1900 Waveland Annual Report - Montgomery InGenWeb Project

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CALENDAR FOR 1900-1901

First Term Begins Sept 11, 1900

Thanksgiving Holidays Nov 29 – Dec 3, 1900

First Term Ends  December 21, 1900

Second Terms Begins   Dec 31, 1900

Annual Commencement  May 1901

SCHOOL OFFICERS

FN Johnson … President

JM Ball …. Secretary

TL Hanna … Treasurer

CA Kleiser .. Township Trustee

CORPS of TEACHERS for 1900-1901

MV Mangrum l Superintendent

John McKee (must have replace Mark Moffett but Ruth Butterworth is marked out – goodness) .. Principal

C. Bertha Scweitzer  7th and 8th years

Bertie Coffman .. 6th year

Grace Harris … 4th and 5th

Lena D. Swope … 2nd and 3rd

Codelia Tate … 1st year

The attendance and punctuality have been excellent.  As evidence note the growth in average daily attendance during the last 10 years, noting, too, the relative % between the numbers in that column and those under the heading Number Enrolled. Taking the two extreme years for comparison we figure 63 per cent in 87-88 while in the last, 83 %

1887-88  enrolled 175  ave attendance 110   # enrolled in HS 4

1888-89  enrolled 220  ave attendance 165  # enrolled in HS 11

1889-90  enrolled 235  ave daily attendance 170  # enrolled in HS 12

1890-91 enrolled 237  ave daily attendance 186  # enrolled in HS 13

1891-92   enrolled 238 ave daily attendance 176  # enrolled in HS 17

1892-93  enrolled 224 ave daily attendance 175  # enrolled in HS 22

1893-94  enrolled 227 ave daily attendance 170 # enrolled in HS 27

1894-95 enrolled 221 ave daily attendance 175 # enrolled in HS 30

1895-96 enrolled 241 ave daily attendance 180 # enrolled in HS 32

1896-97 enrolled 247 ave daily attendance 203  # enrolled in HS 44

1897-98 enrolled 275  ave daily attendance 210  # enrolled in HS 48

1898-99  enrolled 259 ave daily attendance 211  # enrolled in HS 37

1899-90  enrolled 265 ave daily attendance 215  # enrolled in HS 46

A glance at the table serves to show the steady growth we have enjoyed.  While the enumeration has possibly fallen off our daily attendance during the last decade has almost doubled.  Of course this is partly accounted for by the number drawn to us from out of town and other districts.

Four bi-months 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.  Two things were constantly held in mind in promoting.  1st, what is best for the pupil himself? 2d, what is best for the school?  In rare cases where these two questions could be answered favorable for the pupil, promotion was made although the examination grades were a few per cent off.  In the HS, the examinations were held irregularly as regards time and more in keeping with the division of the subject and more frequently than in the grades. With the addition of another teacher in the grades the HS will sustain four years course and be commissioned.  This will put us on an equality as regards College entrance with the other best HS of the state.  Let us say here again however that the school will fail to prosper unless the minimum length of term is held at 8 months. There are two valid reasons for this: First, good teachers will not engaged themselves for a shorter term when there are other places still longer.  Secondly a month at the end of a term of that length is worth two at the beginning, other things being equal every time.  In other words, three years of eight months each are as good as four of seven months and nothing would be made by such a change.  

Course of Study

One of the essential things to a school system is a well planned course of study.  A man chooses to go to a certain college or university because he can secure from its curriculum more nearly what he desires and because its masters are the most efficient. It isn’t otherwise with the Common and HS – they become the more  desirable and necessary, the better suited, the more logical and the fuller of needs is their course of study.  The following is not supposed to be complete or perfect and will be considered merely as a suggestive outline to be revised and rejected at many points to suit the needs of the individual case.  In general, as far as the time limits are concerned and the amount of ground covered, it is supposed to be followed.  Unity of work throughout the school and quality of effort on different parts of a subject are its main objects.

FIRST Grade – First Year

Reading – The prevailing or central thought in primary reading (by primary reading I shall include the first three years) is the strong association of the IDEA and WORD. By word as used, it meant the writing or printed form.  To accomplish this, therefore, is the teacher’s task. The process in general must start from the idea – a thing which the child will have ready – pass through the spoken word and find objectification in the symbol.  Then by reversing the force, it must be picked up from the page and turned out into the world to be heard.  Primary reading is an art and its result should be crowned with the power of pure-toned oral expression.  As the work presented in any school or to any class must always be adapted to the individual needs of the pupils whose degree of mental capacity greatly vary, only general directions can be given.  With these few remarks we begin the outline  of our first subject.  The main objects in this year are:

1. To give the pupils power to recognize at sight the written and printed forms of the words found in his spoken vocabulary and to pronounce them readily as wholes.

2. To write single words and combine them in sentences.

3. To separate words into their elementary sounds and to combine sounds into words. To learn the names of the symbols standing for these sounds.

4. To master the best selections in the Indiana Reader and many in Harper’s First Raeder. (This as well as other supplementary readers are found in the library). The word, sentence and phonic methods are used.  

Under the head of devices the following may be suggestive:

1. Use objects and pictures to present the idea for which the word stands.  

2. Children make written and printed forms of words with corn and word-builders.

3. Copy script forms of words and sentences from board.

4. Sentences are made with sentence builders.

5. Supplementary readers and charts are freely used.

In a general way the monthly assignments would go respectively to Lesson 4, 12, 22, 34, 4 in Part II, 12, 23, finish reader and review all pieces difficult in thought and oral expression

Spelling

Since it is necessary for the child to acquire acknowledge of the forms of words before he is able to reproduce them. Very little can be done in spelling in the first three months except copying words and making them with word-builders.  The third month begins word analysis consisting in sounding familiar words and recognizing the symbols as standing for certain sounds. This will be continued throughout the entire year for the development of the following principles.

1 “Ay”, “A” helped by “e” at the end of the words, “ai” and “ey” say what we call long a.

2. “A” under certain conditions say short a etc. etc.

After pupils have learned sufficient symbols as standing for sounds those words previously learned are spelled.  At no time should words be used which are unfamiliar to the child; and since the demand to write words correctly is much greater than to spell them orally, the spelling should chiefly be written. This work is carried along in like manner the remainder of the year, increasing in individually about as the reading lessons and their words do.

2. LANGUAGE

During this year the work is given in language mainly in connection with other work. Every lesson in reading, number, nature study, history, etc to some extent gives basis for cultivating the child’s expression and it should be a continued care to the teacher that he be encouraged to talk freely and naturally in these recitations.  Besides this incidental work give:

1. Oral reproduction of stories read or told by the teacher.

2.. Oral description of pictures and familiar objects.

3.  Series of sentences representing a cycle of activity in the realm of the Family and Nature.  For aid on this line see Devices in Language, Sandison: How to Learn Language in Six Months; WT Stead in Review of Reviews, Vol V July 92, The Art of Teaching and Studying Languages by M. Francois Gouin in some references Vol Vi Aug 92.  The Acquisition of Language by Children by M Taine in Mind, Vol. II July 78. The Three fold purpose of Primary Language Work by JB Wisely in the Iland Educator Nov 96 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.

HISTORY

Believing in the theory that the child in his mental growth passes through the stages of development similar to those of the race its growth toward civilization, the history work is based on Ten Boys/ These stories must be reorganized by the teacher and enlarged by information taken from other sources.  The story of Kablu is told by the teacher, giving importance to the following points: 1. Time.  2. Country – location, physical features. 3. Life of the people (a. appearance b. Dwelling house (first) c. Social customs d. Religious Notions (arising from their belief regarding the sun. Manner, time and frequency of worship. E.  Dwelling house (second) – 1- what necessitated its building. 2. Description 3. Fuller comparison with first house and ours.  F. Leaving mountain home 1. Cause 2. Country to which they went.  G. Conquering of wild Dasyus.  The following reference books are suggestion.  Viiollet Le Duc The Habitations o f Man in all Ages by Low, Marton, Searle and Rivington, London. Johnson’s Oriental Religions, Houghton Mifflin & Co 378 Wabash Ave, Chicago.

