1899 Waveland Annual Report - Montgomery InGenWeb Project

FN Johnson …………….. President

TZ Ball …………………….. Secretary

TL Hanna …………………. Treasurer

CA Kleiser ………………… Township Trustee

Mark Moffett ….. Superintendent

Katherine Kinerk …….. High School

C. Bertha Schweitzer … Sixth and Sevent Years

Margaret Weesner …… Four A and Five

Etta V. Smythe ………….. Third and Four B

Mary E. Smith …………… First and Second

The 11th 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 assistance in the higher departments of work, puchases were made of elegant new raised maps, the latest cyclopedias, etc.  Our Library and Apparatus for instruction in the various department 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 all of the old teachers will be retained and the school 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 a list of Commissioned High Schools, which right has only been denied us on the 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.

FN Johnson

TL Hanna

TZ Ball – Trustees

CA Kleiser, Township Trustee

To the Honorable Board of trustees of the Waveland Schools.  Gentlemen:  I herewith submit the eleventh annual report of the Waveland Schools to you.  The term just finished for the 1898-9 was begun on Sept 19, 1898 and closed May 5, 1899, having a total term’s length of 160 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 town or by visiting clergy, which added much to their interest and to these exercises I attributed much of our success in management and the cheerfulness of the school.  The regular weekly teachers’ meeting was not carried out so strictly this year as last, owing to the teachers’ taking the active part in the Township institutes, which were all held in my room.  Occasional meetings were held, however and the customary matters of routine were either then discussed or else personal visits were made.  This omission is not altogether advisable, but yet the teacher cannot afford to have her time too fully occupied by meetings.

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

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

1896-97 257 203 44

1897-98 299 275 210 48

1898-99 ---- 159 --- 37

You can see by a glance that the steady growth of the numbers indicates a like advance in the school.  The average daily attendance has been materially lessened this year by the scare we had from diphtheria and whooping cough.

Four bi-monthly examinations were held throughout the grades and the standard of 65% for the lowest and 75% for the average were held as the conditions upon which a pass was grante, except where the pupil’s work in recitation assured the teacher of his ability to advance.  Two things were constantly held in mind in promotion.  1 What is 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 of students are knocking at the doors of the HS alone, does it not seem a most fitting time to take the responsibility upon yourselves of preparing them to enter our high 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 best High Schools of the state.  I beg to ask you, why not do it, and do it now?  Our sister town, Ladoga, has her commissioned and let me be responsiblr for saying that the people there are not inclined to higher education more than ours are.

One of the most essential things to a school system is a well-planned course of study.  A man chooses to go to a certain8 college or university because he can secure from its curricum 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 the 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 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.  

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 to Lesson 4 in Part II.

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-toned for oral reading and a knowledge that the written or printed sentence contains a thought to be definitely grasped and in like manner expressed.

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.

The language work in this and the next year is not limited by months. The main aim of the teachers is to cultivate elegance of expression. The principal device is two series of sentences representing a cycle of activity in the realm of Geometry 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.

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.

3rd. As to its applications.

The written symbols taught in connection with the idea.

==========

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.

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 Speller 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, Sandison). Also references given in first year.

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

Work not limited to months.

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, yard, rod, etc., pint, quart, peck, etc. and formulate tables. The work this year to get both more concrete and more abstract. .

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 elocutionary; others entirely intellectual; 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.

This 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 Month - Letter writing continued, paraphrasing simple 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 Geography work.

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.

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.

“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 Geography" will be of great assistance to the teacher.

"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.

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 to 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.

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.

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.

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.

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 .

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.

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 XXXII. 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.

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 Text 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 accepting the recitation.

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.

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

First Month - Part I to Lesson 15.

Second Month - To Lesson 21 and review.

Third Month - To Lesson 23I, with map drawing. The teacher will review frequently, using the former geography lessons for oral reading lessons.

Fourth Month - To Lesson 30.

Fifth Month - To Lesson 36. 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 - Africa to Lesson 46..

Eighth Month - To Lesson 49 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.

