1901 Waveland Annual Report - Montgomery InGenWeb Project

For the year ending April 26, 1901 – printed at The Independent (newspaper) Office

Organization for 1901-2

Board of Education

FN Johnson …. President

TL Hanna ….. Treasurer

JM Ball …….. Secretary

HF Johnson …. Township Trustee

Teachers for 1901-2

WV Mangrum ….. Superintendent

Miss Monta Anderson … Principal of HS

Miss C Bertha Schweitzer – 8th and Asst HS

Miss Bertie Coffman … 6th and 7th years

Miss Grace Harris …. 4th and 5th years

Miss Lena D. Swope …. 2nd & 3d Years

Miss Cora McClure…. First Year

TW Wilson …. Janitor

In presenting to the public and patrons of the Waveland Pubic Schools our 13th annual report is is with a great deal of pride and pleasure that we point to the high standard of excellency which our schools have maintained in their instruction and deportment.  We suggest that your presence occasionally in the school room would act as a stimulus and encourage the teachers to greater efforts by showing your appreciation of their endeavors.  

As is generally known, our library, raised maps, latest cyclopedia, etc, are strictly up to date. These, together with our apparatus, instruments, etc are important factors in the teaching of the higher departments.

And while our High School is already enjoying a reputation at home and abroad, we feel confident that it will soon be place in the list of Commissioned High Schools allowing our graduates to enter any college or the Indiana University without preliminary work or examination.  The first class graduated under the prescribed four year HS course will be 1902.

Much credit is due Prof. WV Mangrum our Superintendent in bringing the schools to their present excellent standard.  Under his guidance, the corps of teachers work in perfect harmony and the advancement of the pupils is assured.  As to the school’s future we feel perfectly safe; with no cloud to dim our horizon we enter upon another school year with renewed vigor and we trust that as far as your good will interest and assistance can they will always be for the upbuilding and advancement of the Waveland schools.

FN Johnson

TL Hanna

JM Ball

HF Johnson

…. Trustees

SUPERINTENDENT’S REPORT

To the Board of Education:

Gentlemen: In accordance with your regulation I take pleasure in submitting the Thirteenth Annual Report of the Waveland Schools; also the Revised Course of Study, classification of pupils for 1901-02 and a Catalogue of the Graduates.

In most respects the year just passed has been successful.  The enrollment and attendance compare most favorably with the same items for former years.  Although the per cent of attendance was above the average of towns equaling Waveland in population, the regularity of attendance was not what it should have been.  Too many pupils remained out of school for frivolous reasons and the parents were too lenient in matters of permission and excuses.  School should be recognized as the business in which the pupil is engaged. The capabilities should be exercised to secure full, rounded success in this, his early occupation, and little anxiety need be felt for his success in after life. The habit of bending all his energies toward success in gaining an education is worth as much as shall we not say more than? The so called “practical ends” so strong emphasized to this commercial age.  However this may be no pupil can do good work in school and be irregular in attendance. The school would not be what it should if he could.  Regularity in attendance, study in school, care of health, study at home (increasing from little time in the primary grades to two or three hours of work when in High School is a plan by which all pupils of fair ability can succeed.

Again, in this day much is being said about the “murder of innocents” in school.  It may be that a few are overworked. We most heartily agree that overwork wherever it occurs should be stopped.  But, does the real slaughter occur within or without the school? Is not the ratio of those children slain within the schools to those slaim without small indeed? The proper associations and the right balance of social participation which are brought about through home study not to mention the success in the daily recitations of the pupil who does it, is sufficient reason for its recommendation.  No, not often overwork, but worry over work neglected through overdue attention to things foreign to school is the real slaughter house of mentality, health and morality.

Six teacher are now doing work in the grades and two in the High School.  The addition of one teacher to the list has been worth much to the school.  This addition made it possible to extend the HS course to four years and, together to receive the commission which the character of the work has demanded for the past three years.  The individual teachers have shown that earnestness of purpose, that zeal in work, that desire to comply with every request that consideration of the fact that we are working as an organization – all of which help so much to make the work of a superintendent both pleasant and effective.

As heretofore the teacher’s meetings were held in conjunction with the teachers of the district schools. Special effort was made to harmonize the plans of the district and town schools; for ,the more nearly the two are pusuing the same plan, the more pupils there will be from the district schools who will enter the Waveland High School.  In fact this effort should be continued to such an extent that pupils will experience little difficulty in passing from one to the other.  

Only such teachers’ meetings were held as matters of general interest demanded. Visits were made to the different rooms as often as consistent with other duties. Suggestions based on these visits and written work from the pupils were the chief means used to directing the work. The different teachers should be credited with many suggestions and plans found in the Course of Study for next year.

Government

Few, indeed, were the serious problems of government during the past year. With but few exceptions the pupils showed themselves ready to act in perfect harmony with the management of the school.  The plan in government was to encourage self government rather than to govern by repression. The pupils were granted such privileges as they showed themselves competent to use. Only such privileges were taken from them as they showed themselves incompetent to use; ie only such privileges were taken from them as they took from themselves.

The belief that today’s assignments in a large measure, determine tomorrow’s government was acted on throughout the year. With pupils who are willing to work and the right amount of work definitely planned and assigned, government does what it should – takes care of itself. Fortunate indeed is the teacher who can devote his energies to the real work of the school – that of instruction – rather than waste them in maintaining order.

The Library

There are about 600 volumes in the library. About 200 of that number were place in this year.  Not less than 150 of the number are useless and should give shelf room to better books.   Special attention is now being given to the buying of reputable reference books such as every well equipped school should have. The number of copies of the classics now found in the library had its original in the plan of buying books for the English clases. The plain will be spoken of in the HS course of study and will of course be continued. Every effort should be made to increase the library as to general reading but especially should this be so as to reference work.

Statistics

The following table contains many points of interest.  Some fluctuations have occurred yet the table clearly indicates much growth within the past few years This increase in number has come together with the fact that the standard of work demanded has been raised. The latter fact is the most important of all and is altogether to the school’s advantage in securing a commission.