NUMBERS

1st month – Numbers from 10—10 considered as wholes.  Second Month – Review of ideas of the numbers from 1-10 as wholes, giving the numerical symbols of each with their names.  Let it  here be noted that a number is always to be considered: 1. As to itself as a whole number of unit.  2. As to its relation to others.  3. As to its applications. Beginning with the following month and continuing to the end the idea of pint, quart, gallon, yard, foot, inch, etc are worked out in connection with the other work.  Third Months. All the combinations of the numbers from 3-10 which come under the process of addition.  Four Month. Those combinations of the numbers from 3-10 which come under the process of Subtraction.  Fifth Month. Those relations of the numbers from 2-10 which fall under the process of Multiplication.  Sixth Month. Those relations of the numbers from 2 to 10 which come under the process of Division.  7th Month – Fractions. 1st working out the idea of ½, 1/3,1/4, etc by means of objects. 2d the idea of ½ 1/3 ¼ etc. of those numbers which can be divided into equal parts without a remainder. Throughout the year a great many little concrete problems are given in connection with the processes indicated under each month.  Incidentally, Music, Drawing, Clay Modeling, Card board work and physicl culture are taught but not in a way that might be well outlined.

Second Year

The general statement made at the beginning of the preceding year should be kept in mind by the teacher in her work for this year.

Reading

The phonic work is continued from the first year being used in working out difficult words found in the selections used. The new feature will be mainly the printed page and expressing it clearly, both in his own words and those of the author. The best selections in the Indiana Second Reader are used and supplemented by others from readers found in the library.  Some points considered are: 1. Pronunciation of new words and their meaning as worked out  from the context.  They are then used in sentences.  2. Ideas of time and place indicated by plain and hidden expressions in the lesson. 3. The speakers in the story. 4. The story of the selection.  5. Pictures presented to the mind of the child.  6. The life lesson taught in the selection.  7./ Oral expression prompted both by an artificial knowledge of the word-forms and a knowledge of the essence of the selection.  First Month. 2nd Reader to Lesson 9.  Second Month. To lesson 20. Supplementary reading.  Third Month. To Lesson 29.  Fourth Month.  To Lesson 6 in Second Part and a review of such selections in Part One as afford difficulties in oral rendition. Let us emphasize here again that the root idea in primary reading is the strong association of idea and word.  Fifth Month… Reader to Lesson 15 in Second Part, learning by heart for recitation all memory gems and selections.  Sixth Month. Note previous suggestions, read to Lesson 24 besides supplementary work.  Seveth Month. To Lesson 32.  Emphasize the main fiture suggested above.  Eighth Month – Finish Reader.

Spelling

The phonic work and that of developing general principles indicated in the first year is continued throughout this. The principal work is learning new words found in reading, history and geography work, etc, emphasizing the syllabification, always having the child examine first in the word for what he knows. Then note the difficult part and why it is so. The spelling is mainly written for reasons suggested in the first year although considerable oral spelling is done.

Language

The aim of the work this year like that of the preceeding one is to secure an easy and correct use of language in all the exercises. The oral and cycle work are continued and enlarged. Then the realm of Physics is introduced. The written work the first two or three months is similar to that of the first year. About that time the writing of compositions is introduced history, georgraphy and nature work furnishing the material. These and all other written work must be connected carefully as to thought and form.

History

The Story of Darius is used as a basis for this year’s work.  It needs to be reorganized and very largely supplemented. The following plan is suggestive: 1. Relation of Darius to Kablu.  2. Founding of the kingdoms of Media and Persia a. Relations to each other and physical environments of each. 3. The people a. Appearance b. Idea of the home, school and state as shown in Cyrusius. C. Religious notions as shown in Zorcaster and the Zend Avista. Daruius’’ friend, Zodak, demands a study of the Hebrews. 1. Country. 2. Institutional life shown in Joseph, Moses, Samuel, etc. emphasizing the city of the Jews and their religion.  A study of the Babylonians. 1. Country 2. Study of Babylon 3. Reign of Nebuchadnezzar and fall of Jerusalem. 4. Treatment of Jews by Babylonians as shown in the story of Daniel.  5. Compared to Persians. References: Bible for the Hebrews, Boys’ a Book of Famous Rulers for work on Cyrus, both found in library.  Johnson’s Oriental Religions, Houghton Mifflin & Co, Church’s Stories from the East (from Herodotus), Dodd, Mead & Co NY. Story of Nations, The Jews, Persia and Media AP Putnam’s Sons, NY>

Geography

Work  based on 7 Little Sisters, told by the teacher, dwelling on the following points: 1. Country – location; climate; physical features; plants; animals. 2. People. A. Appearance. Clothes, Food, Home, etc. Relation of the Little Sisters to themselves and to each other.

Numbers

First Month. Review of last year’s work and those combinations involving the process of addition from 10-14.  Problems given containing one step.  Second Months – those relations of the numbers from 14-20 involving the same process, using problems having two steps.  Third Month. Those relations of numbers from 10-15 which fall under the process of subtraction, giving problems having two steps and involving both processes. Fourth Month. Same as third, except numbers from 15-20 are used.  Fifth Month. Those relations which involve the process of multiplication of numbers from 10-20, using problems of two steps involving the other processes previously taught.  Sixth Month.  Those relations which come under the process of division, using same numbers are before. Give problems having three steps involving all the processes. Seventh Month. Review the four processing testing the child’s ability to recognize each and begin fractions such as ¼ of 12; 16; 29 ½ of 12, 15, 18; 1-5 of 15, 20 etc.  Eighth Month.  Fractions continued working out the idea ½, 2-6y etc, 1-7’ 2-7, etc, 1-8, 2-8 etc. Then work ½ of 6, 12, 18 etc giving problems having three and four steps involving all four processes.  

THIRD YEAR

Reading

The reading this year must still be considered so primary that the main object as stated under the first year has not changed. Perhaps the idea of gathering the thought is emphasized somewhat more. The pupils are required to commit to memory all the more appropriate selections of poetry in the Reader and recite them from time to time.  It is no argument that they do not comprehend the selections fully that they should not memorize them.  Numerous newspaper clippings and current topics of interest from magazines and periodicals, besides the supplementary readers are read. The teacher must not forget that children learn to read by reading. The Reader furnishes a variety of material. Some are almost purely for elocutionary purposes: others entirely intellectual and a third class, the best of literature. These three classes are each treated as their nature indicates. Baldwin’s readers which are supplied to the school are used throughout the year.  In general, the Reader is completed by months as follows.

First Month – to Lesson 35.

Second Month – To Lesson 63

Third Month – to lesson 92.

Fourth Month – to lesson 120.

Fifth Month – to lesson 150

Sixth Month – to lesson 180

Seventh Month – to Lesson 208

Eighth Month – to the close.

Just the amount and time of supplementary reading to be done is left to the individual teacher. It must be noted that particular attention should be given to distinct articulation, correct pronunciation and clear expression of the author’s thought by the pupil.

Spelling

The new and more difficult words of each reading lesson should be arranged with syllabication, accents and diacritical marks for oral spelling by the phonic method. These words and many others are afterwards used for written spelling.  In fact every word found in the Reader is expected to be spelled and remembered at all times……  Oftentimes on Friday afternoons a review spelling match is conducted in which the children all stand around the wall and spell for the head of the class.  Lessons are frequently given from the speller when special points in derivation such as to show er .. one who . or that which . or to emphasize the similiarity in pronunciation and spelling of a group of words, etc are desired.

Language

First Month – the work of this month should center on the idea of a sentence. The four kinds are studied, noting how they begin and end,.  The use of the period, exclamation point and interrogation point at the close of sentences. The correct use of I and we with the common vers is are, was and were. We understand this is exceedingly primary in nature.  Second Month – With a continuation of the first, the work drifts onto the idea of the substantive words and especially the common and proper nouns as to which begins with a capital letter.  Correct forms are copied. Margin at top, bottom, left and right is noticed. Short stories of objects present are written. Third Months – Continue work of first two months. Teach the form of paragraphing and indentations. Learn correct use of guess, think. Mr. Mrs, reckon, etc.  Abbreviations of names of days, week, month, year and others in frequent use. In fact, this month and the following are mostly given to general, yet practical body in the language.  Fourth Month. Simple stories of objects and acts present and absent. Reproductions of interesting short stories read by the teacher. Use of sit, set, carry, bring fetch, lie, lay etc.

Fifth Month – Story writing embodying a simple, isolated, sentence, the circumstances brought about as imagined by the child.  Reproduction work continued.  Work out statement and questions.  Sixth Month – Lessons previously read in the reader are reproduced together with those read aloud by the teacher.  Seventh Month – Letter writing is begun. In this all the points relative to the address, salutation, etc. are brought out.  Such words as real, awful, very, in, into, nice, etc are worked out.  Eight Month – letter writing continued.  Paraphrasing of simple poems frm the Reader and stories of trips taken or desired to be taken. The last thought can be used to advantages is the geography work.  The poems in Metcalf & Bright’s Languages Lessons, Part I are especially adapted to work in this grade.

