what you do. 
 
 8. Five or ten minutes twice a day should be used for music. 
 
 9. A little time should be given to sight singing daily. 
 
 10. From twenty to thirty new songs should be taught every year. 
 Some songs that all children should know by heart : 
 
 America. '■■ ' 
 
 Columbia, the Gem of the Ocean. 
 
 Star -Spangled Banner. 
 
 Old Kentucky Home. 
 
 Yankee-Doodle. 
 
 Dixie. 
 
 Suwanee River. 
 
 Home, Sweet Home. 
 
125 
 
 Other songs to learn : 
 Marseillaise. 
 
 Holy, Holy, Holy, Lord God Almighty. 
 Some Christmas Songs. 
 Missouri. 
 
 An Arbor Day song. 
 A Thanksgiving song. 
 
 Books for the Teacher. 
 
 l^he Child Voice in Singing, Hardy, Novello & Co., New York. 
 A Short Course in Music, American Book Co., Chicago. 
 School Song Book, C. C. Birchard & Co., Chicago. 
 Melodia, Oliver Ditson & Co., New York. 
 Elements and Notation of Music, Ginn & Co., Chicago. 
 School Room Music, Giddings, Congdon & Co., Chicago. 
 
 WRITING. 
 
 In teaching penmanship, like any other branch of education, good 
 judgment, resourcefulness, and a definite quality of tact are often more pro- 
 ductive of good results than a too strict adherence to set rules and regula- 
 tions. The variable degree of aptness in the pupils, differences in the temper- 
 ament of children and a great variety of little things have to be taken into 
 consideration, and for that reason it is practically impossible to formulate any 
 code of instruction which will apply strictly to each individual case. However, 
 in teaching writing, the final result must be kept constantly in mind. 
 
 To be a good writer, one must write legibly, rapidly, and so easily that 
 endurance is assured. This end is reached only by careful practice under com- 
 petent direction. 
 
 The first steps in penmanship are to be taken in the lower grades, just as 
 in starting their other studies, and whatever is accomplished at this stage of 
 the child's educational career should be done right so there will be no false 
 start and no future necessity of undoing the work begun during the primary 
 training. 
 
 No one can reasonably expect to make finished penmen of little folks, any 
 more than we can make finished mathematicians or grammarians of them. 
 They are in these lower grades merely to get started on the right roads — the 
 roads, which if followed in the right direction, will lead them to the finished 
 stage. Neither the body nor the mind of the child is fitted by nature for such 
 work, and whatever form of development we undertake in his behalf must be 
 accomplished through a combination of work and play, in such proportions 
 as will please and interest them without imposing any burdens of drudgery or 
 fatigue. 
 
 The rudimentary knowledge of penmanship should not be difficult for the 
 ordinary boy and girl to acquire, because it is founded upon action — an in- 
 herent quality in child nature. Writing based upon, muscular movement con- 
 sists of very little else; it is action brought to perfection by gaining control of 
 those muscles which produce the action. The only problem we have to solve 
 is to so inculcate the active primal element of this form of instruction that 
 the pupil shall not recognize them as a task, but shall find it a source of 
 innocent pleasure. 
 
126 
 
 The natural imitative instinct in children, the desire and aptitude to re- 
 produce in their childish ways the achievements of their elders, makes them 
 apt learners in the w^riting movement drills, especially when we put them in 
 some form which appeals to the childish desire of activity. 
 
 From the beginning the teacher should emphasize the manner of writing 
 rather than the product, that is, he must insist upon good position, proper 
 penholding, correct movement and sufficient speed, regardless of the visible 
 results on the paper. Ease of movement makes possible skill in execution. The 
 child beginning should be given blank paper and a large pencil with a soft 
 lead, and encouraged to make large flowing movement exercises. From the 
 beginning insist upon a free strong movement and at least fair speed. 
 
 Do not give difficult movement exercises in the beginning, but develop in 
 the child confidence in his own ability by giving him only easy exercises at 
 first and showing him just how to make them. 
 
 The teacher should demonstrate on the board just how the exercise should 
 be made — giving the slant and the direction of the movement exercise. He 
 should show the pupil how to sit, how to hold the paper, what position the 
 paper should occupy on the desk, and what speed and movement should be 
 used in the execution of the copy. In the beginning, position, movement, pen- 
 holding and speed are the important things to be considered. 
 
 It is a waste of time to let the pupil touch the pencil to the paper until he 
 has shown his ability to assume the proper position, hold the pencil properly, 
 and make the proper movement with the proper speed. 
 
 To secure the correct rate of speed, it is often necessary to count as the 
 pupils write and to encourage them to count for themselves as they practice 
 on the regular movement exercises. The movement exercises should always 
 be given at the beginning of the writing period and should be introduced dur- 
 ing the period whenever the pupil shows a tendency to emphasize form of let- 
 ters at the expense of freedom of movement. 
 
 The teacher should always place a copy on the board and give general 
 directions how it should be practiced. Then the teacher should give the indi- 
 vidual pupils, who may be practicing incorrectly, special attention. 
 
 The pupil should sit fairly erect, his body should not touch the desk in 
 the front nor should he lean against the back of his seat. Notice particularly 
 the manner of holding the pen. The hand should rest lightly on the tips of the 
 finger nails. When the tips of the second, third and fourth finger nails touch 
 the paper, the wrist and arm and hand are thrown into the correct writing 
 position. The finger should be slightly curved and the thumb should hold the 
 pen lightly. 
 
 The muscular movement should be used. The arm rests on the cushion 
 of muscles just in front of the elbow, and the hand and arm are moved as a 
 unit, the impulse really coming from the shoulder. 
 
 Take samples of their best writing. Always consider good movement and 
 call special attention to that point in connection with the form, and display 
 them wherever pupils and visitors may examine them. 
 
 Use pens after the third grade — a good business pen, good paper and good 
 ink. First and second grade pupils should never use pens in the beginning, 
 but they may use them advantageously in the last part of the second year's 
 work. Use rubber or corked tipped penholders which the pupil will not have 
 to grip tightly. Use paper size 8^ by 5>4 inches. It is better for children to 
 use this size paper, because when writing on school desks the larger paper is in 
 the way and prevents a free movement. 
 
127 
 
 DRAWING. 
 
 "As the course of adult life is determined by environment, so a course of 
 school work is determined by the conditions of child life." We should try 
 through the different courses of study to put the best possible phases of all 
 courses before the pupils and thus insure the best and most helpful conditions. 
 "It is the child, not the course of study, which should be taught." 
 
 Drawing should be made of vital importance to the child, for his mental, 
 physical and spiritual uplift. Courses of study are made to lead the child to 
 see, to train the hand to express in an intelligent way the forms studied. We 
 are not trying to make artists, but to enlarge the pupils' vision to see beauty 
 in the ordinary things around them and to express that beauty intelligently. 
 
 The general lines of work included in a good course in drawing are given 
 under the heads: First, Nature Study; second. Color Study; third. Pictorial 
 Drawing and Composition; fourth, Construction and Design; fifth, Productions 
 of the Great Artists Studied. 
 
 Materials. Manila paper, white and tinted, 6x9 and 9x12 inches; should be 
 used. A soft pencil and eraser or art gum. Colored crayons, eight colors in 
 a box, red, orange, yellow, green, blue, violet, brown and black. The Dixon 
 crayons, or Binney and Smith crayola, or crayograph by the American Crayon 
 Co., are all good mediums, and add much to the pupils' interest in the subject 
 of drawing. 
 
 Water Colors: The Prang three-colored box, red, blue and yellow (from 
 which all the other colors may be made by mixing), or the Prang eight-colored 
 or the Milton Bradley eight colors, which are put up in good tin boxes with 
 brush. There is little need for expensive models. A course in drawing should 
 be so arranged that the materials called for are simple grasses, leaves, flowers, 
 fruits, vegetables, and such models as cups, bowls, pitchers, etc., found in any 
 home. 
 
 The study of individual trees and color contrasts during the different 
 seasons should be pursued throughout the grades. 
 
 Growth, Blossoms, Fruit. Nature never reveals her secrets to the careless 
 observer. To understand why weeds and flowers, fruits and vegetables are 
 beautiful, we must study them; their lines of growth, their shapes, colors, 
 their leaves, flowers, buds, seeds, and seed pods. Bring all these things to the 
 schoolroom and draw them. 
 
 Design, Design matures from plant forms. It is possible to work out an 
 endless number of designs from geometrical lines and shapes; but many of 
 our beautiful ornaments are worked out from some growth of nature. The 
 lotus flower alone furnished the Egyptians with hundreds of ideas, and they 
 are still beautiful after many centuries. The honeysuckle supplied the Greeks. 
 The designers of the past went to nature for inspiration; so designers now 
 seek plant forms which may be applied or adapted to the decoration of the 
 object. 
 
 Drawings from Objects. Beauty in common things. One of the results that 
 comes from the study of still life form is a correct and accurate habit of work. 
 We can learn from it to estimate proportions to measure, and draw fore- 
 shortened lines and surfaces, and to detect change from different points of 
 view. Objects of simple construction without ornaments, of pleasing propor- 
 tion and color should be chosen as models. First, block in with loose sketchy 
 gray lines that will show the proportion and general shape. Avoid details, 
 such as handles, spouts or other features, but draw the general shape or form; 
 
128 
 
 then add the finishing points, as spouts, handles, etc., and finish off the draw- 
 ing. 
 
 Pictures. The pictures for picture study, that pupils may know the works 
 of the great masters, may be obtained for the small sum of from one cent to 
 five cents each from the Perry Picture Co., Maiden, Mass., the Brown Picture 
 Co., or from regular houses that furnish teachers' helps. Every teacher should 
 secure copies of the best art productions. The schoolroom should be made 
 more inviting by the composition of the world's greatest artists. Teachers 
 often feel that there is little time for this work and that the only time for draw- 
 ing is the specified time on the program, but Nature Study, or some lesson in 
 zoology or botany, often in reality furnishes opportunity for the best drawing 
 lesson. 
 
 Out of doors. In sketching in a picture we must study something of the 
 true representation of certain objects. We must be sure that these objects are 
 seen from a point of view that will make an interesting picture. Still life or 
 flowers can be arranged to suit us, but we must find in out-of-doors sketch- 
 ing a position to make a pleasing picture. While riding on the train we see, 
 looking through the window, many beautiful compositions which are constantly 
 changing. Looking through the schoolroom window the number of objects 
 we see in a composition increases or decreases as our distance from the win- 
 dow. With the finders illustrated below, the objects will increase or decrease 
 in number in the composition, according to the distance the finder is held 
 from the eye. 
 
 To make the finders, take two pieces of paper 3x4, cut as illustrated. 
 
 The little picture in a big one. Take an interesting picture of some land- 
 scape, move your finder over the picture and see how many smaller pictures 
 you could make, just as the window gives suggestions for many different pic- 
 tures. In using finders you make your picture twice as large as the opening 
 or larger. 
 
 The two-piece finder is adjustable. By sliding one piece over the other, 
 the size of the picture may be changed at will without changing the distance 
 from the eyes. , 
 
 This course is divided into primary,, intermediate and grammar grade 
 drawing. Each division is subdivided into first, second, third and fourth quar- 
 ters. This enables the teachers to plan a little more closely, and cover a definite 
 amount each quarter. Drawing should be alternated with writing. 
 
129 
 
 PRIMARY DRAWING. 
 
 First Quarter. Nature drawing. Place leaf forms of different varieties, 
 or seed grasses with one or two leaves, before the pupils. Give them a little 
 time to study the form. Be sure that they see the parts, then let them try to 
 sketch lightly the form studied. Use colored crayons, pencil or chalk. Try 
 to secure bold but free expression. Do not accept tiny cramped drawings. 
 The larger free drawings are what should be encouraged. 
 
 It is necessary to put into practical use some of the simple forms studied. 
 Make a border of the leaves, a unit design, a flower design for book covers, 
 or a grass drawing for a little calendar. 
 
 
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 Landscape study. Ask the children to study the sky— its coloring at dif- 
 ferent times during the day — the coloring of the ground and water. Let them 
 express simply a little scene, showing ground and sky. After observing color 
 let them use the crayons. Ask the children to study the sunset sky. Where 
 is the color the most vivid? What colors are seen? Make a drawing with 
 color showing a red sunset; a red-yellow sunset. Suggest that the scene be 
 used as a picture. Mount the specimens. Make a calendar using the picture. 
 
 Second Quarter. Place an apple, a ball, or cherry before the pupils to 
 study. Let them attempt an outline or color in mass, the shape of what they 
 study. Make a silhouette of any one of these forms. 
 
131 
 
 Design. Make a border using one of these forms as a unit. Make an all- 
 over pattern using the circle as the unit. Cut a pattern of paper and use me- 
 chanically. The design may be colored with colored crayons. Try to show 
 the children that light tints giving a delicate coloring are best and most pleas- 
 ing. 
 
 ""TIT W M 
 
 o=o==o 
 
 Continue the drawing of simple landscapes. These may be colored in 
 tones of one color. Make three tones of red, orange, yellow, green, blue, 
 violet, brown and black. Name the tones as light, medium and dark tones. 
 
132 
 
 imrmmmtmmmmmmmmmmmi 
 
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 'j:ij., ja^muumitgammi l tmsitmm i wnr 
 
 Third Quarter. Hang a Japanese lantern before the pupils. Draw and 
 color, using the crayons. Draw a pumpkin. Make a "Jack-o'-lantern." Make 
 use of the drawings for calendars, book covers, etc. Cut the motif and use 
 the paper pattern. Color with crayons. 
 
1S3 
 
 Fourth Quarter. Make a drawing of a rabbit. Try to cut the form from 
 paper. Color in black, making the form a silhouette. Draw the cat. These 
 forms may be drawn, using the checked paper, or the forms may be drawn in 
 making a border, or book cover decoration. 
 
1^4 
 
 Continue the study of color in making color scales and use in designs. 
 
135 
 
 Picture study. Hang the picture before the pupils. Ask for a story con- 
 cerning the picture. What does the picture tell? Who is the artist? Find out 
 all about him. Let the pupils tell or write the story. 
 List of pictures for primary grades: 
 
 First Steps (Millet). 
 
 Hiaiuatha (N orris). 
 
 Two Families (Gardiner). 
 
 Fascinating Tale (Mme. Ronner). 
 
 Feeding the Birds (Millet). 
 
 The Drinking Trough (Diipre). 
 Suggestions. Teachers should use the drawings for school decoration. All 
 the pupils' work should be placed on a screen or pinned to the wall, so that 
 they may be studied; the best pointed out and otherwise encouraged, the poor 
 corrected and encouraged. Use the drawings for program posters. The prod- 
 ucts of the drawing class should be used for schoolroom decoration. 
 
 INTERMEDIATE DRAWING. 
 
 First Quarter. Simple sprays of grasses, seed tops and leaves should be 
 placed before the pupils and studied. Let them study the general forms, and 
 express them as simply as possible. Use colored crayons or brush and ink 
 or color. Make drawings of trees in silhouette, and then arrange them in 
 pleasing form. 
 
136 
 
 Study trees as to simple outline. Study a tree as seen from the window. 
 Make a booklet of the different trees studied. 
 
 Landscape. Make a simple landscape, including one tree. Make an ar- 
 rangement showing a water line. These scenes may be colored in tones of 
 black to white, or colored with crayons. Use the pictures for calendars, or 
 mount on cardboard, or colored paper for wall decoration. 
 
137 
 
138 
 
 Continue the study and practice of color combinations: red and green, 
 blue and orange, violet and yellow. Make tones of each of these colors. 
 
 Second Quarter. Make a unit of design, using a leaf, a flower, some simple 
 life form, as a pattern. The units may be drawn on checked paper and re- 
 peated accurately; or a pattern may be drawn and cut, then used to draw from, 
 so that the finished drawing is accurate; color, using light clear tones. 
 
139 
 
 
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140 
 
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 Draw from a common object like a pail, cup, bowl, flower pot. These 
 objects may be easily obtained from the homes. Always insist that the pupils 
 study the object well before attemping to draw. Make a table-line or rest-line. 
 Color in black and white or the tones of any one color. 
 
 Continue the study scenes and make use of them in mounting on col- 
 ored paper and in calendar making. Color the scenes in tones of any one 
 color, or in tones of black and white. Study a moonlight scene with a tree, 
 or with water surface. 
 
141 
 
 
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 Jcx-Y\ u. cx\- L^ 
 
 Third Quarter. Study objects such as hat, cap, Japanese lantern. Place 
 such objects before the pupils to study before attempting to draw. Place two 
 objects already studied, one a little in front of the other, as an apple and an 
 orange, two apples, two lanterns. Color with colored crayons. 
 
142 
 
 For design work use the leaf or flower form as a motif. The natural 
 flower form or leaf form may be made regular or conventionalized. These 
 forms may then be cut from paper and used as patterns. Let the children 
 make arrangements and then color, using any color as tones. Try to keep 
 patterns as simple as possible, and make pleasing arrangements. Color washes 
 may be made with water colors, using any one of the primary colors. 
 
 \wx 
 
 Fourth Quarter. Draw from nature, buds or branches. Make a calendar 
 appropriate for the month. Draw from sprouting seeds and floweri. 
 
143 
 
144 
 
 From the flowers, fruits, or buds, make a motif to use as a pattern, or for 
 an all-over design border, or book cover. Color in tones or in black and white. 
 
 Draw from vegetables or fruit forms. Color as nearly as possible from 
 the object. Draw the objects, using a wash of clear color. i 
 
145 
 
 Picture study for intermediate grades: 
 Shepherd and his Flock (Bonheur). 
 An Old Monarch (Bonheur). 
 Sistine Madonna (Raphael). 
 Children of Charles I (Van Dyck). 
 Pied Piper of Hamelin (Kaulhack). 
 Sheep of Berry (Bonheur). 
 Find out all possible about the artist. 
 
 What does the picture mean? 
 
 Where is the picture now? 
 
 What is pleasing in the picture? 
 
 What is the central thought in the picture? 
 
 First Quarter. 
 ventionalize a leaf, 
 and white. 
 
 GRAMMAR GRADE DRAWING. 
 
 Draw a nature piece, a branch with fruit, a flower. 
 
 Con- 
 
 Make a conventional design and color in tones of black 
 
 CS— 10 
 
146 
 
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 Nature Vnifi 
 
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 CoMv/cnTionaViied 
 
147 
 
 Draw from objects large enough to study light and shade. What is high 
 light? What is shade? Shadow? There should be no cross-light in the room. 
 Make the shade with strong, clear, broad lines. Make a bowl, cup, jug or 
 flowerpot, and fruit or vegetable forms. Use tinted paper or manila for draw- 
 ing of objects to express value. Make outline drawing. The color or value 
 of the paper may be used to represent the value of the object, or a part of it; 
 the light expressed with white chalk, the dark with pencil. The sketch shows 
 a three-toned picture treated in this way. 
 
 Make sketch of a group of two objects, showing one object slightly behind 
 the other as shown below, treated in the same manner as above. 
 
148 
 
 The teacher should show the strong points by the use of chalk on the 
 blackboard. 
 
 Second Quarter. Make a nature drawing from the window. Make use of 
 the finders in obtaining a pleasing picture. Color with crayon or with water 
 colors. Mount and use as a wall decoration. 
 
