1898 Waveland Annual Report

Tenth Annual Report of the Waveland Public Schools, Waveland, Indiana

for the School Year 1898-99

-- there will also be annual reports from this book up through 1902

Click here for the other years: 1896 -- 1897 --1898 -- 1899 -- 1900 -- 1901 - 1902

Special thanks to Dave F and Trevor P for bringing me this awesome book -- Dave & I have decided we're appointing Trevor as the official Waveland Junior Historian :)

Note: I'll be adding to this as time progresses !!! I'm sooo excited - something I'd not seen before. MAKE SURE YOU REFRESH the page to get updates of what's been added :) ENJOY

CALENDAR for 1898-1899

First Term Begins ................................... September 12, 1898
Thanksgiving Holidays ........................ Nov 24-25, 1898
First Term Ends .....................................December 23, 1898
Second Term Begins ............................... Jan 2, 1899
Annual Commencement ........................... May

TEACHERS

1888-89................................................................................1891-92
J.B. Evans ....................................................................... J.B. Evans
C.A. Kleiser......................................................................C.A. Kleiser
Nannie A. Hanna.............................................................Nannie A. Harris
T.Y. Hall..........................................................................Laura Spencer
Lillie B. Dowdall..............................................................Alice Kashner
..........................................................................................Mary Oglevee

1889-90 ..............................................................................1892-93
J.B. Evans........................................................................O.P. Foreman
C.A. Kleiser......................................................................C.A. Kleiser
Kate Moore......................................................................Laura Spencer
Minnie LeCraw.................................................................H.F. Johnson
Emma Russell..................................................................Lulu Milligan
..........................................................................................Mary J. Lowry

1890-91................................................................................1893-94
J.B. Evans..........................................................................Walter Dunn
C.A. Kleiser.......................................................................Effie Preston
H.F. Johnson.....................................................................Laura Spencer
Bertha Ghormley..............................................................Lillian Wilson
Laura Spencer..................................................................Margaret Jones
Kate Moore ....................................................................Maye Handlen

1894-95................................................................................. .1895-96
Walter Dunn.....................................................................Walter Dunn
Effie Preston......................................................................Belle Mills
Laura Spencer...................................................................Laura Spencer
Jennie Burford..................................................................Allie McMahon
Emma Griest.....................................................................Jennie Burford
Lizzie Morrison.................................................................Harriet Hendricks

1896-97 ................................................................................ 1897-98
George L. Guy .................................................................. Mark Moffett
Eunice B. Little ................................................................ Belle Mills
Laura Spencer ................................................................. Laura Spencer
Hintie J. Wray ................................................................. Etta Chenault
Anna Anderson ................................................................ Della Moore
Allie May Bland .............................................................. Allie May Bland

SCHOOL OFFICERS 1898-99

F.N. Johnson.............................President
T. Z. Ball .......................... Secretary
T.L. Hanna .................... Treasure
C.A. Kleiser ......................... Township Trustee
Prof. Mark Moffett .......................... Superintendent

TRUSTEE's REPORT

The Tenth Annual Announcement of the Waveland Public Schools is herewith submitted and we take pleasure in commending the excellent work done by the schools during the current year and as the facilities for instruction are more complete than ever before, we feel confident that with your hearty cooperation the success of next year's work is assured. During the last year, as an assistant in the higher departments of work, purchases were made of elegant, new raised maps, the latest cyclopedias, etc. Our Library and Aparatus for instruction in the various departments are second to none, thanks to the kindly interest and earnest effort on the part of teachers and pupils who originated the idea of a school library and have contributed so largely toward increasing and making it a feature of education. Prof. Mark Moffett will again have charge as Superintendent and a number of the old teachers will be retained - vacancies will be filled as early as can be done satisfactorily, and we hope to supply the school with teachers who will keep up the excellent standard attained in years past. OUr High School has achieved a reputation more than local, and we hope as soon as possible to place it in the list of Commissioned High Schools, which right has only been denied us on account of shortness of term, and not from any lack of merit. With your interest and assistance we remain yours for success to the Waveland Schools -

F.N. Johnson, T.L. Hanna, T.Z. Ball, C.A. Kleiser, Township Trustee.

Note from typist, Karen Bazzani Zach: F.N. Johnson is Fountain North; T.L. Hanna is Tyree Littleton; T.Z. Ball is Thomas Zopher; C.A. Kleiser is Charles Albert.

SUPERINTENDENT's REPORT

To the Honorable Board of Trustees of the Waveland Schools.

Gentlemen: I herewith submit the tenth annual report of the Waveland Schools to you. The term just finished for the year 1997-98 was begun on September 13, 1897, and closed April 15, 1898, having a total term's length of 1-- days.

The general tone of the work throughout the year has been good beyond doubt. The teachers for the most part have been earnest and thoughtful, the pupils studious and obedient. Each Monday morning, as in former years, devotional exercises were held in the chapel, at which every student was required to be present. They were conducted as often as practicable by either ministers of the city or by visiting clergy, which added much to their interest, and to these exercises I attribute much of our success in management and the cheerfulness of the school.

The same evening, after school, teachers' meetings were held. There we all sought to better equip ourselves for the coming week at our fellow's expense, in a general round-table discussion. Matters of discipline, preparation of pupils and teachers, assignments and recitation, reports and other miscellaneous things were considered. These are meetings which the successful teacher is always glad and prompt to attend.

The teachers and pupils, too, this year, have greatly appreciated the new set of relief maps, the new cyclopedia and dictionary, which you have purchased; and many a dreary noon hour has been made just as happy and useful a one by the periodicals and papers of the reading table. All of these things not only bespeak a courtesy to your judgment as a school board, but a firm advancement for the school itself in the future. The following statistical report will indicate to you its numerical advancement during the last decade.

YEAR	# Students Enumerated	# Students Enrolled	Average Attendance	# Enrolled In High School
1887-88		175	110.7	4
1888-89	303	220	165.5	11
1889-90	322	235	170	12
1890-91	326	235	186	13
1891-92	332	238	176	17
1892-93	329	224	175	22
1893-94	347	227	170	27
1894-95	343	221	175	30
1895-96	264	241	180	32
1896-97	315	257	203	44
1897-98	--	275	210	48

You can see by a glance that the steady growth of the numbers indicate a like advance in the school. The average daily attendance has been materially lessened this year by the scare we had from diptheria. Four bi-monthly examinations were held throughout the grades and the standard of 65 $ for the lowest and 75 per cent for the average were held as the conditions upon which a pass was granted, except where the pupil's work in recitation assured the teacher of his ability to advance. Two things were constantly held in mind in promotiong: 1. What is the best for the pupil? 2. What is best for the school?
In the High School examinations were held more frequently but on the same basis of passing. When such a number as students are knocking at the doors of the High School alone, does it not seem a most fitting time to take the responsibility upon yourselves of preparing them to enter our higher institutions of learning. One more year's training of seven and one-half or eight months will do it, and put our school upon an equal footing with many of the other best High Schools of the state... I beg to ask you, why not do it, and do it now? Our sister town, Ladoga, has hers commissioned, and let me be responsible for saying that the people there ar enot inclined to higher education more than ours are.

COURSE OF STUDY

One of the most essential things to a schol system is a well-planned Course of Study. A man chooses to go to a certin College or University because he can secure from its curriculum more nearly what he needs and because its masters are the most efficient. And so with a common school - it becomes more desirable and necessary the better suited, the more logical and the fuller of needs is its course of study. The following is not supposed to be complete or perfect, and will need to be either revised or rejected at many points as the individual case demands.

FIRST GRADE - FIRST YEAR -- READING

First Month - The written and printed forms of words, and short sentences found in the child's own vocabulary should be the basis of work. The idea in his mind preceds the word, and the word the symbol. Memory and perception are especially active and should likewise be trained. Use charts, objects, pictures. First Reader to Lesson 4.

Second Month - Work on 1st month continued. The written and printed form compared. First Reader to Lesson 12.

Third Month -- Same plan of work to continue, putting stress ever on the perception and memory. From lists of known words make easy sentences.. The Reader completed to Lesson 22.

Fourth Month - In addition to the same line of work begin to have pupils to analyze the thought into their own language. Notice also the elementary sounds for which the letters stand making plain the fact that the position the letter in relation to others determines the sound given it. Reader to Lesson 34.

Fifth Month - The new lines of work begun in the fourth month are now emphazied, the teacher striving to have the pupil to recall vividly the idea. . First Reader, Part I completed and Part II to Lesson 4.

Sixth Month. The expression must vary with the thought to be expressed. Teacher insists on definiteness of expression and clear articulation. Primary reading is, and must be taught as, an art. Follow fourth and fifth months in nature but advance to Lesson 12.

Seventh Month. Continue work as before aiming at an artful expression in oral reading and a definite expression of the thought in the pupil's own language. Reader to Lesson 23.

Eighth Month. Finish the reader and review all pieces difficult in thought and oral expression. Supplementary readings are to be used throughout the term. Let the Year's work be crowned with the power of pure-tonedf oral reading and a knowledge that the written or printed sentence contains a thought to be definitely grasped and in like manner expressed.

