The Elementary and Junior High Schools MONMOUTH, ILLINOIS THE AMERICAN’S CREED I BELIEVE in the United States of America as a government of the people, by the people, for the people; whose just powers are de¬ rived from the consent of the governed; a demo¬ cracy in a republic; a sovereign Nation of many sovereign states; a perfect union, one and in¬ separable ; established upon those principles of freedom, equality, justice and humanity for which American patriots sacrificed their lives and for¬ tunes. I therefore believe it is my duty to my country to love it, to support its constitution, to obey its laws, to respect its flag and to de¬ fend it against all enemies. Digitized by the Internet Archive in 2017 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/outlinesofworkfoOOmonm Moavao^K.IW -^aotation, Boajrd. 4 _ ^ \n» - '•• • ' ‘ OUTLINES OF WORK FOR The Elementary and Junior High Schools MONMOUTH, ILLINOIS THE AMERICAN’S CREED I BELIEVE in the United States of America as a government of the people, by the people, for the people; whose just powers are de¬ rived from the consent of the governed; a demo¬ cracy in a republic; a sovereign Nation of many sovereign states; a perfect union, one and in¬ separable ; established upon those principles of freedom, equality, justice and humanity for which American patriots sacrificed their lives and for¬ tunes. I therefore believe it is my duty to my country to love it, to support its constitution, to obey its laws, to respect its flag and to de¬ fend iLagainst all enemies. Published by the Board of Education Monmouth, Illinois March 1, 1919 y\^o MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 5 NtiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiimiiiimiiiiiiiiiiiiiiiiiiiiii NOTE OF TRANSMITTAL Office of Board of Education, District No. 38, Monmouth, Illinois., February First, 1919. TO THE BOARD OF EDUCATION: I am pleased to transmit herewith for publication a brief report on Time Allotments and Outlines of Work for the Elementary and Junior High School grades of the Monmouth Public Schools. A similar report is in preparation for the High School. Courses of study, based upon these reports, are under construction and will soon be in form ready for printing. It is hoped that these reports will prove interesting and suggestive as to the work of the schools. With full appreciation of your interest and co-operation in the work of the schools, I am Very cordially, L. L. Caldwell, Superintendent. ADMINISTRATIVE OFFICERS Board of Education J. C. Allen, President. Mrs. W. W. Brent Ivory Quinby, Secretary Mrs. Lois Barnes Kritzer J. K. Teare Dr. C. P. Blair G. O. Wirtz \ m » m % * SUPERVISORS L. L. Caldwell .Superintendent Edith Hays.Secretary to Superintendent Ida Glenn .Supervisor of Drawing Edna Smith .Supervisor of Music Erma Exley .Supervisor of Physical Education Ben W. Leib .Supervisor of Industrial Arts * .Supervisor of Home Economics * .School Nurse Corinne Roberts .Attendance Officer *Positions temporarily vacant. PRINCIPALS Kenneth C. Merrick .Principal of High School Merle Bruyn .Secretary to Principal Myrtle T. Simmons..Principal of Central and Junior High School Etta Stansbury .Principal of Garfield School Eliza T. Moses .Principal of Harding School Harriet E. McGee .Principal of Willits School 6 TIME ALLOTMENT AND OUTLINES OF WORK l)lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll||||||||||||||||||||||||||||||||||||||||||^|||||||||||||||||||||||||||||||||||||||||||||||| l ||||||,| l ||| l|| ||| | |,l,,, | , || ,ll l| |,l |||| ll |||||||| ll || | | ll | lllll > INTRODUCTORY This booklet sets forth briefly an outline of the work of the several Elemen¬ tary and Junior High School grade of the Monmouth Public Schools. It is not to be regarded as the complete Monmouth Course of Study, but only as a brief outline of time allotments and schedules of work. It is in¬ tended to furnish a short description of the work of the schools for teachers, patrons, school officials, and others who may be interested. From it, the organization of the schools, the aims, purposes, methods and standards of instruction and training, may be readily inferred. Supplementing these outlines, Courses of Study are under preparation in each subject. Several of these courses are in typewritten form and in the hands of the teachers. Others are in tentative form and in preparation. Valuable work has been done by committees of teachers. It is hoped that continued study and the work of resourceful and practical teachers will embody in the Monmouth Course the best of Aims, Purposes, Ma¬ terial, Method and Standards that are known in modern school work. Next to the teachers, the Course of Study is the most- important factor in the instruction of our children. Its aims or purposes in the teaching of the various subjects, its methods, the general nature of the content— material, the scope of work for each grade, etc., determine very largely what will be accomplished in the school. It is one of the most important problems in education today, demanding the best that scientific study and carefully tested experience can bring to the solution. The modern course of study cannot become a rigid finality in any sense. Modern progress, study and experiment, the experience of successful teachers and supervisors, and the testing of results will always require change and re-adjustment. It is the unquestioned policy of the Mon¬ mouth teachers and school authorities to keep step with progress and to check results by modern standards. In constructing the courses of study, the best schools, sources of material, methods, etc., have been studied and used as reference. A few pictorial illustrations of the. work of the schools have been appended to the Outlines of Work in the thought that they might be of interest to patrons and others who can not readily visit the schools. Lee Lynton Caldwell, Superintendent of Schools. Office of Board of Education, District No. 38, Monmouth, Illinois, March First, 1919. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 7 ..... i m 11 mi miiiiiiiiiimiiiii m iimiiiiiiiiiiimiiimi TIME SCHEDULE FOR ELEMENTARY GRADES MINUTES PER WEEK FIRST GRADE SECOND GRADE TH'RD GRADE FOURTH GRADE FIFTH GRADE SIXTH GRADE SEVENTH GRADE EIGHTH GRADE 50 50 50 50 Opening Exercises . 75 75 75 75 Reading, Phonics, Word Drill 525 525 300 250 200 200 320 320 Literature, Language, Composition, Grammar . 125 110 140 150 150 150 320 320 Spelling . 75 75 75 75 j 20 20 Handwriting . 75 75 75. 75 75 75 | 20 20 Number work and Arithmetic 75 “150 ~250 ~250 250 ~25(1 | 320 ~320 Geography . 50 200 250 250 | 240 Nature Study and El. Science.. 30 30 30 40 50 50 | 160 320 History and Civics. 30 | 30 75 100 100 100 | 320 320 Health, Hygiene, Physiology.. 30 | 30 30 30 30 30 | Physical Education . 60 | 60 60 60 60 60 | 60 60 ♦Intermission and Play. 100 | 100 100 100 100 100 | Music . 60 I 60 60 60 60 60 | 60 60 Art Education (Drawing).... 60 60 60 60 60 601 40 40 Industrial Arts . 60 60 60 60 75 90 | 90 180 Total Minutes per week. 1305 | 1365 | 1440 | | 1585 | 1535 | 1550 | 1970 | 1980 Available School Time. 1425 | 1425 | 1525 [ 1625 | 1625 | 1625 | 1775 | 1775 Unassigned . 125 | 60 | 85 | 40 | 90 l 75 1 1 Home Study . 1 1 1 | 195 | 205 NOTES * Does not include noon intermission or supervised play from 8:30-9:00 a. m. and 4:00-4:30 p. m. This schedule includes both class-work and seat-work. Spelling is correlated to some extent with all subjects. Seventh Grade Elementary Science includes Physiology, Health and Hygiene. Home study not encouraged below Junior High School, excepting as sup¬ plementary or Home-Library reading. Unassigned time may be used for extra work or special exercises as desired by the teacher. For daily occurrence, or times per week on the program, see outlines of work for the particular grade concerned. 8 TIME ALLOTMENT AND OUTLINES OF WORK iNiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHMiiiiiiii>«aiaiiiiiiaiiiiiiii>Miiii>ii>a>>iaiataia««Mai«iiMiiiiiiiiiiiiMiiiiiiiiaiiiiaiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiati|fiBlIiiiiiiiiiiiiiiiaiiiiiiinaiiiiiiiii«iiiiiiimiHiii GEOGRAPHY TIME: Class work, 25 minutes per day; 125 minutes per week. Study periods—4B: Minimum three 25 minute periods per week. 4A: 25 minutes per day. Total: 200 to 250 minutes per week. CONTROLLING PURPOSE: There are two leading motives in Fourth Grade Geography: (l)Home Geography, based upon local environment and its related industries; (2) Introduction to World Geography, based upon the types of Home Geography extended to world views by the study of pictures, personal experiences, descriptions and stories of other lands, and including a simple, untechnical study of the general facts about the earth. The controlling purpose is to furnish the child with the background of experience and information necessary to the proper setting of the picture of the earth-home of man as developed in subsequent grades. “The study of Home Geography has become general in the first half of the fourth grade in the schools of this country. This is followed by a survey of the world with special emphasis upon North America and the United States. This plan of procedure seems to be not only an established custom but a wise one. An understanding of remote situations depends upon a knowledge of the concrete situation near at hand. On the other hand, a study of the world as a whole and of the geographical conditions and the life in different parts of it, throws light upon and stimulates an interest in one’s own surroundings.” —Home Life Around the World : Mirick & Holmes (1918) ASSIGNMENTS: 4B : Tarr & McMurry, First Book, pp. 1-86. 4A: Tarr & McMurry, First Book, pp. 86-100. Supplementary material as provided. METHOD : Follow detailed course of study in Geography. Keep in mind to make this work as practical and experiential as possible. Avoid formal textbook study. Set up problems. Use much local data. NATURE STUDY TIME: 40 minutes per week. Two twenty-minute periods per week. Special outline furnished. Correlate closely with Geography, and Health and Hygiene. Specific nature problems suggested by the local environment furnish the best organization for work in this grade—as The Garden, The Lawn, Pond Life, Our Window Box, ► etc. The work should be based upon Observation , Experiment and Discussion. PHYSIOLOGY AND HYGIENE TIME: 40 minutes per week; two periods. Continuing the work in health and personal hygiene from previous grades, Oral lessons in physiology should be taught in this grade. No textbook is needed, excepting for the teacher as a guide for her 32 TIME ALLOTMENT AND OUTLINES OF WORK work. Lessons on personal hygiene will need increased care in this grade. Enforce habits started in previous grades, and add simple lessons on such topics as the necessity of frequent and reg¬ ular bathing, the use of the handkerchief; care of the teeth, care of the hair—brushing, shampooing, arrangement; care of nails, of clothing, etc. Talks on first aid. Correlate closely with Physical Training. PHYSICAL EDUCATION TIME: 60 minutes per week. Fourth Grade Physical Training is a continuation of third grade work. It is organized into three divisions: formal work, rhythmic plays, and games. Formal work includes marching, posture tests, and calisthenics. Third Grade training makes it possible for this work to be more perfect and slightly more advanced. Rhythmic plays require more co-ordination and skill but are still comparative¬ ly simple. Games are of the simple organized type. Groups are encouraged to play together without supervision. Any ball game, relay races, and games of competition are very popular. INDUSTRIAL WORK AND HISTORY TIME: 60 minutes per week. First Semester: Industrial Life Following the Industrial Revolution. References— “The Farmer and His Friends” —Tappan. ‘‘How the World is Fed” —Carpenter. “How We Are Fed” —Chamberlain. A. Subject Matter: Food—Bread: growing and harvesting wheat, mill¬ ing, bread-making; Milk products—care of cows and milk, making of butter and cheese; canned fruits and vegetables, home canning, fac¬ tory ; Meats—care of cattle, work of packing houses, cold storage; Sugar—raising sugar cane, sugar beets, milling, refining, sources of supply. Clothing: Inventions which brought about the Industrial Revolution: cotton-gin, spinning-jenny, carding machine, power loom, knitting machine. Shelter: Architecture of today: Heating, ventilation, lighting and plumbing. B. Projects. Visiting a dairy, bakery and meat market; Dramatizing a Thanksgiving dinner, comparing service with service in Colonial times; Darning stockings and sewing on buttons. (Class lesson). Second Semester : Industries of Monmouth. A. Subject Matter: Pottery—clay (where obtained), moulding, glaz¬ ing, drying, firing, storing, shipping. B. Plow Factory: Parts—handles, beam, plowshare, etc., kinds of plows; materials used in manufacture. C. Projects: Clay—designing and decorating a tile, a vase or bowl. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 33 iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiinmmiiimiiiimiiiimiiiiiiHiiinJ FINE ARTS TIME: 60 minutes per week. Painting of simple flowers, painting of characteristic landscapes, represent¬ ing the seasons; color theory and application; story telling units of de¬ sign, designs for vases and tiles, straight line designs, designs for school clothes for paper dolls; printing, health posters. Art appreciation—Story telling, pictures of heroes. MUSIC TIME: 60 minutes per week. AIMS: To establish the habit of tapping time; to secure better interpreta¬ tion of the songs; strive to become leaders. More independence on part of each pupil. MATERIAL: Progressive Book II. Miessner’s Song Cycles. METHOD: Steps in the development of a Fourth Grade problem: 1. Choose a familiar song containing the problem. 2. Pick out the problem and name. 3. Isolate problem and drill on same. 4. Apply to a new song containing the problem. Problems developed in the order they come in Book II. VICTROLA WORK: To store the child’s mind with beautiful melodies. To lay the foundation for that artistic enjoyment which will last through life. Correlate the “listening lesson” with language and history. NOTES AND MEMORANDA 34 TIME ALLOTMENT AND OUTLINES OF WORK iiiiiiiiiiiiiiiiiiiiiiiiiifiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiifiaiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiifiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiaiiiiiiiiniiiiiiiiiiaiiiiiifiiiimiiiiiimaiMiitiiiiiii Outline of Work for Fifth Grade READING, WORD STUDY AND LITERATURE TIME: Four days per week, 200 minutes, supplemented by Home or Library Reading for pleasure of at least one hour per week. Literature may divide the week with History as follows: Four periods of Reading and Literature; one period of History. Occasionally one extra period of History. Class work 25 minutes; seat work 25 minutes. 50 minutes per day. AIMS: Read Aims for previous grades. Also Baltimore County Course, pp. 55-59; 68-70. Very important. Fifth Grade pupils should be independent readers, and should be interested in a wide variety of reading matter. They should show individual preferences for cer¬ tain kinds of reading, but should be encouraged and required to read a large variety and quantity of material. Rapid silent reading needs a large place on the program. There should be a noticeable growth in desire to read, in economical habits of reading, and in literary appreciation. SCOPE: 5B: Merrill Fifth Reader. 5A. Riverside Fifth Reader. Both divisions will need much supplementary material. Complete list of all available material will be furnished. NOTE OF IMPORTANCE In addition to the regular supplementary reading material furnished in sets of school readers and literary readers, there is need for books, magazines, and papers “which reveal industry, commerce, transportation, mining, agriculture, etc., as these exist in various parts of the world. They need well-written geographical materials, travels, lives of peoples in other lands, etc., for giving vision of the current world. They need historical readings, biography, stories of great men, * * * * Stories of inventions and of the application of science to human problems. They need readings that will reveal the nature of family life, religious life, recreations, general mode of living, etc., in the various important countries of the world.”