Year # Enrolled Ave Daily Att No. Enroll in HS

1887-88 175 110 4

1888-89 220 165 11

1889-90 235 170 12

1890-91 237 186 13

1891-92 238 176 17

1892-93 224 175 22

1893-94 227 170 27

1894-95 221 175 30

1895-96 241 180 32

1896-97 257 203 44

1897-98 275 210 48

1898-99 259 211 37

1899-00 265 215 46

1900-01 260 213 43

Examinations and Promotions

No certain or stated days were specified as examination days. Examinations were held according to the development of the subject.  Three classes of written tests were used 1) on preparation for the day 2) on a group of three or four lessons embodying a small division of a subject 3) on a group of 20 or more lessons embodying a larger division.  Each class had at least, one of the kinds named to take place in each subject during each month.  On these written tests and the daily recitation promotion was based. In the grades an average of 75 % not failing below 65 per cent in any subject was used as the standard of promotion.  The good of the pupil and the good of the school were the facts that were used in the final consideration of all questions arising as to promotion.

Conclusion

In concluding this report, I desire to say that although the schools are by no means in a perfect condition they are healthful and prosperous. Whatever of success has been attained during the past year has been in a large measure due to the efficiency of the SWchool Board, the hearty cooperation of parents, the earnestness on the part of the pupils and the fidelity and zeal which have characterized the work of the teachers. To all who have assisted in promoting the work of the Waveland Schools I have assisted in promoting the work of the Waveland Schools I acknowledge my indebtedness.  Respectfully, WV Mangrum, Superintendent.

COURSE OF STUDY

A course of study carefully planned as a result of experience and best educational thought is essential to the progress of the school.  It is further essential that each teacher be familiar not only with her own grades of work but in general with the entire course. The first thought has governed in the selection and partially the arrangement of material in this course. The second thought has partially governed in the arrangement of the material. For much of the work herein included, credit should be given to Prof. Moffett, who carefully planned the preceding course; to Superintendent McDaniel of Madison, Ind whose excellent manual was used most freely to the Waveland teachers, who have labored so earnestly in their respective grades.

READING

The one who teaches reading successfully should never lack employment. For the pupil to learn to read, means much indeed.  It means the development of mental and moral nature, the formation of intellectual habits, the raising of the superstructure of education.  Reading unlocks the stored up wisdom of the race and makes progress possible. To implant in the mind of the child a love of reading is in itself sufficient reason for the school.  Let us see to it, then, that every child learns to read in order that he may read to learn.  

Much oral reading should be brought about in the recitation through questioning the  pupil to see if he has the thought, “Read from the selection to show that what you say is true,” will often provoke excellent expression.  Properly taught, there is no section of school work that is not influenced by it, no faculty which either directly or indirectly it may not be made to touch and vivify, no aspect of culture for which it may not prepare the way, no healthy side of human nature either intellectual or moral that is beyond its reach and may not be invigorated by it.

A love of literature and a knowledge of what is best in literature is the living, impelling force in teaching this subject.  

To read well means: 1. Mastery of thought.  2. Natural expression involving an intelligent comprehension of what is read.  3. Fluency.  4. Clear enunciation and correct pronunciation.  5.  Ready recognition of the printed symbols.

Phonics should receive same attention in the first three grades.  While we may use the word as a unit in the teaching of reading, we must remember that it is the division of words into parts that gives the power in pronunciation of new words and that it is the expression of entire sentences that prevents the drawling movement in reading.  Clark’s “How to teach reading,” is an excellent book for the teacher.

General Suggestions

Distinguish between mechanical accuracy and its degenerated form – mechanical reading.

Pupils should be held to a careful study of the reading lesson as well as other lessons.  Punctuation and italicized words will take care of themselves if the pupil has the thought.

Lead the pupil to get a clear mental picture of what he reads for the mental and mechanical side of reading should go hand in hand.  Talk with the children about good books they have read.  Pronounce and spell the difficult words of the lesson before reading.

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 Ide and Word.  By word, as used, is meant the written 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. 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.

Ward’s Manual suggests clearly the plan to be followed in the primary grades.  Though in the school library it should be in the private library of the teacher.  It should be carefully studied and followed almost in detail.  

Memorize – Memory gems and a few short slections chosen from the reading lessons.

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.  Seventh Month. To Lesson 32.  Emphasize the main feature suggested above.  Eighth Month – Finish Reader.

Continue use of Ward’s Manual.

Memorize – Memory gems and a few such selections as Prety is that Pretty Does.  Children should be aided in interpreting by skillful questioning by the teacher. The questions should be simple and such as wll aid in securing thought and expression.  Pupils should receive such instruction in pronunciation as will make them able to pronounce all common words at first sight.

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.

So many new and difficult words are used in the third reader than the work in pronunciation done in the first and second year must be brought forward and extended by the most earnest effort on the part of the teacher.  New words should be studied carefully before reading and then the pupil held quite responsible for their pronunciation when the readings is taken up.  Some supplementary reading should be furnished but the far-seeing teacher will have clipped many suitable stories from various sources long before the time to use them and will not be wholly at a loss should the supplementary work not be supplied.

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.  

The third and four years are the critical periods in the teaching of reading.  After that time it is an uphill movement indeed.  If the foundations has not been laid.  Each pupil of the class should now be made occasionally to feel the responsibility of reading an entire selection to his class. The teacher should talk with children about reading. The use of the dictionary should be taught. Thought getting clinched by the expression of the thought in the pupil’s own words and made to live in bold relief by an animated reading of the author’s very words, suggests what should be done here as well as in the higher grades of reading.  Memorize – a few well chosen selections.  Suitable selections from 5 cent classics or similar publications should be used to supplement the work in this and the succeeding grades.

The third and fourth years are the critical periods in the teaching of reading.  After that time it is an uphill movement indeed.  If the foundation has not been laid.  Each pupil of the class should now be made occasionally to feel the responsibility of reading an entire selection to his class. The teacher should talk with children about reading. The use of the dictionary should be taught.  Thought getting clinched by the expression of the thought in the pupil’s own words and made to live in bold relief by an animated reading of the author’s very words, suggests what should be done here as well as in the higher grades of reading.  Memorize – a few well chosen selections.  Suitable selections from five cent classics or similar publications should be used to supplement the work in this and the succeeding grades.