FIRST GRADE - FIRST YEAR -- SPELLING

First Month - Words and sentences copied from reading work. Each word then to be spelled orally many times.

Second Month - Continue 1st months' work, dictating every word learned to be spelled orally. The pupil is expected to know the spelling of every word that he passes in the First Reader at any time afterwards.

Third Month -- The copy and dictation work still continued. It aids his penmanship - Pupil led to notice the relation of the letters' position and the elementary sound represented.

Fourth Months -- Same work continued.

Fifth Month - Work especially on words found in reading but strengthen the general ideas gained by using the Speller to Lesson 6.

Sixth Month - Same as before and Speller to Lesson 15.

Seventh Month -- All the words to be used that occure in the Reader and the Speller to Lesson 18.

Eighth Month. From reader as before, Speller to Lesson 21. Miscellaneous lists.

FIRST GRADE - FIRST YEAR -- LANGUAGE

The language work in this and the next year are is not limited by months. The main aim of the teachers is to cultivate elegrance of expression. The principal device is two series of sentences representing a cycle of activity in the real of Geormetry and the Family. (See "Devices" in Language, Sandison). Also, see How to Learn a Language in Six Months, by W.T. Stead (Review of Reviews Vol. V, July, 1892). The Art of Teaching and Studying Languages, by M. Francois Gouin (Same Ref. Vol. VI Aug 1892, The Aquisition of Language by Children, by M. Taine, (Mind, Vol. 11 July 1878). The Threefold Purpose of Primary Language Work, by J.B. Wisely. (The Inland Educator, Nov 1896). For a model Lesson also, see State Manual and Course of Study. To a certain extent, let the Language, Reading and Spelling work supplement each other. Throughout the year the teacher is to watch carefully the expression of the pupil and even the thought may be sacrificed for the sake of it.

FIRST GRADE - FIRST YEAR -- NUMBERS

All possible primary combinations of the numbers from 110 and the ability to county by ones and twos up to and from 100. Idea of inch, foot, yard and their equal parts developed by actual measurement. A miniature laboratory method. In like manner, the idea of gill, pint, quart, gallon, etc. Fractions developed along with whole numbers.

Always a number is to be consider:

1st. As to itself as a whole number of unit.
2nd. As to its relations to others.
34d. As to its applications.

The written symbols taught in connection with the idea.

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SECOND GRADE - SECOND YEAR -- READING

Throughout the year supplementary reading is expected to be used. The art side of reading prevails and is to be considered in the central idea of the year's work.

First Month - Second Reader to Lesson 9.

a. Spelling, pronunciation and meaning of new words.
b. The story of the lesson.
c. The picture
d. The translation of "b' and "c" into their living significance or the life of the life lesson shown.
e. An elegant oral expression prompted by both an artificial knowledge of the word-forms, and a knowledge of the essence of the selection.

Second Month - Second reader to lesson 20. Follow directions under first month. Supplementary reading.

Third Month - Second Reader to Lesson 29.

Fourth Month - Reader to Lesson 6 in the second part, and a review of such selectiions (sic) in Part One as afford difficulties in oral rendition. Supplementary sight reading. It must be remembered that the written or printed word is the only means of reaching the thought in reading and that therefore, the root idea in primary reading is the strong association of IDEA and WORD.

Fifth Month - Second Reader to Lesson 15, learning by heart for recitation all memory gems and selections.

Sixth Month - All previous suggestions followed and Second Reader complete to Lesson 24.

Seventh Month - Second Reader to Lesson 32. Much supplementary reading. Request pupil to express the thought of the selections in his own language clearly and definitely.

Eighth Month - Complete Reader and give a thorough review, requiring pupils to do much oral reading and grasping thought of selections as a whole.

SECOND GRADE - SECOND YEAR -- Spelling

The Spelling work is to be done mainly in connection with the reading. The spelling of every word in the Readers is expected to be known. Much drill and a knowledge of the fundamental rules are the prerequisites. The Speller is not to be followed in its order, but such parts are taken as illustrate the particular rules in hand. In general the teacher will cover the first 81 lessons in the Spealler about as follows:.

First Month - Speller to Lesson 25. Learn force of diacritical marks

Second Month - Speller to Lesson 33. Learn force of diacritical marks

Third Month - Speller to Lesson 38, and review. .

Fourth Month - Speller to Lesson 46. It will be noticed that in connection with the spelling work the diacritical marks are taught.

Fifth Month - Speller to Lesson 53. Have pupils spell on paper and diacritically mark the accented vowels.

Sixth Month - Speller to Lesson 64. See hint on last month..

Seventh Month - Speller to Lesson 73. Syllabification is added.

Eighth Month - Speller to Lesson 82. Summary of rules and principles learned so far.

SECOND GRADE - SECOND YEAR -- LANGUAGE

Same as first year. The work is done both classes working together. Series of sentences in the real of the school and one in the realm of Physics is introduced in the latter half of the year to the ones of Second year. (See Methods in Language, VII, Devices, Sandwison). Also references given in first year.

SECOND GRADE - SECOND YEAR -- HISTORY

Same as first year. The work in both classes based on, "Ten Boys on the Road from Long Ago." (Ginn & Co., Chicago).

SECOND GRADE - SECOND YEAR -- GEOGRAPHY

Work based on "Seven Little Sisters." (Ginn & Co.) See directions in First Year History work as to the manner of presentation. Children are expected to gain a knowledge of :

1. Climate
2. People.
a. Manner of living
b. Relation of Agoonack, Manenko, etc. to themselves.
3. Plants.
4. Animals

SECOND GRADE - SECOND YEAR -- Numbers

All possible primary combinations and relations of numbers from 10-20. Counting to 200 by ones, two, and threes.
Work is presented in same way as previous year. More prominence is given to their applications. Develop relations of inch, foot, yeard, rod, etc., pint, quart, peck, etc. and formulate tables. The work this year to get both more concrete and more abstract. .

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THIRD YEAR -- READING

The stress this year is about equally divided between the expression and mastery of the thought. The pupils are required to commit to memory all the more appropriate selections o f poetry of the Reader, and recite them from time to time. Newspaper clippings, current topics of interest from Magazines, and the regularly supplied material are to be used for supplementary work. "Children learn to read by reading," is a remarkable fact that the teacher must not forget.

The selections in the Reader furnish a variety of material. SOme are almost purely elecutionary; others entirely intellectural; and is treated as their nature indicates.

First Month - The reader begun and completed to page 32.

Second Month - Completed to page 58.

Third Month - Completed to page 90.

The following should be considered in working out any Literary selection:
1. Pronunciation and meaning of new words.
2. Pictures presented to the child's mind.
3. The central thought of the lesson
4. The purpose of the author, or, what did he write it for?
5. The means used in setting forth the purpose and the central thought.
6. Fitness of the pictures to set forth the theme and thus accomplish the author's purpose.
7. The life-lesson shown.
8. The selection of gems of thought from it.
9. The oral expression of the selection. (See Tompkins' Philosophy of Teaching, pp. 207-214. The State Manual and Course of Study; THe Inland Educator)

Fourth Month - to page 121. Supplementary reading used all this time..

Fifth Month - Reader to page 147.

Sixth Month - Reader to page 176.

Seventh Month - Reader to page 212 with supplementary work from the Home and School Visitor.

Eighth Month - Reader Completed.

THIRD YEAR -- LANGUAGE

The year the Language work follows the line of the last and in addition has formal written work. Three series of sentences are used during the whole year based upon the reals of the School, Society and Chemistry respectively. (See Ref. given in preceding years). Besides this is done:

First Month -Writing simple stories about present objects and those with which the pupil is quite familiar in town. Special attention given to mode of thought, selection of words, and spelling.

Second Month - Continuation of First.

Third Month - Continuation of First and Second observing capitalization, punctuation, paragraphing and side spacing.

FourthMonth - Same as preceding, calling attention to a few of the most common errors.

Fifth Month - Story writing embodying a simple isolated sentence. Reproduction of stories from the reader.

Sixth Month - Teacher often reads a selection carefully twice or three times and pupils embody the thought they get in a story. This work yet must be simple.

Seventh Month - Letter writing is introduced.

Eight Months - Letter writing continued, paraphrasing cimple poetry selections from the Reader, and stories of trips taken or desired to be taken. THis last though can be profitably used in connection with the Georgraphy work.

THIRD YEAR -- SPELLING

Every word found in the Reader is expected to be spelled and remembered at all times. This is the main source of spelling work because the Reader contains more words necessary for the child to know. Rules for spelling are worked out as before and the Speller is used from Lesson 71 to Lesson 100. Diacritical marks are now fully learned and the proper use of the dictionary shown.

THIRD YEAR -- WRITING

Copy-book No. 2. Writing is purely an art and must be acquired by real practice. The language work is expected to help fill this need, but besides this, selections from the Reader will be neatly copied in ink.