—Denver Survey, Part II., p. 9. In addition to needed reading material of a literary character, plans are under way to furnish a suitable, graded supply of varied and abundant readings concerning industry, commerce, mining agriculture, geographical situations, historical events, manners and customs, lives of people in various lands, inventions, modern sci ence, etc. METHOD : Read Baltimore County Course carefully for this grade. Also the references which follow. Arrange some Home-Pleasure Reading. Avoid stiff, perfunctory, monotonous reading. Spe¬ cial attention should be given to the development of rapid, si¬ lent reading and to the Home and Library reading. The pro¬ gram for comprehensive supplementary reading will help take care of the mechanics of reading, since pupils will get that fullness and variety of practice needed for easy, rapid reading. Word study and dictionary work should be continued as needed. Occasional written reports on books read, both required and voluntary should be handed in. A definite outline after the MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 35 -IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIIIIIillllllllllllllMIIIIIIIIIIIIIIMIIIIIIIIIIIIIIIIIiMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIIMIIIIIIIIIIIIIi model on p. 71 in the Baltimore County Course should be followed. REFERENCES : Baltimore County Course, pp. 55-72. Very suggestive. Briggs & Coffman: Reading in Public Schools. Klapper: Teaching Children to Read. Freeman: The Psychology of the Common Branches. Huey: The Psychology and Pedagogy of Reading. McClintock: Literature in the Elementary School. Judd: Reading: Its Nature and Development, July 1918. Judd: The St. Louis Survey. literature, language and composition TIME: Minimum of three separate periods per week, 150 minutes. Class work 25 minutes; seat work 25 minutes. Correlate with History and Reading. AIMS: See Aims in previous grades. Also Sheridan’s “Speaking and Writing English”, pp. 97-109. Very important. Follow closely. See also Baltimore County Course of Study, pp. 110-124. SCOPE: 5B: Miller-Kinkead, pp. 80-134. 5A: Miller-Kinkead, pp. 134-190. Use Sheridan’s “Speaking and Writing English” for supplementary work and for method and standards. METHOD: Read carefully the suggestions in the Teachers’ Manual for Miller-Kinkead English, Book I. Also use many excellent suggestions out of the Baltimore County Course, Grade Five, Also Sheridan’s “Speaking and Writing English”. Make the work real, vital and of everyday practical use. Avoid formal perfuntory, monotonous work. REFERENCES: McClintock: Literature in the Elemenatry School. Baltimore County Course of Study. Cooley: Language Teaching in the Grades. Klapper: Teaching of English. SPELLING TIME: 15 minutes per day; 75 minutes per week. SCOPE: Merrill Speller, Fifth Grade work. Make up lists of words com¬ monly mis-spelled. Also words from other lessons. METHOD: See Baltimore County Course of Study, pp. 145-515. Drill thoroughly on commonly misspelled words. Use the diction¬ ary when it will help fix words or build vocabulary. Each teacher is expected to be familiar with Factors Involved in the Study of Spelling, Baltimore County Course, pp. 146-151. WRITING TIME: 15 minutes per day; 75 minutes per week. METHOD: Economy Method of Writing. Look well to movement. Fix the habit through practice and insist upon the writing move- 36 TIME ALLOTMENT AND OUTLINES OF WORK lllllllllllllllllllll•llll■lll•l•l■llllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllH«llllllllllllllllllllllllllllllll| l |||||| l || l ||||,ml||,||,,,|| l |||■, l ,| l , l || l | lll ||||,||| lll | llllllllllllllll ||,| al | BllaBllaBltllllll ment in all seat work. Accept no written work which does not exemplify the standard which the pupil can attain. The teacher must set the pattern. Her writing upon the black¬ board should be accurate, well spaced, and exactly according to the system in use. See Teachers’ Manual; also Special Bulletin to Teachers. Study pp. 318-328, Baltimore County Course of Study, on Handwriting for Grammar Grades; also pp. 311-317. ARITHMETIC ARITHMETIC: Five periods per week; 250 minutes. Class work, 25 minutes; seat work, 25 minutes. SCOPE : The primary aim of this year should be the mastery of common fractions and an introduction to elementary decimals through three places as a limit. The rate of progress must depend upon the child’s mastery of the fundamental relations and his proficiency in their use. It will vary for individuals and groups. The scope of work will include reviews of essential processes, fractions, computing and receipting bills, forecasting and proving results, practical measurements and concrete problems from every¬ day life. 5B: Wentworth-Smith, Part I, Chapters I to IV inch 5A: Same text, Chapters V to VII inch Note: Teachers are expected to study Table of Contents of these chap¬ ters; also, to note carefully the “Suggestions to Teachers” in the text. GENERAL SUGGESTIONS FOR GRADES FIVE AND SIX 1. Read the outlines and suggestions for the primary grades. It is very important to know what you are to build upon. 2. The work of the previous grades has been the “foundation work”—the “roughing in” as the plumber would say. In the Fifth and Sixth Grades, the work in Arith¬ metic should aim at: a. Complete mastery of essential processes—Fundamentals. b. Application of these mastered processes to everyday problems in a practical way. 3. The work must rest on a concrete basis. Use many simple oral problems. 4. The teacher must be familiar with the general plan and scope of work—the more the better. It is important to know the plan and arrangement of the text-book and the controlling ideas of the author. To this end the preface, plans and notes of the author should be studied. 5. Over-difficult, technical and artificial problems should be omitted. 6. Require all work to be clear, neat and accurate. Insist upon clear statement in mathematical language. Require new terms to be looked up in the dictionary. 7. Forecasting and proving results or “estimating and proving answers” is very im¬ portant. By this is meant the careful reading of the problem and estimating the probable answer. Such an exercise trains the child’s mathematical judgment and will tend to prevent the giving of absurd results. In the beginning it will require careful teaching. 8. Fractional parts, decimals, and percentage are all closely related. Identical mean¬ ings should be discovered and expressed in equation forms. 9. Business forms and practices need careful attention. 10. Give frequent oral and written drill in reviewing. essential processes, especially in column addition, rapid multiplication and long division. METHOD: Follow detailed outline in Course of Study in Arithmetic. See Baltimore County Course, pp. 290-302. Also suggestions in references. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 37 IIIHIIIIIIIIIIIIIIIIIIIIIIIIHIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIlilllllllllMllllllllllllllllllllllllllllllllllllimillllllllllimilJ REFERENCES: McMurry: Special Method. Walsh : Methods in Arith?nctic. Brown & Coffman: How to Teach Arithmetic. Stone: The Teaching of Arithmetic. Klapper: The Teaching of Arithmetic. HISTORY TIME: At least 100 minutes per week. 25 minutes class work; 25 minutes seat work. At least two days per week. May divide the program time with Reading, Literature and Language. SCOPE: The work in this grade should center about “Stories of Later American History”, as presented in Gordy’s text by that title. The emphasis will be Social and Industrial, i. e.: a. Who the people were. c. What they did. b. Where they came from. d. How they lived, etc. Comparisons should be made of pioneer life and with life as it is today. 5B: “Stories of Later American History”, Gordy, pp. 1-151. 5A: “Stories of Later American History”, Gordy, pp. 151 to end of book. Supplement with other stories. Note : Stories of Illinois History are of especial value. Use as many as possible. Combine classes for this work and for local history and stories of local pioneers. METHOD: Topical and Problem. Dramatize and re-live in play and pageant as much as possible. For excellent suggestions see Baltimore County Course, pp. 410-433. Story telling and dramatization should be continued in this grade. The story should proceed by the development of topics, often based upon some very simple problem, which increases power to organize points in oral presentation and to read with discrimination from books. Much illustrative material, par¬ ticularly pictures and maps should be used. The children should be encouraged to make collections of pictures of historic events. GEOGRAPHY TIME: Five periods per week; 250 minutes. Class work and seat work in 25 minute periods; 50 minutes per day. CONTROLLING AIMS: The aim of the geography course for the Fifth Grade is to give the child a broad and thorough knowledge of his own country, of its resources and of its relations, especially to North America. The continents are to be studied in their large features. This study should develop an idea of world relations which will form a basis for the detailed study of the higher grades. 38 TIME ALLOTMENT AND OUTLINES OF WORK . . ...........mini..... . “The child’s memory is now very active. Things learned at this time are long re¬ membered. Now is the time to fix the basal facts of place geography such as the names and locations of countries, cities, rivers, mountains, etc., but do not attempt to do this by having long lists of places committed to memory, but grow out of the regular work by the cultivation of the atla$ habit and the use of base maps.”—Baltimore County Course of Study. SCOPE: 5B : Tarr &McMurry, First Book, pp. 100-179, Review pp. 86-100. 5A: Same text, pp. 179-251. Follow detailed Course of Study. METHOD: Follow methods suggested in detailed Course of Study, Use Baltimore County Course for many good suggestions. Make every lesson vital and significant for everyday needs. Use only up-to-date data. Illustrate every lesson as fully as pos¬ sible by maps, pictures, specimens, lantern slides, etc. NATURE STUDY TIME: From 25 to 50 minutes per week. Correlate with Geography and Language work; also with Health and Hygiene. The details of nature study courses must differ widely. No two teachers can ordinarily teach the same course in the same way. The value of the teacher’s work will depend more upon what she initiates, rather than upon what she imitates. The work of this year is best organized around projects. The following are suggested: 1. Nature study excursions to study neighboring woods, observing the appearance each season. Study foliages, color, buds, etc. Note pretty places and what makes them so. 2. Developing vivarium and aquarium. Nothing better. 3. Organizing an Audubon Society. 4. The school and home garden. 5. Making collections: Herborium, woods, insects, minerals, etc. 6. Improving and beautifying home grounds. 7. Sky study. Such topics offer unlimited opportunity. Practically all of the outcome de¬ pends upon the teacher—her knowledge, interest, enthusiasm, and initia¬ tive. The blind and halt should not attempt to lead the blind. REFERENCES: Bailey: The Nature Study Idea. Comstock: Course in Nature Study. Holtz: Nature Study. Hodge: Nature Study. Smith: Home Aquarium and Hozv to Care for It. Bulletins from U. S. Department of Agriculture. Baltimore County Course of Study, pp. 238-249. HEALTH, HYGIENE AND PHYSIOLOGY TIME: Two lessons per week. The health lessons of the Fourth Grade * should be continued and extended. See special outline. Habits of personal hygiene should be well developed in this grade. The lessons in Physiology are to be based on Conn, Book I. The work should not be confined to a page to page study but to timely and needed topics. The subject matter in the book will furnish a good foundation in physiology. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 39 llllllllllllllllltMlllllllllllllllllfllllllllMllllllllllltllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllMllllllllllllllllllllllllllllllllllMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII The lessons in Physiology should be made an important stepping stone to health. If taught in the same manner as nature study or general science lessons, they will prove just as interesting. Complete the lessons in Book I. Teach a few lessons in first aid. Material for these lessons can best be obtained from the Red Cross First Aid Book. PHYSICAL EDUCATION TIME: 60 minutes per week. Fifth Grade Physical Education is divided into three parts: formal work, rhythmic plays, and games. Formal work includes marching, posture tests, and calisthenics. After pre¬ vious training good results may be gotten from Fifth Grade. Posture improves, calisthenics are snappy and precise, marching is more difficult and requires prompt action, good co-ordination and perfect rhythm. Rhythmic plays require considerable skill and co-ordination and are done as far as possible in formation rather than with partners. Games are more highly organized, team spirit is awakened. Group athletics are started. Their aims are endurance, accuracy, skill and recreation. INDUSTRIAL WORK TIME: 60 minutes per week. First Semester: I. Paper Making: A. Subject matter: 1. History—Egyptian, Chinese, European. 2. Modern processes: collection of material, baling, shipping, sorting, boiling into pulp, shaking, draining, pressing, bleaching, coloring, coating, slitting into required sizes. B. Projects: 1. Collecting different grades of paper. 2. Making relief design of paper pulp. II. Basketry: A. Subject matter: 1. History—Cave Dwellers’ baskets, Indian basketry, Colonial basketry. 2. Exhibition of a loan collection of baskets. B. Projects: 1. Collection of native materials for basket making—corn husks, cattail-rushes, coarse grasses. 2. Designing and sewing a corn husk basket—open poma stitch. 3. Designing and sewing a grass basket. 40 TIME ALLOTMENT AND OUTLINES OF WORK Second Semester: A. Subject matter: 1. Imported materials for basketry, as raffia and rattan— sources of supply. 2. Dyes: vegetable, aniline, composition, sources, etc. B. Projects: 1. Designing and decorating a grass basket. 2. Weaving a cattail rush basket. 3. Making a rattan and raffia mat. FINE ARTS TIME: 60 minutes per week. Emphasis on spacing and arrangement, painting of flower and fruit; arrange¬ ments, composition in landscape; arrangement and drawing of cylindrical objects, using outline and mass drawing, working drawings; flowers and animals used as units of designs; designs for basketry; wood block print¬ ing; costume designing, color study, lettering; thrift stamp posters. Art appreciation—Pictures showing strong action and historical paintings. MUSIC TIME: 60 minutes per week. AIMS : Same as previous grades. To establish two-part singing. More facility in sight singing. MATERIAL: Progressive Book II. Choose art songs from new materiaal in sight-reading songs. METHOD: All time problems of Fourth Grade are reviewed. Development of two-part rhythm in chapters 10, 12, and 15, Progressive Book II. Commence two-part singing with rounds, and ex¬ ercises thus 3 1 6 4 3 114 7 1. Build chords. Alternate the parts. Development of problems of Fifth taken in order in Progressive Book II. VICTROLA WORK: Correlation of the “listening lessons” with language and history; learning the essentials of musical criticism. The pupil acquires taste as well as knowledge, and expresses himself upon the subject in suitable language. Study for definite impressions. NOTES AND MEMORANDA MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 41 llllllllllllllllllllllllllllllllllllllllllllllllllllllllMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIM Outline of Work for Sixth Grade READING AND LITERATURE TIME: Four days per week, 200 minutes, supplemented by Home or Library Reading for pleasure of at least one hour per week. History takes the fifth day and occasionally one extra. Class work 25 minutes; seat work 25 minutes; 50 minutes per day. AIMS: See Fifth Grade. Also read aims for previous grades. See Balti¬ more County Course, pp. 73-75. SCOPE: 6B: Merrill Reader, Book VI. 6A: Riverside Reader, Book VI. Both divisions will need an abundance of varied supplementary reading. Plans are under way to furnish a suitable list of varied and abundant readings in every phase of human interest and ac¬ tivity. See note on supplementary reading, Fifth Grade work. The point-of-view involved defines very largely the purpose and method of reading in this grade. METHOD: Read article in “ What the Schools Teach and Might Teach”. Also the notes and outlines in Baltimore Course. Very im¬ portant. Avoid stiff, formal, monotonous work. REFERENCES: It is expected that each teacher will be familiar with the following references and know the author’s point-of-view. Baltimore County Course, pp. 55-68; 72-75. Briggs & Coffman: Reading in Public Schools. Klapper: Teaching Children to Read. Freeman: The Psychology of the Common Branches. Huey: The Psychology and Pedagogy of Reading. Judd: Reading : Its Nature and Development. July 1918. Judd: The St Louis Survey. Bobbitt: What the Schools Teach and Might Teach. LITERATURE, LANGUAGE AND COMPOSITION TIME: Minimum of three separate periods per week, 150 minutes. Class work 25 minutes; seat work 25 minutes. Correlate with History and Reading. AIMS: See Aims in previous grades. Also t Sheridan’s “Speaking and Writing English”, pp. 109-120. Very' important. Follow closely. SCOPE: 6B: Miller-Kinkead Book I, pp. 191-259. 