Fifth Year

It should not be forgotten that the school should make good oral readers.  To do this there must be oral drills for this very purpose. While thought getting is the basis of expression, yet after a mastery of the thought, there should be a specific training in good expression. The literary phase of the work should now be made more prominent. Use such means as will cause the pupil to live in the atmosphere of the production, feeling its pulse throbs, recognizing its beauty.  Note suggestions in the preceding year especially

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 Planting of the Apple Tree page 165

Sixth Year

Before the close of the sixth year the pupil should understand fairly well the use of the dictionary.  By its use he should be able to pronounce any new word for himself. He should be taught to select the proper meaning from the thought of the sentence.  The teacher should strive to teach the pupils 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 teacher will sometimes spend half the recitation period in assigning the next lesson  She will often have some of the best pupils tell how they go about a new lesson to prepare it for the next day.

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.

See suggestions at close of fourth and fifth years. Let the work steadily move toward a higher form of literary expression.

Seventh Year

Cultivate more carefully the artistic nature of the reader, developing the element of Atmosphere. Stimulate the Imagination to reading suitable passages and have pupils give back the picture of detail.  See Clark’s How to Teach Reading pp 224-227.  Wherever prominent, notice the author’s attitude toward nature toward man

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.

Notice suggestions for fourth, fifth and sixth years.  Much encouragement should be given to the reading of good books.  Recommend only such books as you feel quite sure will be suitable for the pupil’s period of growth.  By all means increase his desire to read.  Hold him just as responsible for his reading lessons as any subject in his work.

Eighth Year

Use “Literary Selections.” These books can be purchased at Geo. F Bass, Indianapolis, Ind. Note suggestions for previous year’s work.  See to it that assignments in this work require a careful preparation as in other subjects.  Occasionally call on pupils for extended oral reading.  Let them feel the responsibility to such an extent as will cause careful daily preparation.

General Reading

To encourage that silent but yet powerful educational force – General Reading – I have copied a list of books as published in the Madison Public School Manual. While but comparatively few of these books are in the school library, if the list will help in selecting books for children it will have served a good purpose.

Third Year

Aunt Martha’s Corner Cupboard. American History Stories, Big Brother, Bird’s Christmas Carol, Black Beauty. Brooks and Brook Basins, Child Life, Cyr’s Second Reader, Each and All.  From Colony to Commonweatlth; Glimpses at the Plant World, Home Geography, Little Flower Stories.  Little Folks of Other Lands, Lucy’s Wonderful Globe, Our Fatherland, Robinson Crusoe, Seaside and Wayside, Seven Little Sisters, Stories of Colonial Children, Stories of Old Greece.  Stories of Great Americans for Little Americans, Stories of China, Ten Boys Who Lived on the Road from long Ago to Now, Talks by Queer Folks, The Look About Club, The Story House, Tales of English History, Whittler’s Child Life, Seed Babies.

Fourth Year

Jenny Wren’s Board House, Tom Sawyer Abroad, Wakulla, White Conquerors, Polly, Queer Little Princess, End of a Rainbow, Tangelwood Tales, Wonder Book, Nelly’s Wilver Mine, St. George and the Dragon, Left Behind, Tim and Tip, Toby Tyler, Prince and Pauper, Story of a Bad Boy, Seven Little Sisters, Our Base Ball Club, Black Beauty, Edith’s Burglar, Captain Polly, Camp Mates, Crowded Out o’ Cro’field, Dear Daughter Dorothy, Dorothy and Anton, Hans Brinker, Hoosier School Boys, Queer Stories for Boys and Girls, Jacknapes, Anderson’s Fairy Tales, Five Little Peppers, Five Little Peppers Midway, Glen Holly, Rolf House, Phil and the Baby, Six Girls, Sara Crewe, Little Lord Fauntleroy, Talking Leaves, Wid, Wide World, What Katy Did, Clocks of Rondaine, The Girls and I, No Heroes, Two Arrows, Robinson Crusoe, Little Jarvis, Teddy and Carrots, Mildred’s Bargain, Alice in Wonderland, Wanolasset, Flower of the Wilderness, What Katy Did Next.

Fifth Year

Little Men, Jack and Jill, Eight Cousins, Under the Lilacs, Old Fashioned Girl, Jo’s Boys, One Little Mustard Seed and How it Grew, Two Little Confederates, Five Little Peppers, Five Little Peppers Midway, Against Heavy Odds, Rose in Bloom, Bob Burton, Edith’s Burglar, Sara Crewe, Prince and Pauper, Clovernook Children, Jo Wayring at Home, Snagged and Sunk, Steele Horse, Glen Holly, On the old Frontier, Raft Mates, Two Arrows, Boy Emigrants, Tom Sawyer Abroad, For Honor’s Sake, Six Girls, Jack Ballister’s Fortune, Boy of the First Empire, When London Burned, Dorothy and Anton, Jungle Book, Two Little Pilgrim’s Progress, Doty Don’t care, Fur Seal’s Tooth, Snow Shoes and Sledges, Boy Travelers in China and Japan. Boy Travelers in Holy Land, Donald and Dorothy, Hans Brinker, Little Women, Juan and Juanita, Cab and Caboose, Canoe Mates, Derrick Sterling, Tom Clifton.  In the Queen’s Navy, Jack the Hunchback, Marjorie’s Canadian Winter, The Girls and I, Victoria Cross, Young Circus Rider, Donald Marcy, End of a Rainbow, Queen Hildegarde, Hildegarde’s Holiday, Hildegarde’s Home, Tales of All Nations, In the High Valley, Phaeton Rogers, No Heroes, Hoosier School Boys, Hoosier School Master, Queer Stories for Boys and Girls, Dear Daughter Dorothy Jed, A Boy’s Adventure in the Army, Left behind, Tim and Tip, Toby Tyler.  Nelly’s Silver Mine, Talking Leaves, Little Smoke, The White Cave, Summer in a Canon, Polly Oliver’s Problem, Polly, a New-fashioned Girl, Rolf House, Three Daughters of the Revolution, Miss Nina Barrow, Derick , Mildred’s Bargan. Three Margarets, Margaret Monfort, Pegg, Uncle Sam’s Secrets. Tales from American History, Among the Lakes, Big Cypress, Dorothy Deane, Greylind Towers, Second Jungle Book, Winter Fun, Resolute Mr. Pansy, From School to Battlefield, Pauline Syman, Six Young Hunters, Despatch Boat of the Whitle, Diomed ?, The story of a dog, Soldier Rigdale, Dorothy and her Friends, Forward, March, Grant Burton, Bird and Bess, History of the World.