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 cause 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.

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 66.

Second Month - To Lesson 76. Reproduction of stories read by the pupil himself.

Third Month - To Lesson 88. Reproduction of stories read by the teacher Mondays.

Fourth Month - To Lesson 94. Narrative stories of actual trips taken or of trips desired to be taken. Mondays.

Fifth Month - To Lesson 102.  Continuation of last month's suggestion.

SixthMonth - To Lesson 111.  Supplement with suggestions under second and third months.

Seventh Month - To Lesson121.

Eighth 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 fraction from page 97 to Addition.

Second Month - To Multiplication.

Third Month - Through Division and Review.

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

teacher may select from "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 Interest. 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.

Observe the "general statement" at the beginning of the fourth year. Although oral expression is an art to be trained through all the grades, yet it must now be 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 teacher should strive to teach them  how to think, and how to study or  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 begun 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.

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.

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 great 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 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 22 cents. Public School Arithmetic, Macmillan Co, Speer's Advanced Arithmetic, Ginn & Co. are suggested as aids.

First Month – The Complete Text through notation, numeration, addition and subtraction. Pages 7-39.

Second Month - Multiplication, division.

Third Month – Review the four processes with numerous problems, for two weeks at least and then advance to about common fractions. Be careful that the fundamental principles are worked out and thoroughly understood.  Relate cancellation closely to the former processes.  For example:

1.  Distinguish between addends and factors.  

2.  Have the child to see that the numerator is the dividend and the denominator the divisor.  

3.  That it is wrong to say such as this.  2 cancels 4 twice; and that 2 cancels 4 and 2 remains. Rather this: The factor 2 cancels the factor 2 in 4 and the other factor, 2 remains.  

Fourth Month – Fractions through addition.  The process of finding the least common denominator is vague and difficult to children unless the reasons for each step are carefully explained.

Fifth Month --Subtraction, multiplication and division of fractions.  Inversion of the divisor shows how many times it is continued in unity.  With that statement well worked out, all the mystery in inverting the divisor in fractions is gone for then it falls back under the principle of multiplication and division of whole numbers.  To this Review, problems for supplementary books are given

Sixth Month – Finish through decimal fractions.

Seventh Month – US Money, Bills and Accounts.  Review and Denominate Numbers well begun.

Eighth Month - Finish review of book to Percentage.  All the while the teacher must be giving a great variety of supplementary work.

Same as fifth year, adding copy book No. 4

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 all parts of speech.  Kinds of verbs.

Fourth Month.  Kinds of adverbs, composition, forms o 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 and reproduce stories read by the teacher.

Eight Month.  Elementary work in description and narration.

SIXTH YEAR – Geography (Complete Indiana Series)

Books of Reference for Teachers: Natural Complete Geography, American Book Co, Cincinnati; Frye’s Complete Geography, Ginn && Co, Chicago.

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.   In the study of any subdivision the same order of presentation should be observed as indicated in the study of the continents.

Mathematical Geography.

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. 61-63).

Forms of land and water and the atmosphere (p 8-14_

Sea – Waves, tides and currents, winds and rainfall.

General distribution of plants, and animals as determined by climate, soil, etc. (pp. 33-47 and 53 and 54).

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).

United States: Central States, Pacific States, and Territories, and study of the commercial maps of the US (pp 81-93).

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

(See Nichol’s Topics in Geography, DC Heath & Co. and King’s Geographical Readers Nos. 4 and 5, Lee & Shepard, Boston for suggestions in sixth and seven years).

SIXTH YEAR -- Oral History

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 Body; Tissues; Organs, and Systems; Anatomy Circulatory Organs.

Third Month - The Physiology 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.

The stories from “Ten Boys,” which are used in this year’s work are: “Rober the English Lad,” and “Ezekiel Fuller, the Puritan Boy.”  Trace the de elopement of English life.  In treating of any event, the following points should be considered:

The event.

a. Cause

b. Effect

c. Comparison with like events which have been seen before.

First Part.