6A: Miller-Kinkead Book I, pp. 260-287. For aims and standards use Sheridan’s “Speaking and Writing English”, for Sixth Grade. This is one of the best outlines avail¬ able. METHOD: Study and follow suggestions in Teachers’ Manual for Miller- Kinkead English and in Sheridan. Make work vital and full 42 TIME ALLOTMENT AND OUTLINES OF WORK iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiaiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiii a iiiiiiiiiiiiiiiiiiiiiiiiiiii!iiiiiiiiiiii a iiii l iiiii l iiiii tl i t i,, ni ii l , l , llllllllls of meaning for everyday use. Avoid formal monotonous work. Correlate with all other studies. Look well to pronunciation, clear speech, grammatical forms, etc. Each teacher is respon¬ sible for some original work in this study. REFERENCES: Klapper : The Teaching of English. McClintock: Literature in the Elementary School. SPELLING TIME: 15 minutes per day; 75 minutes per week. SCOPE: Merrill Speller, Sixth Grade work. Make up lists of words com¬ monly misspelled. Also words from other lessons. METHOD: See Baltimore County Course of Study, pp. 145-515. Drill thoroughly on commonly misspelled words. Use the diction¬ ary when it will help fix words or build vocabulary. Each teacher is expected to be familiar with Factors Involved in the Study of Spelling, Baltimore County Course, pp. 146-151. WRITING TIME: 15 minutes per day; 75 minutes per week. METHOD: Economy Method of Writing. Look well to movement. Fix the habit through practice and insist upon the writing move¬ ment in all seat work. Accept no written work which does not exemplify the standard which the pupil can attain. The teach¬ er must set the pattern. Her writing upon the blackboard should be accurate, well spaced, and exactly according to the system in use. See Teachers’ Manual; also Special Bulletin to Teachers. Study pp. 318-328, Baltimore County Course of Study, on Handwriting for Grammar Grades; also pp. 311-317. ARITHMETIC TIME: Five periods per week; 250 minutes. Class work 25 minutes; seat work 25 minutes. SCOPE: The principal work of this year will be the mastery of decimals and the application to percentage. Pupils in this grade should be taught the reason for each step in the solution of problems and should be led to an understanding of the under-lying principles. Accuracy, Speed and Reasons, are important aims. The work should be practical. There should be well-planned reviews, drills and tests. . 6B: Wentworth-Smith Arithmetic, Part I, Chap. VIII to X, inch Omit pp. 153-163. Use many concrete problems from daily experiences- and needs of the pupils. 6A: Chapters XI, XII of text, omit pp. 245-248. Omit over- difficult problems. Emphasize common business forms and needs of the pupils. Use supplementary problems as in 6B. METHOD: Read carefully general suggestions as outlined in Fifth Grade work. Follow detailed Course of Study in Arithmetic. See Baltimore County Course, pp. 290-304; also suggestions in references. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 43 .iimiimimiiiiiiiiiiimiiminmiiiiiiiiiiiiimm.... REFERENCES: Stone: The Teaching of Arithmetic. Klapper: The Teaching of Arithmetic. McMurry: The Teaching of Arithmetic. Brown & Coffman: How to Teach Arithmetic. Walsh: Methods in Arithmetic. HISTORY TIME: At least two days per week: 100 minutes. An occasional extra day. Divide the program time with Reading, Literature and Lan¬ guage. Class work 25 minutes; seat work 25 minutes. SCOPE: The work of this year will be centered upon the “European Back¬ ground of American History”. It is an important part of the course. Teachers should make themselves familiar with the “Report of Committee of Eight” and with the Baltimore Course. The aim is to discover the Beginnings of America in Europe. A special study by the teacher of the purpose of this course and its scope is absolutely necessary for good work. a. Text: Gordy—“American Beginnings in Europe.” b. Scope: 6B—pp. 1-112 inch; 6A—pp. 113-332 inch c. Time: To be arranged—probably two or three lessons per week. More if possible. May be used for reading occa¬ sionally. METHOD: Topical and Problem. Read carefully and critically “The Teaching of History in Grammar Grades: Some Suggestions”, pp. 433-466, Baltimore County Course of Study. Very sug¬ gestive. It is realized that this field is large and that many good teach • ers are not special students of History. But any good teacher who will plan wisely and read outside the textbook- can make her work vital and valuable. The following refernces will help very much. REFERENCES: Baltimore County Course, pp. 433-466; 496-506. Robinson & Breasted: Outlines of European History, Part I. Cheney: History of England. GEOGRAPHY TIME: Five periods per week; 250 minutes. Class work and seat work in 25 minute periods; 50 minutes per day. CONTROLLING AIMS: In Sixth Grade, the continent of North America, the possessions of the United States, and the State of Illinois are studied in detail. The facts which have been learned in previous grades are now or¬ ganized to show the relationship between surface and climate to the life of man. SCOPE: 6B : (First Semester)—Tarr & McMurry, Second Book, pp. 1-117 6A: (Second Semester)—Same text, pp. 119-198. Also State Supplement. 44 TIME ALLOTMENT AND OUTLINES OF WORK «iiiiiiiiiiiiiiiii«iiiiiiiiiiiiiiiBiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiaiiiMiiiiiiiiii«iii«iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiaiiiii Supplement with as much up-to-date reference material and read¬ ings as possible. Many topics will need enlivening and enlarge¬ ment. METHOD: Follow suggestions in detailed Course of Study. Avoid for¬ mal textbook work. Use as much illustrative material as pos¬ sible—maps, pictures, products, lantern slides, etc. Supple¬ ment text by as much related geographical, industrial and sci¬ entific reading as is possible to have done. The work is best • done by the study of problems. See St. Louis Survey, pp. 98-100. SCIENCE TIME: One period per week. A study of selected problems, through experiments and demonstrations, cor¬ related closely with work in Health and Hygiene, and Geography. May continue some of the nature study projects from Fifth Grade. Details to be worked out. PHYSIOLOGY, HEALTH AND HYGIENE TIME: Two lessons per week. Correlate with Physical Training. There should be daily inspection of the hygienic conditions in the classroom. Habits of cleanliness should be required in every instance. The follow¬ ing items should have constant attention: 1. Personal cleanliness of pupils: hair, teeth, nails, nose, clothes, etc. 2. Ventilation of room, proper temperature, light, etc. 3. Physical exercises at intervals during the day. 4. Blackboard work so placed and formed as to avoid eyestrain. 5. Posture for correct muscle and bone habits. 6. Breathing habits for health and efficiency. 7. . Speech habits. 8. Lunch inspection, care and suggestions for eating, etc. 9. Proper protection against contagious and infectious diseases. 10. Matters of civic sanitation. The work in Physiology is based upon the subject matter in Conn’s Physi¬ ology, Book II, pp. 1-186. It includes the three important functions of life: Food, Air, Blood. It is not intended to furnish enough textbook material for the entire year, but to make it the basis for supplementary work. Continue the lessons in First Aid. Correlate the work as much as possible with Physical Training and community affairs. Make the most of each opportunity to emphasize the child’s personal responsibility in controlling contagious diseases. A complete course of study is under preparation. PHYSICAL EDUCATION TIME: 60 minutes per week. As the interests of Sixth Grade pupils are the same as Fifth there is no material difference in work. Very often these classes are combined. It is desirable that the boys and girls have their games separately. Sixth Grade boys lack the grace to perform rhythmic plays. Girls perform rhythmic plays very skillfully and gracefully. Games are highly organized. The team spirit rules and with the aid of student officials, both boys and girls conduct their own games. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 45 Group athletics interest boys and girls in out-door activities and develop the habit of wholesome recreation. They develop team work. Girls’ athletics differ slightly from those of boys, as girls do not have the strength to perform many of the contests in which boys excel. INDUSTRIAL AND HOUSEHOLD ARTS TIME: 90 minutes per week. Boys: Weaving, chair caning; bench work. Girls: Elementary Sewing. To teach different kinds of stitches and their use; seams, hems, darning and mending. Belgian Relief and Junior Red Cross work; appropriateness of dress, all practical work. FINE ARTS TIME: 60 minutes per week. Emphasize tone and color harmony; color theory and application, flower studies; landscape, stencil designing, woodblock printing; costume de¬ signing; object drawing in mass, perspective of prisms; working draw¬ ings, lettering, patriotic posters. Art Appreciation: work of landscape artists. MUSIC TIME: 60 minutes per week. AIMS: Not to overshadow the real object of music work which is the development of a love for the best there is in music, by the many technical problems. MATERIAL: Progressive Book III. Continue to study odd pages the first semester and even pages the second semester as in grades Four and Five. 1. New sight singing material reviewing old problems or introducing simple time—Chapters 1, 3, 4, 6, and 7. 2. Melodic Minor Scale, Chapter 2. 3. Drill on name of major and minor keys, Chapter 5. 4. Teach pages 88, 91. 93, for songs in modulation. 5. Three voice material, Pages 66, 67, 68, 69, 82, 84, 70, 76, 78, 81, 122. 6. Modulation in three voice singing, pp. 65, 70, 80, 104, 96, 106. 7. Triplets—Chapter 18. 8. Syncopation, Chapter 19. 9. Pitch names of lines and spaces. 10. Names of keys. SPECIAL TO TEACHERS: All voices are tested and seated according to range and quality of tone. Each pupil must have a book. Boys with changing voices should sing the low part. Use a pitch-pipe or instru¬ ment for giving pitch. Secure clean-cut enunciation. VICTROLA WORK: Used as a basis for a language lesson; use it with History and Geography; teach the musical interpretation of cer¬ tain poems which are memorized. LIFE AND WORKS OF GREAT COMPOSERS: Correlate with Reading . and Language “Stories of Great Musicians”, published by American Book Co. 46 TIME ALLOTMENT AND OUTLINES OF WORK ..... THE JUNIOR HIGH SCHOOL The work of the Seventh and Eighth Grades of the Monmouth Public Schools is being developed under the Junior High School plan of or¬ ganization and instruction. A part of the Ninth Grade work is also in¬ cluded in this division of the curriculum. Space does not permit a full discussion of thi# re-adjustment. The following facts are briefly pre¬ sented to show the essential points of difference between the traditional Grammar School and the improved and more efficient Junior High School which is now the accepted standard of most modern and progressive school systems. The number of cities adopting this plan is rapidly increasing. The reorganization was started in Monmouth during the year 1916-1917. For many years the Public Schools consisted of two distinct and widely separated departments: The traditional Elementary School and the High School. The re-adjustment gives us one school divided into three units, each with its own definite problems or aims, yet so closely re¬ lated that the work of one blends into the other, creating one contin¬ uous curriculum with its object the preparation for life’s work and good citizenship. These units are : 1. The Elementary School: Grades One to Six; 2. The Junior High School: Grades Seven, Eight and Nine; 3. The Senior High School: Grades Ten, Eleven and Twelve. The Elementary School deals with the fundamentals or tools of knowledge. By means of emphasis on time allotments and the elimination of need¬ less repetition these tools can be mastered during the first six years, or between the ages of six and twelve. The Junior High School covers the period between the ages of twelve and fifteen. This is the age of changeableness; the awakening period physi¬ cally, psychologically and socially, when the child begins to judge, in¬ quire and reason; the period which demands material upon which to use the tools mastered during the first six years. The curriculum provides, therefore, a wider range of subject matter, richer material and more -op¬ portunities in order that the child may test his capacities and abilities and discover gradually as he advances the particular course best suited to meet his education and vocational needs. The Senior High School offers more highly specialized courses, intended to prepare for particular lines of work or advanced studies in the College, University and Technical School. The program of studies in the Junior High School is carried on by means of departmental work. It is essentially like Senior High School work in its organization. Each grade has its . own assembly room or study hall in charge of room teachers. The class work is conducted in regular classrooms and laboratories. The class work periods and study periods are, at present, forty minutes in length. The pupils prepare their les¬ sons in quiet study rooms under the direction of competent teachers, who give such assistance as may be needed, and where attention to work is not distracted by other classes reciting. In the classroom work the pupils have the undivided attention of the teacher. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 47 The advantages of the Junior High School plan of work are numerous. Chief among them the following have been repeatedly noticed in our school: 1. The teachers have an opportunity to specialize in their work. Their preparation for the daily work is better. They teach with greater enthusiasm and inspiration. 2. Pupils coming into contact with several different teachers have a broader outlook on life, develop stronger character, overcome timidity and self-consciousness. 3. The passing to classrooms satisfies the impulse to move about; change in rooms and teachers breaks the monotony and gives freer discipline and the development of self-control—both very desirable. 4. Individual differences are recognized and pupils are grouped ac¬ cording to their interests and ability,—a decided advantage to both the class and the individual. 5. Promotions are made by subjects , which avoids needless repeti¬ tion and does not discourage the pupil, should he fail only in one subject. 6. The quiet study rooms under the supervision of competent teach¬ ers greatly improves the rate of learning, and the quality of classroom work. Correct habits of study are developed. It is evident that the pupils gain in self-reliance. 