THIRD YEAR -- GEOGRAPHY

Each and All here as in Second year forms the basis. The purpose will be to show the interdependence of people as to their modes of living, Imaginary journeys are taken to different large centers which are afterwards written as a Language lesson. Our own School yard, Streets, Town, Township and County are studied toward the end of the year. In these all the primary geographical conceptions are to be easily found. FOr example: Waveland is studied as to position, form, size, surface, climate, drainage, natural productions, business, and people. The institutions of government, school and religion. Names of streets and location by cardinal directions of the churches, school, etc. Francis Parker's "How to Study Georgrahy" will be of great assistance to the teacher.

THIRD YEAR -- HISTORY

"Ten Boys" is still the basis, with the little Greek boy Cleon as its center. The story is told and not read to the class. The class reproduce the day following. FOr general directions, see previous years. It is supplemented by stories selected from the Greek Myths. The following are recommended. Circe and Ulysses, The Gorgon's Head, The Chimera, THe Minatour, and The GOlden Fleece.

THIRD YEAR -- NUMBERS

The work this year involves as its center the four fundamental processes.
1. The pupil is expected to learn to read and write all numbers up to 10,000.
2. To add and subtract from 1 to 9, to and from numbers with any digists above.
3. To add columns long enough to involve carrying as high as three or four, the columns to be made up of rows involving any combination of values from 1 t 10,000.
4. To subtract even as different tests as 9137 less 4989. A very great number of exercises along this line both in the concrete and abstract are given.
5. To know the multiplication and division tables through 12. This must be known so well that it will be done automatically, i.e., with a real reflex action
6. To work examples in multiplication and division with the multiplicand (sic) and dividend any number up to 10,000 and the multiplier and divisor respectively less than ten. A very great number of excercises along this line both in the concrete and abstract are given. Problems must not be sought especially on account of their difficulty but rather for their use as drills. Teachers too often think pupils know a process and the principle underlying it much too soon.
7. Numerous concrete mental exercises are used.
8. Fractions are used as often as practicable but only in their simpler form.
9. Roman numberals as found in Reader and SPeller.
10. Review and drill. These are processes mainly and do not involve the reasoning powers so much as the memory. The reasoning is to be emphasized in the concrete problems.

THIRD YEAR -- NARCOTICS

The subject of Alcohol and Narcotics is not treated so fully. In their place the teacher deals with primary Physiology and Hygiene. This gives a systematic study of:
1. The Frame work of the body -- a. Its care and uses.
2. The Process of growth -- a. By Food b. By Drink
3. Care of Health or General Laws of Hygiene. a. Cleanliness of skin, teeth, nails, hair, etc. b. Exposures to rain, drafts, etc. c. Effect of exercise on bones, muscles, skin, etc. d. Regularity of work and rest - sleep. e. The Teeth - effects of hot, cold, and hard substances upon them. f. Other special sense-organs.

THIRD YEAR -- MUSIC

The Rudiments of music are taught; such as Notes and their values. Scales; Clefs; Staff. This work depends largely upon the individual ability of the teacher.

==============

FOURTH YEAR -- GENERAL STATEMENT

In this year's work the pupil's powers are directed especially toward the thought side of his work. In Reading and Arithmetic, the teacher lets t his guide her entirely. Incidentally, only, is the formal, oral side emphasized. Throughout all the grades however, she will have a share of her mind upon the oral expression and never allow incorrect expressions to pass by unchanged. The skillful teacher can make language corrections and not only not detract from the thought in hand, but rather give it force. The elements of a reading section are:

a. The Theme - main thought or central idea.
b. The aim, or Purpose
c. Expression -- 1. Images 2. Language
d. Oral Expression

The following suggestions on "The Voice of Spring," will serve the illustrate:

The Main Thought is - Youth is the happiest time of life. Show by the language that this is true.

The Purpose - To make us feel more inclined toward doing those things which will make our lives bright and happy, thereby giving pleasure to others.

Work out the significance of the image, spring: the idea of the personification of spring: the changes that spring makes is nature - in the North and in the South.

In the third stanza we find this language: "The larch has hung all his tassels forth." Why not say, "the larch-tree is budding?" Find similar expressions and make comparisons.

Explain the allusions : fallen fanes; Italian plains: Hesperian clime: Iceland lakes. Find difficulat words as to -- a. Meaning b. Pronunciation.

Work out the meanings of words from the context, if possible. The dictionary is not always at hand and should be used rather as a final or last resort. The child is here taught the correct use or the dictionary by the teacher so that he may use it with speed and accuracy. The oral expression depends finally upon the thorough mastery of the foregoing, the meaning and pronunciation of words, articulation, intonation, inflection, emphasis, etc.

FOURTH YEAR -- READING

First Month - Fourth Reader to page 34 of Part 1..

Second Month - Fourth Reader to page 77.

Third Month - Fourth Reader to page 99 with supplementary reading from the "Home and School Visitor."

Fourth Month - Fourth Reader to lesson 128.

Fifth Month - Reader to page 140. The supplementary reading is often used to test his ability to grasp the thought of a new selection at first reading.

Sixth Month - Reader to page 155.

Seventh Month - Reader to page 172. Within the scope of all seventh months' work will be found, "The Psalm of Life," and "The Gemse Fawn." Those are treated as real Literary selections.

Eighth Month - Finish the book and review thoroughly in both oral and silent reading .

FOURTH YEAR -- SPELLING

The spelling work is done mainly in connection with the Reading. The same is required here as in former grades. But the Speller is also used. The work in it is not limited to months but the book is covered at the teacher's discretion from Lesson 100 to Lesson 180. English spelling is almost as much an art as drawing, and therefore is learned by actual spelling, and a great deal of it.

FOURTH YEAR -- LANGUAGE

The Elementary text is now begun but the pupils yet in this grade are too young to stick to the book all the time so the teacher gives frquent lessons on the board and otherwise. A teacher always knows more than the book.

First Month - Part I to Lesson XV.

Second Month - Part I to Lesson XXV

Third Month - To lesson 32. The teacher frequently has pupils to copy given selections; to paraphrase or reproduce a story read by himself; to reproduce stories read by the teacher. (See "Teaching The Language Arts, " by BA Hinsdale and its comments by Sarah E. Turney-Campbell, Reading Circle '97-98.

Fourth Month - To Lesson XXXVII.

Fifth Month - To Lesson XLVI

Sixth Month - To Lesson LIII.

Seventh Month - To Lesson LIX.

Eighth Month - LXVIII, observing suggestion under third month.

FOURTH YEAR -- ARITHMETIC

The number work seems to be the most difficult for our pupils so the teacher is expected to be very careful that everything is understood before she advances. The Elementary Trext is begun, but let me urge that it is only a means, not an end of the pupil's advancement; and as a means, it is not in itself sufficient practice ground for the pupil, and therefore must be supplemented by the teacher from outside sources very copiously. Prince's Arithmetic by the grades is recommended (Ginn & Co).

First Month - Notation, Numeration and Addition.

Second Month - Subtraction, with numerous concrete examples involving both addition and subtraction of the kind that used to be called, "Mental Exercises," where each step of the process is clearly reasoned out.

Third Month - The multiplication table. The few examples of multiplication found in the book are supplemented by many others; the table learned through the twelves so as to become automatic.

Fourth Month - Short Division in addition to finishing multiplication.

Fifth Month - Division and Review

Sixth Month - Properties of numbers, factoring, G.C. D. and review. Be thorough.

Seventh Month - The L.C. M., Cancellation and more review especially upon those multiplication

and division tables.

Eighth Month - Supplementary problems and exercises to cover the entire work of the year. Mental exercises in which the teacher reads the problem, and the pupil stands and gives an analytic solution of it. Others are given from the paper, copied a day previous for preparation. Be sure that the pupils understand before acception the recitation.

FOURTH YEAR -- HISTORY

Work in History is not limited by months this year, and both the 4's and 5's do the work together. The stories of Horatius, the Roman, and Wulf, the Saxon, serve as centers of the former and latter halves of the years, respectively. This work is told by the teacher, and not read; and the day following the pupils are held for a reproduction. See suggestion in third year; and also see the State Course of Study for a fuller outline.

FOURTH YEAR -- GEOGRAPHY

The Elementary text-book is begun this year. The teacher is expected to be supplied with an edition of Frye's Primary Georgraphy and, in connection with the Library books for the pupils, to give much supplementary work.

First Month - Part I to Lesson XV.

Second Month - To Lesson XXI and review.

Third Month - To Lesson XXIII, with map drawing. The teacher will review frequently, using the former geography lessons for oral reading lessons.

Fourth Month - To Lesson XXX.

Fifth Month - To Lesson XXXVI. Liberal use this year is had with the excellent set of Relief Maps, the glove, maps etc. In fact every aid is brought in that will make the study more interesting and effective.

Sixth Month - Text complete to Africa.

Seventh Month - African to Lesson XLVI..

Eighth Month - To Lesson XLIX and Review.

In Geography, as in other work, not amount but quality must be the guide. The difficulties must be attacked from all directions to be thoroughly mastered.

FOURTH YEAR - PHYSIOLOGY

We do not believe that dwelling on an evil will help to remove it so in this year Alcohol and Narcotics do not form an independent work, nor are they given stress in the physiology work itself.

First Month - A study of the bones of the appendages is made, their proper names learned and used as spelling exercises and definite outlines of their number and position are kept. The 4's and 5's work together.