1. The Norman Conquest

a. Position of Normandy

b. Condition of the people

c. Circumstances which led to invasion of England

2. William as King

a. Feudal System – this should be worked out very closely as its influence is felt in every department of the life of the Englishman at this time and also in order to bring the children into closer sympathy with the people who they are studying.  They must see in this: William’s plan to establish himself on his throne by bringing all classes into subjection.

b. Other new laws

1. The new forest law

2. Doomsday Book

c. Building of strong castles

d. The King’s will supreme.

3. The religious condition should now be shown and the children should see the effect of the influence of such men as Anselm, Thomas Becket and Stephen Langton in their attempts to withstand the tyranny of the King.

Second Part

1. The next step in the condition of the kingdom during the reign of John of Lackland, which led to Magna Charta, and the Charta in its relation to English freedom

2. Follow the growth of the spirit of freedom as shows in the origin of Parliament in the reign of Henry III.

3. The religious life of the time should be shown. The pupil should see the life of monastery.  Also carefully study the life of St. Francis of Assisi. The education of the period should be shown by the life of Roger Bacon, and the business life by the story of the guilds and the revolt of the peasants.

4. In the story of the “War of the Roses” and the “Last of the Barons,” the children may see the decline of the feudal power.

The introduction of printing by Caxton gives great impetus to learning.  The “Revival of Learning” is at hand.

The religious condition should be reviewed and the great value of the church as a vehicle of thought and organization, through the Middle Ages seen, then the introduction of new ideas through Luther, should be studied.

When the child sees the bursting forth of new education, political, religious and industrial ideas in Europe in the 15th and 16th centuries, then he is ready to follow these over the ocean and see them grow in a new environment, through the 17th, 18th and 19th centuries, into the free American Institutions of the present.  This will constitute the work of the 7th and 8th grades. Begin use of text.

Read suggestions at beginning of sixth year and observe them as much more rigidly as a year’s exercise will give the pupil’s power.

First month – Fifth Reader.  Part II to Lesson 6.  Lesson 5 is to make us feel how much greater the horror of sin is in the heart than its outward expression.  The teacher’s questions, though not leading, yet will rightly bear upon the essential features that set forth this thought. In Lesson 2 all the elegant expressions are learned by heart.

Second Month.  To Lesson 13. Emphasize 10 and 11.

Third Month.  To Lesson 23. Be very careful with 15.  Supplementary reading is done throughout the year.

Fourth Month. To Lesson 30.  All of “The Ancient Mariner” is read if possible.

Fifth Month. To Lesson 38. Special attention is given to Nos. 31, 32 and 34. The theme of 31 is “The Spirit of freedom,” and of No. 32..., The Unerring care of a Divine Providence.”  Supplementary reading.

Sixth Month. To Lesson 47.  All selections, the parts of which are given should at least be read entire by the pupils. They are nearly all to be found in the library.

Seventh Month.  To Lesson 51.  Remember that Gray’s Elegy took him seven years or more to write and that as many days for our study of it is not very much.  It will bear analysis to the highest degree.

Eighth Month. Finish the Reader and study “Snowbound.”

See directions under last year.

See suggestions at the beginning of last year’s outline.

First Month.  Review Decimal Fractions, US Money and Denominate Numbers.

Second Month.  Percentage, Profit and Loss.

Third Month. Commission and Brokerage. Insurance, Taxes, Duties and Customs. The teacher must not be in a hurry through these applications.  Impress the fact that every step must be argued from the point of the cost price, per value, amount invested, amount insured, etc. as the center.

Fourth Month.  Stocks and investment and review.  In the review, exercises from teachers’ examinations and other books are taken.

Fifth Month.  Interest

Sixth Month.  Partial Payments, Discount and Present Worth.

Seventh Month. Exchange, Equation of Payments.  Averaging Accounts and the long list of review problems.