149 
 
 Group two or more objects studied. Show light and shade. 
 
 "Third Quarter. Place a box, book or cube on the eye level. 
 seen. Place same objects below the eye level and draw in outline. 
 
 Draw as 
 
 Draw a scene with a road, a fence. Study the line of perspective. These 
 scenes may be colored with crayons or water colors. After the scene is drawn 
 with a fence running from the background toward the right, change and draw 
 it running to the left. Note the perspective. Place a book with the corner 
 toward the pupil. Study the perspective. Apply the same line of perspective 
 to a house, a barn. 
 
150 
 
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 •Uv, II: 
 
 *^"^ 6 3 »« ^ y /*» S^-^-^ ^^^^ 
 
 Fourth Quarter. Begin the study of working drawings. 
 
 rnVtMBLE eOiGE-LOMfi D/lSH^LIrtt 
 
 PROJfCTJNO l/Nt- 
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 PROMT VIFW 
 
 Working drawings. A working drawing is a drawing that enables the 
 mechanic to make the object from the drawing. It tells all of the dimensions 
 of the object, and shows its form so clearly that there can be no doubt about 
 any part of its construction. In the sketch is a perspective picture which gives 
 
HOME LIFE IN SWITZERLAND. 
 Second Grade.— Columbia (Mo.) Public Schools, 
 
 A LAPLAND HOME. 
 Sixth Grade Geography.— Columbia (Mo.) Public Schools. 
 
STUDIES IN INDUSTRIAL LIFE.— VILLAGE STREET. 
 Third Grade.— Columbia (Mo.) Public Schools. 
 
 ; ! ! '. 
 
 ' ; /J«»««- 
 
 irfiil't^iiii • i 
 
 
 r^^n^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H^^^^^^^^^^^^^^B 
 
 STUDIES IN HOME LIFE.— A FARM. 
 Second Grade.— Columbia (Mo.) Public Schools, 
 
151 
 
 A general idea of the three dimensions of a box, but such a sketch does not 
 give the facts you must know to make the box. If you wish to make a box 
 you must know its actual height, width from left to right, and from front to 
 back. The front view is obtained by looking directly at the front of the object; 
 top view by looking directly at the top; the end views by looking directly at 
 the ends, and the bottom view by looking directly at the bottom. In all of 
 these views only part of the object is supposed to be placed directly opposite 
 the eye. In a working drawing the top view is placed above the front view. 
 Make working drawing of chalk box, boy's sled, spool, drum, glass, etc. 
 
 Design Free-hand Lettering. 
 
 LETTERS FOR USE IN 
 SCHOOLS AYQGKMWZ' 
 
 ABCDEFGHIJKLMN 
 0PQR3TUVWXYZ N 
 
 1234567890a 1234567690- 
 
 ABCDEFGHIJKLMNOPQRSrUVWXY 
 Z abcdefghijklmnofxjrstut^wxtjz /^/O'/Z 
 ADCDE:rGhlJKLMM0Pa(25TUVWXY^ 
 
 Picture Study for Grammar Grades. 
 
 Aurora (Reni). 
 
 Oxen Going to Labor (Trojan). 
 
 The Sower (Millet). 
 
 Before the Storm (Dupre). 
 
 Spring (Corot). 
 
 Angelus (Millet). 
 
 HANDWORK. 
 
 Handwork in the grades may be presented from two standpoints. It may- 
 be used to illustrate other subjects, as geography and history, by building small 
 representations of the things described in books. Such representations are 
 quickly made with more attention given to general effect than to accuracy of 
 detail. The value of this sort of work depends on the problems which must be 
 
152 
 
 solved during the process of construction. For example: If a window 3% 
 inches wide is to be placed in the middle of a 7-inch space, some very prac- 
 tical work in fractions becomes necessary in making the measurements. Some 
 work of this sort is useful throughout the grades and is especially valuable in 
 the lower grades. In the second place, handwork may be the study of certain 
 processes, as carpentry or basketry, in which case the purpose is to master 
 the process — to learn how to make the things well, and special attention is 
 given to accuracy. Special tools and equipment are generally needed as well 
 as the services of a specially trained teacher. Work of this sort is valuable 
 chiefly in the upper grades. • • 
 
 The suggestions which follow are intended to make use of the natural ac- 
 tivity of the children by giving them something to do which they find intensely 
 interesting, the execution of which requires constant and repeated use of what 
 they are learning in numbers, language and art. In working out problems 
 such as are here suggested, new situations constantly arise which tax the in- 
 genuity of both teacher and pupils, and before a solution is reached much 
 thinking to a definite purpose must be done; each child becomes more re- 
 sourceful and, because the problem is fascinating and worth while front his point 
 of view, he works without urging. 
 
 The value of the work depends upon the extent to which the teacher seizes 
 every opportunity to clinch a bit of valuable truth. If, for example, in the in- 
 stance above mentioned, the child is allowed to guess at the location of the 
 window, little will be gained, while if he is required to use his ruler and 
 study it out he will get more real practice in fractions than from a page of 
 problems solved in a mechanical way. If, on the other hand, in the haste to 
 see the project completed these opportunities are neglected, the work will 
 degenerate into mere purposeless pastime. 
 
 The work here outlined may be carried on with little or no expense for 
 either tools or material. Three sorts of problems are suggested. For the 
 first empty grocery boxes furnish the basis. The few tools necessary can 
 generally be borrowed from the homes of the children, for a few days at a 
 time, as needed. 
 
 The problems of the second group are planned for the sand table. The 
 importance of a sand table in every schoolroom, upper as well as lower grades, 
 can scarcely be overestimated. As pictures make clearer the ideas gleaned 
 from the printed page, so the making of the things described in the text still 
 further deepens the impression and makes clear otherwise vague ideas. Sand 
 table problems for the most part should be quickly made, used while the in- 
 terest is keen and then destroyed to make room for new problems. 
 
 The third group includes posters and illustrated booklets. Poster-making 
 offers an easy and effective means of illustrating history and geography. The 
 making of illustrated booklets adds interest to all forms of composition work. 
 As a general topic the work of the first and second grades should be based 
 on home life — our homes compared with the homes of other people. In the 
 third and fourth grades study food and clothing, sources of materials, manu- 
 facture, how bought and sold. The upper grades will find interest in industrial 
 life — various occupations and the difference between old and new methods. 
 
 The problems outlined may be used with profit in different grades, suiting 
 the method and purpose to the age of the children. For example, the first 
 grade might build a house for Three Bears, or the older girls might work out 
 a careful study of house furnishing on the same general plan. 
 
 In the rural school of several grades one problem may be made useful to 
 all by assigning the hard parts to the older pupils and the simple parts to the. 
 
IBS 
 
 little ones. The corn field may furnish problems in percentage for one class, 
 addition and subtraction for another. 
 
 Empty Box Problems. 
 
 THE PLAYHOUSE. Purpose. To use the child's activity in a natural 
 way to help organize his ideas about familiar things; to lead from his in- 
 terest in imitating life about him to a comparison with the life of other chil- 
 dren, and to make the handwork a means of teaching other subjects. 
 
 Materials. Several empty boxes, about lo in. by 14 in., one for each room 
 of the house. A few sheets of thin cover paper, plain wrapping paper or scraps 
 of plain wall paper. A few pieces of thin pine or bass wood, thin, soft lumber 
 from the covers of the boxes or empty chalk boxes. A little yarn or carpet 
 rags to make rugs for floors. A little clay for modeling cooking utensils., etc 
 
 Method. Arrange boxes on table or shelf in convenient form for a house, 
 open sides toward class. Decide, after general discussion and agreement, where 
 doors and windows are needed. Measure and mark outlines on outside of box, 
 bore holes in corners with auger and saw out with keyhole saw. Choose wall 
 paper for rooms making best possible combinations in color. Make borders 
 by cutting designs from another shade of paper. Simple designs based on the 
 square may be repeated with good effect. For example: 
 
 bznr" Lj i " hzii 
 
 Weave rugs for floors from yarn or carpet rags. String may be used for 
 warp. Stretch warp across a box on nails driven in the ends if no better loom 
 is at hand. Linoleum patterns may be drawn on paper for kitchen and bath- 
 room floors. Make simple furniture. Thin wood nailed to thick blocks is 
 best for small children. Scraps may be used and the ingenuity of the chil- 
 dren brought into play to meet the needs of the case. 
 
 Examples: A thin board nailed to a square block gives a good, substan- 
 tial chair. 
 
 Similar construction for a dresser with tin foil for mirror. Make curtains 
 from thin cloth or net, bedding from scraps of suitable material. When the 
 furnishings are complete, a roof may be made of wood or pasteboard. I( 
 wood is used pasteboard shingles may be tacked on in the proper way. 
 
154 
 
 Application. The value of the problem depends upon the lessons which 
 are taught in connection with the work. 
 
 Language may be taught in the discussions necessary to an agreement as 
 to arrangement of rooms, choice of wall paper and furniture, etc., in oral and 
 written description of materials used and their source; in clear statements of 
 processes. 
 
 Numbers may be taught through measurements, problems as to probable 
 cost of real things, estimates for materials, as wall paper, carpets, shingles, etc. 
 
 Art may be taught by cultivating good taste in arrangement, color and 
 proportion, the making of borders and other needed designs. 
 
 Reading may be stimulated by building the house for some storybook in- 
 habitants, as The Three Bears, The Overall Boys, or a family of foreigners. 
 The actual process will suggest many applications not possible to classify here. 
 
 STORES. Purpose. The construction in miniature of the stores com- 
 monly found on the village street may be used as a basis for a study of the 
 common articles of food and clothing; where these things come from, what 
 manufacturing process has been necessary to make them ready for use; their 
 value and how they are bought and sold. The postoffice and fire department 
 may be studied as examples of the advantages of co-operation. 
 
 Materials and Process. An empty box for each store. Shelves and coun- 
 ters made from thin wood or pasteboard. Small quantities of real materials 
 for stock where possible; otherwise the best imitation the children can make. 
 Example: Paper cylinders for canned goods; fruit, vegetables, bread, cake, 
 etc., modeled from clay and colored with crayon or water colors. Store front 
 of pasteboard or thin wood, colored to represent bricks or boards, windows 
 and doors cut out. 
 
 Application. While the store is being made the various articles of stock 
 may be studied as suggested above. When it is complete, class may play store 
 with the contents, buying and selling, making change, writing bills, invoicing 
 stock, writing advertisements, etc. 
 
 Language and geography. In study of materials, their source, manufacture, 
 transportation, etc. Oral and written statements. 
 
 Reading. To get information on above. 
 
 Arithmetic. Measurement in construction of store, weights and measures 
 used by merchants, problems using money, making of bills, profit and loss for 
 older classes. 
 
 Sand Table Problems. 
 
 The sand table. Any table with a four-inch board fitted tightly around 
 the edge to prevent the sand sifting through will serve the purpose. If a table 
 is not to be had, a goods box may be turned on its side, the top covered with 
 oilcloth and the frame, made from the cover of the box, fitted around the edge. 
 The inside of the box may be used as a closet in which to store tools and ma- 
 terials and an attractive appearance given to the whole by a neat curtain 
 around the box. 
 
 The Farm. Purpose. To furnish a basis for the study of home life and 
 incidentally to provide interesting material for number work, language, nature 
 study, reading, etc. 
 
 Materials. A sand table; small sticks, twigs, fine wire, pasteboard for 
 fences; thin boards for house, barn and other buildings; heavy green paper 
 for trees; quantity of gr^gg seed, corn, wheat, oats, etc.; clay for modeling 
 cows, horses, hogs, etc. 
 
155 
 
 Process. Decide on size of farm and crops to be raised j kind and amount 
 suitable to neighborhood. Divide sand table into fields measuring as accur- 
 ately as the knowledge of the class permits. Pay attention to convenience in 
 arrangement of fields, house, and barn lots. Build house, barn and other build- 
 ings of thin wood. Use chalk boxes or other available material. For orchard 
 and shade trees use twigs from appropriate trees, or cut from heavy green 
 paper. Model live stock from clay. Cut poultry from paper. 
 
 When buildings, etc., are about completed, sow seed in the fields as 
 planned. Keep sand quite wet until seeds germinate, then moist enough to 
 keep green. With careful management, the vegetation can be kept green for 
 two or three weeks, giving opportunity for the study of different forms of the 
 plants, effect of light, etc. 
 
 Application. Language. In the necessary discussion before plans are 
 agreed upon and in oral and written statements of facts gained by reading 
 and observation, a diary may be kept as a record of the progress from day to 
 day. Letters may be written to pupils in other schools describing the work 
 being done. Co-operation between teachers in neighboring districts will make 
 this a most valuable feature, the handwork furnishing something to write about 
 and actual exchange of idea giving a motive for the writing. 
 
 Arithmetic. Measuring of fields. Measuring of fence materials and esti- 
 mating amounts required. Note how nearly estimates correspond to actual 
 amount used. Measuring and estimating materials. Value of crops and live 
 stock. Value of farmers' time and cost of help. Cost of marketing crops. 
 Amount of seed corn planted and percentage germinated. 
 
 Nature study. Observation to distinguish different kinds of seed. Method 
 of germination of each. Effect of light, heat, moisture. 
 
 Art. In connection with nature study, draw pictures of plants, showing 
 progress in growth of roots, stalk and leaves from day to day. Make records 
 in diary. Model various animals. Study tree forms for cutting in paper. 
 
 Diary. — The diary offers an excellent means of combining language, nature 
 study, and of encouraging independent work on the part of the pupils. 
 
 While the teacher is hearing other classes, some of the children may measure 
 the growth of the plants, make the entry in the diary and sometimes add a sketch 
 of the plant. When the seeds are first planted a grain of corn or a bean should be 
 dug up each day that the children may appreciate what is taking place under the 
 ground. The diary should show sketches of the seed as it swells and sprouts. 
 
 After germination a single plant may be dug up and placed on a sheet of 
 paper so that the development of roots may be studied and sketched. While the 
 sketching will make an excellent art lesson, its prime object should be for a better 
 study of the plant. A child will see more if he tries to draw what he sees, even 
 though his drawing may not be a great success from the art standpoint. 
 
 Representation of Pioneer Life — Daniel Boone. — Purpose. — To help the 
 children appreciate the conditions under which the early settlers lived. 
 
 Method and materials. Near one end of the sand table build a ridge of 
 rocks and sand to represent the Cumberland Mountains, leaving an opening 
 for the gap^ Near the other end represent the Mississippi river by a trench in 
 the sand ; a piece of glass placed over the trench will give the appearance of 
 water. The central part, at least half the table, may represent Kentucky, with 
 Missouri across the river and Virginia beyond the mountains. Show the advanced 
 civilization of Virginia by well-built houses. They will need to be quite small, 
 and may be made of pasteboard. Show Boone on horseback crossing the moun- 
 tains toward Kentucky. Make figures in clay. Show early life in Kentucky by a 
 log cabin in a bearing in the forest. Show Boone again with axe, felling trees, 
 
156 
 
 Show Indians watching him from behind trees and in other characteristic atti- 
 tudes. A little farther west show Boonesborough. Log cabins in a stockade, 
 stockade made of twigs, cabins of twigs, clay or pasteboard. Use material best 
 suited to ability of the class. Show life within the stockade; women cooking, 
 sewing, washing; children at play; men with guns and dogs going out to hunt. 
 Show Boone's daughter being captured by the Indians. On the Missouri side of 
 the river, show Boone's stone mansion, the judgment tree, and other phases of 
 the more settled life. 
 
 Application.— i?^adw|: and Histori;. —Story of Boone's life and service to 
 
 country. 
 
 Language and Art. — Story retold and written. Booklet made with appropriate 
 cover design. 
 
 Other Sand Table Problems.— J/om^ Life. — Eskimo village, tropical scene, 
 Indian village, home life in foreign countries. 
 Illustrations for stories from readers, as: 
 
 Seven Little Sisters. 
 
 Ten Boys. I I ; 
 
 J Robinson Crusoe. 
 
 Sunbonnet Babies. 
 
 Overall Boys. 
 
 Jack Horner. 
 
 Gingerbread Boy. 
 Geography and history. Maps of countries studied, showing land forma- 
 tions, vegetation and home hfe and occupations. 
 Representations of historical events as: 
 
 Life of early settlers. 
 
 Life of Pilgrims in New England, 
 i Town in Stockade. 
 
 Lewis and Clark Expedition. 
 : Building the first railroad to the coast. 
 
 'i Canal with locks. 
 
 Representations of various occupations as : 
 
 Coal and zinc mines. 
 
 Gold and silver mines. 
 
 Brick kiln. ^ 
 
 , Lumber camp and planing mill. 
 
 Blacksmith shop. 
 
 Flour mill. 
 
 Ice plant. 
 
 Bakery. 
 
 Southern plantation. " 'x 
 
 Western ranch. 
 
 Posters and Booklets. 
 
 The making of posters is a form of handwork passible in every school 
 Posters might be called stories without words. They are especially helpful in 
 illustrating home and industrial life in different countries; products and various 
 processes in manufacture ; and in illustrating a series of events in history. 
 
 For example : The beef industry may be illustrated by a series of pictures 
 showing cattle ranches, stockyards, shipping facilities, canning establishments, 
 dairy farms and dairy methods. The by-products and related industries would 
 include the tanning of hides and all processes using leather; the uses of bones, 
 horns, hoofs, hair and all parts of the beef which have commercial value. 
 
157 
 
 Newspapers and magazines abound in articles and pictures relating to these 
 fields. The making of the posters will not only cause the children to look for 
 these articles, but will bring otherwise unavailable material together in a form to be 
 of use to the entire class and at the same time increase the interest in geog- 
 raphy. 
 
 A series of posters illustrating the sequence of events in the discovery and 
 settlement of America, the main features of the Revolution, the development of 
 industrial life in the North and in the South and any similar topic will not only 
 add interest to the history lessons, but will prove an effective means of impressing 
 the important points upon the minds of the class. 
 
 Material. — The materials for work of this sort are easily obtained. The pic- 
 tures may be cut from old papers and magazines or may be free-hand sketches 
 and copies of pictures in books. 
 
 The pictures may be mounted upon heavy brown wrapping paper, bogus paper 
 or any heavy plain paper of dull color. 
 
 Method. — The work may be organized in several ways according to the needs 
 of a given class: 
 
 First — Each pupil may make as complete a series of pictures as he can, 
 depending upon his individual efforts to collect his material. 
 
 Second. — The subject may be divided into topics and each pupil may make a 
 poster to illustrate the topic assigned to him. The entire group, when assembled, 
 would then show the whole subject. 
 
 Third. — All members of the class may contribute material for large posters 
 to be made by co-operative effort as the property of the class. This will be the 
 desirable plan when material is difficult to obtain, and will often be the best method 
 for the first attempt. 
 