GEOGRAPHY

Each and All forms the basis of this year’s work.  The main thought in the teacher’s mind 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 up as a language lesson.  Our own school yard, streets, town, township and county are studied toward the end of the year.  In all three the primary geographical conceptions are easily found.  For example: Waveland is studied as to position, form, size, surface, drainage, natural productions, business, people, climate etc – the institutions of government, school, church, business and society. Helpful books on these lines are the Introductory Geographies, p 55-72; stories from Aunt Martha’s Corner Cupboard and Francis Parker’s How to Study Geography.

HISTORY

The story of Cleon the Greek boy, from Ten Boys, forms the basis of this year’s work. The story is told not read to the class.  The class reproduces it the next day. The work is supplemented from Tanglewood Tales; Gods and Heroes by Francillion; Circe and Ulysses; The Gorgon’s Head; The Manotaur and the Golden Fleece.

Outline of the study of Cleon:

1. Green people

2. Relation to Darius.

3. Country as to a. location b. natural division c Mt. Olympus

4. Religion

1. Gods – 12 greater gods and goddesses

2. Zeus the father of Gods and Man

3 – Vulcan

4 – Athena

5 – Juno

6 – Mercury, Apollo and other gods

7 – Feast on Mt. Olympus

5. Stories of Heroes such as a Perseus b. Theseus c. Hercules d. Argonauts e Homer f. Ulysses with the Trojan war.

6. Lives of a. Solon b. Lycurgus c. Pericles d. Phidias  e. Socrates

6. Story of Clean complete – this point of course occupies the main portion of the year.

ARITHMETIC

The work this year involves as its center the four fundamental processes and what is called partition in the Elementary Arithmetic.  With the supplementary work given, the pupil is expected to read and write all numbers up to 10,000; to add and subtract from 1-9; even as difficult tests as 9,137 less 4,989.  A very great number of exercises both concrete and abstract are given.  The multiplication through 12 must be known so well that either the sight or sound of the factors will immediately suggest the product.  Indeed a reflex action must be established in that the real thinking powers need not be employed in the process.  They will be needed elsewhere. Review and drill should be the watchwords of the teacher, throughout the year.  Valuable suggestions are given in the State Manual.

First Month – to page 13.  Second Month – to page 27.  Third Month – to page 36.  Do more mental problems. Four Month – to page 47.  Fifth Month – To Writing Numbers on page 6 0.  Sixth Month – To page 73.  Seventh Month – to page 85. Roman numerals are taught.  Eith Month – to page 100 and review. Mental work is given.

MUSIC

The third and fourth year children do this together.  Review and continue work done in first two years.  Short voice drills over the scale, singing the notes oh, ah, la, ee, I, etc. are giving at the beginning of each lesson.  The rote songs learned in the first two years are not laid aside, but are used for rest and change.  The main work is put on the use of the staff, the different values of notes, such as quarter and half and the position of the key note.  In other words, the children learn to read and sing in different keys and measures. The successive keys taken up are C,G,D,A, and E; 4-4; 3-4 and 2-2 time are used; learning the use of the dot, whole, half and quarter rests, slurs, tie, bar, etc. The work is written in the board by the teacher.

FOURTH YEAR

The work in Drawing is not outlined in this manual as each teacher is supplied with one for her particular grade with the work outlined in more detail than the space we have here would permit. A regular curse is sustained throughout the grades.

READING – In this year’s work the pupil’s powers are directed mainly toward the thought side of his work.  A share of the teacher’s mind takes care of excellent oral expression and grammatically good language throughout all the grades and incorrect oral expressions are never allowed to remain unchanged. The skilful teacher can make language corrections and not only not detract from  the thought it. Hand but rather give it force. The elements of a reading lesson are:

The theme – main thought, central idea.  2. The Aim or purpose. 3. Expression (Imagines; Language). Oral expression.  The following suggestions on the Voice of Spring will serve to illustrate. Main Thought – youth is the happiest time of life. Show by the language that this is true.  Purpose – to make us feel more inclined toward doing these things which will make our own lives bright and happy; thereby giving pleasure to others.  Work out the significance of the image, Spring – the idea of its personification, the changes that it makes in nature – in the north; in the south; by the third stanza we find this language – The larch has hung all his tassels forth.  Why not say, The large-tree is budding?  Examine similar expression in the same manner.  

Explain the allusions – Fallen fanes; Italian plains.  Hesperian clime; Iceland lakes. Find difficult words as to 1st, meaning : 2d Pronunciation. Work out the meaning from the context if possible. The dictionary is not always at hand and should be used rather as a last resort. (The child is here taught the correct use of the dictionary so that he may use it with speed and accuracy. The oral expression depends finally upon the thorough mastery of the thought the meaning and pronunciation of the difficult words, articulation, intonation, inflection, emphasis and the feeling the child has for the selection.  All difficult words, allusions and references must be mastered at the beginning of the study of the selection.  In general, the year’s work will cover the Indiana Fourth Reader to page 127; with numerous supplementary lessons from Baldwin’s Fourth Reader. The teacher would do well at the beginning of the year to study carefully Tompkins’ Philosophy of Teaching p 208-214.  

First Month – fourth reader to page 33, reading the lesson on page 25 first.

Second Month – to page 49, reading the lesson on page 49 first.    

Third Month – to page 64. The teacher will have to choose the selections in the order of their difficulty and perhaps may find best to omit one or two till later in the term.  Special lessons for geography or history work will be kept for special times.

Fourth month – To page 80. Supplementary work from Baldwin’s Readers is done all the term.  The Fourth Readers are in the library.

Fifth Month – To page 96 with supplementary work. Lars Porsona on page 141 is read when Horatius is studied (see How to Teach reading in the Public Schools for suggestions and analysis.

Six Month – to page 112.

7th Month – to page 127.

9th Month – Read any selections omitted that were too difficult and others among the best again.  Use Baldwin’s for supplementary work quite freely.

SPELLING

In whatever subject a new or difficult  word is found. It should be presented, pronounced and spelled when met. Great emphasis must be placed up syllabication and pronunciation.  It is practically useless to give a word for spelling which has not been previously met or which can not be related to some other word or class of words with which the pupil is familiar.  Since the new reader is full of words just suited to the present needs of the child the spelling work may safely depend upon them for material. Tables for vowels and part of the consonants and dipthongs are worked out.  With these, considerable work is done on diacritical markings.  Friday afternoon after recess is frequently used in spelling for the head, the pupils all standing about the wall, spelling orally.  A lively and profitable time may be spent in t his manner

LANGUAGE

Review work of previous year on the sentence, statement and question.  Take up anew the uses of the capital letter the period and comma. The greater amount of work should be done along the line of composition writing.  First – allow pupils to reproduce some simple story from a previous reading lesson. Give them an isolated sentence and have them think into its context, then have a story written.  Every production must be corrected by the class and teacher as to thought expressed, selection of words, use of capitals and punctuation marks, misspelled words and other errors. Select words that express objects and work out their significance.  Second – A good review in capital letters, punctuation, etc. may be furnished by giving drills in describing an act: ie in working out a cycle of some simple act.  Quite a good discrimination is the use of words may be worked out in this. The State Course of Study should be consulted for other suggestions on these points.  Third – have pupils reproduce stories read by the teacher, narrate, incident of some trip or experience of the pupils, describe places, plants and animals that have been studied in connection with geography and other subjects.  History – fables and myths furnish an abundance of excellent material.

GEOGRAPHY

The idea of all land forms and bodies of water must be taught first by use of the sand table, second, by drawing what by drawing what has already been modeled; third, by finding pictures of the same; fourth by study of material in the text.  After studying each continent, it is modeled and drawn by the pupil.

First Month – in order that the child’s idea of the earth as a whole, may be refreshed, make a review of the stories found in Each and All.,  Teach the home region as to surface, drainage and kinds of soil.  Have pupils find out from what soil is made; how it is made and what agents are at work in this process.  Material in text lessons 1-9 inclusive.