Eighth Month.  Finish to Ration.  Review giving 10 to 20 problems a day, covering especially that ground least understood.  Good exercise problems are not catch questions, nor those that only a few can solve. The teacher knows by this month about who can advance to eighth year work, and it is suggested that the work be made most favorable for these. School Journals, Prince’s Arithmetic and business happening down town are excellent sources for problems.

Not outlined by months. The teacher makes her calculations on doing the work in eight months’ time.

South America.  

Mathematical – Position, form, size.

Physical – Structure, relief and drainage (pp 20-23).

Plant life (pp 48-49)

Animal life (pp 56-57).

Races.

Political (pp 100-105)

Europe

Mathematical – Position, form, size.

Physical (pp 23-26)

Plant Life (p 50)

Animals Life (p. 57)

Races.

Political (pp 105-110)

Europe

Study of the Continental States (pp 110-115)

Asia

Mathematical – Position, form, size.

Physical – Structure, relief and drainage (pp26-29)

Plant life (pp 50-51)

Animal life (p 58)

Races.

Political (pp 116-121)

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 Africa (pp 32, 52, 59, 126-128)

Review

Mathematical – Motions of the earth, changes of seasons, general distribution of winds.

Physical – Ocean currents, winds and rainfall and their effect on climate and distribution of plants and animals.

Political – Distribution of races, governments and religious.  Show that commerce depends upon the physical features of the country.

GRAMMAR (Hyde’s Practical English Grammar)

Note: The sentence is the unit or subject matter of grammar.  All definitions, principles and rules should be thought out from the sentence, thus making the work in the main inductive.  If a sufficient variety of sentences should not be found in the lessons indicated, other good sentences may be found in the selections at the close of the book or they may be supplied by the teacher.

Books of reference for teacher: “Wiseley’s New English Grammar, Inland Pub Co, 60 c.  and Whitney’s essentials of English grammar, Ginn & Co.

1. The sentence as a whole

Definition of the sentence

Definition of the though

Elements of the thought –  Thought subject; thought predicate; thought relation

Parts of the sentence.  Subject; Predicate; Copula

Use sentences in lesson 1, 2, 21, 87 and others.

2. Classes of sentences

On basis of meaning

a. Declarative.  Definition  Classes.  Arrangement  Punctuation

b. Interrogative.  Definition  Classes  Arrangement  Punctuation

c. Exclamatory. Definition  Classes  Arrangement  Punctuation

d. Imperative.  Definition  Classes  Arrangement  Punctuation

Use sentences in Lesson 1.

On basis of form as determined by the form of the thought.  

a.  Simple – Definition

b. Compounds – Definition

c. Complex – Definition

Use sentences in Lessons 95, 98 and 100.

3. The organic parts of the sentence.

Thought material or ideas.  

a. Definition

b. Classes – a Abstraction – definition  b. Concrete – definition

c. Attributes – Quality – Action – Condition – Relation

d. Relations – Coordinate  Subordinate

Use sentences in lessons 95, 98, 100 and select others.

4. Words

a. Definition

b. Classes (Substantive – definition) Classes – Noun – Definition – Pronoun – definition

c. Attributive (definition) Classes Adjective – definition Adverb Definition Attributive verb – definition

5. Relative Words – definition Classes (Conjunctiom – def;  Preposition – def Pure Verb – def

6. Form and Feeling Words – definition – Use sentences in Lesson 94

3.Modifiers.  
a. Definition
b. Classes
   a) Substantive
   1. Definition
   2.Classes

      a. Appositive

          Definition

      b. Possessive
          Definition
     c.  Direct Objective
         Definition

     d. Indirect objective

         Definition

     e. Adverbial objective

         Definition

    b) Attributive

         1. Definition

         2. Classes

           a. Adjective

               Definition

           b. Adverbial

               Definition

Use sentences in lessons 96 and 97.

    4. Predicate

       Definition

       Classes

        a. on basis of form

            Combined

            Definition

             Uncombined

             Definition

        b. on basis of idea expressed, or meaning

            Substantive
             Definition

            Attributive

             Definition

Use sentences in lessons 2, 95 and 96.

 Organic parts of simple sentence.