 Booklets. — Very frequently it will be desirable to bind into book form a series 
 of small posters which illustrate some one topic. For example : In nature study 
 a series of cuttings, drawings or mounted pictures on trees of different varieties 
 could be bound and made into an attractive tree book. For the younger children, 
 pictures alone may be used. Older pupils may add a short description of the tree, 
 its value and its care. Such books will usually be individual projects. The num- 
 ber of pages will depend on the energy of the maker, and all pupils should be 
 encouraged to make as many pages as they can, rather than a certain number 
 dictated by the teacher. Birds, animals, flowers and similar topics may be treated 
 in the same way. Illustrated booklets form a helpful accompaniment to the 
 written language work of all sorts, including history stories, description in geog- 
 raphy and nature study. Note taking and composition work grow very mo- 
 notonous when the exercises are destined for the waste basket as soon as the 
 flaws in them have been pointed out. The making of an attractive booklet not 
 only adds dignity to the work by giving it permanent form, but furnishes a motive 
 for more careful work. A smaller quantity of work, more carefully done, will 
 generally bring better results. Booklets which are made for exhibit purposes, in 
 which the teacher carries the responsibility for the final result by having the work 
 corrected and copied until it attains a set standard, have less educative value than 
 less perfect productions for which the pupil has felt a keen responsibility to "get 
 it right by himself." Exercises may be corrected, discarded and forgotten, but a 
 mistake which cannot be corrected in a piece of work which has permanent form 
 is a serious matter which will stimulte to greater care next time, if the next time 
 comes reasonably soon. 
 
 Book covers offer opportunity for gaining experience in artistic design. Very 
 simple covers, well executed, are greatly to be preferred to elaborate, fanciful de- 
 signs. See suggestions in drawing. 
 
158 
 
 MANUAL TRAINING. 
 
 Since the people are generally demanding that the schools be made more 
 efficient in the practical preparation of boys and girls for their life work, and that 
 what has been done for the few who go into law, medicine, ministry or teaching, 
 or literary work, should be done for the many who go into the store, shop or 
 bank, or onto the farm or into the home, it has become necessary to add certain 
 subjects to our course of study. Nature study and agriculture are now required 
 in every school. Many rural schools are demanding that a place be made for 
 manual training, sewing and cooking. It is hoped that the meager outlines on these 
 latter subjects will encourage a good movement, will be helpful to those teachers 
 who are doing such work and will show the possibiHty of this work even in a one- 
 room school. Only a limited amount of this very valuable work can be done except 
 in consolidated schools. Work in these subjects will usually be done in addition 
 to the regular seventh and eighth grade work. But it may well be substituted for 
 the eighth grade work in geography, physiology or arithmetic. A grade in any one 
 or more of these optional subjects will be accepted in heu of a grade in the eighth 
 year's work in a corresponding number of the three subjects just mentioned. 
 
 Equipment. Bench and vise; crosscut saw; rip saw; set of auger bits; brace; 
 hand drill No. 2; countersink; sloyd knife; foot rule; one-inch firmer chisel; one- 
 half inch firmer chisel; one-fourth inch firmer chisel; one inch gouge; spoke 
 shave; jack plane; block plane; hammer; try-square; marking gauge; screwdriver; 
 combination oilstone; bench hook; bench brush; planing support; winding sticks; 
 dowel bits one- fourth inch and one-half inch. 
 
 Cost of equipment. — The above, exclusive of the bench and vise, can be se- 
 cured for $10 or $12. Some carpenter in the neighborhood can build a suitable 
 bench for a reasonable sum. A first-class iron rapid-action vise can be bought for 
 $3.00. 
 
 Workshop. — Some rural school buildings are so constructed that a suitable 
 place for this work can be easily provided, but in other cases there is much diffi- 
 culty. The following plans are possible : 
 
 1. Make use of a shed (built for this work, if necessary). 
 
 2. Make use of the basement. (It would be well for all new schoolhouses 
 to be provided with basements. If necessary, excavate a basement for this pur- 
 pose.) 
 
 3. Use part of the cloakroom. 
 
 4. If there is no objection and the room is sufficient, the work may be done 
 in one corner of the schoolroom. Choose a place near a window. 
 
 Plan. — In most rural schools the number of boys desiring this work is small; 
 possibly bench room for only one boy at a time can be provided and tools for 
 only one boy. The work can then be done by using the hour before the open- 
 ing of school in the morning, the hour after the closing of school in the after- 
 noon and the noon hour. This gives three hovirs a day, or fifteen hours a 
 week. Thus seven boys can have two hours each a week, or five boys three 
 each per week. 
 
 Suggested objects to be made. Peck crate; window stick; target; bird 
 house; swing board; bread board; coat hanger; coat and hat rack; tool rack; 
 stirring paddle; broom-holder; pen tray; windmill; milk stool; sleeve board; 
 bookrack; towel roller; taboret; plate -rack; umbrella rack; picture frame; 
 hatchet handle; swingletree; sled; sawbuck; chicken coop; chicken feeder; egg 
 tester; snow shovel; garden marker; dog kennel, etc. 
 
159 
 
 Note. Only teachers who are prepared to teach this work should under- 
 take it. 
 
 Reference. Essentials of Woodmorking, The Manual Arts Press, Peoria, 
 III. 
 
 HOUSEHOLD ARTS. 
 
 SEWING. 
 
 This course is not a required part of the elementary curriculum, but is 
 suggested as elective work. Many teachers will be able to do more work than 
 is here suggested. The work may be given as follows: 
 
 1. One lesson a week after or before school during the fifth, sixth, sev- 
 enth and eighth years. 
 
 2. One or two lessons a week during school hours, if time permits in the 
 same grades. The work should be constructive and connected with the home, 
 hence the course is not laid out by lessons, but left to be arranged by the 
 teacher. Some of the work may be done at home according to plans and di- 
 rections given by the teacher. 
 
 Sewing should be made practical as well as educational. This can be done 
 by applying it to the home needs. The pupil should be given a high ideal and 
 should strive to reach it. Poor careless work is absolutely of no value. Thei 
 teacher's preparation for the lesson consists in doing each exercise — in this 
 way difficulties are foreseen. The child should have a mental picture of what 
 she is undertaking, for by this much time is saved, the work becomes more in- 
 dependent, and better results are obtained. Every effort should be made to 
 encourage original design and application of stitches. Do not try too many 
 articles; for excellence of work and some technical skill are more to be de- 
 sired. 
 
 Equipment. Pin cushion, thimble, needles, scissors, thread, paper of pins, 
 tape measure, cloth and paper. Pupils can bring these things from home. 
 
 Preliminary. Use of tools. — Use of thimble; method of holding scissors, 
 threading needle, knotting thread. Position of body and method of holding 
 cloth. 
 
 Stitches. Basting, running, hemming, blanket, back, feather. Also but- 
 tonhole, patching and darning. 
 
 Application. As the above stitches are learned apply them to making such 
 articles as the following: Sewing bag, tea towel, dust cloth, apron, doll, 
 dresses, pincushions, iron holders, pillow slips, children's clothing. Later 
 more difficult articles of clothing may be undertaken. 
 
 Care of clothing: 
 
 a. Mending, darning, pressing, brushing and storing clothing. 
 
 b. Use of gasoline, chalk and acids in taking out grass, ink, rust or grease 
 stains. 
 
 c. Laundering. Kinds of cloth that can be laundered; effect of soap; 
 hard and soft water; boiling, ironing. 
 
 Note. Only teachers who are prepared to teach this work should under- 
 take it. 
 
 Reference. Goodwin's Course in Sewing, Frank D. Beattys & Co., 225 Fifth 
 Ave., New York; Woolman's Course in Sewing; Blair's New and Practical Course 
 in Sewing (Tablets I-IV), Webb Pubhshing Co., St. Paul Minn. 
 
160 
 
 COOKING. 
 
 This subject as manual training and sewing is optional. It is unfortunate 
 that all schools are not so situated that they can do this very important work. 
 It is hoped that soon the way will open for the introduction of this subject 
 into all rural schools. The sewing work should precede the work in cooking, 
 as it is more easily taught and requires less equipment and can be learned by 
 younger children. The cooking should be given in the seventh and eighth 
 grades. One period of from 75 to 90 minutes per week should be given to this 
 work. By closing school at 3:15 or 3:30 on cooking days, the work may be 
 done after school. (The work of the subjects omitted may be done in four 
 periods per week. Note that the last hour of the day has a light program.) 
 
 Equipment. Little equipment is necessary for many of the problems. 
 Such as bread work can be carried on at home following directions given at 
 school. Some cooking experiments may be made on the top of the heating 
 stove. A one-burner coal oil stove, with portable oven, would be sufficient for 
 many cooking experiments. 
 
 The most efficient work can be done when a separate room is arranged 
 for the cooking and each pupil provided with an individual equipment, and 
 much work is done at school. 
 
 The essentials of a cooking equipment, in addition to stoves and tables, 
 are: One measuring cup; i tablespoon; 2 teaspoons; i paring knife; i fork; i 
 stewpan; i kettle with lid; i baking cup; i dish pan; i rinsing pan; i granite 
 pan; i strainer; i bowl; i plate; i skillet; i wooden spoon; i spatula; i double 
 boiler; i baking pan; i pie pan; tea towels, dust cloths. All of these utensils 
 can be contributed by the homes in the community, but it is better that they 
 be purchased and be school property. A few of them that are used only oc- 
 casionally may be brought from home by the pupils for the time needed. 
 
 Method. The teacher must insist upon the formation of such habits as 
 neatness, accuracy, system, cleanliness, etc. The teacher must use her judg- 
 ment as to the amount of work to be given each lesson, and must suit the 
 practical work to conditions. Make the work practical, but never lose sight 
 of the causes and whys, for as the novelty wears off it is only the scientific 
 turn of mind that relieves the work from the drudgery. 
 
 Outline of course. General topics. The following outline is suggested 
 from which one or two years work may be selected. All points mentioned are 
 important. Do what you can. 
 
 1. Study of different food principles, carbohydrates, proteins, fats, water, 
 minerals. 
 
 2. Study of effect of heat upon the different food principles. 
 
 3. Study of digestion of food and its use to the body. 
 
 4. Study of cleaning and care of dishes, utensils, linen, etc. 
 
 5. Study the house and its surroundings, location and general. Visit well- 
 planned houses and study the plans. 
 
 6. Study arrangement and care of bedrooms and the dining room. 
 
 7. Study the arrangement of the kitchen, pantry, dairy, cellar, garret, and 
 other storerooms. 
 
 8. Home sanitation: 
 
 a. Discussion of water, air, care of garbage and waste. 
 
 b. Discussion of construction and care of stove, fire. , .^, ' 
 ' c. Sweeping and dusting, bacteria. 
 
 9. Study of fermentation, yeast, bacteria. 
 
 10. Marketing, cost of foods and keeping accounts. ■ 
 
161 
 
 11. Planning well-balanced meals. 
 
 12. Invalid and infant feeding. 
 Suggested Lessons: 
 
 1. Discussion of utensils, heat production, building fires, boiling water. 
 Exercise. — Make coflfee. 
 
 2. Study composition of foods, pure and impure foods, effects of sun- 
 light or air on food, on people. Application. — Ventilation of schoolroom and 
 bedroom. Care and making of beds. 
 
 3. Study of water. Uses to the body. Temperature for boiling and 
 freezing. Boiling water to kill bacteria. Exercise. — Make lemonade or boil 
 water for tea. 
 
 4. Study of starch. Source, appearance, composition of the potato. Ex- 
 ercise. — Prepare boiled or baked potatoes. 
 
 5. Study of starch. The history, cultivation and uses of the potato. — 
 Prepare escalloped potatoes. 
 
 6. Study of starch. Effect of heat on starch. Time for cooking starchy 
 foods. Test of starch. Geography of rice. Cultivation of rice. — Prepare 
 boiled rice. 
 
 7. Study of starch. Composition of cereals. Food value of starch. Di- 
 gestion of starch. — Prepare oatmeal, cream of soup, white sauce or macaroni. 
 
 8. Christmas lesson. Study sugar, sauces. Food value of sugar. Ef- 
 fect of heat on sugar. — Make brittle candy. 
 
 9. Christmas lesson. Digestion of sugar. — Make fudge. 
 
 10. Study of proteins. The egg, its structure, uses and composition. — 
 Prepare scrambled eggs. 
 
 11. Study of proteins. Effects of heat on protein. Tests for fresh eggs. 
 Food value of eggs. — Prepare soft-boiled eggs. 
 
 12. Study of proteins. Effect of beating air in egg white. Preservation 
 of eggs. Marketing. — Make omelet. 
 
 13. Study of proteins. Milk, its composition. Water, fat, casein, sugar, 
 mineral. Care of milk. — Prepare whipped cream or custard. 
 
 14. Study of proteins. Millc. Preservation of milk. ' Bacteria. Effect of 
 acid, alkali and heat on milk. 
 
 15. Study of water and cleaning. Use of mineral water. Dirt and dis- 
 ease. Dusting, sweeping and mopping. 
 
 16. Study of fat. Kinds of fat. Butter. — Make butter. 
 
 17. Study of fat. Effect of heat on fat. Deep fat frying. Digestion of 
 fat. — Prepare croquettes. 
 
 18. Classification of animal food. Cuts of beef. — Prepare steak, beef tea. 
 
 19. Study of pork. Lard and cuts of .pork. — Prepare pork chops. Uses 
 of the tougher and cheaper cuts of beef. Effect of heat protein. — Prepare a 
 beef roast. 
 
 20. Construction dishes. Gelatine, sources of, and uses of food. — Pre- 
 pare gelatine moulded with fruit. 
 
 21. Study of leavening agents. Baking powder and cold water, and hot 
 water. — Prepare muffins. 
 
 22. Study of leavening agents. Sour milk and soda. — Prepare biscuits. 
 
 23. Study of fermentation. Yeast growths. Souring. How to govern 
 the forces of nature. — Prepare bread, rolls, etc. 
 
 24. Study fermentation. Plow to govern the heat of oven. How to tell 
 good bread. — Bake bread. 
 
 25. Household moulds. — Preservation of fruits. Canning fruit. 
 
 CS-11 
 
162 
 
 26. Infant feeding.— Prepare gruel. Preparation of egg and milk dishes 
 
 for invalids. 
 
 27. Freezing mixtures. — Prepare ice cream. Setting and waiting on table. 
 
 School lunches. 
 
 28. Study of waste, garbage. Household pests. Flies, mosquitoes, roaches 
 
 and bugs. How get rid of. 
 
 29. Luncheon for picnics. Have a school picnic and prepare luncheon 
 
 for. 
 
 Note. Only teachers who are prepared to teach cooking should attempt 
 
 this work. 
 
 Reference. "Element of the Theory and Practice of Co ofe^ry"— Williams & 
 Fisher — Macmillan Co., Chicago. 
 
 GAMES AND PLAY. 
 
 1. Hygienic Value. Food, air, sunshine and exercise are the essential features, 
 of life and growth. Outdoor play supplies the last three. Play calls into ac- 
 tion the large groups of muscles, stimulates the organic growth of the heart, 
 lungs and all the viscera and gives the body a symmetrical and harmonious 
 development. 
 
 2. Manual Training. Games have a positive educational value. 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 more effectively, sees the ball more quickly, handles himself with less 
 effort. Mind training and muscular training cannot be separated. 
 
 3. Will Training. The development of the will by games and plays is most 
 important. Courage becomes prominent in accepting a dare or in taking a 
 risk. Determination is pictured upon the faces of those trying to win a race 
 or a game, to catch an opponent, or elude a pursuer, or to reach a coveted 
 goal. The most valuable training of all is that of inhibition — the power of 
 self-restraint and self-control. 
 
 4. Moral and Social Training. The moral and social value of play is impor- 
 tant. To learn to play fair, to observe rules, to choose between right and 
 wrong, and to act quickly upon this knowledge are vital factors in character 
 building. Games in which team work is necessary are important for rural 
 schools. To teach children to co-operate, to take defeat without discourage- 
 ment, to win success without elation and to yield to the inevitable with good 
 nature are lessons of real life value. 
 
 The list of games below may.be of real value to the teacher. Select or 
 permit pupils to select from the list: 
 
 Games. Cat and Mouse; Hide and Seek; Puss in the Corner; Witch in the 
 Jar; Tag; Drop the Handkerchief; Have You Any Sheep; Hawk and Chickens; 
 Dare Base; Black Man; Run Sheep, Run; Follow the Leader; Going to Jerusa- 
 lem; Hoop Rolling; Hoop Racing; Hoop Encounters; Relay Race; Faba Gaba; 
 Hunt the Ring; Blind Man's Buff; Blackboard, Hopping, Single, etc., Ruth 
 and Jacob; Potato Race; Bird, Beast or Fish; Magical Music; London Bridge; 
 Town Ball; Baseball; Two-old Cat; Cross Tag; Fox and Geese; .Basket Ball; 
 Bounce Ball; Three Deep; Anthony Over; Wood Tag; Hill Dill; Catch and 
 Pull; Hole Ball; Field Ball; Tennis; Marbles; Pitching Horseshoes; Prisoner's 
 Base; Last Couple Out; Mulberry Bush; Round and Round the Village; Did 
 You Ever See a Lassie; Bean Bag Games; Antagonistic Games for Boys; 
 Rooster Fight; Tug of War; Indian Wrestling. 
 
163 
 
 Books Suggested for Teachers. 
 
 Education by Games and Plays. — Johnson.^ Ginn & Co. 
 Games for Playground, Home and School. — Bancroft. Macmillan Co. 
 Play — Angell. Little, Brown & Co., Boston, 
 
 ISO Gymnastic Games. — Alumni B. N. S. G. — Geo. Ellis & Co., Boston. 
 200 Indoor and. Outdoor Games. — Kingsland. Doubleday, Page & Co., New 
 York. 
 
 MORALS AND MANNERS. 
 
 In the following courses will be found an abundance of material for use in 
 impressing lessons in ethics and good manners. No attempt has been made to ar- 
 range the topics in logical order. The work is arranged by quarters to indicate 
 how much should be undertaken in a given time in order to coveir the course in 
 two years. The teacher can arrange the topics to suit conditions in the school. 
 The lessons should be given to the entire school. The first year's course should be 
 given in 1913-14 and the second year in 1915-16, and each alternate year thereafter. 
 
 First Year. 
 
 First Quarter. Obedience, (i) Obedience is submission to proper authority. 
 (2) It should be required of all. (3) Progress depends on it. (4) It should 
 always be real, not feigned. (5) It should be: (a) prompt, (b) cheerful, (c) 
 implicit, (d) faithful : (6) Obedience to parents, to teachers and others in author- 
 ity, to laws generally, to conscience, to God. 
 
 Honesty, (i) Honesty accords justice to all. (2) Honesty is more important 
 than wealth. (3) The right to property must be recognized. (4) The teacher's 
 example. (5) Honesty in little things. (6) Honesty in school and out of school. 
 (7) Honesty is right. (8) "Honesty is the best policy." (9) Honesty should be 
 based upon principle rather than policy. 
 
 Truthfulness, (i) It is the basis of faith which makes the work of the world 
 possible. (2) Children are naturally truthful and confiding. (3) Lying is always 
 wicked. (4) All should be truthful, both in words and actions. (5) Keeping one's 
 word. (6) Distinction between a lie and an untruth. (7) Repeating what one 
 does not know to be true. (8) False statements and exaggerations. (9) Giving 
 a wrong impression, a form of falsehood. (10) Telling falsehoods for fun. 
 