7. It is possible to provide a richer curriculum. Longer periods of work and study make better work. Well equipped labora¬ tories and shops are provided for experimental work. 8. The pupils invariably like the plan. NOTES AND MEMORANDA 48 TIME ALLOTMENT AND OUTLINES OF WORK ............. ii 11111111111111111111111111111 ii 111111111111111111111111111111111111111111111111111111111 ■ 11111 ii 111111111111111111111 ii 11111111111111111111111111111111111111111111111111111111111111111111111111111111 Junior High School SCHEDULE OF STUDIES Seventh Grade Eighth Grade Periods ClassWork Study Periods ClassWork Study subject Per Minutes Minutes subject Per Minutes Minutes Week Per Wk. Per Wk. Week Per Wk. Per Wk. English— English— Reading . ...4 160 160 Reading . ...4 160 160 English. ...4 160 160 English.. ...4 160 160 ^Written Comp.. ...4 40 40 *Written Comp. , ...1 40 40 *Writing . ...1 20 ^Writing . ...1 20 *Spelling . ...1 20 ^Spelling . ,..l 20 Arithmetic. ...4 160 160 Arithmetic. ...4 160 160 History or Civics ...4 160 160 History or Civics.. ..4 160 160 Geography and Elemen. Science .. ..4 160 160 Ele. Science . ...5 200 200 Physical Train. ... ..1 60 Physical Train. .. ...1 60 Art Appreciation .. ..1 40 Home Decoration, Music . ..2 65 or Art Appreci- Manual Training . ..1 160 ation . ...1 40 Home Economics— Music . ...2 65 Sewing . ...1 70 Manual Training . ...1 90 Cooking . ..1 75 Sewing . ...1 90 * Formal work. Daily work in connection with all other subjects. Special attention to correct form and usage in every instance where used in daily work. M ON MOUTIJ, PUBLIC .SCHOOLS, MON MOUTH, ILLINOIS 49 lllllllll•lllUllllllll•llllll•llllllllll.lplll > l^p|•l a l < Mll•l■f lipilfIMIf if pillllllipi^lllipiipillipilllllllllMiMillf lii'MMUMMMMIliMtitlMIMMilliMlIlliMMttMlilllilMiiiiilillliiiiiliiiiiliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiaiiiiiiif Curriculum gnlumrte £ bri£ ggriiinw TirlJo lo noii£uJ£V9 'jrlJ *ioi riohafho .gnibL-j‘1 Tjiinul lot Monmouth Junior High School—Grades VII and VIII ENGLISH COURSE rlNTRQDDGTIGN, j ; Thbi work -inr! Effglisb embrbceRupkJ Reading; (2) Lit- noqrj ^bnerjaiUum^rj (/3) Ojfaibraiiii'. WritteiH/EiTglish (Coiu pobi tidna n d Gram¬ mar; (4) Spelling*^!i(i5J} Hkii'dHoJ mv ‘^ rfT 1 to rmblirio to glgoiolrii aril blori bri£ qhg oJ baioal oiriliv/ m .aril abuforri blrjorfftr tcrit aargr, 'larlaBal :I r IO Jri id Jaum ■ A T , .LSriiwpiioJ. am aoniam pmo/ia n jbhj aargn aiananai rnaborrr AIMS: At this period of the child s development his interests are many and .run iidvaric^LirlThe bwhole isystdm; « ph&sibcdrtmd' W&M, i^Lindergoing sig- —aaaaicnaJabKcaarfl change'. - “fBhebntmd isr-filfecb'with £hdft@8, dreams, tempes- vfiaaH ,aiifctmttg' 1 passa©iis,.'jaajid iaewbirieasi; i#i $ '^ui-Ideals are now in the atf /j;rrr .process; =ofi.forniaticm arid*they^rndy be bithof high or low.” An in¬ creased interest in reading is characteristic'O-f this'period. It should .aaiiola r\ M; planned,! therefore, - to; cover ia broad 'field p kb '-fee 'extensive rather gmriiLii th^n intensive ;hand tor include readings 1! fhb#»>r history, biography, briB . /;<:!>--'-stoptesi of ^ffiaviel, iindfistry, triadexand camnUercen'iscience—especially to trrquio as.it is iapplied in;everyrdajp l AI a i \ :y.f!R ( AWV^ AND - Vt&iW READING i .T 1 V. 1 /. Seventh Grade 2- .goiaaEO nsohomA* 1. Memory Gems: To be selected-by/teA^er-^ne''dfrtwo 1 ehith Wdfck. 2. Selections to .memorize: 1the '-niitHb^r de¬ pending upon the length%!f‘fetttpselection. • ^dtO Mii8^L , £ivS^ r (i l dfe or ' ,:Jrrj FOR THE SEASONS: AUTUMN: Autumn Trees—Gilder. Huskers—Whittier. Tampa Robins—Lanier. WINTER: Snowbound (Selections)—Whittier. The First Snowfall—Lowell. Winter (Sir Launfal)—Lowell. Christmas (Marmion)—Scott. SPRING: Voice of Spring^-K^^^.j.];^ Going a-Maying—Iverrick' Barefoot Boy—Whittier. ^Junerj.^iif/Launffall^HLaAiwMl . / 1 jn■ j j r 1 Swimmin’ Hole—Riley. Excelsior—Longfellow. The Day is Done—Longfellow. The Arrow and the Song—Longfellow. Building of the Ship—Beginning “Thou to sail on”—Longfellow. Select : ons from Concord Hymn—Emerson. The Bells—Poe. Old Ironsides—Holmes. Gradatim—Holland. ? u S le briooag— A\ ■(a\ rn-m »™A* buBpsahinsv/i; /l, rStoahd' 2&:oI^ itnl * - -Holmes Abou Ben Adhem—Longfellow., , , mole itDBtn Y'i£Jriorn 3 lq(Trj>: ryrltO mil IniTteribni brin oilbria TO READ WITH AND TO THE CHILDREN: Warren’s Address to the Soldiers. Washington’s Farewell Address. Songs of Marion’s Men—Bryant. One Hoss Shay—Holmes. Granmother’s Story of Bunker Hill— Holmes. Transformation—Van Dyke. Ballads of East and West—Kipling. 3. Home Reading: *Give the following report on one book each six weeks: .uj-jrrrtK 38 AuthOfrrH Title- When W'ritten-^ ( 1 ) (2) Classify the book as: .nf< orb ! rrmrlindA* Novel. xsoH nr aoibtrfS Story of adventure, etc. rfoO (3) Characterize it as : >.ur:rl IniWrrbiii briB oiliJns Humorous. Pathetic. Thrilling. Dry. (4) Name the chief characters (not more than five), giving the most prominent characteristic of each. (5) Where is the scene laid, in what period of time? (6) Relate the incident you liked best, or describe the most vivid v 7 • i.i i i nno'jor.— 1.6 scene m the book. (7) Would you recommend the btfpk / tR.oth8CiheWib£rs''df fnCdass? v J J .vmiunri—notgrniLc // sgioaiW * Model taken from Baltimore .County: Cowstt.mpdifed for difir&renL tape's:'.of-reading.,-' rtil grioln gnibBsi ^iBfnamalqqjjg *r*>d)0 LISTS FOR HOME.READING: ' : HbtiSe ?Mf)]■ f, The Crisis —Churchill. Captains Courageous—Kipling. ... Huckleberry Finn—Clemens. Freckles—Porter. . /IBtnil Tom Sawyer—Clemen!oo9 7B—Theme—V oqatjojial B iagr^phy. B. F. Franklin—Autobiography. E. E. Hall—Stories of Invention. Helen Jailer—Story: of: My Life. H. W. Mabie—Heroes Every Child Should Know. O. S. Marden—Success or How They Succeed. Jacob Riss—Making of. an American. James Parton—Captains of Tndustr^. mF .< A W. O. Stoddard—Men of Business. S. K. Bolton—Lives of Girlsi-Who Became Famous. -98 7A—Theme—Value ofc an Education. 1 T—A8 William Drysdale—Helps for. Ambitious Boys. N. C. Fowler—How to GH J a'fr'd ; HdW ! td^Kb^p ^ JohJ d 1 ’ N. P. Judson—Higher EdhCatioh as a Training- f 6 r : BuHnfeis. O. S. Marden—'The Yourig f Mah'EhteritigtiBhsmeiss.^ ] ; F. A. Vanderslip—Busirfeste 1 knd Education, .<:yoa lot gnoiJBoo /—isveo // . If .3 Hi‘tilth Grade n Follow the same plan for Menioiriy GemsuMemd/y Sele^fidnsr Vftcatidmal and Home Readings as outlined for Seventh Grade. 1 . Selections to Memorize. FOR THE SEASONS: r { -U, ;\ >hoW bofBifaulIl [EfroimM he bloi'T AUTUMN: K& ’ 1 S’ To Autumn Autumn Woods—Bryant. Autumn—Hood. bo/I MISCELLANEOUS: j^giQ vietjJkI America’s Creed. // ?. hi to If My Symphony—ChanningiKlorbiY .jB g— : 5 ipl i n ?* w ,rtpir.EurnoO YrlmoY My Captain—Whitman. (T . Gettysburg Address. rIEJt i j rrr r. TirTxnmnT. Chambered Nautilus—Holmes. WINTER: • Recessional—-‘Kipling.- Christmas Sermon—Stevens. , , Sunset- and Evening • St^r—Tennyson. wlarMT'ennysofi Sbl&ctiOns frdrir Lay of ; ‘the Last Minstrel o. dfCm rr- »ri t (HreatbOsiThefoe /a ;Mhn)-Scott. SMtlNblori i?.um J! .Ibv, *k la bdm v, ; 1 ^^d?^ro£^e^t®V^ll^^G^Sd- 7 ‘ Am-iWEmily, Dickinson. nltiog 1 * Se ~ t (TQf HifWhtdjfftfwl-o+feryaniti oi sbosn tl .urmBxtriactt^f-Bwngon’5 Declaration of War. IQ. hin<[ odj to dTtoez P/erfect. jTributH m bri£ >hov/ ggeb ui AFH4nd^Jbof iCfay-f-nYkh Dyke. Siression-P..- ! 'The ; Stdl’ih-of lihe - "Other 1 WdseU-MaA—Vatn' >\ C l>idk Hleffti'y. • -hnDyke..' o grfj gg nqrr;! ,b99qg ibrb over: boJ99qx9 Yr 1L .grirfmoi. i/ioLL loti, t si Tom, tBrpw.i^-BMgh^s. . . r : Cudjo;s Cav^Trpwtpdge. Tvan'hbe^-Sdott. Treasure Islaridy-Stevenfeon. - Heroes of Everyday Life—-Parkman. . Just-So Stories—>Kipling- Blue Book-r-Van Dyke. -Jungle Book—Kipling. . Heroes oj ' Today—Parkman. When They Were Children—Stedman. "More than CbnqiufeVor—Giilbert. ftebbeda of SuniWbrOhk Farm—Wiggins. Ann of Green Gables—Montgomery. Pollyanna-EEL H. Portefr. Boy Scout Stories—R. Harding Davi<;. Just David—E. H. Porter. SfOry ipf Siegfried—Baldwin. Little Women—Alcott. , Prince and Pauper—Clemens. The Spy—Cooper. The T.kst of the Mohicans—GoOper. Emmy Lou—Madden. I Glengarry School Days- Goimor. Being a Boy.—Warner. H->h Roy—Scott. 54 TIME ALLOTMENT AND OUTLINES OF WORK IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIII Other approved books. See complete Home-Library list. 3. Books for Vocational Guidance: 8B—Theme—The Elements of Character that Make for Success. Anna Payson Call—Everything Living. Elbert Hubbard—A Message to Garcia. T. S. Knowelson—The Art of Success. Wm. Matthews—Getting On in the World. T. Roosevelt—The Strenuous Life. H. B. Stockwell—Essential Elements of a Business Education. 8A—Theme—Choosing a Vocation. G. J. Manson—Ready for Business. Frank Parsons—Choosing a Vocation. Agnes F. Perkins—Vocations for Trained Women. E. W. Weaver—Vocations for Girls. E. W. Weaver—Vocations for Boys. V. F. Wingate—What Shall Our Boys Do for a Living. H. F. Stewart—The Young Man and His Vocation. Laselle and Wiley—Vocations for Girls. Magazines for School and Home Reading Literary Digest. World’s Work. St. Nicholas. Youth’s Companion. American Boy. Popular Mechanics. Illustrated World. National Geographic. Field and Stream. Red Cross. METHOD: The Baltimore County Course of Study on pp. 55-68 sets forth some excellent suggestions on the teaching of reading and litera¬ ture in these grades. Each teacher of reading is expected to know this reference thoroughly. It would be helpful in fact to the teachers of every other subject as well. It must not be for¬ gotten by any teacher that reading is the key that unlocks the door to all other learning. It needs to be a thoughtful part of the method of every teacher, whatever her subject, to endeavor to make her pupils rapid, accurate, and inquiring readers of her subject. Silent reading is now generally recognized as the most econom¬ ical and effective means of teaching the child to get the content of the printed page. There should be constant training in this kind of reading, both in class work and in Home-Library read¬ ing. Special attention should be given to rate of reading as compared with recent test-standards, and slow readers helped and encouraged to improve their speed. Impress the poor read¬ ers that they may become good readers if they will only form the habit of silent reading. It is expected as a matter of course that the teacher will be able to instruct the class in the technique of rapid, silent reading. Daily practice of silent reading should convince the pupils of the superior advantage of this kind of reading as compared with the slower method of reading with the lips or aloud. While the chief emphasis should be placed upon rapid silent reading for ideas and appreciation, expressive oral reading should have a place on the reading program. This reading must come, however, as a result of silent reading. No selection MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 55 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIllllllllllllllllllllllllI should be rendered orally without previous preparation, unless it is very easy in its thought-content and suitable mainly for sight reading. One of the best exercises in oral reading is to have individual pupils read to the class selections upon which they have put particular study. It is recommended that the pupils take turns in preparing approved selections to read to the class in this manner. Proper standards for oral presentation should be re¬ quired for this work. The reader should stand in front of the class, in good position, reading freely and with suitable enun¬ ciation, striving to impress his thought and feeling and word pictures upon the entire class. The class should sit as a real audience, attentive and expectant. When the selection is fin¬ ished, there should be profitable discussions. Well directed criticisms may be offered, but never in the spirit of faultfinding. The following selections may be read profitably to the class by the best readers, or by the teacher: The Perfect Tribute—Andrews. A Handful of Clay—Van Dyke. The First Christmas Tree—Van Dyke. The Story of the Other Wise Man—Van Dyke. He Knew Lincoln. A Message to Garcia. Drills in breathing, articulation, enunciation, etc., should be continued from the previous grades. Such drills are well worked out in Bolenius’ Everyday English. Others should be added as needed. Short snappy drills in pronunciation preced¬ ing class study and reading are often very valuable and will save time. Dramatization is one of the best aids to better oral expression. Frequent use of it recommended. Correlate with Oral and Written Composition work. The teacher should sometimes read whole or parts of selections to the class, keeping her expression genuine and sincere. Such reading would serve as a model. GENERAL SUGGESTIONS ON METHOD: 1. Develop specific purposes in reading; setting up of background, etc., i. e., the scenery and atmosphere for the story. This is very impor¬ tant. It involves preparation for assignment—such as picturing or telling the general environment, characters and facts concerned in the story. It is like the stage setting and scenery for the play. If it is all clearly defined and well placed, the story is much more in¬ teresting and meaningful. The assignment then will be so vital as to tend to improve interest, desire, concentration and responsibility. The children are not always to blame because they care only a little for the stale reading lesson. Try some experiments along this line. It will pay. 2. Make clear to the class the technique of rapid, accurate, silent read¬ ing—such as eye-movement, concentration, phrase reading, etc. 3. Never permit the reading of a class period to be wasted in oral dis¬ cussions on minor parts and hap-hazard questioning and word study, which destroy the thought and feeling of the selection. Analysis, dictionary work, word drills, etc., are not reading. 4. Encourage the Home-Library reading. In this connection some val¬ uable work may be done in making a scrap-book of current poetry 56 - time ALLOTMENT AND OUTLINES OF WORK and literature, biography, 'hisflotfy 1 , science and invention. A little encouragement iii this direction will accomplish wonderful results. 5. Plan carefully for the use of current literature, the newspaper, and magazihe. Good reader's may be excused from regular oral read¬ ing to read such material at pleasure in the library—reporting later dfehe results^ of their reading to the class. Require individual pupils to select articles of interest'and prepare tbem fof 'reading to the class, -si 9cf blqorla norJsfnets'Kj Imo lot gbusbnfifa toqoid .is i 6. -Dictiarkary is :an ; important part of reading :antd language work. . Jt .should haye. regular and specific (attention. A.^art of it may be done in connection with spelling. If pupils do not know how to use The-dictionary,- teach I them. The : method of- procedure is : 1. To find page carrying initial syllable, ib if ■-’?/ To< learn how tohl-ook ddwh ha column! t rapidly. 3. To get the pronunciation. 4. To get the meaning. 5. To fix in mind'one or-two-synonyms; • nli Work out a definite method and insist upon it. Every child must have a dictionarW-ibrr/ —o-ndii i tostr/I ->d i .o :4 /Cl rod/—■/<;") to bitbnaK /. 7 . Voice cultuf^tl and/poise i are two r X r ery; : important items. Develop voice! in connection -with' spelling;and language, as well as with read¬ ing. Both are largely mattersloCne^amplean-d! incentive. The teach¬ er’s influence is very great; mi'this respect,, but' not absolute. It must be remembered that children of this age are in the ‘‘lack of poise” ' Stage-and" that there dhe : ‘ftiah'y‘ ! inf RRfrfeSS'lat t ' wo-f Yd destroy good ! ' yoied.' Pdittstakirig-Work, r; howeMerg'will make ife'Trthfk on this mat¬ ter. It would he valuable to have some one or two of the teachers i become Interested' enough im vdie'e'-and poise to yma’ke some special !b h i - , sfud , y'df it and tcllbthe Tdst-dfiHis abdUt it. 'The'fiteldis wide open. .ornil 9V£2 MEMORY WORK:, r . n .noi 2 21 none aisrrnnu 1 r MeiP^6rf4itlg shO^VTClalssi^sdafid^yards 'of ! classic's lelWichdsl speech, culti¬ vates the taste, strengthens the /feind aUd'Establishes'a'habit that will ?noiafford* pleaMtfe 1( fiyilater lycUrs/f'ThC follbwiEg'methdd'' 'has been found donfielpfuh-irr tJhi£ wg noi229i . Jybom b ?.s 3vi3?. bluow grirbcot 1. Present the selection as a whole. 