   Definition of simple sentence.

   Classes

       Regular simple sentence

       Simple sentence with compound part.

       Parts

         a. Subject

         b. Predicate

         c. Copula

Classes of words used in forming

      a. Substantive

           1 Definition

           2 Classes

             Noun

             Definition
             Uses
             Modifiers of it.
     b.  Attributive words

          1 Definition

          2 Classes

             1 Adjective - definition - uses - modifiers of it

             2 Adverb - definition - uses - modifiers of it
             3 Attributive verb - definition - uses - modifiers of it

    c.  Relation words

             1. Definition
             2. Classes

                 Pure verb - definition - uses - modifiers of it  

                 Preposition - definition - uses - modifiers of it
                 Conjunction definition - uses - modifiers of it

HISTORY
Textbook to National Development this year.

PHYSIOLOGY (begin after Christmas)

READING
Longfellow - Biographical SKetch - Courtship of Miles Standish - Children's Hour -  The Village Blacksmith - The Rainy Day - The Light of Stars - The Reaper and the Flowers - Excelsior - A Psalm of Life.  Bryant: Biographical Sketch - Thanatopsis - The Death of the Flowers; The planting of the Apple Tree; The Food of Years - To a Water Fowl.  Whittier: Biographical SKetch- Maud Muller - Mabel Miller - The Barefoot Boy. In School Days.  Holmes:  Biogrpahical SKetch - The Chambered Nautilus - Old Ironsides - Union and Liberty.  Irving: Biographical Sketch - Rip Van Winkle - The Legend of Sleep Hollow - The Widow and Her son.  Hawthorne: - Biographical Sketch - A Rill from the Town Pump - The Sister Years - The Great Stone Face.  Lowell - Biographical Sketch - The Visiton of Sir Launfal - THe FIrst Snow Fall.

Note: Literary Selections published by Houghton, Mifflin & Co Boston is recommended as a suitbal book for use. In the 8th year reading work.  Sold by Geo F Bass.  Commercial Club Building, Indianapolis. Local dealers can get it from Mr. Bass Price, prepaid 50 cents.

ARITHMETIC
First Month - Ratio and Proporation paged 262-27772 and supplementary work.
Second Month. Partnership supplementary work and Arithmetical Analysis.

Third Month - Evolution and applications of
Fourth Month - Supplementary work in application of Evolution, Mensuration with supplementary work under each art.  
Fifth Month - Complete Mensuration; begin test problems.
Sixth month - Test problems

Seventh Mont - Review whatever class is most deficient in
Eighth Mont - Continue Review

We suggest an extensive use of reference books. This will give interest as well as breadth to the work. Lead pupils to "take sides" on the varioius political questions that arise and give reasons for thir position; let them decide on the right or justice of the various laws and deeds which they view. Let them discuss the comparative worth of men and measures; ever remembering, however, that they may not see them from every standpoint,  hence must be open to conviction and liberal minded.

First Month. Brief review of Colonial history in order to have clearly in mind the condition of the colonies and their relations with England just previous to the Declaration of Independence - to page 166.  Study D of I.
Second Month - review briefly, The War for Independence, General study of The Constitution.

Third MOnth - Washington's Administration to Jackson's.

Note: The rise, principles, leaders, death of Political Parties, Slavery - things conducive and detrimental to growth and extension of Tariff question advocates and arguments pro and con etc.  Bank Mint - advocates, arguments pro and con.  Our Foreign relations.  Inventions, improvements, discoveries and their influence on later history. Acquisition of Territory. Wars - causes, results. Compromises.
These and additional points should be traced as so many golden threads through the various administrations to bind them together. They are at once cause and effect and are the REAL history.
Fourth Month - Jackson's Administration to Buchanan's.

Fifth Month - Buchanan's Administration to Grant's.

Sixth Month - Grant's Administration to McKinley's, inclusive.
Seventh Month - Topical summing up the various points mentioned under third month's work and review of any other important points. Papers on the different topics might be assigned to the different members of the class.