Sixth, Seventh and Eighth Years

Travel

Chasing the Sun. One Summer Abroad. Our English cousins, Farthest North.  Visit to Memorable Places, Trip to Alaska, A Yankee in Canada, Margo Paul Books, 6 vols., Boots and Saddles, Aztec Land, Mexico As it Was and As it is, Crusoe’s Island, Sandwich Island Notes, Holidays Abroad, Merrie England, Our Journey in the Highlands, Home Life in Germany, The Land of Thor, Letters from Italy, Up the Rhine, Pictures from St. Petersburg, Boy Travelers in the Land of the Czar,  Years with Turks, Three Years in Norway, Armenia, Corea, the Hermit Nation, Boy Travelers in the Holy Land, Boy Travelers in Japan and China, Boy Travelers in Siam, Buried Cities of the East, Hunting in South Africa; Thousand Miles Up the Nile, Boy Travelers on the Congo Explorations on the Niger, Home Life on an Ostrich Farm, Travels, Yankee Girl in Zululand, Rambles in Iceland, Voyages to the Artic Regions, Adventures in the Polar Seas, Cuba and the Cubans, Three Gringos in Venezuela and Central America, A Norway Summer, Where Ghosts Walk, In Joyful Russia, Pony Tracks, Yesterday in the Philippines, Oom Paul’s People, White Umbrella in Mexico

Biography

Lives of the Presidents, 9 vols, American Biography, 15 vols, Recollections of Eminent Men, Famous Persons and Places, Biographical History of Indiana, Lives of Celebrated Travelers, Extraordinary Men; Their Boyhood and Early Life, Women of the American Revolution, Sea Kings and Naval Heroes, Memorable Women, Life of Hamilton, Personal Memoirs, Life of Franklin, History of Mary, Queen of Scots, History of Marie Antionette, Life of William Penn, Life of Napoleon, Life of Nelson, Life of Peter the Great, life of Washington, Life of Daniel Webster, Life of Duke of Wellington, Life of Prince Charlie, Life of Empress Josephine, Life of Thomas Jefferson, History of Hannibal, History of William the Conqueror, History of Alexander the Great, History of Cyrus the Great, History of Alfred the Great, History of Charles I of England, History of Charles II of England, Life of Queen Elizabeth, Life of Lady Jane Grey, Life of CG Gordon, Life of JA Garfield, Life of Abraham Lincoln, Life of Frederick the Great, 2 vols, Life and Public Services of Henry Clay, Girls who became Famous, Some Successful Women, Home Life of Great Authors, Little Journeys to the Homes of American Authors, Lights of Two Centuries, Admiral George Dewey, Life and Letters of Lewis Carroll.

History

Russia and Turkey in the 19th Century; Birds Eye View of our Civil War; Brave Little Holland What she has Taught Us, France in the 19thy Century, England in the 19th Century, Europe and Africa in the 19th Century, Cuba and Cubans. Beginners of a Nation, Aboriginal America, Revolt of the Colonies, 30 years in the US senate; 20 years in Congress, Story of the Jews, Ancient Egypt Under the Pharaohs, Modern Egyptians, Story of Norway, Hugenots and their Settlements, True Stories from Modern History, History of Julius Caesar, Japan As it was and is story of South Africa, Italy in the 19th Century, Story of Troy, Span in the 19th Century, Story of the Odyssey, Story of the West Indies, 20 Famous Naval Battles, Cuban and Porto Rican Campaigns.

Fiction

Juan and Juanita.  Electrical Boy, Family Coach, Flying Hill Farm, Gottleib Frey, On the Plantation, Men of Iron, Pot of Gold, Golden Gossip, Cab and Caboose, Camp Mates, Raft Mates, Stories for Boys, Donald and Dorothy, Jack Ballister’s Fortune, Fur Seal’s Tooth, Snow Shoes and Sledges, Dorothy and Anton, Two Little Pilgrims’ Progress, Prudence Palfrey, Boy Hunters, Seven Oaks, Elsie Venner, House with Seven Gables, In His Name, the Brownies, Mill on the Floss, Schonberg-Cotta Family, Clovernook Children, Captain Polly, Rab and His Friends, Ben-Hur, Eight Cousins, Jack and Jill, Jo’s Boys, Modern Mephistopheles, Old-fashioned Girl, Silver Pitchers, Rose in Bloom, Work, Faith Gartney’s Girlhood, Gayworthy’s Clover, What Katy Did, What Katy Did at School, What Katy Did Next, Two Little Confederates, Crowded Out of Cro’field, Red Mustang, Talking Leaves, The Spy, Queer Stories for Boys and Girls, Knight of the 19th Century, Boys’ Town, At Agincourt, At War with Pontiac, Betty of Nye, Catalina, Chumley’s Post, Elinor Belden, On the Irrawaddy, The Serape that Jack Built, Prince Dusty, Rick Dale, Treasure Island, Through Swamp and Glade, Wardship of Steepecombe, WeTen, Girl in Ten Thousand, Alan Ransford, Master Skylark, Three Pretty Maids, Daughter of Two Nations, Cornet of Horse, March on London, With Frederick the Great, With Moore at Corunna, Ready Rangers, Phronsie Pepper, Red Patriot, Charming Sally, Three Freshmen, Copper Princess, Katrina Oakleigh, With the Black Prince, A Lovable Crank, In Pirate Waters, In the Sargasso Sea, An Anarctic Mystery, An Independent Daughter, Sailor in Spite of Himself, Those Dale Girls, Malvern, A Successful Venture, Kit Kennedy, Margaret Thorpe’s Trial, A Young Savage.

Miscellaneous

Cadet Life at West Point, Bird that Hunt and are Hunted; Wild Animals I have Known, Bird Life, Birds Through an Opera Glass.

Arithmetic

In very few schools is the work done in Arithmetic satisfactory. The results as a rule are not in proportion to the time given to the subject.  Some of the reasons for this too common condition are as follows:

1. Making the pupils in the lower grades entire slaves to objects.

2. Time wasted in such work as building the multiplication table with stories and expecting the pupil to multiply correctly as a result.