Second Month - Bones of the body and Skull. The purpose and uses of the bones of course are given in connection with their study and the anatomical charts are real specimens are used to make definite the knowledge gained.

Third Month - The digestive and respiratory apparatus is studied. Although the names of many portions of these parts are difficult to pronounce and remember, still it is best to give them and even have exer4cises called the "hard-word exercise" to caue their remembrance.

Fourth Month - The relation of food and drink to the life of the body. Review..

Fifth Month - How the food reaches its destination, or the circulatory system.

Sixth Month - The interdependence of all the systems studied and the nervous system begun.

Seventh Month - Nervous system continued and studied in connection with the special senses: eye,

ear, tongue, touch and smell..

Eighth Month - The Skin as a portion of the respiratory apparatus, its other uses and care. All hygenic laws and discussions of alcohol and narcotics are brought in as chance presents itself during the time of the regular outline.

FIFTH YEAR -- READING

The same general directions offered in the previous year's work are followed this..

First Month - This month is used as a sort of a review or preparatory month. Numerous easy selections are read from Part I, such as "The Ugly DUckling," "Paying for an Opinion," "Pedro, A Dog Story," etc.

Second Month - Part II to Lesson 10. There are numerous good exercises in spelling in these 10 lessons, and this is to be thoroughly mastered; the Spelling work is mainly taken from the Reading Lessons. The Speller in this year is just used to make clear by numerous words, rules for spelling.

Third Month - To Lesson 22.

Fourth Month - To Lesson 29. In this month's work occur three excellent pieces which are treated from a real literary standpoint, quite under the outline give in the fourth year.

Fifth Month - To Lesson 39. One or two whole days each month are spent with supplementary reading and more may be at the teacher's discretion.

Sixth Month - To Lesson 48. Special attention given to Lessons 43 and 44.

Seventh Month - Reader completed and Lessons 23, 28 and 38 reread.

Eighth Month - Read Lessons 41, 45, 50, 52 and supplementary reading at the teacher's discretion.

FIFTH YEAR -- GEOGRAPHY

First Month - N.A.S.A. and Europe pages 24-49.

Second Month - Asia and Africa.

Third Month - Oceanica. The Sea.

Fourth Month - General study of the U.S. with map drawing. Map drawing must be taught besides being learnt by practice.

Fifth Month - New England States, Middle Atlantic States, Southern Atlantic States. Maps of each section drawn mathematically.

Sixth Month - Central States entire, special attention given to Indiana.

Seventh Month - The Rocky Mountain States and Alaska. Map Drawing.

Eighth Month - General Review. Special Review on the U.S.

FIFTH YEAR -- LANGUAGE

Read the general directions under the fourth year. Much outside practical work done.

First Month - Part II begun and finished to Lesson LXVI.

Second Month - To Lesson LXXVI. Reproduction of stories read by the pupil himself.

Third Month - To Lesson LXXXVIII. Reproduction of stories read by the teacher Mondays.

Fourth Month - To Lesson XCIV. Narrative stories of actual trips taken or of trips desired to be taken. Mondays.

Fifth Month - To Lesson CII. Continuation of last month's suggestion.

SixthMonth - To Lesson CXI. Supplement with suggestions under second and third months.

Seventh Month - To Lesson CXXI.

Eithth Month - Complete the book and continue suggestions under all the months.

FIFTH YEAR -- ARITHMETIC

The work in Arithmetic is and must be characterized by definiteness. Remember that the work is entirely new for the pupil, and every available means must be used to make it clear. Go slow. Give a very great number of outside and promiscuous exercises. always be reviewing and relating.

First Month - Common fractionfrom page 97 to Addition.

Second Month - To Multiplication.

Third Month - Through Division and Review.

Fourth Month - Complex Franctions, Relation of Numbers, and numerous exercises that the

teacher may select fromm "Arithmetic by Grades," (Ginn & Co., Chicago).

Fifth Month - Decimal Fractions.

Sixth Month - U.S. Money. Denominate Numbers to Time Measure..

Seventh Month - Time Measure, Addition, Subtraction, Multiplication, and Division of Compound

Numbers. Pages to 173.

Eighth Month - Percentage and Interert. Review.

The teacher throughout the year gives scores of both concrete and abstract problems. These are made up of easy, as well as difficult, practical exercises. History and Physiology are done with the fourth year. No. 3 Copy Book is used, but the main exercise in penmanship is in connection with the Language work

SIXTH YEAR -- Reading

Observe the "general statement" at the beginning of the fourth year. Although oral experession is an art to be trained through all the grades, yet it must now b e only a secondary matter. Work on the thought of the selections and get the pupils to thinking. They should now begin to feel an absolute necessity for taking home their books at night. THe teacvher should strive to teach then how to think, and how to studyor make preparation for a lesson. Many pupils would do better if they only knew how to go about the assignment. The wise teacher will sometimes spend half the recitation period in assigning the next lesson. She will often have some of the best tell how they go about a "new" lesson to prepare it for the next day.

First Month - Fifth Reader begin at Lesson 4 and completed to Lesson 17.

Second Month - Lesson 1,2 and 3 now taken up - 2 and 3 studied quite thoroughly. Reader then continued to Lesson 26.. Exercises on the circumflex and phonic drill on subvocal and aspirates. Supplementary reading.

Third Month - To Lesson 34. Require pupils to work out and state the theme and purpose of 26, 31 and 33. Notice that the "26" is a poem with an ideal theme

Fourth Month - To about Lesson 46. The "Deserted Village" will be read entire. (sic)

Fifth Month - Reader to about 56, special attention given to Nos. 50, 51 and 55.

Sixth Month - To Lesson 66. Lesson 56 ought to occupy from a week to 10 days according as the ability of the class varies. The greater the ability the longer the time.

Seventh Month - Finish Part I and Review. The theme in No. 70 is "The rise of the soul," and is so beautifully portrayed that every pupil should be required to work it out for himself.

Eighth Month - It is hardly expected that the work outlined so far will yet be finished. All through the year the teacher supplements with "The Home and School Visitor," "The Youth's Companion" and other work. If it has been, Nos. 6, 7, 12, 21 and 42 in Part II are read.

SIXTH YEAR -- Spelling

All the words are spelled that occur in the Reader; and the words in the lists of synonyms; words and their opposites or antonyms, and "words often misspelled," are used as special lessons. Daily dictation exercises are also given from the Geography, Arithmetic and Language books. Let the words be those in common use. The work should all be written, unless an occasional period on Friday afternoon is used, when all stand about the wall and spell for the head.

SIXTH Year -- Arithmetic

The failure of pupils to grasp number concepts, more than half the time is due to two things: 1. An insufficient amount of problematic work 2. THe lack of daily, or, at least weekly reviews. There should never be a week passed without having solved from 10 to 50 illustrative problems not to be found in the book, and which bear a complicated relation to the matter, either right in hand or just past. One grat objection to all our mathematical texts is, that they do not have enough written exercises. For example, the pupils of this grade do not have to learn how to add, subtract, multiply or divide, but rather they must learn how to tell when to do it. They are supposed to have learned the former processes in the grades below, and will be demoted in case they haven't. Simple problems setting forth the the conditions of some act, involving the processes in different combinations, which in turn depend upon the conditions set forth, are ideal and should be sought. "Prince's Arithmetic by the grades, Ginn & Co. price 23 cents. Public School Aritchmetic, Macmillan Co, Speer's Advanced Arithmetic, Ginn & Co. are suggested as aids.

First Month - Notation, numeration, addition and subtraction. Pages 7-39.

Second Month - Multiplication, division and review. Pages 39-71.

Third Month - Properties of numbers, cancellation, common fractions, reduction and addition. Pages 71-99.

Fourth Month - Subtraction, multipliation and division of fractions. Relations of number. Pages 99-123.

Fifth Month - Decimals. U.S. Money. Bills and Accounts. Review. Pages 123-145.

Sixth Month - Denominate Numbers to Longitude and Timne. Pages 145-173.

Seventh Month - Finish Denominate Numbers. Review book to division of fractions.

Eighth Month - Finish review of book to Percentage.

FIFTH GRADE - SIXTH YEAR -- Penmanship

Same as fifth year, adding copy-book No. 4

FIFTH GRADE - SIXTH YEAR -- Language

(Intermediate Text-book)

First Month - The sentence. Classes of words.

Second Month - The parts of speech. The parts of a sentence.

Third Month - Punctuation in simple sentences. Uses of the parts of speech. Kinds of verbs.

Fourth Month - Kinds of adverbs, composition, forms of nouns, forms of pronouns, forms of adjectives.

Fifth Month - Forms of adverbs and forms of verbs.

Sixth Month - Prepositions, conjunctions, analysis and parsing. Common faults of speech, clauses, sentences and selections for study.

Seventh Month - FInish text.

Eighth Month - Elementary work in description and narration.

FIFTH GRADE - SIXTH YEAR -- Geography

Note 1 - In outlining the subject of Geography the committee thought it best to arrange for the continuous study of each of the grand divisions through the three phases of the subject - Mathematical. Physical. Political. To this end the work has been related and the pages indiated.