 Second Quarter. Self-Control. Needed for growth of character, of greater 
 value than pleasure, fame, power or wealth. (2) Self-control is a duty one owes 
 to self. (3) Control of temper. (4) Anger, when right. (5) "Think twice be- 
 fore you speak." (6) Self-restraint when tempted. (7) "Bear and forbear." (8) 
 Rule yourself absolutely. 
 
 Kindness to Others, (i) What kindness really is. (2) Its significance in 
 character. (3) Kindness is contagious. (4) Kindness helps intellectual develop- 
 ment. (5) Kindness to all: (a) To parents, (b) to brothers and sisters, (c) to 
 associates, (d) to aged, infirm, unfortunate or helpless. (6) Forms: (a) sym- 
 pathy, (b) deference and consideration, (c) helpfulness, (d) charity, (e) condem- 
 nation of cruelty and injustice. 
 
 Kindness to Animals, (i) This, too, springs from sympathy. (2) Only vicious 
 persons delight in causing any creature to sufifer. (3) We should be especially 
 kind to the animals which serve us. (4) The cruelty of robbing birds' nests and 
 
164 
 
 killing birds. (5) Avoid cruelty in killing of animals that harm us. (6) Avoid 
 cruelty in killing animals for food. 
 
 Good Manners, (i) Needed in association with others; promote comfort of 
 others and advantage to self. (2) Good manners a habit; good manners at home; 
 good manners in school; when a visitor or a guest; in public places. (3) Saluta- 
 tions on the street or in public buildings. (4) PoHteness to strangers. (5) Avoid 
 trifling in serious matters. 
 
 Third Quarter. Politeness, (i) Definition. (2) The good it does. (3) Its 
 relation to home life. (4) Helps in securing politeness. (5) Politeness at school; 
 to guests and visitors. 
 
 Fidelity in Duty, (i) Idea of obligation, intuitive. (2) Conscience to be 
 obeyed. (3) How conscience is quickened. (4) Faithful performance of duty to 
 parents. (5) Duty toward brothers and sisters — older to assist younger, etc. (6) 
 Duty to the poor and unfortunate. (7) Duty to God. 
 
 Self-respect, (i) It is a good opinion of worthy qualities in one's self- 
 based on conscious moral worth. (2) It requires that one be worthy. (3) It is 
 not inconsistent with humility. (4) It is not self-admiration. (5) It results in 
 personal dignity. (6) Distinction between self-love and selfishness. (7) "Be not 
 wise in your own conceit." 
 
 Prudence, (i) The moral man wishes to be right; the prudent man, to be 
 safe. (2) Prudence not always wisdom. (3) Prudence in speech and action. 
 (4) Prudence may be misunderstood. (5) "J"dge not, that ye be not judged." 
 
 Fourth Quarter. Health, (i) It is a condition of wholeness, a state of 
 soundness or freedom from defect or disease. (2) 111 health hinders usefulness 
 and happiness. (3) To preserve health is a plain duty. (4) Habits that impair 
 health are foolish as well as sinful. (5) "What a man sows that shall he also 
 reap." (6) The body never forgets or forgives its abuse. 
 
 Nobility, (i) Chief element in it is goodness. (2) It requires manliness, 
 magnanimity and generosity, self-denial and self-sacrifice for others. Bravery in 
 helping or saving others, apologies for injuries or injustice. 
 
 Respect and reverence, (i) These imply proper estimate and treatment of 
 others. (2) Lack of respect and reverence, a sure sign of littleness. (3) Proper 
 respect and reverence for parents, for teachers, for those who have done distin- 
 guished service, for those in civil authority. 
 
 Gratitude and Thankfulness, (i) Definition. (2) They show a good disposi- 
 tion. (3) We should cultivate these virtues. (4) Gratitude and thankfulness to 
 all benefactors, (s) To God, the Giver of all good. 
 
 Second Year. 
 
 First Quarter. Confession of Faults and Forgiveness, (i) This means an 
 honest acknowledgment of a fault and a willingness to amend a wrong. (2) It 
 is God-like to forgive. (3) We should be ready to forgive those who, having 
 wronged us, make confession. (4) Generosity should govern our dealings 
 with the faults of others. (5) Frankness and candor. (6) Confession is manly. 
 
 Honor, (i) Honor shows a high sense of justice. (2) Popular opinion of 
 honor may be wrong. (3) One should endeavor to be worthy of honor. (4) 
 There should be a steady purpose to honor one's family and friends. 
 
 Temperance, (i) Moderation in use of things helpful and avoidance of things 
 harmful. (2) Moderation in the indulgence of appetite in things not harmful. 
 (3) Abstinence from that which is injurious. C4) Dangers in the use of alco- 
 holic liquors, courage to resist social temptation. (5) Injurious efifects of to- 
 bacco on growing boys. (6) Serious efiFects of cigarette smoking. 
 
165 
 
 Second Quarter. Habits, (i) Good habits and bad. (2) Bad habits are 
 more easily formed than broken. (3) How to break a bad habit. (4) Habits 
 that injure health, habits that destroy reputation, habits that waste money, 
 habits that take away self-control. (4) Gambling, (s) Habits offensive to 
 others. 
 
 Language, (i) Language is vocal expression of thought — an index to char- 
 acter. (2) Significance of borrowed language. (3) Profanity, foolish and 
 wicked. (4) Obscenity, base and offensive. (5) Slang, vulgar and impolite. 
 
 A Good Name, (i) Its great value. (2) How a good name can be obtained. 
 (3) Gaining a good name when young. (4) Keeping a good name. (5) Keep- 
 ing good company. (6) Reputation and character. 
 
 Love, (i) The chief motive in life, leading to unselfish service. (2) It en- 
 nobles character — "God is Love." (3) We should cherish love for parents 
 and other members of family. (4) Love for teachers and all benefactors. (5) 
 Love for one's neighbor — "Thou shalt love thy neighbor as thyself." 
 
 Third Quarter. Economy, (i) Extravagance and parsimony both wrong. 
 (2) Economy is temperance in expenditure. (3) Youth needs encouragement 
 to save. (4) Economy becomes a habit. (5) Saving in early life will insure 
 competency and comfort in old age. (6) Duty to save a part of one's earn- 
 ings. (7) Charity — "No man liveth unto himself." 
 
 Patriotism, (i) Always regarded as a virtue. (2) Great need of patriotism 
 in a republic. (3) The story of our country should be so taught as to com- 
 mand respect. (4) How to develop patriotism, (s) Respect for our country's 
 flag. (6) Respect for its rulers. (7) Reverence of our forefathers. (8) Regard 
 for the honor and good name of America. 
 
 Fourth Quarter. Courage, (i) An essential element of character. (2) 
 Moral courage sustained by health and strength. (3) Discouragement harm- 
 ful. (4) Cowardice disgraceful. (5) True courage — daring to do right and to 
 defend tfiie right. (6) False courage — daring to do wrong or to defend wrong. 
 (7) Courage in danger or misfortune. (8) Heroism. 
 
 Humility, (i) An evidence of greatness. (2) True greatness not blind to 
 one's own faults. (3) Modesty becoming to the young. (4) True humility, 
 not servile or time-serving. 
 
 Civil Duties, (i) Civil duties a division of social duties. (2) Government 
 is necessary. (3) Government requires law. (4) The good citizen obeys the 
 law. (5) The good citizen aids the enforcement of law. (6) Faithfulness in 
 office, fidelity to an oath. (7) Duty to exercise right of suffrage. (8) Honor 
 and dignity of citizenship. 
 
 References. Dunn's The Community and the Citizen; Dole's The Young Citi- 
 zen; Marwick & Smith's The True Citizen; Judson's The Young American; Rich- 
 man & Wallach Good Citizenship ; Thayer's Ethics of Success, Bk. H; Cabot's 
 Ethics for Children. 
 
 APPROVAL OF RURAL SCHOOLS. 
 
 The first plan for approval of rural schools was promulgated in 1909. It 
 led at once to increased interest, on the part of many communities, in the 
 grading of the school, in attendance, and in bettering buildings and grounds. 
 Nearly three hundred schools have been placed on the approved list, and 
 many others are taking such steps as will lead to their approval in the near 
 future. 
 
 Before a school will be approved it must comply with the following re- 
 quirements: 
 
166 
 
 (i) The term must be at least eight months in length. 
 
 (2) The teacher must hold a certificate higher than a third grade county. 
 
 (3) The salary paid the teacher must be at least forty-five dollars per 
 month. 
 
 (4) The board must have complied virith the library law, section 8186, 
 R. S. 1909. 
 
 (5) The State Course of Study must be followed. 
 
 (6) The organization and classification of the school must be definite 
 and systematic. 
 
 (7) The instruction and discipline must be satisfactory. 
 
 (8) The school buildings, grounds and outbuildings must be adequate, 
 cleanly and sanitary. 
 
 (9) Room must be heated by other means than radiation. 
 
 (10) The teacher must be a regular attendant at county and township 
 meetings. 
 
 (11) A satisfactory program of recitation and study periods must be 
 posted conspicuously. 
 
 (12) The library must contain at least 100 volumes, bound in boards, 
 suitable for carrying out the State Course of Study, including at least four 
 sets (five books to the set) of supplementary reading. 
 
 (13) The library must contain at least 50 agricultural bulletins (free). 
 
 (14) A total credit of 80 points out of the possible 100 must be earned. 
 
 It will be noted that Nos. 12 and 13 are new requirements. It is believed 
 that every teacher of a school worthy of approval will see the wisdom of these 
 requirements and be able to secure the co-operation of the board in meeting 
 all the requirements of the list. 
 
 It is well that we move constantly forward and look toward higher ideals. 
 It will not be long until every standard rural school in the State will be heated 
 by a system such as the Smith or Waterbury. For the present we can only re- 
 quire that the stove be placed in proper position and jacketed. 
 
 When new schoolhouses are built separate cloakrooms should be arranged 
 for boys and girls. 
 
 All new books purchased for the library should be from the lists given 
 after each subject in the Covirse of Study. Every good library should contain 
 not only these books, together with supplementary readers and necessary ref- 
 erence books, but also the books of the Pupils Reading Circle. 
 
 Below is the score card. The teacher will do well to study it carefully 
 that her school may be brought up to the standard: 
 
 Scale of points. 
 
 Possible 
 score. 
 
 Points 
 allowed. 
 
 CONDITION OP SCHOOL BUILDING— 20 points. 
 
 Outside, well painted, well preserved . 
 
 4 
 3 
 4 
 4 
 2 
 3 
 
 2 
 3 
 1 
 2 
 1 
 
 
 Inside, walls plastered painted or papered, and clean 
 
 
 Light, windows arranged properly and provided with shades 
 
 
 
 
 Heating, by furnace or a good stove properly located and jacketed . . 
 APPARATUS AND EQUIPMENT OP BUILDING— 17 points. 
 
 Black board, smooth surface of slate, liquid slating or painted board, 
 
 
 Desks, well preserved and well adapted to the sizes of children 
 
 Teacher' s desk and chair, suited to use 
 
 
 
 
 Pictures, carefully chosen and arranged 
 
 
167 
 
 Scale of points. 
 
 Possible 
 score. 
 
 Points 
 allowed. 
 
 Maps, of the county, State, United States, etc., in good condition. . . 
 
 Globe, carefully selected and in good condition 
 
 Charts, adapted especially to beginning grades 
 
 Library, books chosen so as to meet needs of pupils (at least 100 vol- 
 umes and a dictionary) •. 
 
 Agricultural bulletins 
 
 Broom, erasers, individual drinking cups, etc., in good condition. .... 
 
 GROUNDS AND OUTBUILDINGS — 13 points. 
 
 Grounds, well shaded, drained, fenced and good size, neatly kept. . . . 
 Cistern or well, good walls and top, with pump and conveniently 
 
 situated 
 
 Outbuildings, strongly built, properly situated, nicely painted and 
 
 well kept 
 
 COURSE OF STUDY AND ORGANIZATION — 25 points. 
 
 Course of Study, State Course followed 
 
 Gradation, uniformity 
 
 Number of recitations, not exceeding 24 
 
 Quarterly and final examination questions used 
 
 School spirit, excellent, good, poor 
 
 Attendance, regular, prompt 
 
 Tardies, few or none 
 
 System of records, well kept and accurate 
 
 TEACHER, THE — 25 points. 
 
 Certificate, second grade or higher 
 
 Salary, $45 or more per month 
 
 Associations, county, township and State attended regularly 
 
 Instruction, careful and accurate 
 
 Discipline, kind but firm 
 
 Reading Circle, member of, for present year 
 
 Reports, to district clerk and county superintendent promptly made. 
 
 Total ■ 
 
 100 
 
 Note — The Course of Study for high schools is published in a separate bulletin. This 
 may be had free of charge by sending a postal card to Wm. P. Evans, State Superintendent 
 of Public Schools, Jefferson City, Mo. 
 
REVISED LIST OF 
 MISSOURI LIBRARY BOOKS. 
 
 1913. 
 
 SELECTED BY THE STATE LIBRARY BOARD, FROM WHICH THE 
 
 FIRST ONE HUNDRED VOLUMES IN PUBLIC SCHOOL 
 
 LIBRARIES MUST BE SELECTED. 
 
 State Library Board. 
 
 Wm. P. Evans, President State Superintendent of Public Schools 
 
 J. A. Whiteford City Superintendent St. Joseph Schools 
 
 F. D. Tharpe Assistant Superintendent of Kansas City Schools 
 
 C. C. Thudium City Superintendent of Fredericktown Schools 
 
 T. J, Walker County Superintendent Cass County Schools 
 
 SCHOOL LIBRARIES, CHAPTER 73, ARTICLE IV. 
 
 Section 8184. Library Board Created. — There is hereby created a State 
 Library Board to consist of five members, four of whom shall be appointed by 
 the State Board of Education to serve for four years and until their successors 
 are appointed. The State Superintendent of Schools shall be a member and 
 ex officio chairman. 
 
 Sec. 8185. Board shall Select, Classify and Recommend Books. — The State 
 Library Board shall select, classify and recommend a list of suitable books for 
 school libraries, supplementary reading and school reference books. Said list 
 shall contain not less than forty suitable books to supplement the regular 
 schoolroom work in each of the following lines: Reading, literature, history, 
 geography and nature study, or practical agriculture. They shall enter into 
 contract with the publishers of the selected books to furnish them, transporta- 
 tion charges prepaid, at the lowest possible cost to the districts: Provided, 
 that said list may be revised every two years by said board. It shall be the 
 duty of the State Superintendent of Public Schools to publish and distribute to 
 the district clerks of the State a classified list of selected books, setting forth 
 contract prices of each. 
 
 Sec. 8186. School Boards to Set Aside Funds to Purchase Books. — For 
 the purpose of purchasing school libraries, supplementary and reference books, 
 district boards of directors shall set aside, out of the levy made for incidental 
 purposes, not less than five nor more than twenty cents per pupil enumerated 
 in the district each year, which shall be spent under the direction of the board 
 in purchasing books from the list selected: Provided, that books other than 
 those selected may be purchased after one hundred volumes have been pur- 
 chased from the selected list of library books. 
 
 The teacher may direct the activity of some of the older pupils into a very 
 practical channel in helping to mend the damaged books. There are several 
 houses that furnish the material for mending. Among them are Gaylord 
 
 (168) 
 
169 
 
 Bros., Syracuse, N. Y., and Waldorf Bindery, St. Paul, Minn. Send to either 
 company for a catalog of binding and mending material. Miss Elizabeth B. 
 Wales of Jefferson City will gladly give information to such as ask it. Hugh 
 Stephens Printing Co., Jefferson City, publishes a Library Record. 
 
 EXPLANATORY. 
 
 Having made the lowest bid for supplying books for school libraries and 
 agreeing to prepay freight charges on books to the nearest railroad station 
 on every order amounting to $10.00 or more, thus saving all cost of transporta- 
 tion, unless ordered sent by express, the firm of A. C. McClurg & Company of 
 Chicago has been awarded the contract for a term of two years, ending Sep- 
 tember I, 1915. This company will at all times have on hand a full stock of 
 books, from which all orders will be promptly filled at the prices given in this 
 list. Orders for less than $10.00 will be filled at net prices, but transportation 
 will not be prepaid, neither will charges be prepaid on books sent by express. 
 Do not think of ordering less than ten dollars worth. The contractor does 
 not agree to prepay transportation on orders for less than that amount. 
 
 School boards and teachers should consult with the County Superintendent 
 in making" out the list and ordering the books. If not made by the County 
 Superintendent, the order must be sent in the name of the district. 
 
 School boards should make a good strong bookcase. It should be pro- 
 vided with shelves, a door with hinges and a good lock and key. At the close 
 of the school term the case should be moved to the home of one of the di- 
 rectors unless the house can be made secure. It would be much better if a 
 permanent bookcase could be made in the walls of the schoolhouse when it 
 is constructed. 
 
 COMMENTS BY STATE SUPERINTENDENT. 
 
 Many teachers have found it difficult to make selection of books from the 
 list because of the wealth of choice. For this reason the Library Board has 
 cut down the number of titles. Some teachers may miss old friends from the 
 list, but it is hoped that they will be reconciled when they realize that the in- 
 experienced will have comparatively plain sailing. Each teacher should look through 
 the book carefully and find out how many of these useful books are missing from 
 his library and make haste to supply the need. There are certain indicated books 
 that every teacher must have in his own library to do really effective work. They 
 should be secured as soon as possible. 
 
 It is now generally conceded that the school must have a library to round 
 out its work. The books chosen should promote a taste for good reading, 
 should interpret the geography, should enrich the history, should raise the 
 moral level, should provide amusement, instruction and inspiration and furnish 
 a tie between the school and the community. There are few districts that 
 might not add $25 worth of books to their library every year. Such an outlay 
 would be o£ priceless value to the neighborhood. 
 
 Put off buying an unabridged dictionary or an expensive set of encyclo- 
 pedias until you have many necessary books. Few encyclopedias are made for 
 children. Webster's Academic Dictionary will answer nearly all the needs 
 of an elementary school. Each school should have three to five of them. Get 
 one in the first $25.00 worth of books and two more in the second $25.00 worth. 
 One encyclopedia, Vol. II, No. 239, should be in the second $25.00 lot, and 
 two more, Vols. I and III, Nos. 238 and 240, in the third $25.00 lot. 
 
170 
 
 Very little general reading matter has been left in the present list. It is 
 now what might be called a working librar3^ A. C. McClurg & Company have 
 agreed to continue to furnish any of the books named in the 191 1 Course of 
 Study at the prices there given. In ordering from the 191 1 Course of Study 
 be sure to state the year, as the books have a different number in the new book. 
 Many schools will want some books in general literature for loan use. To 
 supply this need you may write the Missouri Library Commission for instruc- 
 tion, or you can write publishers for catalogs of books -to order. E. P. Dutton 
 & Company, New York City, publish a number of books in the Everyman Edi- 
 tion. If you will send for the catalog you may order the books you want from 
 A. C. McClurg at the prices quoted. 
 
 Several firms publish cheap paper-bound editions of classics. It would be 
 well for the ambitious teacher to write these firms for their catalogs in case 
 he should want some books not listed in the course. These are the firms: 
 
 A. Flanagan & Company, Chicago, Illinois. 
 
 Educational Publishing Company, Chicago, Illinois. 
 