Second Month – teach idea of continent, Island, Isthmus, the sea – ocean, seas, straight; shore-forms – peninsula, gulf, bay, cape, sound; surface – plains, table-land, hill, mountain, mount, peak, range, volcano, valley and divides.  Text maps on pages 28 and 29; pictures and lessons in the following order: 47, 48, 49, 50, 25, 14, 42, 23, 22, 18, 19.

Third Month – first forms of water, vapor, clouds, fog, rain, snow, dew, frost, ice; second, bodies of water on land – springs and geysers, creeks, rivers, as to course, system, tributaries, mountain, basin, rapids, ponds and lakes, third uses of water – in homes, nature, plants. Text lessons: 12, 13, 3, 14, 15, 16, 21, 17, 4, 6-11, 26; the earth as a whole – form and size; formation, directions, poles and regions, equator and regions; third, continents, oceans and the worlds’ ridge.

Fourth Month – First ,the air, as enveloping the earth; second the earth as a whole – form and size, formation, directions, poles and regions, equator and regions; third, continents, oceans and the world’s ridge.

Fifth Month – South and North America as to the following points – position, size and shape, surrounding waters, coast, surface, primary and secondary highlands, slopes and river basins and compare them.  Follow the study of SA with a study of the Indian Tribes, lesson 91.  Follow that of NA with that of Indian Tribes and the Eskimo Boy, lessons 92 and 90.

Sixth Month – study Asia and Europe according to the outline given above for SA and NA. Following work on Asia with a study of the Japanese, lesson 87.  Follow work on Europe with a study of Lowland, Highland and Lapland people, lessons 93, 94 and 89.

Seventh Month. Africa. Australia and Islands are studied in same manner a continents above  Study the Kongo Boy, lesson 86 after finishing Africa. Follow work on Australia and Island with a study of the Brown People, lesson 88.

Eighth Month.  Review work on continents and people, compare more definitely the physical features of the different continents, and the lives of the people.  Lead pupils to see how the physical environment and climate affects the lives of the people. Geography is the science which treats of the earth as a home for man.  A good reference book is the World and its People.

HISTORY

The work of this year is Roman life with Horatius as a center.

First Month – Teach geography of the 7 Hills of Rome, of Italy and the countries touching the Mediterranean Sea.  Give an idea of the early people of Italy, emphasizing their religious notions.

Second and Third Months. Mythical Rome is studied by means of the following stories of Eneas, Romulus and Remus, Numa, the lawgiver, Tullus, a wicked king. Servius Tullus, Tarquin, the proud, the Sioyllene Books and Lucretia.

Fourth and Fifth Months – Rome as a Republic by means of the poems, Horatius at the Bridge and Battle of Lake Reillus by Macauley; stories of Agrippa and his Fable, Corlolanus and Cincinnatus and Macauley’s tory of the Death of Virginia.

Sixth and Seventh months – Story of Horatius

Eight Month – Hannibal and Scipio, the Gracchi and the Last fight of the Gladiators.

References: Young Folks’ History of Rome; Charlotte Yonge, Boys’ Books of Famous Rulers, Stories of Olden Times. These books are in the library.

ARITHMETIC

The Elementary Text is used but let me urge that it be used as a means not an end. As a means it is insufficient in practice ground and must be supplements from Prince’s Arithmetic by Grades, McClellan & Amo’s and Speer’s all of which are supplied at the teacher’s desk. In the presentation of fractions it will be necessary to continue to use of objects.  Work out the tables to denominate numbers by use of weights and measures.  Do not allow pupil to proceed with the solution until he is able to state clearly the conditions of the problem and the thing sought for. He must be able to give a reason for every step.

First Month – Review long measure, dry measure and the valuable list of problems found on pp 81-100.

Second Month – Numbers from 40-50 pp 100-122.

Third Month – Numbers from 50 to 70, square measure and miscellaneous work pp 123-144.

Fourth Month – Numbers from  70 to 100, cubic measures and miscellaneous work, pp 145-160.

Fifth Month – numeration, notation, multiplication, division, factoring and review, pp 161-179.

Sixth Month – Addition and subtraction of fractions with unlike denominators and miscellaneous work, pp 179-199.

Seventh Month – Notation and numeration of units.  

Eighth Month.  Notation and numeration of numbers requiring two periods; division and multiplication by a number of more than one digit place and review, pp 200-224.  It is required that the teacher do very much supplementary work, both mental and written.  

PHYSIOLOGY

Read Thompkins’ Philosophy of Teaching, pp 62-72 inclusive. We do not believe that dwellin 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 dept. The 4s and 5s 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 and real speciments are used to make definite the knowledge gained.

Third Month.  The digestive and respiratory apparatus is studies.  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 exercises called hard-word-exercises 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 began.

Seventh Month – Nervous system continued and studied in connection with the special senses: the eye, ear, tongue, touch and smell.

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

FIFTH YEAR

Reading

Study carefully the suggestions offered at the beginning of the fourth year’s work.  See Tompkins’ Philosophy of Teaching, pp 208-214, the “Comment on Chapter XIII, pp 111a-111j in Teaching the Language Arts and the introduction to the Third Reader.  The following monthly divisions are merely suggestive of the amount of work to be done in the time. The order of taking up the Fourth Reader is completed and nearly all the best selections from Baldwin’s Fourth Reader.  From the latter, valuable material for Saxon and English life may be had.

First Month – This month is used in review of the former year’s selection. The Little Match Girl, Pedro – A Dog Story, the Drummer Boy in the Snow and Lucy Gray.

Second Month – from 127 to 141.

Third Month – Horatius may be omitted if read last year or read hastily.  Complete to page 165 with numerous selections from Baldwin’s.

Fourth Month – To page 182

Fifth Month – to page 200.

Sixth Month – To page 220

Seventh Month – To page 240.

Eighth Month – Complete the text and study some one selection very carefully for example: The Painting of the Apple Tree page 165.  Spelling is done in connection with the reading. The best way to learn to spell is to spell.  See directions at the latter part of the suggestions under third year’s work.

GEORGRAPHY

First month – Topics – heat, wind and rain.  Constant observations and experiments are necessary to make these subjects clear.

Second Month – Plants and Animals. To show how plants grow in different kinds of soil with different amounts of heat, moisture, light, etc, plant a number of kinds of seeds, place them under different conditions and note the results.

Third Month – North America. Review physical features, early inhabitants, political divisions with their boundaries. Take up work on the US under the under the following points: position, coast, Size sape, climate, surface, products, early settlements and history.

Fourth Month – Finish work on US, complete work on Central States, eastern section. Make a special study of Indiana.

Fifth Month Alaska, Cub, Porto Rico, Hawaii, Philippines, Guam, Canada, New Foundland, Mexico, Central America. Ref. our own country.

Sixth Month. Eskimo and Malay people, lessons 90 and 91, Europe. Supplement this with lessons and readings from Modern Europe (in library)  

Seventh Month – SA and Asia. See lessons 91, 87, 92, and use Our American Neighbors (in library).

Eighth Month – Africa, Australia and the Pacific Isles. Review lessons 86 and 88.

HISTORY

Ten Boys with Wolf the Saxon Boy and Gilbert the Page, is used.

First and Second Months – Teach geography of Germany and the early German village.  Illustrate their religious notions by means of their myths.  The Creation, Woden and His Vahalia, the many stories of Thor, Frey, Frigga, Death of Baidur and others.

Third Month – Show Wulf’s relation to Kablu.  Story of Wulf, Ref. on Saxon History: Yonge’s’ Young Folks History of Germany; Stories of Olden Times, Harper’s Fourth Reader.

Fourth Month – Early Britons – their mode of living. Druidism; influence of Roman life on life of Britons.  Coming of Saxons; myths of King Arthur and the Holy Grail.

Fifth Month – The Heptarchy, introduction of Christianity, King Ethelbert, Augustine and Alfred the Great.  

Sixth and Seventh Months.  England under Canute and Dane, and Edward the Saxon.  Story of Gilbert the Page.

Eighth Month – compare and contrast Norman and Saxon life, Story of Harold and Norman Conquest.  Effect of Feudal System, Ref. Dicken’s Child’s History of England; Guest’s Hand book of English History, Tennyson’s Idyls of the King; Boys’ Book of Famous Rulers; Story of Roland the Knight.

ARITHMETIC

See suggestions under fourth year.

First month – Make a careful review of fundamental forces in whole numbers.

Second Month – Review all fractional work found in text from page 32-224.

Third Month – Division and Multiples, cancellation, reduction of fractions.  A very great amount of supplementary work must be done.  Do Text pp 224-236.