Note 2 -- In the study of any subvision the same order of presentation should be observed as indicated in the study of the contents.

First Month - Mathematical Georgraphy. Earth - form, size, positions and motions, as determining general distribution of heat and winds. Zones - their width and position (pp. 2-8). Mankind - distribution (pp. 61-3).

Second Month - Forms of land and water and the atmosphere (pp. 8-14). Sea - waves, tides and currents, winds and rainfall. General distrubution of plants and animals as determined by climate, soil, etc. (pp. 33-47 and 53 and 54).

Third Month - North America: Mathematical - position, form and size. Physical - structure, relief and drainage (pp. 15-19). Plant life (pp. 47 and 48). Animal life (pp. 54 and 55). Races. Political (pp. 64-66).

Fourth Month - United States : New England States, Middle Atlantic States, and Southern States (pp. 66-80).

Fifth Month - United States: Central States, Pacific States, and Territories, and study of the Sixth Month. Canada, Danish America, Mexico, Central America and West Indies (pp. 94-100).

Sixth Month - Canada, Danish America, Mexico, Central America and West Indies (pp. 94-100).

Seventh Month - Indiana (Supplement).

Eighth Month - Review of year's work.

FIFTH GRADE - SIXTH YEAR -- Oral History

(Work in this year not limited by months)

Inventions - CottonGin, Steamboat, Railroad Reaper, Telegraph, Submarine Telegraph, Telephone, Revolving Printing Press, Sewing Machine and Iron Plow.
Authors - Irving, Hawthorne, Harriet Beecher Stowe, Alice and Phoebe Cary, Bryant, Longfellow, Whittier, Holmes and Bancroft.
Higher Institutions of Learning. Accessions of Territory and Principal Treaties.
Current events.
Begin use of text.

FIFTH GRADE - SIXTH YEAR -- Physiology

(Primary book begun).

First Part of First Month -- The work outlined for this year is adapted to Primary Lessons in Human Physiology, and as the textbook is supposed to be in the hands of the teacher and pupils, the outline is brief.

First Month - How motions in the body are produced; Skeleton of the Upper Extremities; Skeleton.

Second Month - The study of the Human Boy; Tissues; Organs, and Systems; Anatomy Circulatory Organs.

Third Month - The Phsiology (sic) of the Circulatory Organs - The Blood; the Chemistry of the Body; Foods.

Fourth Month - Anatomy of the Digestive System; Digestion, Respiration.

Fifth Month - The Skin and the Kidneys; The Nervous System.

Sixth Month - Sensation; Sight and Hearing; Health; Poisons and their Antidotes.

Seventh Month - Review of book to Anatomy of Digestive System.

Eighth Month - Finish review of subject.

FIFTH GRADE - SEVENTH YEAR -- Reading

First Month - Fifth Reader to lesson 13, Part II. Study of authors, biographical sketches, literary excellence of selections. One lesson daily.

Second Month - FIfth Reader to lesson 25, Part II. Supplementary reading from Longfellow and Whittier.

Third Month - FIfth Reader to lesson 38, Part II. Give special attention to quality of voice, pure tone orotund, aspirated and guttural.

Fourth Month - FIfth Reader to lesson 47, Part II. Give special attention to vocal cultural, exercises in articulation, and orthography.

Fifth Month - Fifth Reader completed. Revfiew supplementary reading from Holmes, Irving, Dickens and Emerson.

Sixth Month - General review of first half of Fifth Reader, Party II. Observe all directions given.

Seventh Month - Finish the review of Part II, Fifth Reader.

Eighth Month - Supplementary reading form American authors.

FIFTH GRADE - SEVENTH YEAR -- Spelling

First Month - Teach word analyses by grouping words having the same prefixes. Spell all difficult words found in other lessons.

Second Month - Word analyses by grouping words having the same suffixes. Speall list of words selected from other studies.

Third Month - Word analyses by grouping words having the same roof. Spell list of words rom other lessons.

Fifth Month - Spell lists of trees, rivers, countries, towns, islands, birds, etc.

Sixth Month - Correct use of words in sentences.

Seventh Month - Spell and use words from different texts.

Eighth Month - General review of year's works.

FIFTH GRADE - SEVENTH YEAR -- Arithmetic

First Month - Percentage, Profit and Loss.

Second Month - Commission and Brokerage, Insurance, Taxes.Pages 201-215.

Third Month - Interest, Compound and Simple. Pages 215-227.

Fourth Month - Partial payments. Discount, Present Worth.

Fifth Month - Exchange, Equation of Payments, Averaging Accounts.

Sixth Month - Aliquots; Review Franctions.

Seventh Month - Review Denominate Numbers.

Eighth Month - Finish review of text to Ration and Proportion.

FIFTH GRADE - SEVENTH YEAR -- Penmanship.

Same as fifth year, adding copy-books Nos. 5 and 6. Be sure that the work is thoroughly done. Question carefully on the rules for making the letters. Penmanship and neatness should be continued in the preparation of all manuscripts.

FIFTH GRADE - SEVENTH YEAR -- Grammar.

First Month - Meaning and object of grammar; the composition of words; words and the sentence. Etymology of the noun. Etymology of the pronoun, verb, adjective, adverb and preposition. Pages 7-34.

Second Month - The conjunction and interjections, parsing; exercises for review. The derivation of words, their history, origin and formation. Properties of the parts of speech. Properties and modifications. Nouns, gender and number. Pages 34-54.

Third Month - Pronouns, gender and number. Person and case of nouns and pronouns. The adjective, properties, and modifications, the verbs, number and person; tense and mode; definitions. Pages 54-77.

Fourth Month - Conjugation; derivation and classes of verbs. Voice of the verb; conjugation of "to be" and "to be loved." The adverb, properties and modifications. Pages 77-97.

Fifth Month - The preposition, properties; the conjunction, properties; the interjection. General view of the sentence. Special view of the sentence. The subject, the predicate. Pages 97-117.

Sixth Month - Modifiers. Noun modifiers; noun substitutes; adjective modifiers and substitutes. Pages 117-133.

Seventh Month - Review of year's work.

Eighth Month - Composition, description, narration.

FIFTH GRADE - SEVENTH YEAR -- Geography

First Month - South America.
Mathematical - position, form, size.
Physical - Structure, relief and drainage (Pp. 20-23).
Plant life (Pp. 48-49).
Animal life (p. 50)
Races.
Political (pp. 100-105).

Second Month - Europe:
Mathematical - Position, form, size.
Physical (pp. 23 - 26).
Plant Life (p. 50) -
Animal Life (p. 57)
Political (pp. 105-110).

Third Month - Europe: The Continental States (pp. 110-115).

Asia:
Mathematical : Position, form, size
Physical Structure, relief and drainage (pp. 26-29).

Fourth Month: Asia (continued)
Plant Life (pp. 50-58)
Animal Life (p. 58)
Races.
Politial (pp. 116-121).

Fifth Month: Africa
Mathematical: Position, form size.
Physical: Structure, relief and drainage (Pp. 29-31).
Plant Life (pp. 51-52)
Animal Life (p. 58)
Races.
Political (pp.122-125)
Australia and Oceanica: Studied as indicated for Afrida (pp. 32, 52, 59, 126-128).

Sixth Month: Review
Mathematial: Motions of the earth, changes of seasons, general distribution of winds.
Physical: Ocean currents, winds and rainfall, and their effects on climate, and distribution of plants and animals.

Seventh Month: Political. Distribution of races; governments; and religions. Show that commerce depends upon the physical features of the country.

Eighth Month: General view of subjecty, including six year's work.

FIFTH GRADE - SEVENTH YEAR -- History

(Text-book to National Development this year).

Note: When work is given to a certain heading, it is intended that the work be taken to that point within thte current month, and commenced of that point the following month. See text-book for proper "headings"; also for "Topical Analysis for Slate and Blackboard."

First Month - First Period - "The Discovery and Naming of America," Second Period - "Attempt at Exploring and Colonizing ameria," to ENglish Exploration.

Second Month - Second Period finished. Third Period - "Permanent English and French Settlements;" to New Netherlands or New York.

Third Month - Third Period, to Connecticut.

Fourth Month - Third Period, to the French and Indiana Wars.

Fifth Month - Third Period finished. Fourth Period - The Revolution; the Constitution, to "Washington Take COmmand of the Army."

Sixth Month - Fourth Period finished and Articles of Confederation.

Seventh Month - Review of subject to French and Indian War.

Eighth Month - Finish review of subject to National Period.

FIFTH GRADE - SEVENTH YEAR -- Physiology

First Month - The text for this year is the advanced lessons in human physiology, of the Indiana series of text-books. The study of the human body; general structure of the body; the skeleton; structure of bone; articulation.

Second Month - The muscular system; structure and properties of the blood; anatomy of the circulatory; physiology of the circulatory system.

Third Month - Foods and their relation to the activity of the body; anatomy of the digestive system; physiology of the digestive system; the respiratory apparatus.

Fourth Month - Changes in the air in respiration; ventilation; the vocal apparatus; excretion; animal heat.

Fifth Month - Anatomy of the nervous system; physiology of the nervous system; sensations of touch, taste and smell.