3. Too much of the work in the recitation is done by the teacher.

4. Lack on the part of both teachers and pupils to grasp underlying principles.  

5. Allowing the pupil to merely juggle with the figures of a problem without thinking anything further than, “Maybe this will get the answer.”

6. Too much irrelevant matter and too many suggestions as to methods have been given a place in our otherwise excellent text books.

Then we say, as a result of such observation:

1. Use objects only when they will be a real aid.

2.  Place emphasis in study of fundamental operations accuracy and rapidity. In all work, the mere ability to do a thing is only a part of the requirement. The work must be done by reasonable time.

3. Merely direct the pupil’s energies in the recitation.

4. See that the pupil organizes his material that he reasons and as a result of his reasoning does what he does.

Neatness and economy should govern the form of the work.

Mental Arithmetic should be given more attention than is usually given it.  Let many of the problems in the text be solved mentally.  The pupil does not need his pencil many times when he has been taught to think he does.  As he advances in the work, mental and written arithmetic go hand in hand – mental arithmetic often securing partial results, and written recording them and securing others more cumbersome.

Where several steps are used, it is a good practice to require pupils to indicate by signs all the processes necessary, before performing any of the operations.

Relation of all parts of arithmetic should be made to stand out clearly as – relation between integers and fractions, both common and decimal; between simple and denominate numbers; between common and decimal fractions; between percentage and fractious.  Amount of knowledge is only limited where relations are not grasped.

FIRST YEAR

The following points should be suggestive to the teacher. Speer’s Primary Arithmetic may be used to an advantage.  Use it, however, as only suggestive. The teacher should be the real force.

Lessons should be given in sense training to cultivate the power of careful observation, exact imaging and correct judgment. A variety of material should be used – geometrical blocks of different sizes as assortment of sticks of different colors and different lengths, a collection of standard colors in paper, ribbon and yard, a foot ruler, paper and scissors, and a miscellaneous collection of objects.

The senses and judgment may be cultivated by the following: a. Select an object like the sample shown. Compare it with the sample in reference to size, color and weight.  B.  Let a child close his eyes and handle an object.  Open eyes and find object. Handle two or three objects in the same way, then have the child name the first one handled, the second, the third. Let pupils examine two, three, or four objects, then look elsewhere and give the number and order. The first is the largest, the third is the smallest, etc.  c.  Cut squares or rectangles equal to the side of a block given; a little larger, a little smaller. Cut paper as long as two of the faces; three of the faces; one-half as long as one of the faces, etc. d.  Hearing. Strike the table, chair, box, book, bell, etc and have children tell what was struck by the sound.  Let them try to recognize each other’s voices. Drop a ball or marble two feet, then three feet: pupils tell which time it fell the farther. The teacher strikes two, three or four objects; pupils tell how many were struck and the order in which they were struck.  E. Sight. Tests in color should be made very early in the course. Pupils observed three or four objects for an instant, then tell how many and what things were seen; the order should also be given. They should also be taught to recognize similar solids, as cutes, squares, prisms, cylinders, spheres, etc.  f. Pupils should be taught to recognize squares, rectangles, circles, triangles and taught relative sizes of similar figures.  G. Direction and position should be taught during this year.  H. Pupils should do accurate work in measuring, drawing and paper folding.  First Month – Numbers from 1-10 considered as wholes.  Second Month. Review of ideasw 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 or unit.  2. As to its relation to others 3. As to its applications.  Beginning with the following month and continuing in the end the idea of pint, quart, gallon, yard, foot, inch, etc. are worked out in connection with the other work.  Third Month. All the combinations of the numbers from 3-10 which come under the process of Addition.  Fourth 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 2-10 which come under the process of Division.  Seventh Month.  A combination of the process in review, testing the children’s ability to recognize each.  Eight Month. Fractions. 1st, working out the idea of ½; ¼; 1/3; 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 modelling.  Card-board , work and Physical Culture are taught but not in a way that might be well outlined. Counting by ones and twos should be used.

Second Year

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 Month – Those relations of the numbers from 14 to 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.

Six Month.  Those relations which come under the process of division, using same numbers as before.  Give problems having three steps involving all the processes.

Seventh Month.  Review the four processes testing the child’s ability to recognize each and begin fractions such as ¼ of 12, 16, 20, 1/3 of 12, 15, 18; 1-5 of 15, 20, etc.

Eighth Month.  Fractions continued, working out the idea, 1-6; 2-6, etc; 1-7, 1 7, etc; 1-8, 2-8 etc. Then work 1 6 of 6, 12, 18, etc giving problems having three and four steps involving all four processes.  

The points outlined above should be accomplished. The work should be so well done that there will be little hesitation on the part of the pupil. The order of points to be made is only suggestive, and should be used so.  If change is order is made, however the teacher should see the end of her plan from the beginning.  Continue counting drills, proceeding by threes, fours, and fives.  Develop tables in this way. Do not be satisfied with development of tables.  Factors, addends, sum and partial sum, product and factor should suggest missing part accurately and with little hesitancy.  Drill!  Drill!  Drill! On these points.  Children may be made to enjoy even the drudgery of this drill.  To bring this condition about is a mark of success for the primary teacher.  Its accomplishment lies within the field of her own ingenuity.  Speer’s Primary Arithmetic and Dewey & McClelland’s Psychology of Numbers are helpful books.

Primary pupils should not be taught according to the fixed until method.  i.,e, pupils should not be compelled to drill upon all the possible combination, involving addition, subtraction, multiplication and division until they are mastered. Instead of this pupils should be taught only one process or at most two processes, addition and subtraction, at once, but allowed greater freedom in the selection of numbers.  If a child is able to understand that 3 apples and 4 apples, equal 7 apples he can understand that 3 tens and 4 tens equal 7 tens.

Third Year

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; and involve any numbers in the scope indicated above.  To subtract even as difficult tests as 9137 les 4989. 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.  Continue the counting drills of former grade, preceding by sixes, sevens, eights and nines. Give extensive drill in notation, numeration, addition, subtraction, multiplication and simple division.  Give much drill in interpretation and solution of problems involving the above operations.  Accuracy and rapidity should be given due attention. The first answer should be correct.  In many of the drills only the first result should be credited. Nothing will help more to teach accuracy. This suggestion should be used in all grades. Wentworth & Hill’s or Prince’s Graded books are helpful.