2. Establish the backgGfdhdl arid ^tTtfigf 0>if ! the^Eyctiolrf, the children acquainted, with .the author and the main,idea of t-q.v MiQcffJ gniJJ: > ;grubi >i rn >qnjq utiosqa qoTavou .i ■ the Clasdc § - 1 v ' di no >qa q iiovsu ?. SUuly. diflicult ]ihrasin". > 1; brifi srlj v .i : . " :l 4. MTmdh'Pediy Thought tuhds 6r pictufEsd, Establish Thought b k, ..no 033-/1 GENERAL SCOPE: /oiqrru of briof of 3 ib rmblirb adT T. Memory Gems :' One on more eadh;-weekr ■ ' • 11 2. Longer poems or selections memorized: Oneyofr hfwo each six r - weeks; Depend on length- df Selection; ! of '/nob -did/. .1 -3. Books to read arid report on?: One each six- weeks. w 4. Voluntary Reading: Report at closer of each six weeks the num- Heraand names of hooks redid and magazines read, yua 5. Vocational Guidance: Read turn each semester. Make skeleton outline, give oral report on • drie add written reportion one. 6. Read to the Children: One book each semester. Three short appropriate selections. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 57 323lTT ti Ifiiiy REFERENCES: i ■ li rlo Baltimore County Course of Study, pp. 55-68. no ■ :r rr:o efi&ffr iQtkiiIbtimati&n \of Subject Matters Iowa Stale ‘.Teachers Assn. tnoixD Rlapper: Teaching the Child to Read. >ho Report ofuNmtianal Joint Committee'of English: Bulletin No. 2. T7. ’ ■rnr 'n^ohbitt;i\. Whatdhe Schools’ Tea'ch and Might. T AA/i—Cleveland Sur- bailqqc .oiofcejarlt .gnirrroDsd , 32 tus - i ■ Briggs & Coffman: Teaching Children to JRead. McMurry: Special Method in Reading for the GracLej. Clark: Now to Teach Rcadim,. Dower Snrvev. St. Louis Suri'cx. Fourteenth Year Book. Fifteenth Year Book. l0 ,nc JmrcH ! Wearing i' lis v Na\iify ap^f'p'ev^pj^^f^ f r COMPOS^IO¥i ,vibrant hue Nxjh-l p.uab no. .iu oioiu 1 ■ ,, r io£iP^ and \\ ritteif pnglislx , ; GENERAL AIM : a ' )r tort: noiloubcEafS^ :pupil Akonld; bo trained; i to j understands .that, good English is the ioundatibncofr-all ffetub(jec.tS ? ulihat;B£glishi is> t something he really needs and wants, an accomplishment that will aid him to succeed i lK i^rj4f^ >^hkr J ^ork-dnii^will^pe air ad,^qiitdge ; t6'^him m his social life and his later business or prMb££b6Mr ‘eaffedt! 'He '-nffist realize that . correct -English . is “ttKrn }po[dm l rtobfitqfibA A ,32 r ;92 3prf3tn92 orIT The specific ah^^pt^ gngjis^. r ?h^u^ob?-. .rrnot dSVbi'dp §bflB^ Rr fct ) thfe!^^6ll8r?^ ri ^ffd 9 ^Q-ecSy; (2) To improve both speech and writing; (3) To master the standards of appreciation and crituffeyh^GAVU) (4) To become resourceful and self-reliant. SCOPE: 1—Text: Everyday English, by Bolenius. f/ .Inamncnivny dfe^f .noi2?9Tqx3 L>nc non£VT32ao 10 ?.i c sY oq Aiqrni m 92 ;,; ftru T> L 7B—Ragaffhitb Chapter IV;: ip. gailfln .A feb nr nistt oT 7A—Cha-p? W, ! |): i 8§To ;j; p. 7 f ' nr[riul ol idtjioi rMuamcq rTf;w—yi.cTrjtiKDov 3111 3 32rj arit of SDnoioloi iMn^tTcq dff#—YiiTudkDdv" 3rlJ sgmlria oT Grade Eight—Pdtt^T^QA^I^fadtitM' Cutffp'o'sitiHni 1 .aiatiol 223rir?.r;d bus Ifiboa or!) to arrnot IfirroitnavnoD aril rbcst oT . 2 b-:oy/ 8 B&friRage *th43;Id 1 ^qbapter, :Vir pn 222. nrrrtib• • IbJ ?Jriybut3 .noriBufia Icboa b oIediO SPELLING—GRADES VII AND VIII .yarn ?b99fi g£ ^IlBirnolrii iBmmBiO fnrrnoi ffofiaT AIM: 1. To teach spellingj^telligently, ; p ;: nfibhadP- .1 2. To develop a spelling conscience. 3. To spell correctly the words of the pupil’s written vocabulary. 4. To acquire the habit of watching spelling whjhNilWitingCI the habit of spelling every word with a certainty of its correct- jpppsq; tb,e p/f going ,:to [ ths » d^ipparyi/^b^^n cjoubt. 5t«; TOfid^v^bpnP .\yatchfulness of spel|i;ig rittif^opnectipn] with letter- writing, written, composition : aneb allf rwr^tten: work. SCOPE: Forty minutes a week devoted to word lists and testpy as follows: Four periods a week, 5 minutes each, class room 1 'drill and word study. . , rfr j/ '•itryqB / One twenty minute period review study ana written test/ MATERIAL : Everyday English ; 1 Lfste■. fdr spelling 1 afrd 1 pronunciation; :: i : Slierildari^ $pWWvlg' aiid ' lfyH4in§ EYlflistyE'MGts ' for- Grades VII and VIII. .tnrmrrn* 9Dn9Jri98 m yliBiDoq Word Hst'^'hiddb'Tfbih’wd^d^'ddfhbicihlV^ii^belled inwall lines of work. .819MB9QS 9V f 199u9 99Ilboiq O 1 L Te , s^pelllh'g r dh ; th^Ayb^V^Eb oLH^ordT- ^ £9C I ? - °T - r - REFERENCES: : ^anoiytett Sheridan: Speaking anS f - r Wriilhgy^n^Wh [ . ,rrr> > drilgn.-I Fourteenth Year Boafr}- 1 ^^ -‘hi ;££!-£?,[ .qq Klapper: Teaching of English. O’Shea: Teaching the Child to Spell. .s. AIMS: To develop a fluent,' legible style of writing; efficient'writing habits; a consciousness of the value of good writing; a good 1 >bd$id£ss hand. rifibiiodS : iBnaffiM .3 f SCOPE: Twenty minutes (one period) each;wcek ittVpiractieje add drill under instruction. Practice?©jf-all. wfritteli ifwbjdkl : rmbn -rf?. A .ob-SL .qq ; fioqsH ooJtimrnoO rfeif-griTI .8 STANDARD: Ayers’ Scale: Minimum—50 on Ayers’ Scale. Maximum—70. II 'SpeejdrfrTwent^-thfebiwords or? ninety letters- a)minute. 1 1 .a o+o rt hrrn ff. rr . MATERIAL: Economy Book VII and VIII. All written manuscripts. • > D';' T ■ ) “L ) 1 0 5 T METHOD: Economy Method of Writing. Look well to movement. Fix habit ■ throughivptacitfeeI land,-insist upon the writing movement in all seat work. Accept I nor written iwOpk which does not ex¬ emplify the standardt.he^ pUpiLcaU attain. The teacher .SU ,QSI .;[ ..must sfctRfhe.pattetnAAlf.er, writingmpot? the blackboard should M ON-MQWrgj PUBLJCrSCHO 0 RS,r MOiN MQUTU^j JLLINOIS .61 -fffvffffrftfrf frffffffriff‘ i, f"ff*rf"f j ‘ , ‘*.. mmwmtrmrmminnmmmmiiwiimnimiwmniimmiimmiiimm"’ v , /I : - i i :aCCurater: well spaced, i and exactly; according to the system in use. See Teachers^ Manual .’ also Special Bulletin to Teachers. Study pp. 318-328, Baltimore County Course of Study ? on Hand¬ writing for Grammar Grades. : /IB07/ TO 7/1 LI i J moitacT ARITHMETIC IX GRADES Y.IJ. - .A GENERAL SUGGESTIONS FOR THE TEACHER^ o7/ teiouq? -«T ' i anoiJBoilqqs bins ygEtfi-oor/i A CONTENT OF Cg^^pT.. ; ^nciuani ;JnjjoD 2 ib icbiom ‘ TckiCaitiGiial,"o|pirise(hfe 1 1 e l)PfeTWl edBfPHvhdt 1 hhfohid ^be,’ fiiII u ded in these two I lh^ II ea?K^r ,I ^t 1 ad^[' Th 'm^st^’^h'oMfe’ 1 'the work still 7AT :consistS!.a r knpsti entirely of aTajtJimetdc 3 .- I ^jBq^p^‘jS> r g?^izedlOP#?r| the Junior High School plan some algpbl^tfK$4 ^b^pWj^qnal geometry are being introduced in these grades and arithmetic continued into the ninth rlguoimga ’gm /ig rn g>Toov/ ojt nt to ov/I oTb} yiBggooofi 11 .1 gi aadfo orn nbiarlw bniT .aeaasooiq Ijsbnozga no wsivoT J ii s^eWs'Llea r fi hdwevbry thathi-is&s fardagrtheniaturkyjcrf the pupil will per¬ mit, the Wbhk J ofi the$e'4wqigradedish6uldvf>urmsh thej mathematics needed am rK^jfcj-^ a^^wi-intelUgent oitbehToutsidei oLgcspeoiaJikedivocational need. The'needs of Such a person are (1) power; to’Si^Pignd rfixpr^^Sf-aridAfl jintqrpret the expressions of nodfomj i the -qn&ntiilatiyc jrefatjqns. tSLjai^,r9i°P 1 e [within one’s needs and bins /!.'/')(> interests; ijiic ,/liaif([2-)[g the habit.pi-JpP!kring ; [uppnj;tlip ; quantifa^y^ ; side of life and see¬ ing these relations, particularly those vital to one’s welfare; booidqn 48)> 1 na.;'knowledgej of. copfntprqialjrgnd industrial practices through which; one, mayi ant^tpycf,,references rpetj in general reading " - 7 ni g;;. f h, giiandin, qnels business; r^nd soejal infercaptjse with those with Ah?. .;rrnurnffrwhorh he rcom^ai hLcqnfaiEt. . , (!i -tWftft the basjs^ pf' tife r bourse, the Subject is organized .yc; ./a^qnpd/^prci^ sqci^T^pfq 1 ;insteadojf 1 .'arou'rid^sdme' aHtWmetical topic, as , ;jbqr,rpypqg'ap<|l loaning inphey.'-.'bdy'ijrf^ ‘Stocks, . pphfd investments, taxes, - i-vl —■ —iy+.Wio'7:./iROinuru.^l ar g er units, protection, ^ problems of in¬ dustrial life, etc. Tlye,.^lg^lira ^t J iir^ 'tlffiS? 'grades is usually limited to simple equations'.^^h^^en^ratroh"cT th^ past is now sometimes sup¬ plemented by a lifflp popHructlvp and ph^e^yatihnal geometry and listed smori moil Iriguoid alqisasi br,£ , IlLffe 1 ! : r/ "' $fW®> °f Arithmetic. GENERAL SUGGESTIONS : 'ill {naorpaA ,3xrJ. : sbnia ooirft grit ggrjogiG ; aoriBitraci] 3oninijgf.il r. t-. — ns in the Baltimore .■Eachiteicher!.should rqad : ,aqd f y^u\y ( the:;^ r Ypral .fUg'gestip •no bGoiintj!oGfiBhse;jffif T TS)u4y»'jap©ff HW-t&tf'tA jft^horities are ?Jb kM-Mf} I AMWJ# , rit jxgT r* ■A’--^iri A'RITU'MET'IO^SEVEN.THinG-RADE :' )rr ” Jnorngg'jggc .mdiggoq ti .v/orfd .loiitgib loorb^ 1 ‘ TtME‘ 1 ALEGTM^NTT^TbO''iniWtdds pRr nweekolfodi sibndy ; 160 minutes per rv . .•^ 'W^ek fbf' r Tedita¥foh r . rr ' ;, ldo‘m jgnd bm; toiTtgib SCOPE: Textbook—Wentworth-SndjJ>. pV Chap^ I to , . incl. Supple- , ment with many problems of real fife. / Endourage^pupirSTo nfing • r:I iff feial pfbbie’ms 1 , * co'rhmqVtTal-fi^per/,ifan/T-arfy.>itiat£fial ; tjhprt) >vT 1I vitalize the work. Use problems fr8m nHoytiramlofljeet; review, 62 TIME ALLOTMENT AND OUTLINES OF WORK lllllllllllllllllllllllilllll pp. 1-5; 8-18; 24-42. Special pp. 43-96. Stone-Millis: Review pp 1-42, Special pp. 105-144. . OUTLINE OF WORK: A. Review: Fundamentals; notation and numeration; fractions, com¬ mon and decimals. B. Special Work: 1. Percentage and applications; profit and loss; commission; com¬ mercial discount; insurance; taxes ; interest. 2. Oral—One-third recitation period daily; once per week rapid drill work such as has been used in previous grades. -tiETHOD: See detailed Course of Study in Arithmetic; also Stone: The Teaching of Arithmetic. 1. If necessary take two or three weeks in giving a thorough review on essential processes. Find wherein the class is weak and strengthen at these points. In this review, the problem work should be simple and practical. 2. Percentage—The work in Percentage should be kept on the thought side. Avoid formulae and rules. Two cases in percentage should be presented, as a. Finding a part of a number; b. Finding what part one number is of another. The preliminary work should be taken up slowly and ob¬ jectively, the pupils to be impressed with its simplicity, and not its difficulty. Any form of solution that the teacher may use at the beginning of the work should be replaced by one that is short and business-like. 3. Profit and Loss: Discussion of the meaning of business and the different kinds carried on in the community. Sell¬ ing goods at retail, gross and net profit; discount. 4. Commission: Simple business problems should be substi¬ tuted for problems that state a sum of money sent which includes the commission and the price of goods bought, as this is contrary to business practice. 5. Commercial Discount: Bring out the following reasons for commercial discounts: a. Buying in large quantities. b. Deductions from list price. c. Deductions for “cash down”. Bills and receipts should be reviewed in connection with this subject; have old bills and receipts brought from home to show customary headings, forms, etc. 6. Insurance: Discuss the three kinds: Life, Accident and Fire. Have pupils to understand terms used in Insurance, the different kinds of policies for examination. Find out the prevailing rates of fire insurance. 7. Taxes: Discuss revenues of the national, state and city government; show sources of income for each, also for school district. Show, if possible, assessment lists, find out the levy on the dollar for state, school, city, and school district and base problems upon these figures. 8. Interest: Follow the methods suggested in Stone’s The Teaching of Arithmetic, pp. 134-138. -SECOND HALF YEAR—7A CLASS. SCOPE: Textbook—Wentworth-Smith, Pt. II, Chap.— to — inch Sup¬ plement as in 7B. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 63 lllllllllll 11 llllllll IIIIII11 llllllll III III lllllllllllllllllf llll II 111111111111111111^11 If llllllltlllllllllll ■IIIIIIIIIIIIIIIIIIIIIMIIItlllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllllllllllllllllllllllllllllllllHIIIIIIIlUlll OUTLINE OF WORK: A. Review: Same as in 7B. B. Special Work: 1. Compound interest (Savings and Investment). 2. Bank Discount. 3. Ratio and Proportion (very simple). C. Oral work: Same as for 7B. METHOD: See detailed Course of Study in Arithmetic; also Stone’s The Teaching of Arithmetic. 1. Compound interest: In savings banks it is the custom for depositors to leave the accrued interest on deposit which in turn draws interest. In these banks the interest is usually compounded semi-annually. Pupils having savings bank accounts should compute interest on their own de¬ posits. Teach compound interest, compounded annually and semi-annually. Discuss with pupils the advisability of saving; the danger of living beyond one’s income; the dif¬ ferent plans of buying, as (1) Installment; (2) Credit; (3) Cash. Discuss also ways of investing; the hoarding habit, the “get-rich-quick” schemes, the high rate of interest with risk; the lower rate with safety. 2. Bank Discount: In the bank discount, teach only one type of problem, that is, when a note is presented for discount on the day it is made and at the bank where the money was borrowed. 3. Ratio and Proportion: To teach ratio and proportion it is necessary to give much practice in the ratio idea, that is in the comparison of numbers. The meaning of the term ratio, “the number expressing the relation of one quantity to another” must be clearly understood. The next step should emphasize the fractional equivalent of every ratio. Next, introduce the proportion by using the fractional forms ; then the technical terms, means, extremes, and pro¬ portion follow. Now introduce the type for finding one unknown term. Show the value of proportion as a saving of time and effort, as well as accuracy, in the solutio'n of problems. 4. Squares: Extract roots by factoring. Square root by reg¬ ular formula. Give situations in which a knowledge of square root is necessary. Then teach the process. STANDARDS: 1. Proficiency in the use of whole numbers, fractions, and decimals, including short methods and checking and estimating results. 2. Mastery of the two cases or problems of percentage as applied to profit and loss; discount; commission; simple interest, bank dis¬ count, etc. SUGGESTIONS: 1. Attention this year to the applications of arithmetic is the impor¬ tant thing. These applications include denominate numbers, men¬ suration, and percentage. 2. Confine the work of percentage to the two practical problems of '64 TIMEiALLOTMENT ACKiDtOUTUSfES OP WORK ••»•••»...... iiiiffM«iiivffmMfrffff#fvtfff#fr9iifffrifM»v«*»H»#fif#rrflv#iiiHiiliiiiiiiiiliiiiiiifeiiiiiiiiiiiiiiiftiiiiiiiii!ii|||i||||!i!iiki|||iiii|||iiii|||||!||,» the sixth-grade outline. Fix in memory all the iffiporfant frac¬ tional equivalents by constant use and drill. . 3. Seek to make all work applied^ to cdniffibrciai trarisictidns as realistic as possible. Play “Going into business”, ji^it adds in¬ terest and makes the work more realistic. All commercial schools do this with stDtl^nj^nQt.^etkgrea^CimatwityKno'J .1 4. Encourage pupils to bring in real p rqhtemsh 1 commercial papers, and any materiali-tb^ will /yitah?ei dl^e.Wolrk,, ,,iir>51 ./ 5. Distinguish between real’problems met in real life, and problems “for analysis” about real tiling's; /Remember dhaF ^^al’-’^prob- lem is not necessarily concrete to the pupils. In■ rhe> application''of/m^suratfOffi';ebcd^rag^ pupils' '4n "~ -1 L1 “is from measUVem'&hm - \^.hidh (5 mfe}> ^have made for rn^i'siii J atib\i ai L e ; ^tfalij/' 1 M s cf^'(^lea'/er by diagrams orn rii .JsyiyTm ?.w£ib rnut m real proDien themselves. 'PhffilGnvm: riaifiv/ Ji?.oq 81 ISOlOltU 'ARtTrifcrETiC^-tetoHfrH 6 'R'APE -on nwo noni rio j?, 3 i 3 fm ofn bluoru aJrmoooB • >• /.IfASb|X>TME_NT•: *•->Fdtff forty'mirtute'periods-/peri week of classwork. / Mihimiim of 160 rf in.intife’s , /per w'ibk "Of ; study. ; ; ; AiM : TJhe wotkdOf/This yepr is in the line of -business, applications, includ¬ ing advanced mensuration. “The boy. Or girl/should now begin to (I; cd %el that’the) world;iof/business.ia^id,oil life ,isOpening before him. : // i, 41; sh ( ou 1 d ,Th e Pef d r e v be. th e;duty' of!the)school .even more than in the preceding grades vt^ -nphly arithmetici to;[!the,7,genuine problems of /i ; ; 4ife, (particularly vbith ireiferfenQe to jthe coinlmt)n,;ci>cciQ)ations of life.” nmoo^ib ~;r r bStmi thy\ 3 ton - b noth/ .