 F. A. Owen, Dansville, N. Y. 
 
 Hall & McCreary, Chicago, Illinois. (Instructor Literature Series.) 
 
 Houghton, Mifflin & Company, Chicago, Illinois. (Riverside Literature 
 Series.) 
 
 C. M. Parker, Taylorville, Illinois, publishes penny classics. 
 
 At my request. Miss Elizabeth B. Wales, Secretary Missouri Library Com- 
 mission, JefTerson City, has prepared the following advice. Do you know 
 that you can get from her a traveling library? All you will need to do is to 
 pay the transportation charges. Write her about it: 
 
 THE SCHOOL LIBRARY AND THE MISSOURI LIBRARY 
 COMMISSION. 
 
 "We have forty dollars to spend for our school library — please tell us 
 the best books to buy?" This question is frequently asked by the teacher of 
 the rural school. It is a question unaccompanied by any modifying facts con- 
 cerning the school library. "How many books have you? Were they pur- 
 chased or given a long time ago? Are they worn, untidy and unattractive at 
 present? Are your pupils mostly above fifth grade or mostly of the first four 
 grades?" These and other points should be considered in making up a list 
 of books for a school library; and it is immaterial whether you have forty 
 dollars or ten dollars. 
 
 As the school purchase list is now organized and arranged it ofifers much 
 help, but even 250 titles give a wide range for the selection of a ten-dollar or 
 forty-dollar list. Right here is the place to ask the help of the Missouri Li- 
 brary Commission. This bureau is conducted by the State of Missouri to help 
 and encourage all libraries, and school libraries should feel most free to ask 
 that help as they, too, belong to the State in a very definite way. 
 
 The ten-dollar book lists for rural schools, compiled by the secretary of 
 the Missouri Library Commission, are all chosen from the Superintend- 
 ent's recommended list. They are arranged in six series costing ten dollars 
 each, so that the purchase of series one will give you a good ten-dollar col- 
 lection; the purchase of series one and two gives a good twenty-dollar collec- 
 tion; thus by buying ten dollars worth at a time a school library may acquire 
 a well-balanced sixty-dollar library, including some good books for all grades 
 from one to eight and no duplicates. Copies of this series will be sent on 
 request to any school. County superintendents may have them for distribu- 
 tion among their teachers. 
 
171 
 
 Your school library may have a small and inadequate collection of books 
 which you wish to strengthen by the new purchase. Ask the Library Commis- 
 sion to send you a list of the best recent books on the subjects which you 
 know to be most needed. In the ofifice of the commission are the latest and 
 best lists, annotated by authorities in books and their use. By means of these 
 the commission can make out a useful list which will greatly simplify the 
 difficulty of choosing. 
 
 Again, your library may be an adequate and well-rounded collection which 
 you are anxious to keep up-to-date. Ask for a list of the latest books val- 
 uable to add to a school collection. A few such books are published every 
 month, and monthly lists received by the library commission make it possible 
 to keep track of them. 
 
 Further, an up-to-date library may find a new topic coming up, a chance 
 to encourage some student to do special work — and may want to know the 
 . most practical book to buy. Again ask the Missouri Library Commission. 
 
 You may have selected a list and wish there were some one to tell you 
 if it is wisely chosen. Send a copy to the Library Commission and it will be 
 returned to you with annotations and suggestions. 
 
 The arrangement of your school library has, perhaps, "just growed," and 
 as the number of volumes increases you find it difficult to find the right books 
 when you want them; you want to introduce some "system." The Library 
 Commission again stands ready to help by suggesting a system of book classes 
 with a numbered arrangement, and by showing you how to make the modern 
 card list, which brings each book to your hand without delay. Just ask; it is 
 the business of the Library Commission to know about books, libraries and 
 library equipment, and the reason this is the business of the Library Commis- 
 sion is because the State of Missouri paj^s it to do this service for the people 
 of the State. 
 
 In short, any question on books or libraries you may refer to the Mis- 
 souri Library Commission and know that it is going to be willingly answered 
 by the people deeply interested in the success of your library work. 
 
 Address Missouri Library Commission, Jefferson City, Mo. 
 
 FORM OF ORDER. 
 
 To A. C. McClurg & Company, 215-221 Wabash Ave., Chicago, 111.: 
 
 Enclosed please find draft, P. O. order or express order for $ for 
 
 payment for library books for district No of county, Missouri. 
 
 Catalog or List No. Price to District. 
 
 It is hereby certified that these books have been selected from the official 
 list prepared by the State Library Board. 
 
 Dated Signed 
 
 County Superintendent or District Clerk. 
 
 Ship books to (Names) (Places) 
 
 Cash must accompany all orders. Districts should not buy books till 
 money is provided. 
 
172 
 
 TEN DOLLAR LIBRARY LISTS. 
 
 The following lists have been arranged in such a way that the first, third and 
 fifth are adapted to the work in 1913-14. The second, fourth and sixth are 
 adapted to the school work for the year 1914-15. Any district, by purchasing the 
 three odd-numbered lists this year, will have a good working library for the year. 
 
 Number One. 
 
 Note — Numbers refer to list of library books. 
 
 II. Early Cave Men $ 
 
 15. Golden Treasury First Reader 
 
 33. Sunbonnet Babies Primer — Set of three i 
 
 34. Tree Dwellers 
 
 38. America's Story for America's Children , 
 
 46. Boy on a Farm 
 
 47. Child's Garden of Verse 
 
 65. Home Geography 
 
 71. In Field and Pasture 
 
 74. Later Cave Men 
 
 85. Pinnochio, Adventures of 
 
 87. Robinson Crusoe Reader 
 
 102. American History Story Book 
 
 116. Camps and Firesides of the Revolution 
 
 132. First Steps in the History of Our Country 
 
 138. Geographical Reader — North America 
 
 173. Ten Common Trees 
 
 176. Westward Movement 
 
 182. Autobiography of Benjamin Franklin 
 
 191. Hans Brinker 
 
 205. Out of Door Studies in Geography 
 
 216. Side Lights on American History 
 
 220. Squirrels and Other Fur Bearers 
 
 39 
 29 
 02 
 39 
 35 
 39 
 43 
 52 
 30 
 39 
 35 
 28 
 
 43 
 44 
 51 
 SI 
 35 
 43 
 43 
 40 
 48 
 42 
 50 
 
 Total for 25 volumes $10.00 
 
 Number Two. 
 
 I. Around the World. 
 
 5. Bow-wow and Mew-mew 
 
 30. Six Nursery Classics 
 
 62. Heart of Oak Books II — Set of Three. 
 
 66. How We Are Clothed 
 
 86. Primer of Hygiene 
 
 III. Boys of Other Countries 
 
 123. Dog of Flanders 
 
 128. Famous Men of Modern Times 
 
 140. Geography Reader — Europe 
 
 147. King Arthur and His Knights 
 
 148. King of the Golden River 
 
 156. Norse Stories 
 
 167. Story of the Chosen People 
 
173 
 
 i86. English History Story Book 43 
 
 199. Little Men 92 
 
 210. Ravenel's Road Primer 72 
 
 222. Stories of Missouri 51 
 
 228. Oregon Trail 40 
 
 243. Webster's Academic Dictionary i .29 
 
 Total for 22 volumes $10.01 
 
 Number Three. 
 
 2. Art Literature Reader I $-26 
 
 17. Heart of Oak Books 1 23 
 
 25. Pathways in Nature 1 22 
 
 54. Farmer Brown and the Birds 32 
 
 58. Good Health 35 
 
 78. Little Lame Prince — Set of Five i -40 
 
 81. Nixie Bunnie 36 
 
 93. Story of Lincoln 28 
 
 105. Arabian Nights 5^ 
 
 1 13. Builders of Our Country 1 5° 
 
 126. Every Day Life in the Colonies -31 
 
 139. Geographical Reader — South America — Set of Three i . S3 
 
 159. Plant and Animal Children 44 
 
 162. Red True Story Book 42 
 
 198. Last of the Mohicans 30 
 
 204. Out of Door Studies in Geography 1 48 
 
 212. Thomas Jefferson 43 
 
 234. Type Studies from United States Geography 45 
 
 243. Academic Dictionary . .' i . 29 
 
 Total for 25 volumes $10. 08 
 
 Number Four. 
 
 18. Hiawatha Primer $ . 34 
 
 20. In Fable Land 40 
 
 24. Overall Boys — Set of Four i . 52 
 
 44. Aunt Martha's Corner Cupboard 32 
 
 dj. How We Are Fed 35 
 
 68. How We Are Sheltered .35 
 
 131. Famous Men of the Middle Ages 43 
 
 137. Geographical Reader — Europe — Set of Three i .77 
 
 152. Life of Washington 36 
 
 200. Little Women .92 
 
 238. Encyclopedia, Vol. I i .94 
 
 243. Dictionary i . 29 
 
 Total of 17 volumes $9 • 99 
 
174 
 
 Number Five. 
 
 21. Indian Primer $-^^ 
 
 32. Stories of the Red Children 32 
 
 36. Adventures of a Brownie — Set of Five 1-55 
 
 55. Fifty Famous Stories Retold 3° 
 
 91. Stories of Great Americans for Little Americans 35 
 
 100. American Explorers 42 
 
 138. Geographical Reader — North America — Set of Three i .53 
 
 141. Geographical Reader — III 43 
 
 164. Some Merry Adventures of Robin Hood 42 
 
 201. A Man Without a Country — Set of Five i ■ i5 
 
 211. Alexander Hamilton 43 
 
 221. Treasure Island 23 
 
 233. Twelve Naval Captains 42 
 
 239. Encyclopedia, Vol. II i ■ 94 
 
 243. Dictionary i • 20 
 
 Total for 25 volumes $10.91 
 
 Number Six. 
 
 3. Art Literature Reader II -. $ ■ 35 
 
 9. Classic Stories for Little Ones • 28 
 
 26. Pathways in Nature II 27 
 
 53. Fables and Folk Stories — Set of Four i . 28 
 
 69. How We Travel 35 
 
 83. Our Birds and Their Nesthngs 5i 
 
 117. Children's Life of Lincoln 76 
 
 159. Plant and Animal Children — Set of Three....". 1.32 
 
 161. Primer of Sanitation — Set of Three i . 32 
 
 178. Agriculture for Young Folks 90 
 
 190. Heidi 35 
 
 230. Tom Brown's School Days 43 
 
 240. Encyclopedia, Vol. Ill i ■ 94 
 
 Total for 20 volumes. $10.06 
 
 It will be observed that in each of the above libraries there is mentioned one 
 or more sets of books. Every school needs a certain number of sets of books 
 for supplementary reading. In addition to these it is recommended that the 
 teacher secure a number of the five and ten cent classics in sets. It will also be 
 observed that academic dictionaries and encyclopedias are provided for. 
 
175 
 
 BOOKS FOR CLASS D, FIRST AND SECOND YEARS. 
 
 List Dist. 
 Price Price 
 
 1. AROUND THE WORLD, Boolt First, Carroll. Silver. Geog. pp. 
 
 160. Treats of Eskimos, Indians, Arabs, Dutchmen, Chinese 
 
 and Japanese 36 31 
 
 2. ART LITERATURE READER, Book One, Atkinson, pp. 111. 
 
 Based on famous paintings 30 26 
 
 3. ART LITERATURE READER, Book Two. Atkinson, pp. 159. 
 
 This book is all its name implies — Art and Literature 40 35 
 
 4. BOOK OF NATURE MYTHS, Holbrook. Houghton 45 40 
 
 5. BOW-BOW AND MEW-MEW, Chadwick. Ed. Pub. Co. An ad- 
 
 vanced story primer 30 24 
 
 6. BOY BLUB AND HIS FRIENDS, Blaisdell. Little. pp. 165. 
 
 Short stories for young children 40 35 
 
 7. BUD AND BAMBOO, Thompson. Appleton 35 31 
 
 8. CHARACTER BUILDING READERS — HELPFULNESS, Warner 
 
 & Kenyan. Hinds 30 27 
 
 9. CLASSIC STORIES FOR LITTLE ONES, McMurry. Public 
 
 School Pub. Co 35 28 
 
 10. DRAMATIC FIRST READER, THE, Cyr. Ginn. pp. 104. A 
 
 good reader for pupils in the first and second grades. Chil- 
 dren are naturally dramatic 30 27 
 
 11. EARLY CAVE MEN, Dopp. Rand-McNally. Hist. pp. 182. A 
 
 vivid story of the Age of Combat. A struggle for suprem- 
 acy betvireen man and the beasts of the period. Illustrated. 45 39 
 
 12. EUGENE FIELD READER, Harris. Scribner. Lit. pp. 96. A 
 
 selection of simple reading from Field's stories and poems 40 34 
 
 13. FOLKLORE STORIES AND PROVERBS, Wiltse. Ginn. pp. 81. 
 
 Illustrated stories and proverbs suited to little children... 30 27 
 
 14. FROM SEPTEMBER TO JUNE, Warren. Heath. Nat. pp. 184. 
 
 Good to supplement the first reader 35 30 
 
 15. GOLDEN TREASURY FIRST READER, Stebbins & Coolidge. 
 
 Am. Bk. Co 32 29 
 
 16. GOLDEN TREASURY S-ECOND READER, Stebbins & Coolidge. 
 
 Am. Bk. Co 42 37 
 
 17. HEART OF OAK BOOKS, I, Norton. Heath, pp. 113. Rhymes, 
 
 jingles and fables 25 23 
 
 18. HIAWATHA PRIMER, Holbrook. Houghton. Lit. pp. 139. 
 
 Not much trouble to interest the children in this as sup- 
 plementary to the first reader 40 34 
 
 19. HOUSEHOLD STORIES, Klingensmith. Flanagan. Lit. pp. 
 
 175. Stories from literature, nature and history 35 28 
 
 20. IN FABLBLAND, S'erl. Silver 45 40 
 
 21. INDIAN PRIMER, THE, Fox. Am. Bk. Co. pp. 120. Lit. In- 
 
 tended to teach the race experience of the Indian and in- 
 dustrial elements of his character 25 22 
 
 22. IN MYTHLAND, Vol. I, Beckwith. Ed. Pub. Co. pp. 190. A 
 
 charming collection of fairy tales designed to develop a 
 
 taste for classic literature 40 32 
 
 23. JINGLE PRIMER, Brown. Am. Bk. Co 30 27 
 
 24. OVERALL BOYS, THE, Grover. Rand-McNally. Lit. pp. 123. 
 
 A companion book to the Sunbonnet Babies Primer, and a 
 
 lively little tale of small boy life. Illustrated in cOlor 45 38 
 
176 
 
 List Dist. 
 Price Price 
 
 25. PATHWAYS IN NATURE, 1st reader, Christy. Am. Bk. Co 25 22 
 
 26. PATHWAYS IN NATURE, 2nd reader, Christy. Am. Bk. Co 30 27 
 
 27. POLLY AND DOLLY, Blaisdell. Little 40 34 
 
 28. REYNARD, THE POX, Smythe. Am. Bk. Co. pp. 122. A famous 
 
 story in literature presented in simplest form 30 26 
 
 29. RHYME AND STORY PRIMER, THE, McMahon. Heath, pp. 
 
 89. Stories and rhymes of animals and birds 30 27 
 
 30. SIX NURSERY CLASSICS', O' Shea. Heath, pp.61. Lit 20 18 
 
 31. STORIES OF ANIMAL LIFE, Bass. Heath 40 35 
 
 32. STORIES OF THE RED CHILDREN, Brooks. Ed. Pub. Co. Lit. 
 
 pp. 162. Stories of Indian children 40 32 
 
 83. SUNBONNET BABIES PRIMER, Grover. Rand-McNally. Lit. 
 
 pp. 109. Full of charm and interest. Unique illustrations 
 
 in color 40 34 
 
 34. TREE DWELLERS', THE, Dopp. Rand-McNally. Hist. pp. 160. 
 
 Stories of primitive man 45 39 
 
 BOOKS FOR CLASS C, THIRD AND FOURTH YEARS. 
 