First Month – to page 13.  Second Month – to page 27.  Third Month – to page 36. Do more mental problems.  Fourth Month – to page 47.  Fifth Month – to writing numbers, on page 60.  Sixth Month – to page 73.  Seventh Month- to page 85.  Roman Numerals are taught.  Eighth Month – to page 100 and review.  Mental work is given daily.

Fourth Year

The Elementary Text is used, but let me urge that it e used as a means, not an end.  As a means it is insufficient in practice ground and must be supplemented from Prince’s Arithmetic book IV.  In the presentation of fractions it will be necessary to continue the use of objects.  For method of study of fractions see the Psychology of Number, a most helpful work on this point.  Work out the tables in 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 4050 pp 100-122.

Third Month.  Numbers from 5-70, square measure and miscellaneous work, pp 123-144.

Fouth Month. Numbers from 70-100, cubic measure 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 our denominators and miscellaneous work, p 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 our digit place and review pp 200-224.  It is required that the teacher do very much supplementary work, both mental and written.

The text is weak in the field of problems involving application of processes learned and must be supplemented.  McClellan and Ames, Speer’s and Prince’s series, book IV are good for this work.

Fifth Year

See suggestions under four 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 fractions and US Money, pp 250—267.

Seventh Month.  Denominate numbers.  267 to Percentage.

Eight Month. Complete the text and review fractions.

Give much drill in fractions and factors. Supplement by Prince’s Arithmetic book V. Develop the geometry ideas suggested by the work in mensuration outlined by Prince.  Let many of problems chosen for supplementary work combine the different processes, both in decimal and common fractions. They must know fractions.

Sixth Year

The failure of pupils to grasp number concepts more than half the time is due to two things: 1st, An insufficient amount of problematic work. 2d. 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 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 c.  “Public School Arithmetic,” The McMillan Co, “Speer’s Advanced Arithematic Ginn &Y Co are suggested as aids.

First Month: The New Advanced Arithmetic is begun at Part I and the work is taken through definitions, notation, numeration, Roman notation, reduction, addition and subtraction.

Second Month. Multiplication, Surface Measure and the beginning of Division.

Third Month. Finish Division.

Fourth, Fifth and Sixth Months.  Common fraction.  Remember that inversion of division shows how many times it is contained in unity. Work out thoroughly.

Seventh Month. Complete common fractions, decimal fractions, measurement of the circle.

Eith Month. Federal money and denominate numbers begun.  Let the pupil understand that accuracy in the fundamental processes is here takes for granted.  See to it that he shall if necessary feel the responsibility of the situation.

Seventh Year

The work should begin with Denominate Numbers and extend to interest.  Omit Stocks and Bonds until last of year If crowded for time other parts omit entirely for this year.  Plan the work to cover the ground named and see that it is done and done well.  Pupils at this age should know that work is what counts.  Permit of no juggling with figures with the hope that, “This may get the answer.” Do not hesitate to omit such a problem as does not serve the purpose at hand – be doubly sure, though of this fact before omitting it. Take up problems of local interest, such as fit right into the work.  If done well, there is no greater spring to action and results in benefit to the pupils in proportion.  Papering, plastering, flooring, cost of blackboard, bushels of wheat, the room will hold – the very room in which he is at work – suggest what is meant. Let the pupil see the organization of his year’s work through the close relations of the parts he is studying.  Let him see, for instance, how percentage grows out of fractions.  So gauge the work at the end of the year so that the pupil will have completed the work most creditably.

Eighth Year

Review basic principles of percentage, +devoting such lessons toi the different cases as form the basis for a study of Interest. Study Interest closely.  Dwell on Partial, Payments, Annual Interest, Compound Interest.  Exchange and Equation of Payments only long enough to bring out the p0rinciples. Treat more carefully problems in Simple Interest, Present Worth and True Discount and Bank Discount.   Pupils should readily compute interest from face of any note bearing interest and should be quite familiar with the different forms of notes;  Again, use problems of local interest.  Give some time to study of such facts about banking as the average citizen who does business with the bank must know.  Examine blank checks, drafts, receipts and show how they are used.  Illustrate their value.  In square root and cube root – first know how get results: second, let the why follow and occupy a less prominent place.  See that what mensuration work is here done is as it should always be, made as real as possible.  If placed on the board or on paper have the drawing also, or better still an object in hand. Note previous suggestions on measurement. Study general review and work in appendix.  Omit Algebraic work unless other work has received due emphasis.  If Stocks and Bonds has not been studied in the 7th year, study at close of eight year.  Let it precede any Algebraic work.

LANGUAGE AND GRAMMAR

Adapted from Manual of Madison Public Schools

Language, oral and written is but one of the numerous modes of expression which man has invented for himself.  In any line of work, the man who clothes his thoughts and sentiments in clear, correct, forcible, elegant language has an immense advantage over the one who hesitates, blunders or buries his idea sin  a mass of words.  This being true, it becomes our duty to discover how best to train our youth in the use of pure English.

It is now generally conceded that Grammar does little to aid correct expression; but that good language is rather the result of habit; a gradual growth toward excellence through the years; a product of careful, definite, systematic drill in correct expression.

Psychologists tell us that if a child passes beyond a certain stage of his development without having acquired good command of his mother tongue, the chances are, that never in after life, will he be able to conquer the errors of speech which belonged to his youth.  This period of language culture is said to close with the 12th or 13th year.  How important that we have in our grades skillful teachers of English!

Composition

a. Material – No child should be expected to “Make bricks without straw.” Emphasize always the material. The thought to be expressed is and must be the important thing. The attention must be center on this if we hope to attain any success in the teaching of language.  “The child’s own experience furnishes a rich field ready to the hand of the primary teacher. The doing and the telling, “Knowledge and in interest, unite to make the expression  a pleasant task.”  Observation, imagination, picture stories, literature and history will all contribute treasures to be used later on.  Very little written work should be required in the primary grades but an immense amount of drill in oral expression is recommended.  

b. Form – The work below the 7th Year should be narrative in form.  Such narratives should be selected for reproduction stories as contain much action and carry with them to the end the element of suspense.  Always short; but in the lower grades extremely short.  Particular attention should be given, too to the arrangement of the story to be reproduced.  Among other things, a well arranged story will contain an introductory paragraph, by means of which we shall become acquainted with the characters in the narrative with something of the time and place.

c. Method of Present – In Years One and Two, where the work is altogether oral, the children should see and reproduce the story as a whole.  In the Third Year, the teacher should endeavor to lead her pupils to see and talk in paragraphs.  Strive definitely for this end.  Do much work with the pupils, building up paragraphs which may be written on the board. Pictures may be effectively used here; pupils should write one paragraph well.