Fourth Month –Addition and subtraction of fractions., pp 236-241 besides Speer’s and Prince’s books both used.

Fifth Month – Multiplication and division of fractions and review problems pp 241-250.

Sixth Month- Decimal fraction and US Money pp 250-267.

Seventh Month – Denominate numbers 267 to Percent.

Eighth Month – Complete the text and review fractions.

LANGUAGE

The work this year is carried on much as the year before. Substantive words are learned with their respective names and their modifiers, action words and their modifiers.  In each case the proper name is given to the part of speech.  It isn’t in the name that pupils get bothered, but rather in the ideas that they express (ARA Hinsdale, and its comments by Sarah E. Tarney-Campbell, Reading Circle 97-98). The Elementary text is in the hands of the pupils this year, but the children are too young to stick to the book all the time.  A teacher always knows more than the book.  She frequently has them to copy given selections; to paraphrase or reproduce a story read by himself; to reproduce stories read by the teacher. These exercises may be taken from the reader or from Ten Boys or Seven Little Sisters.  The pupil is not expected to have the story in his hands that he is going to reproduce.  Teacher must look closely after the formal side of compositions.

WRITING – MUSIC – DRAWING

No. 5 New Era System of Vertical Writing is used.  Watch forms of letters in all written work.  

In Music, children of this age enjoy National and Scottish airs very much.  These are taught for rote songs. Work of keys of the previous year in review.  The new ones given are F,B Flat, E flat, and A flat.  In all these keys the syllables must be sung to the tongs, la, lo, 1,2,3,4,5,6,7,8,etc.

The Drawing work outline is furnished the teacher in a separate book.  The National Drawing Course by Anton Cross is used.

SIXTH YEAR

Reading – The Indiana Fifth Reader (revised edition) is begun in this grade.  Observe the general statement made 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. They should now begin to feel the absolute necessity for taking their books home 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 for the next day. (note: the pages were off-numbered by two like a couple were missing but the text seems to flow and make sense so hopefully there is not info missing).

First Month – page 11 to “The Soldier’s Dream.”

Second Month – Continue to the lesson on page 52.

Third Month – Work to “The Land of Souis.”

Fourth and Fifth Months: Take to “Concord Hymn,” page 113.

Sixth Month – Work on to the lesson entitled, “Discovery of Mississippi.

Seventh Month – take to Julius Caesar.

Eighth Month – Finish to “The Character of Washington.

Beautiful passages which occur in the work are discussed and memorized.

LANGUAGE

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, focus on nouns, forms of pronouns, forms of adjectives.

Fifth Month – forms of adverbs and forms of verbs.

Sixth Month – Propositions, 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.

Eighth Month – Elementary work in description and narration.  

Excellent reference books for the teacher are: Wisley’s New English Grammar,” Inland Pub Co, 60 cents and “Whitney’s Essentials of English Grammar,” Ginn & Co.

HISTORY

The stories from “Ten Boys” which are used in this year’s work are “Roger, the English Lad and Ezekial, Fuller, the Puritan boy. Trace the development of English life.  In treating of that event, the following points should be considered.

The even – a. Cause  b. Effect  c. Comparison with the events which have been seen before.  First Part – Norman Conquest – a. Position of Normanday (sic).  B. Condition of the people.  C. Circumstances which led to the 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 whom they are studying.  They must see in this. William’s plan for establishing 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 castle.  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 Ansolm, Thomas a Becket and Stephen Langton in their attempt 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 Magna Charta in its relation to English freedom.

2. Follow the growth of the spirit of freedom as shown 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 should 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.  Begin use of text. Ref. Books: Cook’s English History for Young Readers; Myers’ Medieval and Modern History; Guest’s English History, Dicken’s Child History of England ..

PHYSIOLOGY

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 produces, bone …

Note: the next few pages are definitely gone and page 28 is next with one of the grades grammar instructions – guess will continue the typing there as the book is ☹

b. Predicate

c. Copula

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

II. Classes of sentences.

1 On basis of meaning

a. Declarative – definition; classes; arrangement; punctuation

b. Interrogative - definition; classes; arrangement; punctuation

c. Exclamatory definition; classes; arrangement; punctuation

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. Compound – Definition

c. Complex – definition

Use sentences in lessons 95, 98 and 100.

III. The organic parts of the sentence.

1. Thought material or ideas -

a. Definition

b. Classes – Objects of thought 1. Definition 2. Classes (abstract 1. Definition b. Concrete. 1 Definition

2. Attributes 1. Quality. 2. Action 3. Condition 4. Relation

3. Relations 1. Coordinate.  2. Subordinate

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

II. Words – a definition – classes (subordinate (definition, classes – Noun. Definition b. Pronoun – definition)

II. Attributive – Definition. Classes (adjective definition. B. Adverb – definition.  C. Attributive Verb – definition

IV. Use sentences in lessons 96 and 97.

IV. Predicate – definition – classes (on basis of form – combined – definition. Uncombined – definition.  On basis of idea expressed or meaning 1. Substantive – definition. 2. Attributive – definition.

Use sentences in lessons 2, 95 and 96.

V. Organic parts of the simple sentence. A. Definition of simple sentence b. Classes – regular simple sentence 2. Simple sentence with compound part. C. Parts – subject, predicate, copula.  D. Classes of words used in forming. Substantive – 1. Definition 2. Classes a. Noun – definition – uses – modifiers of it. b. Pronoun – definition -  uses – modifiers of it.

II. Attributive words – definition. 2. Classes a. Adjective (definition, uses modifiers of it).  B. Adverb (definition, uses modifiers of it). C. Attributive verb (definition, uses modifiers of it).  

III. Relational words.  – Definition. – Classes Pure verb (definition, uses modifiers of it).  Preposition (definition, uses modifiers of it). Conjunction (definition, uses modifiers of it)

IV. Form and Feeling words.  Definition. Uses.

E. Groups of words used in forming.

1. The phrase – definition – classes – on basis of form – simple, complex, compound.  B. On basis of characteristic word (Prepositional, Infinitive, Participial, Verbal.  C. On basis of use.

Note – three pages missing – not sure what year they are in – maybe 7th grade – begins with a partial sentence

the blood; anatomy of circulatory: physiology of circulatory system.  Practical work.

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

Fourth Month. Changes in the aire in respiration: ventilation: vocal apparatus; excretion: animal heat.  Practical work.

ARITHMETIC

First Month: Begin with Denominate Numbers on page 151 and take to Weights on page 168.

Second Month. Take to Division of Denominate Numbers on page 188.

Third Month. Finish Denominate Numbers to Percentage on page 203.

Fourth Month.  Percentage to Applications of Percentage on page 224.

Fifth Month. Take to Insurance on page 248. The teacher must not be in a hurry through these applications.  Impress the fact that every step must be argued from point of the cost price, par value; amount invested, amount insured, etc. as the center.

Sixth Month. To Partial Payments found on page 266.

Seventh Month. Take to Bank Discount.

Eighth Month. Finish to Radio on page 306.  Review by giving from 10 to 20 problems each 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 those who can advance to eighth year work and it is suggested that the work be made more favorable for those.  School Journals. Prince’s Arithmetic and business happenings down town are excellent sources for problems.

GEOGRAPHY

First Month.  Review Plant and Animal Life and take to The United States on page 123.

Second and Third Months. Take to Groups of States on page 141.

Fourth Month.  Continue the work to the Central States – Western Section on page 153.

Fifth Month.  Finish the continent of North America which takes to page 164.

Sixth Month. Begin with Europe on page 164, and take to South America on page 172.

Seventh Month. South America, Asia, Africa and Australia.

Eighth Month.  Take the work under the topic: “Special Supplement” found on page 193; take also Indiana beginning on page 4 in the back of the book.  In connection with the last topic mentioned, a careful study of Montgomery County is made.

READING

First Month. Fifth Reader page 1717 to “The Battle Hymn” on page 192.

Second Month. Take to “The Poetry of Earth is Never Dead,” page 221.

Third Month.  Continue to “Battle of Waterloo.”

Fourth Month. Through “The Village Preacher,” on page 259.

Fifth Month.  Take to “Rip Van Winkle,” page 283.

Sixth Month.  To “The Chambered Nautilus,” on page 397.

Seventh Month. Finish the book.

Eighth Month. Study such selections as “Snow-bound” and “Evangeline.”

Discuss beautiful passes and commit them. This year’s work follows the ideas suggested at the beginning of the six year’s work, only as much more closely as a year’s study will give the pupils power.