 35. AB, THE CAVE MAN, Nida. Flanagan 50 40 
 
 36. ADVENTURES OF A BROWNIE, Craik. Rand-McNally 35 31 
 
 37. ALICE'S ADVENTURES IN WONDERLAND, Carroll. Ed. Pub. 
 
 Co. Lit. pp. 192. A superior book of fairy tales 50 40 
 
 38. AMERICA'S STORY FOR AMERICA'S CHILDREN, Bk. II, 
 
 Pratt. Heath 40 35 
 
 39. AMERICA'S STORY FOR AMERICA'S CHILDREN, Bk. Ill, 
 
 Pratt. Heath 40 35 
 
 40. AMERICA'S STORY FOR AMERICA'S CHILDREN, Bk. IV, 
 
 Pratt. Heath 40 35 
 
 41. AMONG THE GIANTS, Neher. Flanagan 40 32 
 
 42. ANDERSEN'S FAIRY TALES, Turpin. Merrill. pp. 253. 
 
 Edited and arranged for elementary reading classes 40 35 
 
 43. ART LITERATURE READER, Book Three, Atkinson 50 44 
 
 44. AUNT MARTHA'S CORNER CUPBOARD, Kirby. Ed. Pub. Co. 
 
 Geog. pp. 160. Information about common articles, such 
 
 as tea, coffee, sugar, rice, etc 40 32 
 
 45. BOOK OF LEGENDS', Scudder. Houghton. Lit. pp. 64. Chil- 
 
 dren can read and enjoy this book themselves 25 21 
 
 46. BOY ON A FARM, A, Johnson. Am. Bk. Co. Nat. pp. 182. 
 
 Made up from Jacob Abbott's Rollo at Work and Rollo at 
 
 Play. Illustrated 45 39 
 
 47. CHILD'S GARDEN OF VERSES, Stevenson. Scribner 50 43 
 
 48. CHRISTMAS ANGEL, THE, Pyle. Little, pp. 136. A charming 
 
 story of Kris Kringle and the Wonder Country, where all 
 
 the toys live 1.25 81 
 
 49. EARLY SEA PEOPLE, Dopp. Rand-McNally 50 43 
 
 50. EMERGENCIES, Bk. 2, Gulick. Ginn. pp. 173. Sci. A book 
 
 which tells what to do in case of accidents 40 35 
 
 51. EUGENE FIELD BOOK, Burt. S'cribner 50 43 
 
 52. EVENINGS WITH GRANDMA. Davis. Heath 45 40 
 
 53. FABL"BS" AND FOLK STORIES, Scudder. Houghton. Lit. pp. 
 
 179. A collection of the most famous fables and folk 
 
 stories for children 40 32 
 
 54. FARMER BROWN AND THE BIRDS, Fox. Page. Nat. pp. 72. 
 
 Outdoor stories with all the charm of reality 30 32 
 
177 
 
 List Dist. 
 Price Price 
 
 55. FIFTY FAMOUS STORIES RETOLD, Baldwin. Am. Bk. Co. 
 
 Lit. pp. 172. Incidents from tlie lives of great men of 
 
 legend and history 35 30 
 
 56. POUNDERS OF OUR COUNTRY, Coe. Am. Bk. Co 50 43 
 
 57. FRIENDS AND HELPERS, Eddy. Ginn. Nat. pp. 231. Stories 
 
 of domestic animals 60 51 
 
 58. GOOD HEALTH, Jewett. Ginn 40 35 
 
 59. GRASSHOPPER GREEN'S' GARDEN, Schwartz. Little 60 51 
 
 60. GRIMM'S FAIRY TALES, Part I, Wiltse. Ginn. Lit. pp. 237. 
 
 Good stories for second, third and fourth grade pupils 35 30 
 
 61. GRIMM'S FAIRY TALES, Part II, Wiltse. Ginn. Lit. pp. 
 
 234. Stories illustrating kindness to animals and the unity 
 
 of life in a variety of conditions 85 30 
 
 62. HEART OP OAK BOOKS, Book 2, Norton. Heath. pp. 166. 
 
 Good Sup. Read 35 31 
 
 63. HEART OF OAK BOOKS', Book 3, Norton. Heath. pp. 171. 
 
 Good Sup. Read 40 35 
 
 64. HISTORY READER, Wilson. Macmillan. Hist. A good sup- 
 
 plement to the third reader 60 52 
 
 65. HOME GEOGRAPHY, Fairbanks. Educational Pub. Co 60 52 
 
 66. HOW WE ARE CLOTHED, Chamberlain. Macmillan. pp. 245. 
 
 A geographical reader which treats of the chief materials 
 
 and processes used in the production of clothing 40 35 
 
 67. HOW WE ARE FED, Chamberlain. Macmillan. pp. 226. A 
 
 geographical reader which discusses the commodities used 
 
 by the whole world 40 35 
 
 68. HOW WE ARE SHELTERED, Chamberlain. Macmillan pp. 
 
 149. A geographical reader which gives an intelligent 
 
 study of the homes of men in various nations 40 35 
 
 69. HOW WE TRAVEL, Chamberlain. Macmillan. pp. 227. Geog. 
 
 Describes modes of travel from primitive times to present 
 
 times in many lands 40 35 
 
 70. INDIAN POLK TALES, Nixon-Roulet. Am. Bk. Co 40 35 
 
 71. IN FIELD AND PASTURE, Dutton. Am. Bk. Co. Geog. pp. 
 
 190. Outdoor stories of children of different countries. ... 35 30 
 
 72. KIPLING READER. Appleton , 40 35 
 
 73. LANGUAGE THROUGH LITERATURE, NATURE AND ART. 
 
 Rand-McNally 45 40 
 
 74. LATER CAVE MEN, Dopp. Rand-McNally. pp. 197. Sup. 
 
 Read. Very Interesting story of man's influence over ani- 
 mals 45 39 
 
 75. LEGENDS OP THE RED CHILDREN, Pratt. Am. Bk. Co. Nat. 
 
 pp. 128. A supplementary reader fully illustrated 30 26 
 
 76. LIFE OF JACKSON, Williamson. B. F. Johnson Pub. Co. 
 
 Richmond, Va 40 36 
 
 77. LITTLE FOLKS OF MANY LANDS, Chance. Ginn. Geog. pp. 
 
 112. Stories of child life among the Eskimos, Indians, 
 « Dutch, Africans, Arabians, Japanese and Filipinos 45 39 
 
 78. LITTLE LAME PRINCE, THE, Mulock. Flanagan. Lit. pp. 
 
 263. A fable or parable of the little Prince and his wonder- 
 ful traveling cloak 35 28 
 
 79. LOBO, RAG AND VIXEN, Seton. Scribner 50 43 
 
 80. NATURE IN VERSE, Lovejoy. Silver. Nat. and Lit. pp. 319. A 
 
 book of poems of the four seasons 60 51 
 
 81. NIXIE BUNNY, Sindelar. Beckley-Cardy Company 40 36 
 
 82. OLD TIME TALES (Every Child Series), Oswell. Macmillan... 40 36 
 
 C S-12 
 
178 
 
 83. OUR BIRDS AND THEIR NESTLINGS, Walker. Am. Bk. Co 
 
 pp. 208. A book written to help pupils understand the life 
 and habits of birds 
 
 84. PILGRIM STORIES, Pumphrey. Rand-McNally 
 
 85. PINOCCHIO, ADVENTURES OF, Collodi. Ginn, Lit. pp. 212. 
 
 A fairy book translated from the Italian 
 
 86. PRIMER OF HYGIENE, Ritchie. World Book Company 
 
 87. ROBINSON CRUSOE READER, THE, Cowles. Flanagan, pp. 
 
 115. Interesting stories of Robinson Crusoe 
 
 88. 'ROUND THE YEAR IN MYTH AND SONG, Holbrook. Am. Bk. 
 
 Co. Lit. pp. 204. Correlates nature study and literature 
 
 89. SEVEN LITTLE SISTERS, Andrews. Ginn. Geog. pp. 121. 
 
 The sisters represent seven races, and the book shows how 
 people live in various parts of the world, what their man- 
 ners and customs are, what the various products are and 
 how they are interchanged 
 
 90. SONGS OF TREETOP AND MEADOW, McMurry. Public 
 
 School Pub. Co 
 
 91. STORIES OF GREAT AMERICANS FOR LITTLE AMERICANS, 
 
 Eggleston. Am. Bk. Co. History, pp. 159. Easy reading 
 stories of great warriors, patriots, statesmen, discoverers. 
 Inventors and men of letters and science 
 
 92. STORIES OF PIONEER LIFE, Bass. Heath. History, pp. 146. 
 
 Though not a history, prepares the child's mind for such 
 study 
 
 93. STORY OF LINCOLN, THE, Cravens. Public School Pub. Co. 
 
 History, pp. 117. Teaches honesty of purpose as illus- 
 trated in the life of Lincoln. Cloth 
 
 94. STORY OF THE INDIANS' OF NEW ENGLAND, THE, Burton. 
 
 Silver. History, pp. 273. Story from the tragic lives of 
 the red men 
 
 95. SWISS FAMILY ROBINSON, THE, Wyss. Barnes. pp. 110. 
 
 Especially adapted to young people 
 
 96. THE CAVE BOY, Mclntyre. Appleton 
 
 97. WANDERING HEROES, Price. Silver 
 
 98. WAYS OF WOOD FOLK, THE, Long. Ginn. Nat. pp. 205. 
 
 Personal observations in the woods and fields 
 
 99. WINGS' AND STINGS, Dalton. Rand-McNally. Nat. pp. 195. 
 
 Familiar talks about insects ^ 
 
 List 
 
 Dist. 
 
 Price 
 
 Price 
 
 60 
 
 51 
 
 45 
 
 40 
 
 40 
 
 35 
 
 40 
 
 36 
 
 35 
 
 28 
 
 60 
 
 51 
 
 50 
 
 40 
 
 40 
 
 40 
 
 35 
 
 60 
 
 43 
 32 
 
 35 
 
 35 
 
 28 
 
 51 
 
 50 
 
 44 
 
 40 
 
 35 
 
 50 
 
 44 
 
 50 
 
 43 
 
 40 
 
 34 
 
 100. 
 101. 
 
 102. 
 103. 
 
 104. 
 
 105. 
 
 106. 
 
 BOOKS FOR CLASS B, FIFTH AND SIXTH YEARS. 
 
 AMERICAN EXPLORERS, Gordy. Scribner. History 50 
 
 AMERICAN HERO STORIES, Tappan. Houghton. History, 
 pp. 265. A series of complete stories of early American 
 history given in chronological order 55 
 
 AMERICAN HISTORY STORY BOOK, Blaisdell & Ball. Little.. 50 
 
 AMERICAN INDIANS, Starr. Heath. Nat. pp. 242. Accurate 
 
 and interesting, with illustrations from life 45 
 
 ANDERSEN'S FAIRY TALES, Series II, Stickney, Editor. Ginn. 
 Lit. pp. 346. Good supplementary reading for fourth, fifth 
 and sixth grade pupils 40 
 
 ARABIAN NIGHTS, STORIES FROM THE, Clarke. Am. Bk. Co. 
 pp. 271. The best stories from "Arabian Nights Enter- 
 tainment" 60 
 
 BIOGRAPHY OF A GRIZZLY, Thompson-Seton. Century. Nat. 
 
 pp. 167. Intensely interesting 1.50 
 
 42 ; 
 
 47 
 43 
 
 40 
 
 35 
 
 51 
 
 97 
 
179 
 
 List Dist. 
 Price Price 
 
 107. BIRD GUIDE (Land Birds Bast of Rockies), Reed. Double- 
 
 day 1.00 78 
 
 108. BIRD LIFE, Weed. Rand-McNally. Nat. pp. 86. Habits of 
 
 everyday birds, with excellent illustrations 60 50 
 
 109. BIRD STORIES FROM BURROUGHS. Houghton 60 52 
 
 110. BRIEF BIOGRAPHIES FROM AMERICAN HISTORY, Turpin. 
 
 Merrill 50 44 
 
 111. BOYS OF OTHER COUNTRIES', Taylor. Putnam. High class 
 
 stories for young- people 1.25 82 
 
 112. BUILDING OF A NATION, THE, Coffin. Harper. History 
 
 From the Revolution to the Civil War 2.00 1.30 
 
 113. BUILDERS OF OUR COUNTRY, Bk. I, Southvi^orth. Appleton. 60 50 
 
 114. BUILDERS OF OUR COUNTRY, Bk. II, Southvi^orth. Appleton 60 50 
 
 115. CALVERT OF MARYLAND, Otis. Am. Bk. Co 35 3o 
 
 116. CAMPS AND FIRESIDES OF THE REVOLUTION, Hart. Mac- 
 
 millan. History, pp. 309. Interesting description of im- 
 portant events and conditions in Revolutionary times 50 44 
 
 117. CHILDREN'S' LIFE OF LINCOLN, Putnam. McClurg. History. 
 
 pp. 190. Relates the career of the great war president.... 1.25 76 
 
 118. CHILDREN'S STORIES OF AMERICAN PROGRESS, Wright. 
 
 Scribner. History, pp. 333. The story of progress and 
 events in American history during the first half of the 19th 
 century, told for young readers in the author's unequaled, 
 fascinating style 50 43 
 
 119. CITY OF THE SEVEN HILLS, Harding. Scott-Foresman 50 43 
 
 120. COLONIAL CHILDREN, Hart. Macmillan. History, pp. 233. 
 
 Eighty-five selections from original sources, touching all 
 
 phases of child life in the Colonial period 40 35 
 
 121. COLONIAL DAYS, Gordy. S'cribner. pp. 249. A historical 
 
 reader 50 42 
 
 122. CONQUEST OF THE NORTHWEST, Baldwin. Am. Bk. Co. pp. 
 
 256. Hist. Deals with the conquest and early settlement of 
 
 the upper Mississippi and the lake region 60 51 
 
 123. DOG OP FLANDERS, THE, Rame. Flanagan. (Cloth) 25 21 
 
 124. ELEMENTARY HISTORY OF OUR COUNTRY, Tappan. 
 
 Houghton 65 57 
 
 125. ETHICS OF SUCCESS, Book I, Thayer. Silver 48 43 
 
 126. EVERYDAY LIFE IN THE COLONIES', Stone-Fickett. Heath. 
 
 pp. 119. Real life in the colonies pictured in a pleasing 
 
 manner 35 31 
 
 127. EXPLORERS AND FOUNDERS OP AMERICA. Foot-Skinner. 
 
 Am. Bk. Co. pp. 306. Hist. Good to enliven the work in 
 
 history. Colonial period up to the Revolution 60 51 
 
 128. FAMOUS' MEN OP MODERN TIMES, Haaren-Poland. Am. Bk. 
 
 Co. pp. 352. This volume teaches history through the 
 
 realm of biography 50 43 
 
 129. FAMOUS MEN OP GREECE, Haaren and Poland. Am. Bk. Co. 
 
 History. pp. 265. Charmingly written biographical 
 
 sketches of 35 ancient Greeks. Illustrated 50 43 
 
 130. FAMOUS MEN OF ROME, Haaren and Poland. Am. Bk. Co. 
 
 History, pp. 269. The story of Rome to the fall of the 
 
 Western Empire. Illustrated 50 43 
 
 131. FAMOUS MEN OP THE MIDDLE AGES', Haaren and Poland. 
 
 Am. Bk. Co. History, pp. 272. Accounts of 31 great his- 
 torical figures from Alaric, the Visigoth, to Warwick, the 
 king maker, introduced with prehistoric legend of the 
 Teutons. Illustrated 50 43 
 
180 
 
 List Dist. 
 Price Price 
 
 132. FIRST STEPS IN THE HISTORY OF OUR COUNTRY, Mowry. 
 
 Silver. History, pp. 334. Groups the important events of 
 our iiistory about the lives of forty leaders, from Columbus 
 to McKinley 60 51 
 
 133. FIVE LITTLE PEPPERS AND HOW THEY GREW, S'idney. 
 
 Lothrop. Lit. pp. 410. A very fine story 1 .50 94 
 
 134. FOUR AMERICAN NAVAL HEROES, Beebe. Jones, Perry, 
 
 Farragut and Devvrey. Am. Bk. Co 50 43 
 
 135. GEOGRAPHICAL READER, AFRICA, Carpenter. Am. Bk. Co. 
 
 Geog. pp. 336. A book of recent travel and description, 
 
 with many colored maps and profuse illustrations 60 51 
 
 136. GEOGRAPHICAL READER, ASIA, Carpenter. Am. Bk. Co. 
 
 Geog. pp. 304. Life in Asia as it is today 60 51 
 
 137. GEOGRAPHICAL READER, EUROPE, Carpenter. Am. Bk. Co. 
 
 Geog. pp. 235. This, with the other books, comprises a 
 
 very superior series 70 59 
 
 138. GEOGRAPHICAL READER, NORTH AMERICA, Carpenter. 
 
 Am. Bk. Co. Geog. pp. 302. A journey through the most 
 interesting parts of the United States 60 51 
 
 139. GEOGRAPHICAL READER, SOUTH AMERICA, Carpenter. 
 
 Am. Bk. Co. Geog. pp. 354. Life and industries of South 
 
 America graphically described 60 51 
 
 140. GEOGRAPHY READER, EUROPE, Vol. IV, Winslow. Heath.. 50 43 
 
 141. GEOGRAPHY READER, OUR AMERICAN NEIGHBORS, Vol. 
 
 Ill, Winslow. Heath 50 43 
 
 142. GEOGRAPHY READER, UNITED STATES, Vol. II, Winslow. 
 
 Heath 50 43 
 
 143. HERO STORIES FROM AMERICAN HISTORY, Blaisdell. Ginn. 
 
 History, pp. 259. Stories of dramatic episodes and heroic 
 
 acts 50 43 
 
 144. HOOSIER SCHOOL BOY, THE, Eggleston. Scribner. Lit. pp. 
 
 130. A highly interesting story 50 42 
 
 145. HOW THE WORLD IS FED, Carpenter. Am. Bk. Co 60 52 
 
 146. JUNGLE BOOK, Kipling. Century. Lit. pp. 303. Wonderful 
 
 stories of the Indian jungle 1.50 97 
 
 147. KING ARTHUR AND HIS KNIGHTS, Radford. Rand-McNally. 50 42 
 
 148. KING OF THE GOLDEN RIVER, Ruskin. Ginn. Lit. pp. 82. 
 
 A legend of Styria 25 22 
 
 149. KRAG AND JOHNNY BEAR, Thompson-Seton. Scribner. Nat. 
 
 pp. 141. Illustrated by the author 50 42 
 
 150. LIFE AND ADVENTURES OF ROBINSON CRUSOE, Defoe. 
 
 Heath 60 52 
 
 151. LIFE OF GENERAL ROBERT E. LEE, THE, Williamson. 
 
 B. F. Johnson Pub. Co. pp. 183. Biog. A very interesting 
 
 biography for children 35 32 
 
 152. LIFE OF WASHINGTON, Williamson. B. F. Johnson Pub. Co.. 40 36 
 
 153. LITTLE STORIES OP FRANCE, Dutton. Am. Bk. Co. History. 
 
 pp. 176. Interesting pictures of French history from the 
 
 beginning. Illustrated 40 35 
 
 154. LITTLE STORIES OF GERMANY, Dutton. Am. Bk. Co. His- 
 
 tory, pp. 192. Selected subjects which show the influence 
 that the German people have had on the history and cul- 
 ture of the world. Illustrated 40 35 
 
 155. NATURE STUDIES ON THE FARM, Keffer. Am. Bk. Co. Nat. 40 35 
 
 156. NORSE STORIES, Mabie. Rand-McNally. Lit. pp. 204. A very 
 
 readable book on mythology 40 33 
 
 157. PETER OF NEW AMSTERDAM, Otis. Am. Bk. Co 35 30 
 
181 
 
 List Dist. 
 Price Price 
 
 158. PIONEER STORIES OP THE MISSISSIPPI VALLEY, McMur- 
 
 ry. Macmillan. pp. 218. Hist. Early historic stories of 
 
 the Mississippi Valley 40 35 
 
 159. PLANT AND ANIMAL CHILDREN, Torelle. Heath 50 44 
 
 160. PLANTS AND THEIR CHILDREN, Dana. Am. Bk. Co. Nat. pp. 
 
 272. Treats of (a) fruits and plants; (b) young plants; 
 
 (c) roots and stems; (d) buds; (e) leaves; (f) flowers 65 56 
 
 161. PRIMER OF SANITATION, Ritchie. World Book Company 50 44 
 
 162. RED TRUE STORY BOOK, Lang-. Longmans. Lit. pp. 180. 
 
 Contains seven short stories based on history, e. g., Joan 
 
 of Arc 50 42 
 
 163. ROMANCE OF THE CIVIL WAR, Hart. Macmillan ' 60 53 
 
 164. SOME MERRY ADVENTURES OF ROBIN HOOD, Pyle. Scrib- 
 
 ner. Lit. pp. 176. The adventures of Robin Hood as told 
 
 by Robert Pyle, arranged for children's reading 50 42 
 
 165. STORIES' OF AMERICAN LIFE AND ADVENTURE, Eggles- 
 
 ton. Am. Bk. Co. History, pp. 214. Third reader pupils 
 
 read this with interest 50 43 
 
 166. STORY OF A BAD BOY, Aldrich. Houghton 50 42 
 
 167. STORY OF THE CHOS'EN PEOPLE, THE, Guerber. Am. Bk. 
 
 Co. Hist. Main facts in the history of the Hebrews 60 51 
 
 168. STORY OF COTTON, Brooks. Rand-McNally 75 66 
 
 169. STORY OF ENGLAND, Harding. Scott-Foresman 60 52 
 
 170. STORY OF EUROPE, Harding. Scott-Foresman 60 52 
 
 171. STORY OF THE GREEK PEOPLE, Tappan. Houghton. Hist. 
 
 S'up. Reading and history 65 55 
 
 172. TEN BOYS, Andrews. Ginn. Lit. pp. 240. Our race traced 
 
 from its Aryan source to the present 50 43 
 
 173. TEN COMMON TREES, Stokes. Am. Bk. Co. pp. 108. Book on 
 
 nature study 40 35 
 
 174. TRIUMPHS OF SCIENCE, Lane. Ginn. History, pp. 104. The 
 
 story of modern inventions 30 26 
 
 175. TWO LITTLE CONFEDERATES, Page. Scribner 1.50 98 
 
 176. WESTWARD MOVEMENT, Barstow. Qentury 50 43 
 
 BOOKS FOR CLASS A, SEVENTH AND EIGHTH YEARS. 
 