Sixth Month - The eye and the sensation of sight, the ear and the sensation of hearing; health and disease; poisons; antidotes, etc.

Seventh Month - Review circulation and digestion. Dissecting work.

Eighth Month - Review remainder of subject. Dissecting work.

FIFTH GRADE - EIGHTH YEAR -- Reading

First Month - Study of American Literature. Henry W. Longfellow. Biography. Read Evangeline, or

The Courtship of Miles Standish, or Paul Revere's Ride or The Builders.

Second Month -- William Cullen Bryant. Biography. Read Thanatopsis, The Death of the Flowers, Planting of the Apple Tree, and The Floord of Years.

Third Month - John G. WHittier. Bography. Read Snowbound, Maud Muller, Mabel Martin, The Barefoot Boy, Barbara Frietchie, and the Centennial Hymn.

Four Month - Oliver Wendell Holmes. Biography. Read the CHambered Nautilus, Old Ironsides and Union and Liberty.

Fifth Month - Washington Irving. Biography. Read the Sketch Book, or THe Life of Washington, or KnickerBocker's History of New York.

Sixth Month - Read biographies and of and selections from Bayard Taylor, Alice Carey, W.H. Prescott, James Fenimore Cooper, Edward Everett and George William Curtis.

Seventh Month - James Russell Lowell, Nathaniel Hawthorne and Daniel Webster.

Eighth Month - Continue work on Amerian authors.

FIFTH GRADE - EIGHTH YEAR -- Spelling

First Month - General review of Orthoepy. (Part I)

Second Month - General review of Orthography. (Part II).

Third Month - General review of Etymology. (Part III).

Fourth Month - Study of words derived from the names of persons. Spell.

Fifth Month - Study of words derived from the names of places. Spell.

Sixth Month - Study of words taken from different texts. Spell.

Seventh Month - Continue work of sixth month.

Eighth Month - General review of the year's work.

FIFTH GRADE - EIGHTH YEAR -- Arithmetic

(Pages 263-338, and review).

First Month - Ratio and Proportion. Partnership. Pages 263-277.

Second Month - Arithmetical Analysis. Involution and Evolution. Pages 277-189.

Third Month - Applications of Evolution. Arithmetial and Geometrical Progression. Pages 289-301.

Fourth Month - Mensuration. Review.

Fifth Month - Metric System. Test Problems.

Sixth Month - Review from Fractions to Percentage.

Seventh Month - Review from Percentage to Ration and Proportion.

Eighth Month - Continue review of book to Test Problems.

FIFTH GRADE - EIGHTH YEAR -- Grammar

First Month - Review. The subject. The predicate, noun modifiers, noun substitutes. Adjective modifiers and substitutes. Adverb modifiers and substitutes. Pages 117-136.

Second Month - Modifiers distinguished forms of sentences; order of arrangement. Abbreviated speech; analysis of sentences; compound sentence; complex sentence; compound complex sentence. Pages 136-161.

Third Month - Sythesis: construction of the nominative; errors; modifiers; construction of adjective modifiers; construction of adverbial modifiers. Pages 161-185.

Fourth Month - Construction of connectives. Review modifiers and analysis of sentences.

Fifth Month - Punctuation. The comma; semi-colon; colon; period; parenthesis; brackets; apostrophe; hyphen; caret; quotation marks; Pages 190-204.

Sixth Month - Prose composition; composition of the sentence; variety of expression. Begin description.

Seventh Month - Elementary work in description and narration.

Eighth Month - Elementary work in exposition and argumentation.

FIFTH GRADE - EIGHTH YEAR -- History

First Month - General study of Declaration and Constitution.

Second Month - Fifth Period - "The Union: National Development," to Monroe's Administration.

Third Month - Fifth Period to Harrison and Tyler's Administration.

Fourth Month - Fifth Period finished.

Fifth Month - Sixth Period - "The Civil War."

Sixth Month - Seventh Period - "Reconstruction: The New Nation."

Seventh Month - Review from beginning of The Revolution to War of 1812.

Eighth Month - Review remainder of year's work.

FIFTH GRADE - EIGHTH YEAR -- Physiology

The eighth year work on physiology consists of a complete review of the advanced lessons in human physiology of the Indiana State Series of text-books. The eighth year's work should be independent, i.e., not confined to one text-book, for the successful teacher should, in addition to the regular text-book, use a variety of books, and thus make the pupil's knowledge independent and exhaustive.

We would suggest that the subject be treated in a topical manner, so as to bring out all points thoroughly in their correct relation without learning the direct words of any author.

First Month - A full and complete analysis of the skeleton and muscles.

Second Month - Analysis of the circulation of the blood, with a study of the diseases, congestion, inflammation, etc. Also the effect of alcoholic drinks and narcotics upon the circulation, heart, membrane, blood and lungs.

Third Month - Analysis of digestion and food.

Fourth Month - Analysis of the skin, respiration and voice.

Fifth Month - Analysis of nervous system and special senses.

Sixth Month - Health and disease; poisons, antidotes, etc. Review of the book to circulation

Seventh Month - Review circulation and digestion.

Eighth Month - Review the remainder of the subject.

............................HIGH SCHOOL.......................

It gives me pleasure to speak of the work done in the High School during the past year. The enrollment was greater than ever before, the interest seemed better and we believe better work was done. This increased interest in the High School work was undoubtedly aided materially by the better facilities offered the pupils. The library, the reading room, the physical apparatus the dictionaries and books of reference are all efficient aids in securing a High School education. The Scool Board has certainly manifested a most commendable spirit in providing such excellent opportunities for the higher-education of the young people of our town.

It has been the aim to have the High Scool commissioned. This we think should be done. With this end in view, President W.W. Parsons of the Indiana State Normal school, also a member of the State Board of Education, was called in the early part of the year to visit the school. His report sent through the Clerk of the State Board of Education is as follows: "I have visited the High School at Waveland and carefully inspected the work done therein and beg to submit the following: The school meets fully in every way the requirements of the board for a commission but it has no class at this time, completing the revised course of instruction. I would reommend that the Superintendent be informed that as soon as a class shall enter on the last year of the present course a commission will be issued to the school." Signed by W.W. Parson. By the last year of the present course is meant a course which shall be at least 27 months in length. Now since this is the only barrier in the way cannot it be removed in the near future and thus place your High School along with the other comissioned High Schools of the state. While there is no post graduate course provided for there was one pupil, John Johnson, who did very acceptable work in Physics and Mathematics.

Statement of HIGH SCHOOL COURSE OF STUDY

The high school is the link between the common school and the college; and this high school we aim to be no exception. Although it is not commissioned, a number of its graduates have made creitable enterings at the best colleges in the State. After a review of the common branches, the High School work proper is taken up in the latter part of the first term. Particular attention is given to Mathematics and Latin. These run through the entire three years.

Civil Government was added to the course two years ago, and last year Physical Georgraphy was put in, which we think strengthens the course.

Better work in Physics is being done from year to year, from the fact that new apparatus is being added, which is so necessary for the work.

The composition, rhetoric, literature and history are designed to a decided degree thus to strengthen each other, and it is desirable that pupils shall be led to find that there is a close relationship existing among all.

With three years of Mathematics, three of Language, three of English, two of History and one of Science, we feel that the pupil ought at least to get that training and discipline of heart and hand which would enable him to take and hold an honorable position in the estimation of his fellowmen, and finally to realize his purpose in life.

.....ADMISSION.....

Students completing the Grammar department are rgularly promoted into the High School. Students hnolding county diplomas are admitted without examination. Students may enter the High School on passing a satisfactory examination in the eight common branches.

Children who are not residents may be admitted to the public school on payment in advance of the following tuition fees per month. Primary department, $1; INtermediate department, $1.25; Grammar department $1.50; High School department, $1.50. Resident students of Brown Township are admitted to the Grammar and High School departments without tuition.

........... DIPLOMAS ....

Pupils completing the course as prescribed and writing a suitable thesis and presenting the same as the Board and Superintent may direct, shall receive a diploma property signed by the same.

.................HIGH SCHOOL - CURRICULUM.....p 29.................

FRESHMAN	First Term	Arithmetic Algebra	Grammar	Latin	History Civil-Government	Literary Work
YEAR	Second Term	Algebra	Latin	Physical Gepgraphy	Civil-Government Rhetoric	Literary Work
JUMIOR	First Term	Algebra	Latin	Composition and Rhetoric	General History	Essays & Debating
YEAR	Second Term	Algebra	Latin- Caesar	Advanced Composition	General History	Essays & Debating
SENIOR	First Term	Geometry	Latin- Caesar	American Literature	General History Physics	Essays
YEAR	Second Term	Geometry	Latin- Virgil	English Literature	Physics	Theme

Note: Did not make a mistake - there is NO Sophomore year in that time frame :)

LITERARY SOCIETIES

The liteary work was no exception to the general progress of the school. The two popular literary societies of the High School, the "Star Lycum," and the "Irving CLub" did more and better work than ever before. The pupils manifested a spirit of energy and interest in all the literary work and there were fewer failures to respond and fewer fines were imposed than at any previous time. The "Whittiers" and "Longfellows" which were organized last year in the Second Intermediate Department, continued, their work this year under the same organizations. Those societies secured pictures of Whittier and Longfellow and had them suitably framed and hung in the chapel. The societies of the High School also had placed in the chapel a fine large picture of Washington, suitably framed. These pictures of noted and noble men have an educative value which is lasting and most beneficial.