WRITING (whoops think those were the pages gone – kz)

Same as the grade before.

DRAWING – Work in this line is carried on with the sixth year

EIGHTH YEAR

ARITHMETIC

First Month. Review of Percentage as far as Taxes.

Second Month. Partial Payments

Third Month. Bank Discount

Fourth Month. Ratio.

Fifth Month. Cube Root

Sixth Month.  Algebraic Questions.

Seventh Month.  Complete the text.

Eighth Month. Reviews and drills on problems involving all the principles gone over.

There should be problems chosen from different sources all through the year to test the children’s understanding of the principles involved under each division of the subject matter.

PHYSIOLOGY

First Month.  To page 57 in Indiana series.  Full analysis of skeleton.

Second Month.  Analysis of muscles; blood and its circulation.  Circulation should be made clear to the pupils by requiring the circulatory system to be drawn.  Rettger’s Physiology is very helpful in t his connection.

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, disease, poisons, etc.

Eighth Month. Review of entire subject.  Use teacher’s examination questions.

US History

The work begins with a review of the old Colonial wars and leads up to the great initial event of American history – the Revolutionary War.  Maps should be made by the pupils and all the leading campaigns traced thereon. The Revolutionary War should be taught in a spirit that will arouse a thorough, patriotic enthusiasm. There are excellent books in the library to supplement this work. Montgomery’s text book is used and made the basis of procedure throughout the term, but much supplementary work is done in connection with the text work.  

READING

Longfellow: Biographical Sketch.  The Courtship of Miles Standish.   The Children’s Hour.  The Reaper and the Flowers. Excelsior.

William Cullen Bryant.  Biographical Sketch.  The Death of the Flowers.  The Flood of Years.

John Greenleaf Whittier.  Biographical Sketch.  Snow Bound.  The Barefoot Boy.  In School Days.

Oliver Wendell Holmes:  Biographical Sketch.  Old Ironsides.  The Chambered Nautilus

Washington Irving.  Biographical Sketch.  The Legend of Sleepy Hollow.

Nathaniel Hawthorne.  Biographical Sketch.  A Rill from the Town Pump.  The Great Stone Face.

James Russell Lowell.  Biographical Sketch.  The Vision of Sir Launfal.  The First Snow-Fall.

John Ruskin.  The King of the Golden River.

Alfred Lord Tennyson.  Enoch Arden.

William Wordsworth.  The Daffodils.  To a Skylark.

Robert Burns.  To a Mountain Daisy.  For a That and A That.

Oliver Goldsmjith.  The Deserted Village

GRAMMAR

(Hyde’s Practical English Grammar(

7.  Organic parts of the complex sentence.  A. Definition.  B.  Classes A Regular complex sentence B. Abridges complex sentence.  C. Parts (Subject, predicate, copula.  D..  Classes of words used in forming.  A. Compare with the classes of words and in forming the simple and compound sentence.  E. Groups of words used in forming The Phrase (Same as in simple sentence) B. The clause (Definition; classes – principal, definition. B. Subordinate (Definition. Classes – substantive (definition, forms – usual form (definition, uses, punctuation).  Usual form (definition, uses, punctuation.  B. Direct quotation. Definition. Uses. Punctuation.

p. 28 – 2. Attributive (Definition; classes – adjective (definition, classes, descriptive, limiting. 3. Connectives. 4. Punctuation.  B. Adverbial (1. Definition. Ideas expressed by it. Connectives. Punctuation).

Use sentences in Lessons 98, 99, 103.  

IV. Parts of speech.

1. Substantive words (Noun – definition. Classes. Properties (gender, person, number case).

Use sentence in lessons 3 to 22 inclusive>

B. Pronouns – definition. Classes. Properties – same as under noun.

Use sentences in lessons 25-32, inclusive.

2. Attributive words (Definition – classes.  Adjective – definition. Classes. Comparison

Use sentences in lessons 25-38, inclusive.  B. Verb.  (Definition. Principal parts or fundamental forms.  Classes (on basis of meaning – pure or copulative.  Attributive.  1. Definition. Classes (Transitive, intransitive.  B. On basis of manner of forming past tense and perfect particle. – Regular. Irregular.  C. Special classes on basis of peculiar attributes.  Causative or factitive. Reflexive.  Impersonal or unimpersonal.  Cognate. Auxiliary. Redundant.  G. Defective.  4.  Conjugation and synopsis – old – new.  5. Grammatical properties. Voices. Person and number. Tense. Mode.

Use sentences in lessons 41 to 61.  Adverb (Definition. Classes. Comparison. Definition. Degrees. Positive Comparative. Superlative.  C. How indicates

Use sentences in lesson 62.  Preposition – definition. Uses. Modifiers of it.

Use sentences in 63 and 64.  E.  Conjunction. A. Definition b. Classes c. Uses/

Use sentences in Lesson 66.  Infinitive.  Definition.

HIGH SCHOOL

It gives me pleasure to report the work done in this portion of the school.  A full three years’ course is sustained – the Town and Township both joining in its support.  By this cooperative support pupils from the Township have an equal opportunity of securing a HS education;.  Indeed, half of the students enrolled in this department come in from the country.  By this time the majority of the students have come to realize the purpose of school somewhat and they do not fall to show it by the vigor with which they apply themselves.  We believe one of the biggest lessons a boy or girl ever learns is that … Labor is the price of Success, and that not anything worth while is to be bad without persistent effort.  We further believe that one of the most destructive elements to society does not have as its basis a lack of mental endowment nearly so much as that of will power to put what is there to its best use.  So with these two principles in mind and the fact that the course offered is a good ground for mental training and the facts to be learned are good to know, we keep everyone at his highest effort from the day he enters till the day he leaves. Some are forced to experience a change of heart while a few others withdraw.  What is most needed now is another year’s time, so that the graduates from here would have equal standing with those of other reputable schools. 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 place with others of the same kind.  With this thought in mind, the Board will engage another teacher in the grades this coming year and thus extend the HS to four years.

DISCUSSIONS OF HIGH SCHOOL COURSE

The work for three years only is outlined as there will be no fourth year class till the fall of 1901.  In the curriculum outlined in the following, the work in a general way is suggested with the text books for the coming year named. Anyone expecting to do the work must supply himself with them.  The course in Mathematics consists of Algebra and Geometry, Durell and Robins: Complete Algebra ($1.25) is the text in the former. The book is completed to Fractions till Christmas. During the next three months it is finished through Indeterminate Equations. The last month is spent in a rapid reading from this point over the Quadratic Equations. The second year begins at Evolution and completes the text by Feb 1.  

Geometry is begun immediately after the algebra is finished. A few weeks are profitably spent in Hornbrook’s Elementary but time enough is reserved for a careful reading of Book I in Wentworth’s Plane and Solid Geometry.  Revised Ed – before school closes.  A hasty review of this next year is made and the book completed to the end of Book III till Christmas. During the second term the text is completed to Conic Sections. The Latin work covers three complete years. During the first year Coy’s Latin Lessons is used. It is the intention to complete this year with two Catalinian orations. The third year should complete these, and read four books of Vergil’s Aeneid. This amount of Latin, carefully done is all that is required for University entrance. The class of 1900 read Coy’s Latin Lessons, four books of Caesar, the four Catalinian orations. Pro Archias, several Select Compositions – the aim in this line is an acquaintance with the most obvious laws of good English and an easy and natural expression of thought on paper. Toward this end is great deal of actual writing is done. This consists in reproduction of interesting narrations and descriptions read by the teacher and original compositions and carefully graded by the teacher. About half of the time is spent in this work and the other half in the study of Genung’s Outlines of Rhetoric.  

English Literature – The predominating ideas here is the thought in the selection; the beauty and proprietry of the imagery; the high ideals set up and the charm of the poetic expression. Some little time is used in storing up in mind a number of the choicest selections. Five recitations per week throughout the year is spent, Masterpieces of British Literature  is the adopted text, but some of the English Classics are also used.

Civil Government – McCleary’s Studies in Civics is the text used in this subject.  In order that boys and girls develop into men and women capable of performing the business duties of every day life, they must have something of an idea of law in general and commercial and business law in particular. A knowledge of law should at least beget a respect for it also so if we are right, intelligence in this line accomplished two worth results: viz, a practical knowledge of every day business transactions and a broader and better citizenship.  Attention is directed also to the daily occurrences in the political and business world about us. One year’s time is spent.