In the Fourth Year, make careful study of the paragraph. Examine arrangement of paragraphs taken from good literature. Observe that the closing sentence of one paragraph suggest the opening sentence to the next.  Notice that the most important sentence in the paragraph is usually near the beginning or at the close. Lead the pupils to see that whatever the number of sentences in a paragraph, all are concerned in explaining one subject, each contributing something to the idea set forth in the paragraph.  More individual written work should be done in this year but only after much oral drill.  Here, too, begin to insist upon choice of words and expression.  Abundant practice upon different ways of expressing the same thought (Oral).  Pictures which contain a central thought and which suggest good narrations may be used with success.

In the Fifth Year, continue the analysis of paragraphs from literature that the child may discover for himself how to arrange the paragraphs most effectively.  Insist upon careful choice of words and expressions.  Short stories may be told or read for the pupils to select the theme. Much practice on this point will be of great value to the child by enabling him to discover the central thought of a story or paragraph.  Study brief, well arranged narratives for the purpose of making outlines which the authors followed. Drill!  Drill!  Drill@

In the Sixth year continue the work of preceding grades.  After much oral practice, require pupils to write – following an outline which they have originated.  Much drill on phrases and clauses.  Introduce brief descriptions.  Short biographies furnish excellent material for training arrangement of essays, use of introductory paragraphs, etc.  Sentence-construction should receive much attention here.  It may be a valuable exercise to have pupils rearrange sentences, taken from classic literature into the original form.  Sustained effort in composition should be encouraged.

In the 7th and 8th years the main time is devoted to Grammar. Composition as it shows itself in the papers handed in on history and other subjects is give due attention.  Such valuable points are brought forward as the papers suggest.  The pupil in these Years should be held, at all times, responsible for his expression.

There are two reasons why paragraph writing should form the major part of the work in English composition in the grades – first, the essentials of composition can be learned through the paragraph and paragraph drill can be carried on in any school much more advantageously than drill in complete compositions; second, the pupil who has been carefully trained to express himself in true paragraphs will find little difficulty in mastering the art of building up the essay from the paragraph.

In the drills in paragraph writing, the teacher may give the class the topic sentence and have them write, using the sentence as the beginning of the paragraph, unfolding or developing the thought therein.  The selection of the paragraph subject and the topic sentence in the reading lesson will greatly aid the language work.  Choose from the reader a prose selection of strong literary merit. Have the pupils study this selection and discover its theme.  Study each paragraph to discover the subject of which it treats and the relation of these paragraph subjects to the them of the selection and to each other.

General Suggestions for Paragraphing --

The opening sentence of each paragraph should be indented.  Avoid errors in capitalization and punction of a paragraph.  Distinguish clearly between exercises in composing and those for word study, sentence structure and of mechanical details of the sentence or paragraph.  Avoid long sentences.  It is better to have to many short sentence than too many long ones.  Avoid the use of new and strange words unauthorized by good usages.  Use words with propriety – seeking always to give them their usual and authorized meanings.  Preserve the Unity of the paragraph by keeping to the point; (b) excluding all irrelevant matter (c) including all parts of the idea treated in the paragraph (d) stopping when the paragraph is closed.

Secure variety by (a) giving much time to the study of synonyms (b) drill in the substitution of words for words and phrases and in transforming words and phrases into phrases and clauses; (c) avoiding the unnecessary repetition of words, phrases and sentence forms in the paragraph (b) making the sentences of different length, some short and some long and of different construction (c) making the paragraphs of different lengths and structure.

To secure clearness, care should be taken that (a) all qualifying words, phrases and clauses are placed so near the words they modify that there can be no mistake as to their meaning (b) all pronouns and pronominals are so placed that they refer clearly to the antecedents; (c) all ambiguous expressions are avoided (d) all words selected are avoided (d) all words selected are adequate to express the meaning intended € that enough is said to make the thought clear (f) the sentences are not too long and complicated (g) the meaning of each sentence is clear and a true sequence of the sentence maintained.

To secure strength or force, care should be taken that (a) all useless words and sentences are omitted (b) phrases and sentences should be struck out that repeat the thought already expressed.  Seek to say enough in each paragraph to exhibit fully the purpose and idea for which it is written.

Details which make up the substance of the paragraph should be treated and amplified in proportion to their important as related in the paragraph subject.

Preserve the sequence of the paragraph by seeing that each sentence is related to the preceding one, and the careful use of conjunctions.  Sentences should be arranged in that order which will make the general subject of the paragraph most readily comprehended.  Scott & Denny’s Rhetoric and Herrick & Damon’s Rhetoric and Composition give excellent suggestions upon the paragraph and kindred topics and emplify them more than given here.

Suggestive Subjects and Outlines for Composition work

^) a – Make yourself a Puritan, a Virginia or a Dutch settler and write a short history of your life, telling why you came to this country, where you settled and what hardships you endured also tell what you did toward making it easier for the settlers who followed you to live in this country

(5) b – One of your neighbors is a Canadian and the other a Mexican.  Tell how they differ in appearance, in habits and in character.  Show by your description which you like the better.

5 © Write a composition telling how Clean, the Green boy was trained to come an orator and what reasons were given to his being trained in music.  Tell, too in your composition what is being done in your education that is similar to what was done for Cleon.

4(d) Write a composition about pioneers, telling what a pioneer is which pioneer you like most to read about and an interesting event in his life. What is there in this town to make you think of a pioneer?

3 (e) Write a composition about seals, telling where they are found or what use they are to man.

2 (f) Think of yourself as Robinson Crusoe and tell where you lived, when you were a little boy, what you liked to do more than anything else, what your father wished you to become when a man and what you told him about it.