It gives me pleasure to state that the literary societies of the school purchased a new organ for use in the chapel. They feel proud and justly too to think that they purchased this elegant piece of furniture and paid for it out of their own funds.

****************************************************************

HIGH SCHOOL ALUMNI ..................

Class of '84

Herbert S. Kritz ......................................... Merchant, Waveland, Ind

Class of '85

Henry M. Robertson ........... Student State Normal, Terre Haute, Ind
Will C. Butcher ............................................ Mechant, Waveland, Ind
Ellerslie W. Leech ................................................ Crawfordsville, Ind

Class of '91

Lulu M. (Milligan) Taylor ........................................Waveland, Ind
Ida M. McIntosh ...................................................... Waveland, Ind
Arthur F. Canine .......................................................Waveland, Ind
Williard Canine ........................................................ Waveland, Ind
Sarah B. Freed............................................................. Lafayette, Ind
M. Anna Taylor ........................................................... Waveland, Ind

Class of '93

Ernest W. Simpson .................................................... Russellville, Ind
Charles S. Foster ......................................................... Waveland, Ind
Robert M. Foster .........................................................Crawfordsville, Ind
Perley D. McCormick ..................................................... Lebanon, Ind

Class of '94

Maude Allen ........................................................... Indianapolis, Ind
Etta Chenault ...............................................................Waveland, Ind
Sara V. Hanna ..............................................................Waveland, Ind
Jessie Smith ................................................................. Waveland, Ind

Class of '95

John A. Johnson..... Post Graduate Student, Waveland High School
Jasper L. Rice ................................................................ Waveland, Ind
Nellie E. Burks ................................................................ Waveland, Ind
Barnett W. Harris ............................................................Waveland, Ind

Class of '96

Augusta Hartung ........................................................ Ladoga, Ind
Layla Kritz ................................................................... Waveland, Ind
Nellie Kritz .................................................................... Waveland, Ind
Maud McIntosh............................................................. Waveland, Ind
Charles Shanks .............................................................. Waveland, Ind

Class of '97

Joseph A. Alspaugh........................................................ Waveland, Ind
Gertrude Hendrickson.................................................. Waveland, Ind
Lee Straughan ................................................................ Waveland, Ind
Bessie Wolf....... .............................................................. Waveland, Ind
Martin H. Foster.............................................................. Waveland, Ind
Lottie Pickard... .............................................................. Waveland, Ind
Cecil C. Rusk..... .............................................................. Waveland, Ind
Lela Foster....... .............................................................. Waveland, Ind
Alexander Moore............................................................ Waveland, Ind
Effie Willoughby............................................................. Waveland, Ind

....Program Washington's/Lincoln's Birthdays ...Feb 22, 1897.........

Quartette .... Misses Bessie Wolfe, Olive Hanna, Mame and Maud Straughan
Oration ............ Washington ....................... Mr. Leonard
Instrumental Duett ............ Misses Straughan and Hanna
Oration ............. Lincoln ............................ Mr. Rusk
Vocal Solo ................................................... Bessie Wolfe
Comparative Character Sketch of Washington/Lincoln ... Miss Pickard
Recitation .... Birthday of Washington ........ Chas Barr
Instrumental Solo ......................................... Miss Straughan
Public Life of Lincoln .................................. Miss Riptoe
Public Life of Washington .......................... Miss Deere
Duet ........................... Misses Bessie Wolfe and Mame Straughan
Recitation ....................................................... Miss Willoughby
Recitation ........................................................ Miss Mae Demaree
Clarinet Solo .................................................. Mr. Straughan
Paper .... Incidents in the Life of Lincoln ..........Miss Grace Demaree
Recitation ... Memorial to Washington ....... Miss Carrie Rusk
Recitation .... M emorial to Lincoln ....... Miss Ethel Hodgkin
Quartette.... Misses Bessie Wolfe, Olive Hanna, Maude & Mame Straughan

....Program Commencement Week ...........

Graduates received by the Alumni Wednesday afternoon, March 17.
Baccalaureate Sermon SUnday, March 14, by Rev. E>L. Prather at the Christian Church.
Friday evening, March 19, COmmencement Exercises.

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...................COMMENCEMENT...........

March .............................................. "El Capitan"
Invocation ................................... Rev. O.B. Rippetoe
.......Presentation of the Class by Superintendent George L. Guy.....
Music ............................................. "A Night in New York"
A Business Life ...................................... Joseph A. Alspaugh
A Useful Woman ................................. Gertrude Hendrickson
Music .................................................... "Baden Baden"
We are Wonderfully Made ............................ Lee Straughan
Music .......................................................... Bessie Wolfe
Music ........................................................... "Serenade for Flute"
What Moves the World? ................................ Martin H. Foster
A Glimpse Beyond ........................................ Lottie Pickard
Music ............................................................ "Russian Mazurka"
The Foundation of Finance ......................... Cecil C. Rusk
The Higher Grace of Beauty ........................... Lela Foster
Music .............................. Medley Overture - "A Jolly Night"
The Problem of Life ..................................... Alexander Moore
Evanescence.............................................. Effie Willoughby
Music .................................... Concert Polka, "Bella Venezia"
..... Presentation of Diplomas, by President F.N. Johnson ...
Music .................................................. Waltz, "Blue Eyes"
..... Benediction, by Rev. O. B. Rippetoe
Music .................................................... "King Carnival"
Music was furnished by Montani Bros. of Indianapolis

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Rules and Regulations

Superintendent - Powers and Duties

1. The Superintendent shall act under the direction of the Board.

2. To him shall be committed the general supervision of the Public Schools.

3. He shall superintend the classification and grading of pupils, and visit the different departments as often as may be consistent with his other duties, and observe the methods of teaching, suggest improvement or give instruction.

4. He shall devote himself to the duties of his office, and perform such other duties, not herein specified, as the Board may require.

Duties of Teachers --

1. Teachers shall be in their respective rooms at least 30 minutes before ringing of second bell in the morning, and 20 minutes before ringing of second bell in the afternoon.

2. Whenever the pupils are going in or out of the building, at the opening and closing of school, and at recess, the teachers are to give personal attention to the conduct of their own pupils.

3. Teachers shall not permit disorder, unnecesarry noise, running or rude conduct in their rooms or halls at any time.

4. No teacher shall expel or suspend a pupil without the consent of the Superintendent.

5. All teachers shall make monthly reports as directed by the Superintendent.

6. It shall be the duty of each teacher to attend all such regular or occasional teachers meetings as the superintendent shall appoint, and to perform such duty as may be assigned. It is expected that they shall pursue such line of professional reading and study as shall fit them for efficient work in their profession.

7. For wilful violation of rules, or for unfitness or inability, the Board reserved the right to dismiss a teacher at any time.

Duties of Pupils

1. Pupils are expected to be regular and punctual in their attendance, and whenever they shall have been absent or tardy they shall bring written excuses from their parents or guardians on their next appearance in school.

2. No pupil shall be excused from school, after entering for the day, except at the discretion of the teacher, without presenting to the teacher a written excuse from parent or guardian.

3. Teachers may require any work, lost through absence or inattention, to be made up by the pupil, as a condition of remaining in the class.

4. Any pupil who shall be absent from any class work or from an examination of the class to which he belongs, without the consent of the teacher, and who shall fall to render a sufficient excuse for his absence, shall not be allowed to return to the school without the consent of the superintendent.

5. Pupils shall walk quietly through the halls, and up and down stairs; they shall not converse in the halls or on the stairways. They shall not loiter about the school premises after the close of school.

6. The use of tobacco in any form is forbidden on the school premises, or any similar substance in the school building is forbidden.

7. Any pupil who shall be guilty of unchaste or profance language, or of such immoral or vicious conducts and habits as are injurious to associates or the schools, or who shall habitually violage any of the rules prescribed by the Board for the observance of the pupils, shall be liable to suspension.

7. (sic) In any case of emergency, for which, there is no rule provided, the superintendent shall have full power to act as he deems proper, pending the action of the Board.

Duties of the Janitor

1. The Janitor shall sweep and dust the school rooms and halls as often as may be necessary to keep them clean. He shall wash and keep in good order, at all times, the windows and woodwork of the building, and shall be ready, at all times, to carry out the directions of the superintendent and the Board.

2. He shall have special care over the school property in the absence of the superintendent and teachers, and shall keep the school building, out-houses and grounds in good condition.

3. He shall supply the rooms with the proper amount of heat, and shall aid the teachers in securing the proper ventilation.

4. He shall be present at the building at such times as the Superintendent may indicate, and be ready to carry out his instructions. He shall perform such other duties as the Board may direct.

...................CATALOGUE OF STUDENTS............

Grades, together with attendance, on basis of 130 days, as per resolutions of the Board. .