Eighth Month - Continue review.

GRAMMAR (Hyde's Practical English Grammar)
7. Organic parts of the complex sentence
 a. Definition
 b. Classes (regular complex sentence; abridged complex sentence.
 c. Parts (Subject, Predicate, Copula)
 d. Classes of words used in forming
   a. Compare with the classes of words used in forming the simple and compound sentences.

Participle (definition, uses, modifers of it

Use sentences in lesson 45

PHYSIOLOGY
This work should not be confined to one text book for the succssful teacher will use a variety of books and thus make the pupil's knowledge independent and exhaustive. Perhaps the topical treatment of subjects is the most effective and independent method. treatment of subjects is the most effective and independent method.  
First MOnth to page 64 in Indiana series; full and complete analysis of the skeleton.
Second Month - Analysis of muscles, blood and its circulation, diseases, etc.

Third Month - digestion and foods.

Fourth Month - Respiratory apparatus, ventilation, vocal apparatus, the skin and kidneys.

Fifth Month - The Nervous system.
Sixth Month - The special senses

Seventh Month - Health, diseaswes, poisons, etc. Review

8th month  - continue review

It gives me pleasure to report the work done in this portion of the school.  A full three years' course sustained the Township and Town both joining in its support.  It thus afford pupils from the Township equal opportunity with those of Waveland in securing a HS education.
The majority of students upon reaching this grade bein to know somewhat of the purpose of school and they do not fail to show it by the vigor with which they apply themselves. Of course there is a chance one who thinks himself able to reach the goal without observing the fact that "Labor is the price of success," but I am glad to say that the present course is too strong for idle brains and they soon experience a change of heart or withdraw. As you may see by the following curriculum, our couse will well compare with the first three years of any HS in the state. All we need to secure our proper recognition is one more year's work and a commission.  Pres. Parsons of the State Normal, states that whenever a class shall have enteredupon its four year here with the present standard of work maintained that we can be commissioned. That means that a graduate can then enter without examination the State Univerisity, Normal or Purdue or any other reputatable insitution of the State. Waveland has the state-wide reputation of being the home of an educated, intelligent class of people and it seems that the only thing to do is to put our school on the same plane with the best high schools over the state.  We have made a severe effort the past year to push out of the HS all work in the common school branches and to give them room only in their proper place. We are yet obliged, however, to continue the Arithmetic and Grammar work until Thanksgiving before taking up Civil Government and English Composition.

Discussions on HS Course

In the curriculum outlined in the following table, thw work in a general way is suggested with the text books for the coming year named. Anyone expected to do the work must be furnished with these books. For several valid easons a change has been nmade from Milne's Algebra to one called School Algebra by Durrell and Robbins which will be used in the first year. This book can be purchased of RL Myers & Co, Harrisburg PA.  The book is completed to Franctional and Literal Equaations on pg 143 till Christmas. DUring the second term to Quadratic Equations and review. Numerous exercises not found in this book are solved in connectioni with the work. An understanding of the general elementary principles and the solution of the equation form the central motive of the work in Algebra. The second year completes the book till Christmas.

Geormetry is studied through the last half of the second year and all the third year., Believing that regular demonstrative Geormetry is too difficult for high school students to begin directly upon we choose to use Hornbrook's Elementary text as an introduction during the latter half of the second year. The reasoning powers are called especially into play here and, being as they are at that age called especially into play here and, being as they are at that age only in the first stages of development, they must be met with matter adapted to such growth. All the last part of the seond year or the first part of the third Wentworth's Plane and Solid Geormetry is taken up.  It is completed as far as the end of book II till Christmas and a portion of book III is examined., During the second the text is completed as far into Solid as possible.