 177. ADVENTURES OF MARCO POLO, Atherton. Appleton. Geog. 
 
 pp. 163. The story of the travels of Marco Polo, with a 
 description of the places he visited 60 50 
 
 178. AGRICULTURE FOR YOUNG FOLKS, Wilson. Webb Pub. Co., 
 
 St. Paul, Minn 1.00 90 
 
 179. AMERICAN PIONEERS, Mowry. Silver. History, pp. 363. A 
 
 supplementary reader concerning pioneers of history, gov- 
 ernment and philanthropy 60 52 
 
 180. ANNE OF AVONLEA, Montgomery. Page 1.50 99 
 
 181. AROUND THE WORLD IN THE SLOOP SPRAY, Slocum. 
 
 Scribner. Geog. pp. 215. The most interesting, graphic 
 and accurate geographical reader ever written, from the 
 famous old sea captain's wonderful book, "Sailing Alone 
 Around the World" 50 42 
 
 182. AUTOBIOGRAPHY OF BENJAMIN FRANKLIN (Davidson, 
 
 Ed.), Heath, pp. 386. Very interesting and instructive.... 50 43 
 
 183. COMMERCIAL RAW MATERIALS, Toothaker. Ginn. pp. 108. 
 
 Geog. Good to supplement the regular text 1.25 1,12 
 
182 
 
 List Dist. 
 Price Price 
 
 184. COMMUNITY AND THE CITIZEN, THE, Dunn. Heath. Hist. 
 
 pp.266 75 65 
 
 185. CRICKET ON THE HEARTH, THE, Dickens. Rand-McNally. 
 
 Lit. pp. 176. A beautiful and intensely human story of 
 
 English country life 30 .26 
 
 186. ENGLISH HISTORY S-TORY BOOK, Blaisdell & Ball. Little... 50 43 
 
 187. EXPANSION OF THE AMERICAN PEOPLE, Sparks. Scott- 
 
 Foresman ' 60 52 
 
 188. GOOD CITIZENSHIP, Richmond.' Am. Bk. Co 45 40 
 
 189. GREATER AMERICA, Paine. Johnson, Blagdon & McTurnan, 
 
 N. Y 1.50 1.30 
 
 190. HEIDI, Spyri. Ginn. pp. 363. Story of a little Swiss girl's city 
 
 and mountain life 40 35 
 
 191. HANS BRINKER OR THE SILVER SKATES, Dodge. Scribner. 
 
 Lit. pp. 377. Can be used to supplement the geography in 
 the study of Holland. It teaches courage and nobility 
 of character 75 40 
 
 192. HEROES OP PROGRESS IN AMERICA, Morris. Lippincott. 
 
 Hist. The captains of American industries 1.25 96 
 
 193. HERO TALES FROM AMERICAN HISTORY, Roosevelt-Lodge. 
 
 Century. Hist. Stories of Washington, Boone, etc 1.50 97 
 
 194. HISTORY OP MISSOURI, Rader. Hugh Stephens Pub. Co. Hist. 
 
 A standard history of Missouri written in a pleasing style. . 60 50 
 
 195. HOW OUR GRANDFATHERS LIVED, Hart. Macmillan. Hist. 
 
 pp. 371. Selections treating of life, manners and customs 
 
 of the 19th century , 60 53 
 
 196. HUMAN PHYSIOLOGY, Ritchie. World Book Company 80 70 
 
 197. LARGER TYPES OP AMERICAN GEOGRAPHY, McMurry. 
 
 Macmillan 75 66 
 
 198. LAST OF THE MOHICANS, Cooper. Ed. by Haight. Am. Bk. 
 
 Co 35 30 
 
 199. LITTLE MEN, Alcott. Little. Lit. Standard stories for 
 
 young people 1.25 92 
 
 200. LITTLE WOMEN, Alcott. Little. Lit. S'tandard stories for 
 
 young people ." 1.50 92 
 
 201. MAN WITHOUT A COUNTRY, A, Hale. Little, pp. 46. A story 
 
 written in the darkest period of the Civil War to show 
 
 what love of country is 25 23 
 
 202. MEN WHO MADE THE NATION, Sparks. Macmillan 50 42 
 
 203. ON THE TRAIL OF GRANT AND LEE, Hill. Appleton 1.50 1.20 
 
 204. OUT OF DOOR STUDIES IN GEOGRAPHY, Vol. 1, Pultz. Pub. 
 
 School Pub. Co. Mr. Pultz "Clothes the skeleton of geog- 
 raphy with flesh and endows it with light" 60 48 
 
 205. OUT OF DOOR STUDIES IN GEOGRAPHY, Vol. II, Pultz. 
 
 Pub. Sch. Pub. Co 60 48 
 
 206. PILGRIM'S PROGRESS, Part I, Merrill (Merrill's English Texts, 
 
 Cloth) 40 36 
 
 207. PIONEERS OF FRANCE IN THE NEW WORLD, Parkman. 
 
 Little, pp. 491. A standard historical narrative 1.00 66 
 
 208. PLUTARCH'gi LIVES. Ginn 45 39 
 
 209. RAB AND HIS FRIENDS, Brown. Heath, pp. 58. Collection of 
 
 dog stories 20 18 
 
 210. RAVENEL'S ROAD PRIMER, McClurg 1.00 72 
 
 211. RIVERSIDE BIOGRAPHICAL SERIES — ALEXANDER HAMIL- 
 
 TON, Conant. Houghton. (Cloth) 50 43 
 
 212. RIVERSIDE BIOGRAPHICAL SERIES'— THOMAS JEFFERSON, 
 
 Merwin. Houghton. (Cloth) 50 43 
 
183 
 
 List Dist 
 Price Price 
 
 213. RIVERSIDE BIOGRAPHICAL SERIES— PAUL JONES, Hap- 
 
 good. Houg-hton. (Cloth) 50 43 
 
 214. RIVERSIDE BIOGRAPHICAL SERIES— LEWIS & CLARK, 
 
 Lighten. Houghton. (Cloth) 50 43 
 
 215. SHIP OF STATE BY THOSE AT THE HELM, THE. Ginn 
 
 Hist. pp. 264. Tlie work of tlie government in its various 
 departments told by those who know most about it 40 35 
 
 216. SIDELIGHTS ON AMERICAN HISTORY, Elson. Macmillan 50 42 
 
 217. S-KETCHES OF AMERICAN WRITERS, Vol. 1, Keysor. Ed. 
 
 Pub. Co. Sketches of famous American writers included 
 
 in these volumes 60 48 
 
 218. SKETCHES OF AMERICAN WRITERS, Vol. II, Keysor. Ed. 
 
 Pub. Co 60 48 
 
 219. S'OUTH AMERICAN REPUBLIC, Warwick & Smith. Silver 60 52 
 
 220. SQUIRRELS AND OTHER FUR BEARERS, Burroughs. Hough- 
 
 ton. Nat. pp. 149. A series of observations on the squirrel, 
 
 rabbit, fox, weasel, etc 60 50 
 
 221. STEVENSON'S TREASURE ISLAND, Scribner. (English Texts 
 
 Cloth) 25 23 
 
 222. STORIES' OF MISSOURI, Musick. Am. Bk. Co. History, pp. 
 
 288. This little book will stimulate our children to learn 
 
 more about the State in which we live 60 51 
 
 223. STORIES OF THE GREAT REPUBLIC, Guerber. Am. Bk. Co. 
 
 History, pp. 355. Narratives illustrating American history 
 
 through our Constitutional Period 65 56 
 
 224. STORY OF THE GREEKS, THE, Guerber. Am. Bk. Co. His- 
 
 tory, pp. 288. The history of Greece in readable stories.. 60 51 
 
 225. STORIES OF USEFUL INVENTIONS, Forman. Century 60 53 
 
 226. SWEETBRIER AND THISTLEDOWN, Baskett. W. A. Wilde.. 1.50 .96 
 
 227. TALES FROM SHAKESPEARE, Lamb. Heath, pp. 321. An in- 
 
 teresting collection of tales told in an interesting way.... 40 35 
 
 228. THE OREGON TRAIL, Leonard. Ginn 45 40 
 
 229. THE ORCUTT GIRLS, Vaile. W. A. Wilde 1.50 96 
 
 230. TOM BROWN'S SCHOOL DAYS AT RUGBY, Hughes. Ginn. . 
 
 Lit. pp. 387. A story showing the development of a boy 
 
 in a famous English school 50 43 
 
 231. TOM SAWYER, Twain. Harper.. 1.75 1.13 
 
 232. TRAVELS AT HOME, Twain. Harper 50 42 
 
 233. TWELVE NAVAL CAPTAINS, Seawell. Scribner. History, pp. 
 
 233. Biographies of great naval commanders 50 42 
 
 234. TYPE STUDIES FROM UNITED STATES GEOGRAPHY, Me- 
 
 Murry. Macmillan 50 45 
 
 235. YOUNG AMERICAN, Judson. Merrill 50 45 
 
 236. YOUNG CITIZEN, THE, Dole. Heath, pp. 194. Supplementary 
 
 reading designed to awaken the natural interest of the 
 
 children in things that concern the city and nation. ....... 45 40 
 
 YOUNG FOLKS' CYCLOPEDIA, Champlin, Holt— 
 
 237. Volume I, Common Things 3.00 1.94 
 
 238. Volume II, Persons and Places 3.00 1.94 
 
 239. Volume III, Literature and Art 3.00 1.94 
 
 240. Volume IV, Games and Sports 3.00 1.94 
 
 241. Volume V, Natural History 3.00 1.94 
 
 242. WEBSTER'S' ACADEMIC DICTIONARY. Am. Bk. Co 1.50 1.29 
 
 243. WEBSTER'S NEW INTERNATIONAL DICTIONARY, G. & C. 
 
 Merriam . , 12.00 10.80 
 
184 
 
 SUPPLEMENTARY LIST. 
 
 List Dist. 
 
 Price Price 
 
 244. BIBLE WITH CONCORDANCE. No. 75011/2 2.00 1.40 
 
 ELSON GRAMMAR SCHOOL READERS, Scott-Foresman— 
 
 245. Book I 50 43 
 
 246. Book II 50 43 
 
 247. Book III 60 53 
 
 248. Book IV 60 53 
 
 249. EVERYMAN'S LIBRARY (Cloth reinforced, library edition), 
 
 Dutton. Per vol 35 32 
 
 WILLIAM'S CHOICE LITERATURE, Williams. Am. Bk. Co. A 
 choice lot of reading matter, arranged by grades: 
 
 250. Book I, Primary, pp. 144 22 20 
 
 251. Book II, Primary, pp. 160 25 23 
 
 252. Book I, Intermediate, pp. 189 28 25 
 
 253. Book II, Intermediate, pp. 256 35 31 
 
 254. Book I, Grammar Grades, pp. 336 40 35 
 
 255. Book II, Grammar Grades, pp. 506 50 43 
 
 SCHOOL READING BY GRADES. 
 
 FIVE AND TEN CENT CLASSICS. Bound in paper or cloth. For a 
 complete list write Educational Publishing Company, 228 Wabash 
 Ave., Chicago, 111. The following is a selected list of Ten Cent 
 classics graded as continuous readers. Each, paper, single num- 
 bers 
 
 Double numbers 
 
 Cloth, double numbers 
 
 GRADBS I AND II. 
 
 Story of the Buds. 
 
 The Butterfly Baby. 
 
 Jack and the Beanstalk. "■ ' : 
 
 Flower Friends, I, II & III. i 
 
 Children of History, I & II. 
 
 Babes of the Wood. 
 
 What Annie Saw. 
 
 Selections from Aesop, I & II. 
 
 Roots and Stems. 
 
 GRADES in AND IV. 
 
 Selections from Grimm, I & II. 
 
 Stories from Garden and Field, I & II. 
 
 Story of Washington. 
 
 Story of Columbus. 
 
 Story of Fulton. 
 
 Story of Lincoln. 
 
 Puss in Boots. 
 
 Hawthorne's Golden Touch. 
 
 Story of Boone. 
 
 DeSoto. 
 
 GRADB V, 
 
 Franklin's Autobiography. 
 Ruskin's King of the Golden River. 
 Sewell's Black Beauty. 
 Mulock's Little Lame Prince. 
 
 07 
 
 05 
 
 15 
 
 12 
 
 25 
 
 20 
 
185 
 
 Hawthorne's Three Golden Apples. 
 
 Audubon. 
 
 Jefferson. 
 
 Lafayette. 
 
 GRADE VI. 
 
 Long-fellow's Hiawatha. 
 Hawthorne's The Dragon's Teeth. 
 Irving's Rip Van Winkle. 
 Brown's Rab and His Friends. 
 Nathan Hale. 
 Farragut. 
 
 GRADE VII. 
 Lamb's Tales from Shakespeare, I & II. 
 Hawthorne's Twice-Told Tales, I & II. 
 Philip of Pokanoket. 
 
 GRADES VIII AND IX. 
 
 Hawthorne's House of the Seven Gables. 
 
 Lowell's Sir Launfal. 
 
 Irving's Sketch Book. 
 
 Paul Jones. 
 
 Scott's Lady of the Lake. 
 
 Life of Hamilton. - 
 
 Thomas Jefferson. 
 
 Dickens' Cricket on the Hearth. 
 
 List Dist. 
 Price. Price. 
 LITTLE CLASSIC SERIES, Flanagan. Bound in paper. Arranged by 
 grades. A good collection of classics at a reasonable price. 
 
 Single numbers 05 04 
 
 Double numbers 10 OS 
 
 FOR FIRST GRADE. 
 
 Aesop's Fables. 
 Old Time Stories. 
 - Bittercress and Roses. 
 Two Fairy Stories. 
 Hiawatha and Its Author. 
 Stories About Animals. 
 Life of Bob, The Cat. 
 
 FOR SECOND GRADB. 
 
 Fairy Tales. 
 
 Our Little Sisters and Hiawatha. 
 
 The Little Story Reader. 
 
 Pussy Willow and Wake Robin. 
 
 The Squirrel and His Home. 
 
 Stories About Birds. 
 
 The Spring Beauty and the Anemone. 
 
 Jack and the Beanstalk. 
 
 Robinson Crusoe. 
 
 Stories of Old New England, 48 pp. 
 
 The Little Fir Tree and Other Stories. 
 
 FOR T0IRP giiad:b. 
 
 The Story of Lincoln. 
 The Story of Washington. 
 A Longfellow Booklet. 
 Second Boole of Fairy Tales, 
 
186 
 
 How Little Cedric Became a Knight. 
 
 The Story of a Beehive. 
 
 Thanksgiving Stories. 
 
 "Whittier and His Snowbound. 
 
 Golden Rod and Aster. 
 
 Christmas Stories. 
 
 The Norseman and Columbus. 
 
 Our Pilgrim Forefathers. 
 
 The Coming of the Christ-Child. 
 
 Stories of '76. 
 
 Longfellow and Hiawatha. 
 
 Selections from Andersen. 
 
 FOR FOURTH GRADE. 
 
 Discovery of America. 
 
 The Story of the Revolution. 
 
 How Canada Was Discovered and Settled. 
 
 Dickens' Christmas Carol, Abridged. 
 
 The Shepherd Psalm. 
 
 Legends of Rhineland. 
 
 FOR FIFTH GRADE. 
 
 Hawthorne's Three Golden Apples. 
 
 Heroes of Industry (Watt, Fulton, Cooper, Stephenson). 
 
 The Story of McKinley. 
 
 Hawthorne's Miraculous Pitcher. 
 
 FOR SIXTH GRADE. 
 
 Ruskin's King of the Golden River. 
 The Great Stone Face (Hawthorne). 
 The Snow Image (Hawthorne). 
 The Legend of Sleepy Hollow (Irving). 
 
 FOR SEVENTH GRADE. 
 
 Enoch Arden (Tennyson). 
 
 The Rime of the Ancient Mariner. 
 
 Rip Van Winkle and the Spectre Bridegroom. 
 
 Evangeline (Longfellow), 88 pp. 
 
 Whittier's Snowbound. 
 
 Thomas Moore: Biography and Selected Poems. 
 
 Selections from Hiawatha. 
 
 FOR EIGHTH AND HIGH SCHOOL GRADES. 
 
 Cotter's Saturday Night. 
 Rab and His Friends (Brown). 
 "Vision of. Sir Launfal (Lowell). 
 Deserted Village and (Cray's Elegy. 
 Thanatopsis and other poems (Bryant). 
 The Magna Charta, Bill of Rights, etc. 
 
 RIVERSIDE LITERATURE SERIES. Edited by Scudder, with such 
 introduction, notes, historical and biographical sketches, indexes, 
 pronouncing vocabularies, maps and illustrations as are sug- 
 gested by the text. Each a single number of about 100 pages, 
 bound in paper, except where otherwise specified. For a com- 
 plete list write Houghton, Mifflin Company, 623 go. Wabasli Ave,, 
 Chicago, III. 
 
187 
 
 List Dist. 
 Price. Price. 
 
 ^ , 15 12 
 
 T^ino fnilnwine- is a selected list: Each 
 
 "^'^ a Lrjellows Evangeline; (2) Longfellow's Courtship o M. es 
 Standish; (3) A Dramatization of Longfellow's C-rtshxp of M^es 
 Standish: (4) Whittier's Snowbound and Other Poems; (5) Whit- 
 Ue^s Mkbel Martin. Cobbler Keezar. Maud Muller. etc (6) 
 Holmes' Grandmother's Story of Bunker Hill Battle and Other 
 ?oems (7 8 and 9) Hawthorne's Grandfather's Chair, m three 
 parts- '(3-14) Longfellow's Song of Hiawatha, in two parts; 
 (17-18) Hawthorne's Wonder-Book for Girls and Boys m two 
 parts; (19-20) Franklin's Autobiography, in two ^^^^^ ; l\\^^^^^: 
 lin's Poor Richard's Almanac and other papers; (22-23) Haw 
 thorne's Tanglewood Tales, in two ^-^'-'^''\'^Z:^:ZZZ 
 of Sir Launfal and Other Poems; (32) Abraham I^^^°° ^ ^^""^!^ 
 burg speech and Other Papers; (33. 34 and 35) ^-f ^^ ^^^^^^^^^ 
 of a Wayside Inn; (38) Longfellow's Building of the Ship, the 
 MasJe Of Pandora and Other Poems; (40) Hawthorne's Tales o 
 the White Hills; (45) Macaulay's Lays of Ancient Rome; (49-50) 
 Hans Andersen's Stories, in two parts; (51) I-ing's RiP Van 
 Winkle and Other American Essays from the Sketch Book; (53) 
 Tott's idy Of the Lake, in two parts; (54) Bryant's Sella. Than- 
 ToX and Other Poems; (56) Webster's First Blinker Hi 1 
 oration and the Oration on Adams and Jefferson; ("> ^ c^ens 
 Christmas Carol; (58) Dickens' Cricket on the Hearth, (60-61) 
 Addison and Steele's The Sir Roger de Coverley Papers, m two 
 parts; (63) Longfellow's Paul Revere's Ride and Other Poems 
 (68) Goldsmith's Deserted Village. The Traveler and Other 
 Poems- (69) Hawthorne's Old Manse and a Few Mosses. (73) 
 Tennyson's Enoch Arden and Other Poems; (74) Gray's Elegy 
 and Other Poems; (77) Burn's Cotter's Saturday Night and Other 
 Poems; (78) Goldsmith's Vicar of Wakefield, in ^-^-J^^'^'^'J, 
 Coleridge's Ancient Mariner and Other Poems; (81) Holmes 
 Autocrat of the Breakfast Table, in three parts; (82) Hawthorne s 
 Twice-Told Tales, in four parts; (83) George Eliot's Silas Marner 
 in two parts; (99) Tennyson's Coming of Arthur and Other Idyl s 
 of the King- (100) Burke's Speech on Conciliation with the Col- 
 onies; (109) Bunyan's Pilgrim's Progress, in two parts; (HO) De- 
 Quincey's Flight of a Tartar Tribe; (111) Tennyson's ^^^^^^^^'^ 
 two parts; (115) Browning's Pied Piper of Hamelm and O her 
 Poems; (119) Poe's Raven, Fall of the House of Usher and O her 
 Poems and Tales;. (120) Poe's Gold Bug and Other Tales; (123) 
 Lowell's Democracy and Other Papers; (127) Keats 0<ae on a 
 Grecian Urn and Other Poems; (128) Byron's Prisoner of Ch lion 
 and Other Poems; (131) Emerson's Nature and Compensation, 
 
 (132) Matthew Arnold's Sohrab and Rustum and Other Poems; 
 
 (133) Schurz's Abraham Lincoln; (134) Scott's Lay of the Last 
 Minstrel; (135-136) Chaucer's Prologue, The Knight's Tale and 
 the Nun's Priest's Tale; (138) Hawthorne's Custom House and 
 Main Street; (142) Ruskin's Sesame and Lilies. 
 