.................................... Senior Class of 1896..................................

NAMES	Days	NAMES	Days
Effie Willoughby	127	Bessie Wolfe	121
Gertrude Hendrickson	126	Cecil C. Rusk	104
Walter Lee Straughan	121	Joseoh A. Alspagh	102
Alexander Moore	123	Lela Foster	130
Martin Foster	125	Nellie Shuey (withdrawn)	143
Lottie Pickard	118

....................................... Classification For 1897-98........................

In the following list, those whose names are marked with an asterisk will be subject to examination before promotion, in those studies in which their grades are below 60.

..................HIGH SCHOOL DEPARTMENT............

Seniors 1897-98

NAMES	Days	NAMES	Days
Alspaugh, Frank	111	Demaree, Grace	113
James Barton	125	Anna W. Foster	110
Conway, Mike	127	May Fullenwider (withdrawn)	7
George T. Leonard	130	Olive Rippatoe	63
Grace Deere	130
Herry Crutchfield	123	Iona Pearl Guy	119

.........................................JUNIOR CLASS........................

NAMES	Days	NAMES	Days
Charlie Barr*	127	Kate Irwin (withdrawn)	92
Clarence Cloree*	54	Delia Miller	104
Mack Collins	122	Nina Jarvis	125
Carl Ghormley	124	Kate Phipps	124
Clyde Giltner (withdrawn)	61	Carrie Rusk	92
May Demaree	124	Ethel Hodgkins	126
Sam Milligan *	115	Mollie Robertson	72
Dean Milligan *	113	Frank Shuey (withdrawn)	137
Charley Rusk *	112	Perla Petty	121
Edna Hallet (withdrawn)	32	Margaret Hanna	128
Mary Rivers (withdrawn)	72
Hugh Reynolds *	127	Mayme Straughan	87

....................................... FRESHMAN CLASS............................

NAMES	Days	NAMES	Days
Harry Canine (not in for ex)	61	Della McCall	88
Jesse barton ("""")	9	Katherine Rivers	123
Raymond Sharp	116	Katie Spruhan	123
Murray Wasson	95	Maud Straughan*	123
Sarah Barton	126	Minnie Wilson (not in for ex)	107
Julia Clore* (withdrawn)	34	Stella Wilson	125
Lola Ghormley	119	Pauline Wolfe	91
Olive Hanna	102	Cora Matheny	59
Lelia Miles* (not in for ex)	72	Pearl Prather	79

.........................................EIGHTH YEAR ........................

NAMES	Days	NAMES	Days
Joe Butcher	122	Fred Spruhan	133
Tom Johnson	131	Tom Stebbins	130
Ted Johnson	133	Ira Sharp	132
Pearl Kelley*	132	Merle Wilson* (withdrawn)	61
Arnette Lough	33	Hazel Jarvis	133
Cecil Peyton	101	Alma Mathenery* (withdrawn)	51
Paul Proctor	118	Blanche Wolfe* (withdrawn)	103

...................SECOND INTERMEDIATE DEPARTMENT ......................

.......................................Seventh Year ............................

NAMES	Days	NAMES	Days
Mort Acker (withdrawn)	20	Grace English	83
Alonzo Brown	101	Hazel Dietrich	130
Curtis Brown	113	Pearl Foster	131
Frank Demaree	126	Effir Hutson	118
James Guy	106	Edith Johnson	130
Leon Guy	105	Edith jarvis	134
Harry Shaul	131	Mabel Robertson	131
Howard Swisher	134	Ethel Smith	133
Sallie Canine	128	Nellie Wasson	132
Emily Demaree (withdrawn	119

.......................................Sixth Year ............................

NAMES	Days	NAMES	Days
Harvey Barton (withdrawn)	74	Milford Milligan	121
Oscar Cook	55	Earl Moore*	116
James Conway*	124	Bert Rice*	126
Loris Courtney*	129	John Rivers	98
Frank Davis*	99	Laurence Wilosn*	127
Tom Davis (withdrawn)	45	Orpha Cook*	57
John English*	105	Georgia Clore	126
Harry Galey*	124	Alberta Hanna	122
Frank McNutt*	128	Kate Hennessy	109
James Lee	100	Mabel Shuey (withdrawn)	42
Zola Manning	123	Indiana Wilson	120
Nellie Mosley	130	Clara Yount	120
Cora Prather	85	Lulu Zangmeister	101
Olive Shaul	126

...................THIRD INTERMEDIATE DEPARTMENT ......................

.......................................Fifth Year ............................

NAMES	Days	NAMES	Days
Harry Barr	126	Mary Conway	125
Willie Barton	129	Ethel Fletcher*	47
Donald Bilbo*	118	Gertie Hennessy*	113
Withrow Clore*	88	Jessie Humphries	122
John Crisp*	75	Cecile Jarvis*	127
Carl Demaree	117	Bertha McClain	121
Raymond Hanna	130	Ethel Miles	114
Clay Lewis	129	Gertha McClain*	121
Leonard McCall*	35	Laura Miles	108
Albert Miles	106	Rena Miller*	111
Roy Miles (withdrawn)	79	Ona Roddy	57
Meryl Moore* (withdrawn)	24	Ethel Scott (withdrawn)	64
Alfred Mosley	125	Ida Scott	94
Frank Robertson	129	Albert Smith*	121
Cecil Shepherd*	122	Amy Spry* (withdrawn)	32
Murray Thomas	117	Lucy Spry* (withdrawn)	32
Wallace Wilson	122	Bertha Ward	123
Rose Conner	120

.......................................Fourth Year ............................

NAMES	Days	NAMES	Days
Jesse Alward (withdrawn)	28	Freddie Wasson	92
Wrista Alward (withdrawn)	25	Ferol Bilbo	86
Harry Barton	126	Hallie Beckleheimer*	70
Oder Beckleheimer*	51	Letha Cook	37
Dan Conway	124	Laila Ghormley	121
Fred English	114	Beatrice Harshbarger	125
Glen Fullenwider	127	Mildred Kleiser	96
Newton Fullenwider	110	Nellie Lamson*	126
Walter Ghormley	111	Vivian Oldshoe	118
Herbert Lough	113	Stella Scott	93
Tom McNutt	123	Madge Spruhan	124
Nelson Miles	104	Forest Wilhite	129
Harry Moody	99	Laura Wilson	122

...................SECOND PRIMARY DEPARTMENT ......................

.......................................Third Year ............................

NAMES	Days	NAMES	Days
Henry Alward (withdrawn)	23	Ethel Fullenwider (withdrawn)	99
Ben Canine	126	Madge Jarvis	130
Lyle Courtney	125	Forest Jarvis	121
Johnnie Fay	89	Mabel Lough	116
Jimmie Hennessy	127	Mabel Moss (withdrawn)	40
Hubert Loudermill	128	Clydie McCowan	118
Joe Manning	129	Lottie McCowan	118
Morris Miles	111	Maude Miller	108
Willie Southard (withdrawn)	42	Leona Moore	111
Albert Seits (withdrawn)	11	Hattie Mosely	128
Louis Wasson	92	Anna Robertson	116
Jessie Alspaugh	115	Bessie Robertson	114
Ina Barton	125	Jessie Roberts	80
May Davis	124	Hallie Wilson	125

...................FIRST PRIMARY DEPARTMENT ......................

.......................................Second Year ............................

NAMES	Days	NAMES	Days
Orpha Brown	104	Ray Ward	122
Harry Clore	100	Harry Yount	119
Chester Dietrich (deceased)	99	Golda Alward (withdrawn)	17
Rue Durham	98	Lillie Brown	33
Raymond English	105	Gladys Fisher	119
George Fullenwider (withdrawn)	97	May Ghormley	36
Howard Forter	79	Clara Hennessy	104
Warren Harshbarger	118	Miriam Hughes	100
Wilson Lee	117	Edith Lucas	111
Clarence Milligan	112	Otie Miles	99
Albert Matheny	69	Martha Miles (withdrawn)	18
Earl McNutt	124	Mabel Moore (withdrawn)	43
Oliver McCall	124	Olive Moore	102
Chester Miller	113	Mary Milligan	103
Harry Pickard	114	Nellie Robertson	101
Charlie Scott (withdrawn)	43	Helen Scott	109
Bennie Scott	113	Margurite Scott	107
Winford Sharp	127	Edith Smalley	123
Guy Spruhan	128	Nina Spry (withdrawn)	43
Carl Shirley	123	Bessie Yount (withdrawn)	64
Roy Ward	120

...................FIRST PRIMARY DEPARTMENT ......................

Note evidently there were no other classes

.................SUMMARY..............

Grand Total Attendance ................ 26, 632
Days of School ................................ . 130
Average Attendance per day ...............203
Total Enrollment for year ......................257
Males ................................................. 125
Females .............................................. 132

1 Male Teacher/Superintendent at $4 per day
1 Principal Assistant, Female at $2.50 per day
1 Higher Intermediate, Female at $2.25 per day
1 Lower Intermediate, Female at $2.10 per day
1 Higher Primary, Female at $2.10 per day
1 Lower Primary, Female at $2.25 per day

-----------------END ----OF-----REPORT ---------

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