General History – Pre-historic Period. The General History begins with the theories concerning the origin of the human race, its probable age and earliest home. Some little time is spent on these points and all available authority is consulted.  Historical Period – the history of the oldest nations is now 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. Events are weighed in the light of their times, weighed by the standard of the civilization in which they occurred.  The study of the Jews is made an especial point as the fountain-head 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 searched for and the one question constantly held before the pupils is: “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 library has a very good supply of general works on history.

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. Each pupil is expected to perform as many of these as possible.

ADMISSION

Students completing the Grammar department are regularly promoted into the High School.

Students holding county diplomas are admitted without examination.

Students may enter the High School on passing a satisfactory examination in the eight common school branches.  

Non-residents of Brown Township are admitted to the Primary department at $1 per month.  Intermediate department $1.25; Grammar department $1.50; High School $1.75.  Residents of Brown Township are admitted to the 8th grade and HS free of tuition.  Tuition is invariable paid in advance and will not be refunded except in case of protracted illness.

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

HIGH SCHOOL CURRICULUM

Freshman Year – First Term – Mathematics – Algebra – Durrell & Robbins Complete.  Latin – Latin – Coy.  Science-History – Civil Government. McCleary – English – Gram Composition 3 da Rhetoric 2 da

Second Term – Algebra – Latin – Civil Government, Physical Geog – English – Composition 3 days; Rhetoric 2 days

Sophomore Year – First Term – Algebra – Caesar – Harper & Tolman – Physical Georgraphy – Tarr’s First Book – English – Rehtoric 3 days Comp 2 days

Second Term – Algebra – Geometry – Caesar – Gen. History – Rhet 3 da Comp 2 da

Junior Year – First Term – Geometry (Wentworth’s Revised) – Cicero – Johnson – Gen History – Myers’ – Comp 2 days – Masterpieces of British Lit 3 da

Second Term – Geometry; Cicero; Gen. Hist . Comp 2 days Lit 3 days

Senior Year – First Term – Geometry Trigonometry – Vergil – Comstock. Physics – Carhart & Chute – Comp 2 da Literature 3 da

Second Term – Trigonometry – Vergil – Physics – Themes & Comp 2 da Lit 3 da

LITERARY SOCIETIES

The Societies were organized early in the term and no excuses for not performing the work assigned were accepted. Heretofore fines were charged for lack of preparaztion but the work is now held as part of the regular course. The exercises have a very essential place to fill and should  be continued. The entertainment given Feb 22 made a net proceed of $18.83 which has been held in bank by the treasurer, Frank Demaree for some special library books and pictures. $20 of last year’s funds was put in some very elegant pictures for the High School room.

The following is the programme given Feb 23

Hatchet Drill

Washington – Leon Guy, assisted by 8 couples.

Essay “Greece” … Bertrell Stewart

Recitation – “Jiners” … Delle McCall

Face in one act .. 33 next Birthday

Person E

Major Havoc … Ray Sharp

Mr. Benson … Clarence Burford

Mr. Cackleberry … Wilbur Spencer

Miss Havoc … Lola Ghormeley

Recitation – The Famine … Olive Hanna

Cake Walk … Couples: Howard Swisher, Sarah Canine; Frank Demaree, Edith Johnson; Harry Shaul, Ethel Smith; Ray Deere, Pearl Foster; Cecil Thompson, Olive Shaul; Claude Carrington, Mellie Butcher.

Recitation … “Prometheus … Sadie Barton

The Waterman – A Ballad Opera

Person E: Mr. Bundle … James Guy

Tom Tug … Tom B. Johnson

Robin … Harry Chenault

Wilhelmina … Maude Straughan

Mrs. Buncle … Blanche Banta

Accompanist … Olive Hanna

LIBRARY

During the last year the library has increased in its number of books and usefulness. There are now some 500 volumes, including Johnson’s Universal Cyclopedia; Brewer’s Reader’s Handbook; White’s Latin-English/English-Latin Dictionary for special references. Nearly all the stories in geography and history used in the grades are to be had here.

Miss Lola Ghormley and Miss Olive Hannah, the Librarians kept a close account of each book that was taken out till it was returned. This is a necessary precaution to prevent loss and unnecessarily rough usage.  All lost and damaged books were charged against the borrower. The most valuable thing in the library line, however is the list of journals and papers on the reading table: The Review of Reviews; Forum; Cosmopolitan; Week’s Current; Youth’s Companion and Chicago Dail Record, offered much  of our choicest literature and timely topics to the pupils and many of them took splendid advantage.

COMMENCEMENT WEEK PROGRAMME

Sunday morning, April 22 – Baccalaureate Sermon at Christian Church by Rev JW Kennett.

Thursday evening April 26 – reception to graduating class and Alumni banquet.

Friday evening, April 27 – Commencement Exercises at Christian Church. Following is the programe

March … The Singing Girl

Invocation … Rev EE Moorman

Song for Cornet .. The Palms

Themes .. Maude Straughan

Overture … Poet and Peasant

Thought Concentration … Olive Hanna

Concert Waltz … The Ameer

What Civilization Owes the Jew .. Dellie McCall

Flute Solo … Hungarian Fantasie

Democracy … Carl J. Ghormley

Medley Overture … Gems of 1900

Roman Imperialism … Sadie Barton

Intermezzo – Cavalleria Rusticana

Adaptation … Lola Ghormley

Spanish Waltz … La Suzanna

Behind the Veil … Kate Rivers

March … Hands Across the Sea

Presentation of Diplomas … Supt Mark Moffett

Benediction

HIGH SCHOOL ALUMNI

Class of 84

Herbert S. Kritz … Waveland, Ind

Class of ‘85

Henry M. Robertson … Waveland, Ind

William C. Butcher … Waveland, Ind

Ellerslie W. Leech (deceased)

Class of ‘91

Lula M. (Milligan) Taylor … Heckland, Ind

Ida M. McIntosh … Crawfordsville, Ind.

Arthur F. Canine (deceased)

Willard Canine (deceased)

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

Sarah V. Hanna … Waveland, Ind

Jessie (Smith) Gillispie … Waveland, Ind

Class of ‘95

John A. Johnson … Waveland, Ind

Jasper L. Rice … Waveland, Ind

Nellie E. (Burks) Moore  … Guion, Ind.

Barnett W. Harris … Waveland, Ind

Class of ‘96

Augusta Hartung … Ladoga, Ind

Layla Kritz … Waveland, Ind

Nelle Kritz … Waveland, Ind

Maud McIntosh … Crawfordsville, Ind

Charles Shanks … Waveland, Ind

Class of ‘97

Joseph A. Alspaugh … Waveland, Ind

Gertrude (Hendrickson) Stebbins … Waveland, Ind

Lee Straughan … Waveland, Ind

Bessie (Wolfe) McCoy … Waveland, Ind

Lottie (Pickard) Teegarden … Kingman, Ind

Cecil C. Rusk … Waveland, Ind

Lela Foster … Waveland, Ind

Alexander Moore … Waveland, Ind

Effie (Willoughby) Tapp … Ladoga, Ind

Class of ‘98

Frank Alspaugh … Waveland, Ind

Mike Conway … Waveland, Ind

James Barton … Waveland, Ind

Grace Deere … Waveland, Ind

Grace Demaree … Waveland, Ind

Anna Foster … Waveland, Ind

Class of ‘99

Maye Demaree … Waveland, Ind

Margaret Hanna … Roachdale, Ind

Ethel Hodgkin … Waveland, Ind

Pearl Guy … Waveland, Ind

Perla Petty … Kansas City, Mo

Mollie Robertson … Waveland, Ind

Elizabeth Shanks … Waveland, Ind

Mayme Straughan … Waveland, Ind

Rules of the Board

Superintendent – Powers & Duties

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

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

3. 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. 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 respect rooms at least 30 minutes before ringing of second bell in morning and 20 minutes before ringing of second bell in afternoon.

2.Whenever the pupils are going in or out of the building at the opening or 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, unnecessary 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 willful violation of rules or for unfitness or inability, the Board reserves 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 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 fail to render a sufficient excuse for his absence, shall not be allowed to return to 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 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 the use of any similar substance in the school building.

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

8. 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

The Janitor shall sweep and dust the school rooms and halls as often as 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 direction of the Superintendent and the Board.  

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.