 BOOKS FOR TEACHERS. 
 
 501. AGRICULTURE FOR COMMON SCHOOLS, Fisher and Cotton. ^^^ ^^ 
 
 ^OvWjTi.Q'V •• * 
 
 502. AMONG. COUNTRY SCHOOLS, Kern. Ginn. Ped. pp. 366. 
 
 Shows how to make the most of the country school. . ... • • 1.25 1.08 
 503 BEGINNINGS IN AGRICULTURE, Mann. MacmiUan 
 
188 
 
 List Dist. 
 
 Price Price 
 
 504. BOSTON SCHOOL KITCHEN TEXTBOOK, Lincoln. Little, 
 
 Brown ....'. 60 53 
 
 505. CHILD VOICE IN SONG, Harvey. Novello 75 58 
 
 506. CIVICS AND HEALTH, Allen. Ginn 1.25 1.08 
 
 507. CONSTRUCTION WORK FOR RURAL SCHOOLS (Cloth), Mc- 
 
 Gaw. Flanagan 60 52 
 
 508. CORRECT PRONUNCIATION, Abernathy. Merrill 75 67 
 
 509. COURSE IN SEWING, Woolman. A. G. Seiler 1.50 1.32 
 
 510. COURSE IN SEWING, Goodwin. Frank D. Beattys & Co., N. Y. . 1.70 1.53 
 
 511. CRAYON, CHALK AND PENCIL DRAWING, Clayton. Flan- 
 
 agan 40 34 
 
 512. DEPARTMENTAL TEACHING IN ELEMENTARY SCHOOLS, 
 
 Kilpatrick. Macmillan 60 54 
 
 513. THE DESIRABLE CITIZEN, Greenwood. Barnes 65 57 
 
 514. THE EARTH AND ITS STORY, Heilprin. Silver 1 . 00 88 
 
 515. EDUCATION BY PLAYS AND GAMES, Johnson. Ginn. pp. 234. 
 
 Place of play in education. A suggestive course of plays 
 
 and games 90 78 
 
 516. EDUCATIONAL PSYCHOLOGY, Thorndike. Teachers' College, 
 
 N. Y 1.50 1.40 
 
 517. EDUCATIONAL PSYCHOLOGY, Pyle. Warwick & York 1.25 1.15 
 
 518. EDUCATIONAL REFORMERS, Quick. (1904 Edition.) Appleton 1.50 1.00 
 
 519. ELEMENTARY AGRICULTURE, Hatch & Hazelwood. Row, 
 
 Peterson 50 47 
 
 520. ELEMENTARY PRINCIPLES OF AGRICULTURE, Ferguson & 
 
 Lewis. Ferguson Pub. Co 1.00 92 
 
 521. ELEMENTS OF AGRICULTURE, Warren. Macmillan 1.10 98 
 
 522. ELEMENTS' AND NOTATIONS OF MUSIC, McLaughlin. Ginn.. 50 43 
 
 523. ELEMENTS OF.THE THEORY AND PRACTICE OF COOKERY, 
 
 Williams-Fisher. Macmillan 1.00 88 
 
 524. ESSENTIALS OF PSYCHOLOGY, Pillsbury. Macmillan 1.25 1.11 
 
 525. ESSENTIALS OF TEACHING READING, Sherman-Reed. Uni. 
 
 Pub. Co. An excellent book for teachers 1.25 1.08 
 
 526. ESSENTIALS OF WOODWORKING, Griffith. Arts Press, 
 
 Peoria, 111 1.00 92 
 
 527. ETHICS FOR CHILDREN, Cabbot. Houghton 1.25 1.09 
 
 52S. EXCURSIONS AND LESSONS IN HOME GEOGRAPHY, Mc- 
 
 Murry. Macmillan 50 45 
 
 529. , FIRST BOOK IN HYGIENE, Krohn. Appleton 35 31 
 
 530. FUNDAMENTALS OF AGRICULTURE, Halligan. Heath 1.25 1.11 
 
 531. FUNDAMENTALS OF CHILD STUDY, Kirkpatrick. Macmil- 
 
 lan 1.25 1.10 
 
 532. GAMES SEAT WORK, Holton. Flanagan 40 34 
 
 533. GARDEN MAKING, Bailey. Macmillan 1.10 98 
 
 534. HIGH SCHOOL ADMINISTRATION, Hollister. Heath 1.50 1.32 
 
 535. HIGH SCHOOL EDUCATION, Johnson. Scribner 1.50 1.32 
 
 536. HISTORY OF EDUCATION BEFORE THE MIDDLE AGES, 
 
 Graves. Macmillan 1.10 99 
 
 537. HISTORY OF EDUCATION DURING THE MIDDLE AGES, 
 
 Graves. Macmillan 1.10 99 
 
 538. HISTORY OF MODERN ELEMENTARY EDUCATION, Parker. 
 
 Ginn 1.50 1.32 
 
 539. HOME ECONOMICS, Flagg. Little, Brown 75 66 
 
 540. HOW TO MAKE SCHOOL GARDENS, Hemenway. Doubleday. . 1.00 77 
 
 541. HOW TO TEACH READING IN THE PUBLIC SCHOOLS, Clark. 
 
 Scott-Foresman 1.00 88 
 
189 
 
 List Dist. 
 
 Price Price 
 
 542. HOW TO TELL STORIES' TO CHILDREN, Bryant. Houghton. 
 
 Ped. pp. 260. Contains a selected list of stories, and tells 
 
 how to interest the children in them 1.00 77 
 
 543. HOW TO STUDY AND TEACH HISTORY, Hinsdale. Appleton. 1.50 99 
 
 544. HUMAN BEHAVIOR, Colvin & Bagley. Macmillan 1.00 90 
 
 545. HYGIENE OP SCHOOL ROOM, Barry. Silver, B. & Co 1.00 88 
 
 546. INDUSTRIAL HISTORY OF THE UNITED STATES, Coman 1.60 1.38 
 
 547. THE IMPROVEMENT OF RURAL SCHOOLS', Cubberley. 
 
 Houghton 35 31 
 
 548. LARGER TYPES OP AMERICAN GEOGRAPHY, McMurry. 
 
 Macmillan 75 67 
 
 549. THE MAKING OF OUR MIDDLE SCHOOLS, Brown. Longmans. 3.00 2.60 
 
 550. MAN AND HIS WORK, Herbertson 60 55 
 
 551. MELODIA, Cole & Lewis. O. Ditson & Co. (Complete in one vol. 
 
 paper) 1.50 1.20 
 
 552. METHOD IN HISTORY FOR TEACHERS AND STUDENTS, 
 
 Mace 1.00 88 
 
 553. THE MIND AND ITS EDUCATION, Betts. Appleton 1.25 1.10 
 
 554. MORAL EDUCATION, Griggs. Huebsch 1.60 1.30 
 
 555. NATURE STUDY, Holtz. Scribner 1.50 1.30 
 
 556. NATURE STUDY AND LIFE, Hodge.' Ginn 1.50 1.32 
 
 557. OLD ENGLISH BALLADS, Long. Heath 50 45 
 
 558. ONE HUNDRED LESSONS IN AGRICULTURE, Nolan. Row, 
 
 Peterson 65 60 
 
 559. OUR HOLIDAYS. Century Company 65 57 
 
 560. PERSONALITY OF THE TEACHER, McKenny. Row 1.00 92 
 
 561. POEMS BY GRADES— VOLS. I AND II, Harris & Gilbert. 
 
 Scribners 60 52 
 
 562. POEMS BY GRADES— VOLS. Ill AND IV, Harris & Gilbert. 
 
 Scribners 60 52 
 
 563. PROBLEMS OF THE ELEMENTARY SCHOOL, Perry. Apple- 
 
 ton 1.25 1.10 
 
 564. PRACTICAL NATURE STUDY, Coulter & Patterson. Apple- 
 
 ton 1.35 1.18 
 
 565. READING IN PUBLIC SCHOOLS, Briggs & Coffman. Row, 
 
 Peterson & Co 1.25 1.15 
 
 566. SEARCHLIGHTS ON SOME AMERICAN INDUSTRIES, Mills. 
 
 McClurg 1.50 1.12 
 
 567. SCHOOL ATLAS, Longman. Ginn 1.50 1.31 
 
 568. SCHOOL GARDEN BOOK, Weed & Emerson. Scribners 1.25 1.10 
 
 569. SCHOOL GYMNASTICS FREE HAND, Bancroft. Heath. pp. 
 
 364. A graded course of physical exercises for schools.... 1.50 1.13 
 
 570. SCHOOL MANAGEMENT, Salisbury. Row 1.00 92 
 
 571. SCHOOL MUSIC TEACHING, Giddings. Congdon 1.00 1.00 
 
 572. SCHOOL SANITATION AND DECORATION, Burrage and Bailey. 
 
 Heath, pp. 224. General suggestions for improving the 
 
 sanitation and decoration of schools 1.50 1.13 
 
 573. SCHOOL SONG BOOK. C. C. Burchard & Co., Chicago, 111 50 45 
 
 574. SHORT COURSE IN MUSIC, Ripley & Tapper. Am. Bk. Co. 
 
 Book II 40 35 
 
 575. SOCIAL EDUCATION, Scott. Ginn 1.25 1.12 
 
 576. SPECIAL METHODS IN READING FOR THE GRADES, Mc- 
 
 Murry. Macmillan. A strong book 75 67 
 
 577. SPECIAL METHOD IN HISTORY, McMurry. Macmillan 75 67 
 
 578. STATUS OF THE TEACHER, Perry. Houghton 35 31 
 
 579. THE STORY HOUR, Tappan. Ten volumes, each 1.75 1.67 
 
 580. STUDIES IN ART, Rydingsvard. Flanagan 1.00 85 
 
190 
 
 • . List Dist. 
 
 Price Price 
 
 581. STUDY OF NATURE, Schmucker 1.25 1.10 
 
 582. THE TEACHER AND THE SCHOOL, Colgrove. S'cribners 1.25 1.10 
 
 583. THE TEACHING OF ARITHMETIC (1913 Ed.), Smith. Ginn.. 
 
 584. THE TEACHING OF PRIMARY ARITHMETIC, Suzallo. 
 
 Houghton 60 52 
 
 585. TEACHING CHILDREN TO STUDY, Barhart. Houghton 60 53 
 
 586. THE TEACHING OP ENGLISH, Carpenter, Baker & Scott. 
 
 Longmans 1.50 1.29 
 
 587. THE TEACHING PROCESS, Strayer. Macmillan 1.25 1.12 
 
 588. UNIT IN AGRICULTURE, A, Elliff. Row, Peterson 50 47 
 
 The publishers referred to in this list and their addresses are as follows: 
 
 American Book Company, Chicago, 111. 
 
 Arts Press, Peoria 111. 
 
 D. Appleton & Co., Chicago, 111. 
 
 Atkinson, Mentzer & Co., Chicago, 111. 
 
 A. S. Barnes & Co., New York, N. Y. 
 
 Beckley-Cardy Co., Chicago, 111. 
 
 Frank D. Beattys & Co., New York. 
 
 Century Book Company, Chicago, 111. 
 
 O. Ditson & Co., New York, N. Y. 
 
 Doubleday, Page & Co., New York, N. Y. 
 
 Educational Publishing Co., Chicago, 111. 
 
 A. Flanagan & Co., Chicago, 111. 
 
 Ferguson Publishing Company, Sherman, Tex. 
 
 Ginn & Co., Chicago, 111. 
 
 Harper & Bros., New York, N. Y. 
 
 D. C. Heath & Co., Chicago, 111. 
 
 Henry Holt & Co., New York, N. Y. 
 
 Hinds, Noble & Eldredge, New York, 31-35 W. 15th St. 
 
 Houghton, Mifflin Co., Chicago, 111. 
 
 Johnson, Blagdon & McTurnan, New York. 
 
 B. F. Johnson Publishing Co., Richmond, Va. 
 J. B. Lippincott Company, Philadelphia, Pa. 
 Little, Brown & Co., Boston, Mass. 
 Longmans, Green & Co., Chicago. 
 Lothrop, Lee & Shepard, Boston, Mass. 
 
 The Macmillan Company, Chicago, 111. 
 
 A. C. McClurg & Co., Chicago, 111. 
 
 Charles E. Merrill Co., Chicago. 
 
 Novello & Co., New York. . 
 
 Newson & Co., Chicago. 
 
 S. C. Page & Co., Boston, Mass. 
 
 G. P. Putnam's Sons, Chicago, 111. 
 
 Public School Publishing Co., Bloomington, 111. 
 
 Rand, McNally & Co., Chicago, 111. 
 
 Row, Peterson & Co., Chicago, 111. 
 
 Chas. Scribner's Sons, Chicago. 
 
 S'eott, Foresman & Co., Chicago, 111. 
 
 A. G. Seller Co., New York, N. Y. 
 
 Silver, Burdett & Co., Chicago, 111. 
 
 The Hugh Stephens Printing Co., Jefferson CitJ^ Mo. 
 
 University Publishing Co., Lincoln, Nebr. 
 
 W. A. Wilde, Chicago, 111. 
 
 Warwick & York, Baltimore, Md. 
 
 Webb Publishing Co., St. Paul, Minn. 
 
 World Book Co., Yonkers, N. Y. _ - 
 
 V 
 
INDEX. 
 
 Page 
 
 Agriculture 101-119 
 
 Alternation 6-3 
 
 In Arithmetic 59-62 
 
 In Elementary Science 89,91,93,100,107,114 
 
 In Geography 65-71 
 
 In Grammar 49-50 
 
 In History 74-79 
 
 In Language 40-46 
 
 In Spelling 32-35 
 
 In Reading 20-27 
 
 Approval of Rural Schools 165-167 
 
 Arithmetic 51-63 
 
 Biography 72-77 
 
 Books (See Library). 
 
 Civil Government •■ 77-80 
 
 Cooking 160-162 
 
 Contributors 3 
 
 Daily Program 6 
 
 Dictionaries 169, 183 
 
 Drawing 127-151 
 
 Elementary Science 81-123 
 
 Encyclopedias 169, 183 
 
 Examinations 10-11 
 
 Foreword 3 
 
 Games and Plays 162-163 
 
 Gardens, School 81-83, 86-87, 89, 91, 92-96, 101, 107 
 
 Geography 64-72 
 
 Grammar 47-51 
 
 Handwork 151-157 
 
 History 72-80 
 
 Household Arts 159-162 
 
 Hygiene 86, 88, 90, 92, 96-101 
 
 Introduction 5 
 
 Library T .168-190 
 
 Book Order 171 
 
 Books for Class A 181-183 
 
 Books for Class B 178-181 
 
 Books for Class C 176-178 
 
 Books for Class D 175-176 
 
 Books for Reference 183 
 
 Books for Teachers 187-190 
 
 Classics for Reading 184-187 
 
 Library Law 168 
 
 Missouri Library Commission 170 
 
 Reference Books for Teachers. 15, 45, 63, 72, 79-82, 97, 111-114, 123, 125, 159, 162, 163, 165 
 Reference Books for Supplementing Course of Study. (See Discussion 
 under Each Subject.) 
 
 State Library Board 168 
 
 Ten-Dollar Library Lists 172-174 
 
 (191) 
 
192 
 
 Page 
 
 Manual Training- 158-159 
 
 Morals and Manners 163-165 
 
 Music 123-125 
 
 Nature Study 81-96 
 
 Outline of Course of Study 8-S 
 
 Physiology 96-101, 119-121 
 
 Publishers 19D 
 
 Reading 14-29 
 
 Reference Books, Teachers. (See Library.) 
 
 Road Building 121-123 
 
 School Gardens. (See Gardens.) 
 
 Sewing 159 
 
 Spelling 29-36 
 
 Results in 36 
 
 Story-Telling 36-45 
 
 Ten-Dollar Library Lists 172-174 
 
 Writing 125-126 
 
 TEACHERS' READING CIRCLE BOOKS FOR 1913-14: 
 
 Carney's "Country Life and the Country Soliool." 
 
 Colgrove's "The Teacher and the School." 
 
 V 
 
 I 
 
 LBMy'15 
 
TEACHER'S REMINDER. 
 
 SOME OF MY DUTIES. 
 
 I must be punctual. 
 
 I must have the school room clean, warm and well ventilated. 
 I must be neat, clean and orderly. 
 I must keep myself well and control my temper. 
 I must keep accurate records. 
 I must know the Course of Study. 
 I must make my reports on time. 
 
 I must at once notify the President of the Board and the 
 ^unty Superintendent of any unusual event in my school. 
 
 Keports. 
 
 To Whom. 
 
 When. 
 
 ! 
 
 
 
 ■ 
 
 
 
 
 
 
 
 
 
 . 
 
 
 
 
 
 
 ■ 
 
 
 
 1. 
 
 
 
 : 
 
 
 
 
 
 
 ■ 
 
 
 
 ~ 
 
 
 
 ; 
 
 
 / 
 
 
 
 
 
 
 
 
 
 
 (FlU la with pencil.) 
 
THIS COURSE OF STUDY 
 
 Is the property of School District No , 
 
 County, Missouri, 
 
 Prepared by the State Superintendent of Public Schools and dis- J 
 tributed by the County Superintendent. It should be carefully ^ 
 studied and used as a guide by the teacher. At the close of school i 
 it must be left with the Register and other records for the use of 
 succeeding teachers. ' 
 
 t 
 
 ^