>.i JB.dj ,rrr 3 ldorq to ysb oth no 70 TI 0 d 2 BV/ SCOPE': 1 Review the essenti&l processes; and'points necessary for clear un¬ derstanding* Of Seventh ; Grade work. : : 'FiKgf gB ] CLASS. I3l 3flf 1< rtrrcrjp a no Textbook: Wentworth-Smith, Part II. Ch. V to VII, inclusive. li 1 DiScussiohs and problems relating to the'business of home- making; indludffig purchase of house, renting, taxes, upkeep, ' 1 ; insurance, mortgages, and furnishingsyfamily expenses for a -"■jq bin; ,v. ue. v week-,' a month; a year.b ■ >t -n't noth : >.nn ■ r . mm/.,. i 2;*<; Personal ! investigation- and discissions i of ' problems relating to - f f fv n in>ilearning, 1 savihg, irivestirig, and' sending hnoney. to m :mi( - 3>/k ©anking-^DepOsfting "and : "USing r ! ; money ' in banks: Checks; promissory notes ; discounting the-notes y drafts. ! ; ' ■ 4/ ^Stoeks tatld' bonds; Only tthe simplest kind df real problems i. •;/ '.t'/nnd that ^iVe ! in formation within the comprehension of the pupil. 5‘/ : Oral ! Arlthnf^fic: 'Fundamental operations systematically taught; introduce and develop new topics; reasons -estimate results, including those in mensuration, before 71 jSerfofrrfihg elBrnbsb I .2flu23-t ol bvilqqs -jh?j;M9T^.-i /(lrrmrt ojodv/ to -j found in the regular assignments for this grade, consequently er must draw from other sources. ioqrni 3 rlt ?.i oi? 3 rrrE^h^ 4 ^^ dfooiftilfP/? fqr” rather * drrr ij ri ‘xisntkfttyi w e jIi/IRSFi«iJcoilcrq b , ri , 3. Saving: Impress on tjfe^pup/I^s, ^mpo^ Jjmce of early • mrrokknq fear io WPS t fthp] .^,^n 0 a^id of de^ MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 65 positing them in reliable institutions. 4. Business practice: Much of this work must be secured from real sources. Explain the simplest things in banking including the use of all forms. Secure deposit slips, checks, drafts, etc., show how they are to be made out and en¬ dorsed. Use of stubs in a check book, need for signature in starting an account, etc. Explain how checks furnish a convenient and safe method of paying bills; how they may be transferred and how they may serve the purpose of a receipt. Have the children bring savings account books to class and balance their own accounts in order to connect up this school work with the pupils’ interests. It might be profitable to have the class visit some local bank and ask some banker to come and talk to the class on local banking methods. Avoid using anything that is not according to business practice. 5. Stocks and Bonds : In teaching stocks and bonds show that a great deal of the wealth of the country is invested in them. Show that much of the business of the country is carried on by these corporations:—railroads, trolley sys¬ tems, etc. Have the pupils find out some of the advantages that are enjoyed by stock holders that are not eujoyed by members of a firm. Exhibit stock certificates and bonds, registered and coupon, if they can be secured. Make pupils familiar with daily newspaper reports of stock and bond transactions at the New York Stock Exchange and exchange in other markets. Explain why reliable stocks and bonds are desirable forms of investment. Warn against the danger of buying those enterprises that promise big returns. Make clear the dif¬ ference between stocks and bonds. SECOND SEMESTER—8A CLASS. SCOPE: Wentworth-Smith, Part II, Ch. VIII to X inclusive. Review previous work as needed for speed and accuracy: the four fundamental processes; fractions, decimals, useful denominate numbers, simple percentage and the useful applications of per¬ centage. Special Work: 1. Figuring profits in different lines of business. a. Excursions to various local industrial establishments. Class discussions and nroblems relatin''- to these industries. 2. Study of representative vocations and professions as a basis for an intellingent choice of a life calling. 3. Mensuration to include a review of the processes in finding areas and volumes of common surfaces and solids: rectangles, triangles, parallelograms, circles and cylinders. 4. Applications of square root. 5. Simple algebraic equations. 6. Daily work in oral Arithmetic. 7. Omit: long method of finding the greatest common divisor; most of the lowest common multiple; long confusing prob¬ lems in common fractions; long method of division of frac¬ tions; complex and compound fractions; cube root; foreign 66 TIME ALLOTMENT AND OUTLINES OF WORK exchange; areas and volumes of uncommon figures such as areas of trapezoid and trapezium, surfaces and volumes of a cone, sphere, pyramid, and frustum; partial payments. METHODS: 1. Mensuration: Present this topic objectively by the use of models and well executed drawings. Apply the princi¬ ples of mensuration of surface to the following measure¬ ments : plastering, carpeting; of mensuration of volume to the following: board measure, capacity of bins and cis¬ terns, masonry and brick work. 2. Review problems: This semester’s work concludes with an extended review. It should include problems that will round out and intensify the pupils’ knowledge of arithme¬ tic so far as this subject has been presented. STANDARDS: At the end of this year fundamental principles should be thoroughly understood, habits of accuracy fixed, and readiness and a fair degree of speed in ordinary computations attained. Power to state a prob¬ lem clearly, to analyze it logically, to choose a good method of solu¬ tion, and to do the work by the shortest method should have been acquired. REFERENCES: Stone: The Teaching of Arithmetic. Klapper: The Teaching of Arithmetic. Stone-Millis: Arithmetic. Hoyt & Peet: Every-Day Arithmetic. GENERAL SCIENCE INTRODUCTORY: An increasing interest as to what science shall be tauglit in the Junior High School has developed with the progress and success of the Junior High School. A course in General Science is rapidly becoming the first course of the science sequence. It is intended for immature minds. It includes the whole broad territory of the physical universe. The natural sciences are not included as a collection of sciences but the course is so organized that the pupil, while dealing with some known facts, will be continuously relating them to phenomena about him which are of vital interest to him and which stimulate the mind and supply it with the elementary materials of thought. The laws and principles of the physical sciences are of primary importance in dealing with home and school en¬ vironment. AIMS: The fundamental aim for the teaching of general science is to awaken an intelligent interest in the natural environment of the pupil to the end that he may, to some extent, correctly interpret that environment and be master of it. The wonderful phenomena of nature must be made of vital interest to the pupils. Every op¬ portunity should be embraced to stimulate their ielf-activity and to induce them to use the knowledge acquired. If a child is to reach maturity with a proper insight into physical laws, forces, products, utilities, and inventive appliances, he must begin early to observe closely and accurately and to feed the spirit of inquisitiveness and investigation. It thus becomes a part of his life and character. The work is intended to stimulate the pupils to use science in their constructive work and to lead them to be independent as they de¬ velop in powers of observation and interpretation. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 67 METHOD : The main question is how to get the problems of science before children in such a way as to bring them to the best exercise of their own independent powers in solving them. Each object in nature raises a question. Urge pupils to ask questions about everything they see of which they desire ai. explanation. Such procedure will suggest many problems for study. The pur¬ pose of such instruction is more than to get the facts and prin¬ ciples into the mind of the child. Do not tell him how a tele¬ phone works. Get him to working with a telephone, pulleys, etc., testing out advantages by working with them. Get the child to reach his own conclusion, answer his own questions, he may not reach the correct conclusion the first time, but use other experiments to illustrate. A general conclusion may spring from an observation and comparison of a number of different experiments of the same class. Tne pupils should construct many of the simpler toys and home appliances used in science lessons, such as the kite, windmill, pump, siphon, lever, musical instrument, balloon, etc. Simple home-made apparatus is better than elaborate equipment. SCOPE: 7B : Geography—3 days per week, 120 minutes per week. Physiology—2 days per week, 80 minutes per week. Textbook scope: Geography, Tarr & McMurrv, Book II, pp. 198-340. Physiology and Health, Conn, Book II, pp. 186 to end of book. 7A: Geography—3 days per week, 120 minutes per week. Physiology—2 days per week, 80 minutes per week. Textbook scope: Geography, Tarr & McMurrv Book II, pp. 341-415. ^Physiology, studied by topics prepared by reference study. PREFERENCES: Ritchie: Human Physiology. Caldwell and Eikenberry: General Science. Snyder: First Year Science, Chapter VI. Hodgdon: Elementary General Science, Chapters VII, IX. Barber: First Course in General Science, Chapters VII, VIII. Lake: General Science, Chapters XIX to XXIV inclusive. SCOPE: 8B: General Science, 4 days per week, 160 minutes per week. Text: Caldwell and Eikenberry, General Science, Omit Chapters VII, VIII, IX, XI and part III. References : Hodgdon: Chapters I, II, III, VIII, XIII. Snyder: Omit, Chapters III, VI. Lake: General Science, Chapters I, II, V, VI, VII, XIV- XVIII inclusive. Barber: First Course in General Science, Chapters IV, V, VI. 8A: General Science, 4 days per week, 160 minutes per week. Text: Hodgdon, Elementary General Science, omitting chapters I, II, III, VII, VIII, IX, Xlll. References: Caldwell and Eikenberry: Chapter XI and Part III. Snyder: Chapter III. Lake: General Science, Chapters III, IV, VIII, IX, XI, XII, XIII. Barber: Chapters I, II. HI. IX, X. 68 TIME ALLOTMENT AND OUTLINES OF WORK miiimiiiiiiiiiiiiimmiimiiiD BRIEF OUTLINE OF TOPICS: 7 B: Geography: The Earth; Latitude; Longitude and Standard Time ; Winds and Rain; Ocean Movements, and Their Effects; Distribution of Temperature; Plants, Animals and Peoples of the Earth; South America; Europe. Note: Textbook supplemented by extensive supplementary readings in industry, trade and commerce, transportation, and related sci¬ ence. See Course of Study in Geography. Physiology: How the Body is Made Movable; Bones and Joints; Ex¬ ercise ; Strength and Grace of Body; Removal of Body Wastes; Structure and Function of the Skin ; I aking Care of the Skin; Skin Defects and Diseases; The Governing Mechanism; Involuntary and Reflex Actions; Better Government of the Body; Interference with the Control of the Body; The Part Played by the Special Senses: Sight, Hearing, and Other Senses; Safety First: Public Hygiene. 7A: Geography : Asia, Africa, Australia, and Island Groups. Review of United States and Comparison with Other Countries. Review of the Geography of the State. Note: Textbook supplemented by extensive supplementary readings in industry, trade and commerce, transportation, and related sci¬ ence. See Course of Study in Geography. Physiology: Food and Nutrition; Relation of Air to Food Manu¬ facture ; Dusts, Molds and Bacteria of Air; Distribution of Bacteria and Other Disease Germs; The Live Part of the Earth: Plants; From an Economic Standpoint; Animal Life; Community Sanitation. 8B : General Science: The Air; Weather; Seasons; Climate and Health; Ventilation; Water and Its Uses; Surface Water, Drainage, Irriga¬ tion ; The Earth in Relation to Other Astronomical Bodies; The Earth’s Crust; Rocks. Soils; Life Upon the Earth as Related to Physical Conditions; The Sea; Coast Lines; Water, Ice, and Wind Sculptures; High and Low Areas of the Earth; Volcanoes; Matter, Form, Properties and Changes In. 8A: General Science: Heat: Transmission, Expansion and Measurement of; Oxidation and Its Relation to Life; Production and Use of Light and Heat; Light and Its Relation to the World; Electricity; , Magnetism; Sound; Energy and Force; Machines and Work. Projects: Make a kite. Fly it. Have a kite tournament at ball park. Make a balloon. Send it up. Make h windmill of paper and of wood ; a pop gun, using a glass tube and a potato; a lift pump; a musical instrument; a color top; a tincan telephone; pinhole camera; lenses of watch crystals; microscope; telescope; manufacture gas of coal and wood in clay pipe sealed with clay; toy motor; electric toaster; telegraph instrument; arc light made of lead pencils, etc. Visit the Plow Factory, p;>wer plant; ice plant; gas plant; water works. HISTORY The following outline is merely suggestive of the work to be covered. For complete outline see detailed Course of Study in History. TIME: Four forty minute periods per week. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 69 AIMS: The teacher should have clearly in mind the large aims of the work, namely: 1. To develop inquiring interest in the subject. 2. To stimulate patriotic feeling and thinking; the patriotic point of view. 3. To furnish noble ideals for true American living. 4. To understand the world-relrtions of our country, and our duty as patriotic, efficient Am & icans. The subject should be presented in big, broad movements. Mem¬ orizing facts in outline should constitute only a small part of the work. SCOPE: The work of the Sixth, Seventh and Eighth Grades should pre¬ sent one continuous story. The first part presents the European be¬ ginnings of American civilization, discloses how and why the new world was discovered by the old, and shows America as the heir of Europe. The teacher of the Seventh Grade should be thorough¬ ly familiar with this background and make frequent use of it for comparative studies and for tracing lines of development. The second part of the story begins with the permanent settlement of the Atlantic coast by the English and their rivals, tells how and why these Europeans came here to live, what problems they had to meet, how the English obtained the mastery over all rivals, develop¬ ed their industries and institutions and increased in numbers until they formed an American people, how this people broke away from the mother country to form a new nation, their problems in form¬ ing a new government, of their period of grave foreign entangle¬ ment, and of how they enlarged their territory and successfully built a new and distinctive nation. From this point the work of the Eighth Grade proceeds, and the teacher of the Seventh Grade should also be familiar with the rest of the story and realize that her work should contribute to an un¬ derstanding of the later events and of the conditions and problems of the present time. 7B : First Semester. Chapters I to XIX—Bourne and Benton’s History of the United States. Large movements and problems: 1. Discovery and exploration, 1492-1607. Brief treatment; review from Sixth Grade. 2. Colonization, 1607-1760. Choose for intensive study tvpical colonies as: Virginia—Royal Province type. Massachusetts—Chartered colony type. Pennsylvania—Proprietary type. Maryland—Proprietary type. Life and government in the colonies. Make the problems of the colonists the problems of the pupils. French and Dutch colonization in America. Colonial Wars: English and French struggle for supremacy, 1688-1763. 70 TIME ALLOTMENT AND OUTLINES OF WORK ................... 3. Revolutionary War Period, 1760-1783. Conditions and incidents leading to an open break with the mother country: England’s attitude toward colonies; colonies attitude toward England. The War: Emphasize campaigns rather than battles. Go into details only to visualize and make the general facts more inter¬ esting. Commercial and Economic conditions. Westward ex¬ pansion during war. Results: Terms of peace; changes in government of people. 7A: Second Semester. Constitutional Period. 1789-1848. Chapters XX-XXXI of text. 1. Making of the Constitution, 1683-1789. The critical period. Why articles failed. How the constitu¬ tion was made; compromises and adoption. 2. Period of foreign influence, 1789-1823. Influence of France and Europe on United States government. Climax—War of 1812. Gave commercial independence to United States. Foreign influence practically ceased with the Monroe Doctrine, 1823. 3. The Evolution of Industry. Industrial Revolution and the beginning of the factory system. Minerals—coal and iron develop the Great Lakes country. In¬ troduction of railroads, 1830. Panic of 1837. 