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

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

Showing the enrollment and record of attendance for the year 1899-1900 with the classification for 1900-01.  160 is max. w indicates withdrew

Graduate Student

Olive Hanna 154

Lola Ghormley 157

Carl Ghormley 159

Maude Straughan 155

Delle McCall 153

Sadie Barton 147

Kate Rivers 160

Junior

Joe Butcher 118

Alonzo Deere 158

Campbell Carpenter 124

Etta Galey 124

Walter Penn 160

Ira Sharp 157

Wilbur Spencer 150

Fred Spruhan 160

Bertrell Stewart 127

Sophomore

Clarence Burford  160

Harry Chenault  138 ¾

Ray Deere 160

Frank Demaree  160

Hazel Dietrich 155

Jessie Hodgkin 114

Nellie Hodgkin 125 ½

James Guy  157 ½

Hazel Jarvis 160

Ted Johnson  156

Tom Johnson  160

Lola Jarvis  147

Ira Lee  140

Drew McCormick  159

Opal McCullough  158

Grace Penn 160

Mabel Robertson 152

Pearl Spencer 147

Cecil Thompson 156 ½

Blanche Wolfe 156 ½

Nannie Davis  10 w

Freshman

Sallie Canine  153 ¾

Claude Carrington 137 ½

Mellie Butcher 157

Leon Guy 169

Nella Hutson  68

Alberta Hanna  149 ½

Jennie Lee 156

Edith Johnson 156 ¾

Ethel Smith 159

Howard Swisher  157 2/3

Nellie Wasson 155 ¾

Clara Yount 155

Ola Canine w 75

Edgar Sappenfield w  42

Brooks Goff  w 107

Depew Goff w 102

Gertrude Goff w 107

Julia Clore w 23

Blanche Banta w  158 ¼

Balance LaFollette w 111

Ray Sharp w  135 ½

Eighth Year

Willie Leonard w 12 ½

Willie Barton 159

Raymond Stewart 41

Zola Manning 157 ¾

Lulu Zangmeister 131 ¾

Olive Shaul  148 ½

Harry Shaul w 88 ¼

Pearl Foster 152 ¾

Golda Armstrong 154

June Armstrong 160

Harry Barr 154 ½

Orpha Cook  127 ½

Loris Courtney 160

Carl Demaree  157 ½

Raymond Hanna 155 ½

Velma McCullough 160

Frank McNutt  158 ¾

Murray Thomas 156

Bertha Ward 169

India Wilson 159

Minnie McKinsey 131

Ethel Scott 131 ½

Lida Montague 155 ½

Seventh Year

Ferrol Bilbo 156

Lester Clark 149 ¼

Georgia Clore 148

Georgia Clore 148

Rose Conner 150 ¾

Glenn Fullenwider 152 ½

Newton Fullenwider 119 ¾

Harry Galey 148 ¼

Laila Ghormley 160

Cecil Jarvis 160

Edythe McCampbell 145

Forest Milligan 158 ½

Blanche Oglesbee 67 ¼

Vivian Oldshue 155

Bert Rice 15

Nettie Rice 147 ¼

Frank Robertson 160

Etta Brown w 78

Milford Milligan w  101 ½

Clay Lewis w 146 ½

Alberta Smith w 143

Mildred Kleiser 136 ½

Sixth Year

Don Bilbo  150 ¾

Mary Burford w 4

Irene Clemens w 9

Mary Conway 150 ½

Beatrice Harshbarger 149 ½

William Oglesbee 65 1.4

Madge Spruhan 155

Earl Moore w 2

Jessie Alspaugh 143

Dawson Brown w 79

Harry Barton 149

William Clore 147

Ray English 156

Ethel Fullenwider 160

Opal Goslin 141

Jessie Humphries 147 ½

Herbert Lough  135 ½

Hubert Loudermill 135

Joe Manning 158

Maud Miller 157 ½

Clydia McQuown 150

Tom McNutt 158

Ollie McKinsey 157

Stella Scott 159

Cecil Shepherd 147

Joe Huston 68

Fifth Year

Don Conway   132

Letha Cook   101

Herbert Lewis  w  98 ½

Cornelius McKinsey  2  112 ½

Herman Rivers  w  88

Helen Scott  w  85 ½

Laura Wilson  w  66

Wallace Wilson  w  35

Ina Barton  159

Lyle Courtney  160

Gladys Fisher  156

Forrest Jarvis   123

Mabel Lough  157

Olive Moore 157

Clarence Milligan  156

Mable Moss  128

Grace Oldshue  156

Winford Sharp  149

Ray Ward  153

Roy Ward  151

Ben Canine  29

Edythe Lucas  129

Maud Armstrong  159 ½

Henry Alward  147 ½

Ben Canine  29

Edythe Lucas  129

Maud Armstrong  159 ½

Henry Alward  147 ½

George Fullenwider  159 ½

Wilson Lee  146 ½

Leona Moore  119 ½

Anna Roberton  129

Bessie Robertson  160

Bennie Scott  159 ½

Fearn Spencer  158

Mamie Seits  152

Reed Stewart  45

FOURTH YEAR

Clarence Birch  w  12

Herbert Rivers  93 ½

Enoch Sillery  w  10

Hallie Wilson  w  118

Lela McMullen  67

Edith Brown  130 ½

Harry Butcher w 134

Ernest Butcher w 20

Rue Durham 159

May Davis  107 ¾

Irene Demaree 123 ½

Alma Ferguson 160

May Ghormley 159

Glen Howard  169

Henry Hickman 112 ½

Miram Hughes 139 ½

James Hennessey 44 ½

Mary Milligan  160

Mabel Moore  137 ½

Guy Spruhan  160

Willie Sillery  w  10

Edith Smalley w 107 ½

Albert Seits  51

Harry Yount  158

Harry Clore 148 ½

Bertha Spencer  158 ½

THIRD YEAR

Clee Call  w 4

Cora Call  w  3 ½

Elsie Ferguson  w 80 ½

Mary Barr  123

Irene Barton  158 ½

Bettie Demaree  133 ½

Warren Harshbarger  152

Naomi Johnson  156 ¾

Earl McNutt  158 ½

Oliver McCal 157 ½

Chester Miller 151 ½

Guy Marshall 113

Elvin Ward 131

SECOND YEAR -A

George Clark  145 ½

Henry Hennessey  159 ½

Clar Hennessey  149

Nellie Robertson  152 ½

Grace McCall  149

Ira Scott 158

Emma Steele 88

Bessie Yount  160

Albert Huston  67 ½

Otho Jarvis 59 ½

Mary Jarvis 36

Grover Ferguson 158 ¾

SECOND YEAR – B

Earl Butcheer  133

Robert Belton 100

Harry Cook 144

Joe Loudermill 132

Anna Miles 160

Lewis Miles 160

Francis MQuown 147

Eddie Moody  157

Fredie Marshall 148

Mabel Milligan  151 ½

Georgia Moore 137

Marseina Smith 139 ½

Ray Simpson 108

Bessie Birch 127 ½

Earl Gilliland 148 ½

Charley Herod 118

Lucy Lough 124

Victor Moore 154

Pearl McKinsey  w 90

Hubert Rivers 86

Everet Write 64

Walter Birch  w 16 ½

Elsie Spry  w  13

FIRST YEAR – A

Goldia Alward 103

Leonard Davis 79 ½

Julius Grimes 10

Fairable Grimes 10

Ruby Goslin 121

Lawrence Hughes 142 ½

Gale Howard  149

Fred McNutt  147

Jessie Phipps  127

Frank Shaul 122

Clara Wilson  w  57 ½

Everet Miles  w 10

Luanna Stewart  50

Marjorie Cuppy  w 72

Lula Seits  106

Glenn Ghormley  132 ½

Lola Alward 89

James Birch  w  15

Bessie Miles  w 8

Anna McKinsey  2  84

Raymond Moore  w 8

Guy Rice 75

Elsie Spry  w 13

Elmer Wilson  w  57 ½

Grace White  w 7

Ruth Baker  w 20

Clem Moody  78

Roy Sours 19

Showing the enrollment and record of attendance for the year 1899-00 with the classification for 1900-01.  

HONOR ROLL

Fred Spruhan

Walter Penn

Frank Demaree

Hazel Jarvis

Grace Penn

Ray Deere

Clarence Burford

Leon Guy

Velma McCullough

Bertha Ward

Cecile Jarvis

Frank Robertson

Laila Ghormley

Lyle Courtney

Glen Howard

Mary Milligan

Guy Spruhan

Bessie Yount