The Latin work covers three complete years,  During the first year Coy's Latin Lessons are used. This book is completed and the first 15 chapters of book I of Caesar are read. The second year read book I, II and III of Caesar with careful attention to the grammar and history and the first three orations of Cicero against Cataline. The third year, the fourth Catalinian oration, the first two books of Vergil's Aeneid and book IV of Caesar are read. The last reading is made from Caesar that the work may be made more thorough as regards its grammar and that it may lighten some what. This amount of Latin is all that is required for University entrance.  In Physics one year's work is done, using Carhart and Chute's text. The laboratory apparatus is not very extensive but of such a variety that most of the experiments may be performed,  It is intended that each pupil performs as many of these as possible.  
General History - Pre-Histroic Period. The General History work begins with the theories concerning the origin of the human races, it probably age and earliest home. Some little time is spent on these points and all available authority consulted.  Historic Period - the history of the oldest civilizations are next taken up and viewed largely in the light of their permanent contributions to the great historic stream which has come down through the successive epochs of time. Evens are viewed in the light of their times, weighed by the standard of the civilization in which they occurred, but the moral law which regualates men man's responsiblity for his deed is shown to the inexorable, throughout the ages.  Especial emphasis is put upon the moral lessons history teaches. The study of the Jews is made an especial point as the fountain head of Christianity and the only means for an intelligen appreciation of Christianity and the only means for an intelligent appreciation of the Old Scriptures. The rise, supremacy and decline of the successive nations are taken up, the creative and destructive forces searhed for and the one question constantly held before the pupils, "What does the history of this people or the life of this individual teach me?  Myers' General History is the adopted text but we use many references besides. The school has a very good supply of general works on history.
Rhetoric and composition - The aim in this line of work is an acquaintance with all the most common laws of good ENglish and an easy, natural expression of thought.  We believe that the pupil must think something before he can give expression and in accordance with this thought we have taken up some of the master pieces of English Literature, discussed them in class and required each member to prepare written estimations of the selections. We devote about one half our time to this kind of work and the other half to the laws of composition as found in Genung's Rhetoric.

Civic Government - The text used in this subject is entitled "Studies in Civic" by McCleary. In order that boys' and girls develop into men and women capable of performing the ordinary business duties of every day life, they must have a more or less perfect idea of law in general and commercial or business law in particular. A knowledge of law also begets a respect for it; and thus we see intelligence in this particular line accomplishes two worth results, viz, a practical knowledge of every day business transacations and a broader and better citizenship.  Attention is directed to the daily occurrences in the political and business world about us.

English Literature - the predominating object pursued in the study of literature is the thought in the selection: the beauty and the appropriateness of the imagery; the high ideals set up, the charm of the poetic expression and the constructive art are all made means to the primary purpose.  Some little time is devoted to storing the mind permanently with the choicest gems of the most classical productions. The historical setting in which the production was conceived is frequently an index to the thought of the selection and hence history and biography are utilized "Master pieces of British Literature" is the name of the text used.

ADMISSION
Students completing the Grammar department are regularly promoted into the HS.
Students building county diplomas are admitted without examination.
Students may enter the HS on passing a satisfactor 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 dept $1; Intermed department $1.25; Grammar $1.50; HS department $1.50. Resident students of Brown Township are admitted to the Grammar and HS departments without tuition.

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

Freshman Year - 1st Term -- Mathematics : Algebra (Durrelll & Robbins)  Latin - Latin, Coy -- Science (Civil Government, McCleary) Language (Grammar Composition & Rhetoric

2nd Term -- Mathematics: Algebra - Latin; Civil Government; Composition & Rhetoric Genung

Junior Year - 1st Term - Mathematics - Algebra.  Latin - Caesar (Harper & Tolman).  Science - Physical Georgraphy Tarr's FIrst Book.  Language - General History (Myers)

2nd Term (Concrete Geometry (Hornbrook) ;  Caesar; Physical Georgraphy6y - Advanced Composition and General History

Senior Year - First Term (Plane Geometry, Wentworth); Cicero (Johnson); Physics (Carhart & Chute. Masterpieces of British Literature

Second Term -- Plane and Solid Geometry.  Cicero or Vergil.  Physics.  English Literature and themes.

LITERARY SOCIETIES
The Societies were not organized this year until after the exercises on Feb 22.