4. Westward Expansion: Louisiana Purchase, 1803; Lewis and Clarke Expedition; Annexation of Texas; Mexican War; Ore¬ gon Compromise. 5. Period of growing power of people: Extended suffrage rights; separation of Church and State; Downfall of King Caucus; Labor Unions; Notable strikes; Reforms of Labor Unions and Humanitariums—Penal Laws ; Educational System. 8B: First Semester. Civil War and Period of Economic Improvement—Chapter XXXII to close of book. (If time is lacking, omit chapters 45 and 46 to be taken with subjects as offered in Community Civics outline.) 1. Civil War Period. 1848-1865. Note: It is helpful and interesting at this time to take a re¬ view of the history of slavery in America. (Use index of text for reference. Make a chronological outline). a. Expansion makes slavery question dominant. Missouri Compromise; Clay Compromise. b. Great Statesmen of the period: Clay, Calhoun and Webster, followed by 'North— Seward, Chase, Sumner. South— Douglas, Jefferson Davis, Stephens. c. Influence which drew the North and South apart: Industrial and Commercial conditions. d. The War, April 15, 1861-1865. Compare the resources of the North and South; England’s attitude toward the war; Campaigns briefly. 2. Reconstruction Period—1865-1876. Lincoln’s death caused much of the difficulty of reconstruction. Struggle between Johnson and Congress. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 71 iiiiikiiiiiiiiiiiiiaiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiciiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiililiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim Plans put forth for reconstruction: One finally adopted; how it was carried out by states. Carpet Bagger’s rule: Ku Klux Klan. Questions of international interest: Alabama claim; settlement of Mexican trouble (Test of Monroe Doctrine) ; Purchase of Alaska; Tendency toward democratic government in other countries. 3. Period of economic improvement, 1876. a. Problems of westward colonization: In middle and far west: Railroad building; Indian ques¬ tion—reservations ; citizenship ; conquering the last barrier; development of western industry. b. Rebuilding the South. Show how the Soutn’s unprepared¬ ness during the Civil War taught them the lessons which were needed to develop the resources of the South. c. Industrial progress. New factory systems ; Use of iron, coal and steel; big business and Trusts; immigration; labor un¬ ions—strikes. d. Improved methods of government. Spoils system and Civil Service reforms; commission form of government; direct primaries and short ballot. e. Educational advancement. f. Territorial expansion: Spanish-American War; acquisition of new territory; America’s policy in territories—Govern¬ ment, Improvements; America’s recent foreign policy—in China, International Peace convention. 4. The Great War : a. Europe on fire. b. American neutrality; President’s proclamation; reasons for American neutrality; difficulties in way of strict neutrality. c. Submarine outrage: The Lusitania sunk; America’s protest. d. War with Germany and Austria: Germany renews unre¬ stricted submarine warfare; German intrigue in United States; War declared; allies of America. e. The German autocracy: Nature of the German Empire; Prussia almost an absolute monarchy; The Hohenzollern rule and its dream of world domination; the need of crushing German militarism. f. A democracy at war: The draft; war taxes; National con¬ trol of food, fuel, and transportation, express, telegraph and telephone. REFERENCES: Bourne: Teaching History and Civics. Johnson: Teaching History in Elementary and Secondary Schools. Robinson & Beard: Readings in Modern European History. Simpson : Supervised Study in History. Wayland: How to Teach American History. Publicity Committee: Pamphlets. Society of International Conciliation: Pamphlets. Other Government Bulletins. Bone: Geographic Facts in the Teaching of American History. TIME ALLOTMENT AND OUTLINES OF WORK 72 8A: Second Semester : Community Civics, 12 weeks; Illinois History, 6 weeks. “Civics, as the study of the machinery of government, has small place in the elementary grades. As a study of community activities it is a vital part of history, geography, hygiene, home economics, household arts, arithmetic and current events. The use which the child is taught to make of history and geography knowledge should have a social ef¬ fect. The training resulting from reasoning upon the facts he learns and from forming individual judgments makes for social efficiency. The study of home and neighborhood life even in the kindergarten; that of primitive pioneer life, with its need of union for protection; that of migration from an older community into a new section leading into the study of problems like immigration and the development of transportation are social. The civic element enters largely into the study of foods and markets in connection with home economics, of textiles in household arts, and of community hygiene. “Citizenship has never meant so much as it does now. As if in answer to the great need for training to meet the increasing responsibilities of community life, our children are taking a larger part in community activity than ever before, thus securing early practice in citizenship. It is the part of the school to further, in every way possible, civic ac¬ tivities, such as Clean-up Week, and active participation in war work, but, beyond this, there is need for positive, definite instruction in civics which will give correct attitudes and ideals.”— Denver Course of Study, 1918. SCOPE: Community Civics: Textbooks prescribed by the Civics outline. See Course of Study. Emphasis: The civic duty of each pupil as a citizen of Mon¬ mouth, of Illinois, and of United States. Illinois History : Text—Smith’s History of Illinois. Supplementary Readings: Mather’s History of Illinois. Robinson’s History of Illinois Nida’s History of Illinois. Note : Follow outline in Course of Study, modifying and supplementing where necessary. HOME ECONOMICS SEVENTH GRADE—SEWING: TIME: 90 minutes per week. AIMS: To teach crochet, button holes, simple embroidery and skill in use of machine. Application Projects: a. Review button hole stitch—make model button holes. b. Embroider: guest towel, doilie, pin cushion, letter on hand¬ kerchief or napkin. c. Crochet: rag rug, wash rag, lace or yoke for nightgown. d. Learn parts of machine and practice stitching on hot-holder, laboratory cap, sleeve protectors and cover-all apron (these for use in cooking class). e. Nightgown or princess-slip on which both machine and handwork are emphasized. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 73 ..... EIGHTH GRADE—SEWING AND COOKING: TIME: Sewing 70 minutes per week; Cookin^ 75 minutes per week. Sewing: Application Projects: a. An article of underwear for pupil, or simple dress for some member of family. b. Review of darning—pupil bringing some of family darning to be done in class. c. Plain white skirts and middy blouses or very simple one- piece white dress. Cooking: To prepare girls for high school work and to arouse in them interest enough in cooking to want to help at home. General Outline 1. Sanitation: Laboratory rules, and directions for work. 2. Measurements: Laboratory work to apply rules. Beverages. 3. Care of dining room and serving. 4. Meals—Discuss food values with each lesson. In five or six lessons teach: a. Fresh vegetables—Example of application—Lettuce Salad. b. Fresh fruits—Example of application—Coddled apples. c. Potatoes—Example of application—Riced potatoes. d. Eggs—Example of application—Poached eggs. e. Milk—Example of application—Hot chocolate. f. With all or a part of the above serve a breakfast or lunch. 5. Meal: a. Root vegetables and white sauces—Example of application— „ creamed potatoes. b. Dried fruit—Example of application—Prune pudding or Apri¬ cot Custard. c. Cheese—Example of application—Welsh rarebit. d. Cereals—Example of application—Mush, pop-corn balls. e. Fats—Example of application—Cornmeal croquettes. f. Serve a meal. 6. Meats and Substitutes. 7. Fish. 8. Batters. INDUSTRIAL ARTS SEVENTH GRADE. TIME: 160 minutes per week. WORK: 7B —First Semester: Concrete. The purpose is to give the boys an introduction to the composi¬ tion, manufacture, characteristics, uses, and handling of con¬ crete. To connect up with wood work a few simple wooden tools are made: straight edge, wooden trowel, measuring box; a further correlation with wood work is made in the construc¬ tion of forms for models, casts, foundations, etc. Projects con¬ sist of: flower-pots, window-boxes, bird baths, etc. The class also do small jobs of work needed about the schools and for patrons. 74 TIME ALLOTMENT AND OUTLINES OF WORK iiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiliiiaiiitliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiisiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiniiiaaiiiiiiiiiiit 7 A— Second Semester : Electrical work. An elementary course, mostly of an experimental nature, supple¬ mented with talks, demonstrations, outside readings and class reports. No attempt is made to explain the deeper theories of electricity, but rather to teach the boys what electricity does. Shop drawing is correlated with the work. The projects for this work are: Making magnets, batteries, electro-magnets; installing regular telegraph, telephone and elec¬ tric call bells and electric light systems; construction of motor, induction coil. etc. Whenever electrical wiring needs to be done for the schools, the work is turned over to this class if it is within their abilities. Some good jobs have been done. EIGHTH GRADE. TIME: 160 minutes per week. WORK: 8B— First Semester: Cabinet work and Joinery; Shop sketching. This course aims to give practice in the more difficult types of joinery which yet are within the ability of an eighth grade boy. Each problem involves the fitting together or joining of two or more members to form a completed project. Most of the common joints are employed, including the half lap, rabbeted, bridle, matched, mortise and tenon, and doweled. It is thought that the multiple dovetail is too difficult; also fancy panelling. The finishes emphasized are stain, shellac, wax, oil, and paint. The pupils make a shop drawing of each project before under¬ taking its construction, thus correlating elementary drawing with their shop constructions. In the shop there are listed over fifty projects from which the boys may choose. In addition to the problems regularly on file, the boys bring in a variety of practical problems of their own. Some bring furniture from home and repair it at the school shop. The boys also do a good deal of repair and new ob¬ struction work for the schools; such as building bulletin boards, flower boxes, etc., and repairing seats and other equipment. Whenever a boy does not want to make anything for himself he is put on one of the school jobs. The boys pay for the cost of the material entering into any project which they are con¬ structing for themselves. 8A— Second Semester: Carpentry and Cabinet Work. The interest and the instruction in the course center around some real carpentry jobs which the class undertakes during the semester. These real jobs are in the form of contracts for building garages, sheds, small houses, repairing buildings, etc. The garage makes an ideal problem for such a class to start on. After a garage has been completed a small house may safely be undertaken. During the present semester the carpentry class is building a garage and adding a kitchen to a house. Cabinet work supplements the work in carpentry. It follows the usual line of projects, avoiding those either too difficult or too heavy to manage well in the shop. For detailed courses of Seventh and Eighth Grade work see detailed Course of Study in Industrial Arts. PHYSICAL EDUCATION SEVENTH GRADE. TIME: 60 minutes per week. Boys and Girls divided. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 75 ... Girls have four divisions of work: Formal gymnastics, folk dances, games, and group athletics. Boys have formal gymnastics, games and athletics. The work is a continuation of Fifth and Sixth Grade work. Each phase of it is just a little more complicated as suits the requirements of Seventh Grade pupils. Higher standards are required in athletic events and new ones are added to stimulate the interest. Games are of the highly organized type. Inter-class and inter-school games are encouraged. The sense of fair play and a sportsman-like spirit are developed. Most Seventh Grade pupils have the “habit” of good posture and give personal evidence of previous and present training in hygiene. EIGHTH GRADE. TIME: 60 minutes per week. Boys and Girls divided. Eighth Grade work is combined with that of the Seventh Grade. Girls’ group: Athletics hold a prominent place in Eighth Grade Physical Training, not as an imitation of boys’ athletics, but as a development toward athletics suitable for girls. Their aim is to interest all girls in out-door activities and to develop the habit of wholesome recreation. Develop team work rather than individual work; aim for endurance, accuracy, skill and recreation. FINE ARTS SEVENTH GRADE. TIME: 40 to 60 minutes per week. Emphasis on household decoration; book containing working plans for a house, notes on woodwork, wall coverings, floor coverings, furniture, bric-a-brac, pictures, and plans for each room of an ideal home; flower studies, designs in landscape, color harmonies, applied to household dec¬ oration; object drawing in pastello on toned paper; drawing in color of views of a simply furnished room; stencilling and woodblock printing applied to household decoration; design for book cover for household decoration book. Art Appreciation: Pictures suitable for home decoration. EIGHTH GRADE. TIME: 40 to 60 minutes per week. Art Appreciation: Landscapes, mural decoration, religious paintings, por¬ traits and statuary, study of composition arrangement, rhythm and bal¬ ance, color, tone and harmony; a short course in history of art; letter¬ ing, poster making. MUSIC—SEVENTH AND EIGHTH GRADES TIME: 60 minutes per week. AIMS: Completing those of previous years. Enjoyment of singing. MATERIAL: 7th Year: Progressive Book III. Use best folk songs, pat¬ riotic songs, good hymns, and other songs needed for special occasions. 8th Year: Progressive Book IV. Glee Club songs. Com¬ munity singing. Orchestra. 76 TIME ALLOTMENT AND OUTLINES OF WORK .. . . . . . . . . ......... . .„„„„... LIST OF BOOKS FOR COLLATERAL READING Note: The following book list has been prepared for the benefit of teachers and patrons who may desire or need to become better informed upon the several subjects or phases of education included in the list. Only a few titles are included under each heading, but they are representative of the best books in the field, and present clearly the trend in modern education. GENERAL Bagley: Class-Room Management, Macmillan Co., 1910. Betts: Class-Room Methods and Management, Bobbs-Merrill, 1917. Butler: The Meaning of Education {Rev. Ed.), Macmillan Co., 1912. Charters: Teaching the Common Branches, Houghton-Mifflin Co., 1917. Charters: Methods of Teaching, Row, Peterson & Co., 1912. Colegrove: The Teacher and the School, Scribner’s, 1910. Freeman: The Psychology of the Common Branches, Houghton-Mifflin Co., 1916. Kendall and Mirick: How to Teach the Fundamental Subjects, Houghton- Mifflin Co., 1915. Wilson and Wilson: The Motivation of School Work, Houghton-Mifflin Co., 1916. ARITHMETIC Brown and Coffman: How to Teach Arithmetic, Row, Peterson & Co., 1914. Klapper: The Teaching of Arithmetic, D. Appleton & Co., 1917. McMurry: Special Method in Arithmetic, The Macmillan Co., 1906. Suzzallo: The Teaching of Primary Arithmetic, Houghton-Mifflin Co., 1902. Stone: The Teaching of Arithmetic, Benjamin Sanborn Co., 1917. ENGLISH-LANGUAGE AND GRAMMAR Chubb: The Teaching of English, Macmillan Co., 1909. Cooley: Language Teaching in the Grades, Houghton-Mifflin Co., 1913. Deming: Language Games for All Grades, Beckley-Cardy Co., 1914. Hosic: Elementary Course in English, University of Chicago Press. Klapper: The Teaching of English, D. Appleton Co., 1915. Leonard: English Composition as a Social Problem, Houghton-Mifflin, 1917. McMurry: Special Method in Language, The Macmillan Co., 1906. McClintock: Literature in the Elementary School, University of Chicago Press. Palmer: Self-Cultivation in English, Houghton Mifflin Co. GEOGRAPHY Brigham: Geographic Influences in American History, Ginn & Co., 1903. Dodge and Kirchwey: The Teaching of Geography in Elementary Schools, Rand, McNally & Co., 1906. Holtz: Principles and Methods of Teaching Geography, The Macmillan Co., 1913. McMurry: Special Method in Geography, The Macmillan Co., 1904. Sutherland: The Teaching of Geography, Scott, Foresman Co., 1909. HISTORY AND CIVICS Allen: The Place of History in Education, D. Appleton & Co. Brigham: Geographic Influences in American History, Ginn & Co., 1903. Dunn: Civic Education in Elementary Schools, U. S. Bureau of Education, 1915. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 77 imimiiiiimiimmmmiimmiiiimmmi.........immimimmimiimmiiiimi.mum Field and Nearing: Community Civics , The Macmillan Co., 1916. Hartwell: The Teaching of History, Houghton Mifflin Co., 1913. Hill: The Teaching of Civics, Houghton Mifflin Co., 1915. Johnson: The Teaching of History, The Macmillan Co., 1916. Mace: Methods in History, Rand, McNally, 1914. Semple: American History and Its Geographic Conditions, Houghton Mif flin Co., 1903. INDUSTRIAL AND VOCATIONAL EDUCATION Allen: Business Employments, Ginn & Co., 1916. Bloomfield: Readings in Vocational Guidance, Ginn & Co., 1915. Brewer: The Vocational Guidance Movement, The Macmillan Co., 1918. Crawshaw and Selvidge: The Teaching of Manual Arts, 1913. Davis: Vocational and Moral Guidance, Ginn & Co., 1915. Dopp: The Place of Industries in Elementary Education, University of Chi¬ cago Press, 1909. Gowin and Wheatley: Occupations, Ginn & Co., 1916. Eliot: The Concrete and Practical in Modern Education, Houghton Mif¬ flin Co., 1913. Leake: Industrial Education, Houghton Mifflin Co., 1913. Laselle and Wiley: Vocations for Girls, Houghton Mifflin Co. Leavitt: Examples of Industrial Education, Ginn & Co., 1912. Leavitt and Brown: Prevocational Education, Houghton Mifflin Co., 1915. Scott: Social Education, Ginn & Co., 1908. Row: The Educational Meaning of Manual Arts and Industries, Row, Pet¬ erson & Co., 1909. Weaver & Byler: Vocations for Boys, A. S. Barnes, 1915. Weaver: Vocations for Girls, A. S. Barnes, 1915. PHYSICAL EDUCATION, HEALTH AND HYGIENE Ayers: Health Work in Public Schools, Cleveland Survey, 1915. Bancroft: The Posture of School Children, The Macmillan Co., 1913. Curtis: Education through Play, The Macmillan Co. Curtis: Play and Recreation, Ginn & Co. Dressier: School Hygiene, The Macmillan Co., 1913. Hoag & Terman: Health Work in the Schools, Houghton Mifflin Co., 1914. Johnson: Education by Plays and Games, Ginn & Co. Rapeer: Educational Hygiene, Chas. Scribner’s Sons, 1915. Terman: The Hygiene of the School Child, Houghton Mifflin Co., 1914. Terman: The Teacher's Health, Houghton Mifflin Co. READING AND LITERATURE Bolenius: Teaching Literature in Grammar Grades, Houghton Mifflin Co. Bryant: Stories to Tell to Children, Houghton Mifflin Co., 1905. Bryant: How to Tell Stories to Children, Houghton Mifflin Co., 1907 Briggs and Coffman: Reading in Public Schools {Rev. Ed.), Row, Peter¬ son Co., 1911. Coe: The First Book of Stories for the Story Teller, Houghton Mifflin Co., * 1910. Coe: The Second Book of Stories for the Story Teller, Houghton Mifflin Co., 1913. Finley: Blackboard Work in Reading, Benjamin Sanborn Co. Haliburton and Smith: Teaching Poetry in the Grades, Houghton Mifflin Co., 1911. Harrison : In Storyland. Huey: The Psychology and Pedagogy of Reading, The Macmillan Co., 1908. Klapper: Teaching Children to Read, D. Appleton Co., 1916. 78 TIME ALLOTMENT AND OUTLINES OF WORK Lyman: Story Telling : What to Tell and How, A. C. McClurg, 1915. MacClintock: Literature in the Elementary School, University of Chicago Press. Judd: Reading : Its Nature and Development, University of Chicago Press, 1918. Sherman and Reed: Essentials of Teaching Reading, University Publishing Co., 1916. Wiggin: The Story Hour, Houghton Mifflin Co. TEACHING CHILDREN TO STUDY Earhart: Teaching Children to Study, Houghton Mifflin Co., 1909. Jones: Teaching Children to Study, The Macmillan Co., 1909. Hall-Quest: Supervised Study, The Macmillan Co., 1918. McMurry: How to Study, Houghton Mifflin Co., 1909. Sandwick: What to Study and How to Study, D. C. Heath, 1915. Whipple: How to Study Effectively, Public-School Pub. Co., 1916. SPELLING Ayers: The One Thousand Commonest Words, Russell Sage Foundation, 1916. Cook and O’Shea: The Child and His Spelling, Bobbs-Merrill Co., 1914. Suzzallo: The Teaching of Spelling, Houghton Mifflin Co., 1913. Wallin: Spelling Efficiency, Warwick & York, 1911. WRITING Ayers: Scale of Handwriting, Russell Sage Foudation. Freeman: The Teaching of Handwriting, Houghton Mifflin Co., 1914. Thompson: Psychology and Pedagogy of Writing, Warwick & York, 1911. YEAR BOOKS ON MINIMUM ESSENTIALS AND JUNIOR HIGH SCHOOL Fourteenth Year Book, Part I. Minimum Essentials in Elementary School Subjects, 1915. Fifteenth Year Book, Part I. Standards and Tests, 1916. Fifteenth Year Book, Part III. The Junior High School, 1916. Sixteenth Year Book, Part I. Second Report of Committee on Minimum Essentials, 1917. Seventeenth Year Book, Part I. Third Report on Economy of Time, 1918. Seventeenth Year Book, Part II. Measurements of Educational Products, 1918. IMPORTANT SCHOOL SURVEYS The San Antonio Survey, Published 1915. The Cleveland Survey, Published 1915. The Denver Survey, Published 1916. The Grand Rapids Survey, Published 1916. The St. Louis Survey, Published, 1918. Illustrations of Work. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 79 iiiiiiiiiiiiMiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiHiiiimiimmmmmimmiHitiHit iiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiimmiiiiiiiiiiitiiiiiiiiiiiiiiiiiimiiiii Developing- the spirit of play and recreation. Learning to be good winners and good losers. It has been well said that “man plays only when he is a human being in the fullest sense of the word, and he has reached full humanity only when he plays.” There is nothing that will stimulate more keenly in the child respect and care for his own body and arouse his moral nature to a sense of law and justice than the games of the playground. A fresher brawn and brain for all.” Playful boys today; red-blooded men tomorrow. 80 TIME ALLOTMENT AND OUTLINES OF WORK miuiimii.... Playgrounds develop all-round physical efficiency. Health and happiness and a disposition to be fair, are prime factors in efficient living. Theschool recognizes that physical development is an essential and most important part of education and that play is as necessary as study and work to develop the child’s capacity and power for usefulness in democratic citizenship. Well equipped playgrounds and time for play are as essential as well equipped classrooms and laboratories. Play develops initiative, honesty, justice, health. A part of Baby Week exhibit held in High School Gymnasium under direction of School Health Department. Visited by many mothers. Baby Week posters prepared by elementary grades. Baby foods prepared by girls in Domestic Sci¬ ence classes. Diet placards prepared by Mechanical Drawing Department. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 81 IMIllllllllMIIIIIIMMIIIIHIIIIIMIItlllllllllllllllllMllllltlllMIIIIIIIHIIIIIIIIIIIIIIIIIIIIilllllllHIIIIIIItMMIIIMIIIIIIIIIIIIIMIIIIMIIIIIIIIIIIIIIItlllMIIIIIMIIIIIIIIIinilllllllllllMIIMIIIIIIIIIIIIIIIIIItliMlllltlimiUmillti 82 TIME ALLOTMENT AND OUTLINES OF WORK 111111111111111111111(1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 ifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiititiiiiimiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiMiiiiiiiiit Another view of Baby Week exhibit. This exhibit included everything that has to do with the care and health of babies Articles made by Sixth, Seventh and Eighth Grade girls in Sewing classes. The aims of this work are practical sk good taste and an appreciation of costs. 83 MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS miiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiitiitiHiiiiimiiit iiiiiiiiiiiiiiiiiimtiHiiiitmiimiiitiiutiiitiiiHimiHitMiimiiMiiimi * & 84 TIME ALLOTMENT AND OUTLINES OF WORK cost are evisent. euch training pay ? Caning and Weaving Work. Sixth Grade. First Semester. Rope and Knot Work, Chair Caning, Elementary Bench Work, Shoe Cobbling. The work in ropes and cords consists in giving each boy a three-foot length of window cord and then pending two class periods having them practice making the various knots, hitches, etc., as demon- trated by the teacher. Hammock making furnishes the work in weaving. The boys get experience in bench-work while naking their weaving needle and the hammock stick. Later in weaving the hammock from chalk line hey learn the peculiar knots used in this kind of work. The hammocks cost the boys on an average ibout 50 cents each and have proven quite satisfactory as “scout” hammocks. The work in chair caning is taught through the actual caning of chairs. School chairs that need e-seating with cane are gathered from all over the school system and brought to the school shop where he boys remove the old seats, bore the holes and weave on the new cane. Chairs are also brought from lomes and repaired for the cost of the material used. All boys take the rope and cord work, but after that they have a choice between making a hammock ind learning chair caning, or both. The work in this grade is fairly flexible and provides for the in- lividuals. Shop sketching is taught in connection with the shop work. 86 TIME ALLOTMENT AND OUTLINES OF WORK l»BIII•lll•llll»llllllllllllllllllll«llllllllllll■lllllll•lll•lllllllllllllllllllll||||||||||||||||||||||||I|||||||||||||||||||||••■•l|||||||||||||||||||||||||||||||||||||||| l |||||||||| l |||,ll| l |||,lll,l,,,,ll l ,, | |,,,,, ||J|| , |||| , ||||||||||||||a|a|B Electrical Construction. Seventh Grade. Second Semester. An elementary course, mostly of an experimental nature, supplemented with talks, demonstrate r outside readings and class reports. No attempt is made to explain the deeper theories of electricity, b rather to teach the boys what electricity does. Shop drawing is correlated with the work. The projects for this work are: Making magnets, batteries, electro-magnets; installing regular tel graph, telephone and electric call bells and electric light systems; construction of motor, induction co etc. Whenever electrical wiring needs to be done for the schools, the work is turned over to this cla if it is within their abilities. Some good jobs have been done. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 87 iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuriiiiiiiiiiiiiiiiiiiiiiiiiiim Carpentry and Cabinet Work. Eighth Grade. Second Semester. The interest and the instruction in the course center around some real carpentry jobs which the ass undertakes during the semester. These real jobs are in the form of contracts for building garages, eds, small houses, repairing buildings, etc. The garage makes an ideal problem for such a class to art on. After a garage has been completed a small house may safely be undertaken. During the •esent semester the carpentry class is building a garage and adding a kitchen to a house. Cabinet work supplements the work in carpentry. It follows the usual line of projects, avoiding ose either too difficult or too heavy to manage well in the shop. For detailed courses of Seventh and Eighth Grade work see detailed Course of Study in Indus- ial Arts. 88 TIME ALLOTMENT AND OUTLINES OF WORK •&I Stories, rhymes, events and games illustrated by pupils of the First, Second and Third Grades. See outlines of work for full description. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 89 Design applied to objects by pupils of the Intermediate Grades. Fifth Grade Basketry. Native materials such as corn-husks, rushes, and grasses are used in this construction, as well as reed and raffia. The children like it. Do you? MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 91 Still life drawing by pupils of the Seventh and Eighth Grades. Charcoal and pastellos on toned paper for the study of tone values. 92 TIME ALLOTMENT AND OUTLINES OF WORK rpical posters on Food Conservation. These war posters furnished a rare opportunity to combine patriotic sentiment with original illus- ation, artistic design and careful handwork. Posters were made in connection with each great war activity and were exhibited in the hools and at meetings of different clubs, etc. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 93 ■ONDAY WE HIVE LESS HEAT TUESDAY WE EAT NO MEAT Wednesday WE HAVE NO WHEAT Thursday HAVE LESS SWEET Friday HAVE LESS TO EAT Saturday NO PORK FOR MEAT Sunday WHEN THE FAMILT MEET HAVE LESS 1318 In order that all the pupils of a grade, not just the talented few, should have a chance to work on these posters, a few of the letters needed were made by each pupil and were pasted on the poster and where possible the illustration was a composite picture made up by many pupils’ work. This work has developed originality in illustrat’on and in the composition of patriotic jingles. 94 TIME ALLOTMENT AND OUTLINES OF WORK ....mu Making: Stories and Poems Real. The Land of Story-Books. “An’ all us other children, when the supper things is done. We set around the kitchen fire an’ has the mostest fun A-list’nin’ to the witch-tales ’at Annie tells about, An’ the Gobble-uns ’at gits you Ef you Don’t Watch Out 1” Dramatic and Musical representation of Mother Goose Rhymes and Melodies. Given as a program for parents. How many Mother Goose characters can you pick out? The children know them all. Such work has a large place in any modern school program. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 95 96 TIME ALLOTMENT AND OUTLINES OF WORK lIMIIIIIIIIIIIIMIIIIIIIIMIMIMMIIIIIIIIillllMIIMMIIIMIIIIIIMIMMMIIIMIIIIIIIIIIIIIIIIMMIMIIIIMIIillllllllllllllllllllllMIIIMIIIIIIIIIMIIIIIIIIIIIIIIIMIMIIIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIllllllllllllliiliiiiiiiiHMiiMiiiiiiM STUDIES IN PRIMITIVE LIFE Sand-table representation of the life of the Cave Men, showing the cave, the wooded hills, the river. Strong-arm, Fire-keeper, Saber-tooth, etc. First Grade work. Sand-table representation of the life of the American Indian. The home of Hiawatha. Second Grade Work. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 97 itmiMiMiiMittiiiHiiiiiiMiiiiiiimiiiiiiliiiiiiiifiiiiiiiimiiiimiimiiiiiiimimimiiiiimimmiimiimiiiiH iiimiiiiiiiiiiiiitiiitiiiiiiiimiHitiiiiiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiilililiiiiiiiiiiiiiiiiiiiiiiiuiiii' Colonial Life. Dramatization of the First Thanksgiving by pupils of Third Grade. The children made a careful study of history for the details of this event. Each pupil rep¬ resented a character for the occasion. Industrial and historical work. Rag-weaving. A rug made by Second Grade pupils. 98 TIME ALLOTMENT AND OUTLINES OF WORK MMIIIIIMnillHIIIIIIIIIIMIIIIIIHIIIIIIIIMIIIItllllllMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIMIIIIIIIIIIIIIIIIIIIIIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIMHIimilMlllllllllini First steps in map-making. The map shows the directions, boundaries, location of building, walks, trees, shrubbery, playground apparatus, etc. Names were purposely left off the map. One way to teach manners-at-table and proper service. The modern school is more than a place to cram few facts from books. It endeavors to teach how to live happily, politely and gracefully. 100 TIME ALLOTMENT AND OUTLINES OF WORK Our children are entitled to school-rooms the walls of which are tastefully decorated and hung- with good pictures, and which are uroperly lighted, heated, ventilated and seated. MONMOUTH PUBLIC SCHOOLS, MONMOUTH, ILLINOIS 101 IIMMIIIIIIimUllltUltllllllllllllllllllllllllllMIIHIIIHIIIIIIIIIIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIIillllllllllllHIIIIIIIIIIIIIIillllllllllllllllllllllllllllllllllllllllllllllllllllllllllllillllllllllllllllllllllillllllllillllllllllillltlllll Raisin? Old Glory to the top of a splendid pole provided by the pupils of Central School for their lawn. The pole was formally dedicated to the school in an out-of-door patriotic program.