8 (g) Occasion – Lincoln’s call for troops

Place – Western Virginia

Characters – two brothers, Alfred, who sympathizes with the South; Benjamin who is undecided.  Write a discussion between these two men.

8 (b) Time – 1759 – Occasion – Ernest White, gentleman is about to leave England in order to settle in America. He debates in his own mind the advantages and disadvantages of the various colonies and finally decides to go to ___. Put yourself in his place and write your thoughts.

7 (i) “GGo, stranger and to Lacedaemon tell, That here, obeying her behests, we fell.” In whose honor were these lines written? What event led up to it?

6 (j) Write a composition about the Dead Sea, locating it, giving its size the quality of its water, its connection with Bible history how it can be reached by travelers, and why you would like to see it.

(k) Describe some person whom you know.  You may write about his face alone or you may write about his person, describing him as he looks when he is standing up or when he is sitting down, or when he is walking around.  Write us if for an artist who wants to make a sketch of him.  Make the artist see him just as you see him, so that he will know what to put in his picture and what to have out.  You must be careful not to poke fun at the person you are describing for that would be misleading to the artist.

(i) To amuse, a little boy about six years old, tells the story of another little boy who one day got lost in the woods. Tell how the lost b oy, having wandered about until it was dark, crawled into a hollow tree and fell asleep; how his father came through the woods looking for him and rested for a time by the tree, unaware that the boy was inside; how the next morning the  boy, finding the end of a match in his pocket, lighted a fire to warm himself and finally how by means of the smoke was discovered.

(m) Persuade a boy or girl of your own age to read a book (story, poem, essay) that you yourself have read lately.  Tell him why you enjoy it/ Since you cannot tell many things in so short a time, it will be well for you before you begin writing to consider what things will be likely to interest and attract him most.

(n) Suppose that a boy or girl a little younger than you are  (a brother or sister, for instance) should bring to you one of the following quotations and ask what it means, how would you explain it to him?  Put in your exercise just what you would say.  Be sure to say enough to make the sense entirely clear to him.  Beware of using words that a younger person than you would not understand.  “To be prepared for war is one of the most effectual ways of preserving peace.”  And “Sin has many tools, but a lie is a handle that fits them all.”  

Suggestive Subjects for Composition Work

The dike, the post office, description of a water fall when the woods turn brown, description of a valley, a fishing excursion, my walk to school, scene at a railway station, my favorite picture, any subject developed in any of the school studies, the importance of rivers, the growth of cities, our great railways, our minine industries, a cattle ranch, the great fruit regions, lumbering, our great wheat fields of the northwest, why I love the daisy, the sweet enemone, flowers in the sick room, the school master of Snow Bound, description of a New England kitchen as seen in Snow Bound, the happiest day in my life (tell when it was, what made it so and all you can about it).

Write and illustrate a story about two girls, a boy, a woman and a fire. Describe the best time you had in your vacation.  Did you ever see any one do anything unjust or unfair. Tell about it.  My happiest moment, a beautiful night, my ideal man, instances of intelligence in animals, thrilling experiences, personal or observed, our favorite book.

Letter Writing

Letter Writing should begin in the First Year, developed along the same general lines as pure composition work and continued during the grades.  Years 2-5 – Exercises in the forms of correspondence and in familiar letter-writing.  Year 6 – Business letters: formal and informal correspondence.

Suggestive Material for Letter Writing.

Waveland, Ind, Nov 23, 1900

My Dear Friend:

    It seems only a year or two since you used to sound your words in reading and make maps in our school room, but it has been longer than that for here you are two years from the high school.  I wish you would tell me how the six years you have been in one school have passed.  Have you been in one school building all the time or have you been in a number of them?  Which study have you liked most and what have been some of the pleasantest days in school?  What change would you make in the school rules, if you had the power to do so?  Write me an interesting letter, one that I can keep to read ten years from now,

Sincerely yours ___

Waveland, Ind Nov 24, 1900

My Dear Friend:

You learned to write letters last spring so you must be able by this time to write a very good letter.  Please write to me about your school, how you like drawing and how many pieces you have learned to speak this year.  I do not want you to write a long letter, for what it lacks in quantity let it make up in quality.  Do you know what this quotation means? If you do, you may tell me; if not, you may tell me the names of some of the songs you sing, and write what you think are the two prettiest lines in one of your pieces.  Can you read notes from your song book? I hope you will enjoy answering this letter for I shall enjoy reading it.  Sincerely yours ___

Waveland, Ind Nov 30, 1900

My Dear Friend:

I want to know how well you can write a letter.  Write a letter to a friend of about the same age as yourself, giving an account of something that happened during the past summer.  Select something that you yourself took part in or that you saw with your own eyes. Be sure it is something you were interested in; a base ball game, a fishing excursion, a runaway, a fire, a railway journal – anything of the kind will do if you really have any good reason for remembering it.  Write to some one who is likely to be interested in what you will say.  Try to make him see it happen just as you saw it happen, so that he will almost imagine he was there, too. Before you begin to write, think for a minute or two what you are going to say and how you are going to say it.  I hope the writing of this letter will be a pleasure to you.  Yours sincerely ___

Suggestive Subjects for Letter Writing

A letter sealed in a bottle washed up by the sea; a letter purporting to be from a pupil in a school in London; from a pupil in Rome; from a pupil in Cuba, describing the manners and characteristics of the people and the cause of the trouble between Spain and the US; from a pupil in China describing some of the things that are to be seen; an answer to an advertisement for a clerk or teacher, stating your qualifications and experiences and the salary you expect and give references.  Write a note to a business man, introducing your friend who is a stranger in the city.

Synonyms

This subject may be made most useful as an aid in Language in developing a vocabulary and furning pupils an excellent drill in the choice and use of words. Beginning with the Fifth Year much drill should be given along this line. The list of synonyms given below are merely suggestive and the teachers should not confine themselves to the list.  It should be extended in the upper grades especially.  Whenever opportunity offers itself of using synonymous words in the reading lesson, take advantage of it. These words should be used in original sentences and their meaning as far as possible distinguished.

Second Year – Child, youth, toy playing, papa, father; mama, mother; land, earth; idle, lazy; boy, lad; leaves, foliage; lie, untruth;  alarm, terror; prison, jail; curtain, shade; door, entrance; carriage, vehicle; small, little; warrior, soldier; labor, toil; aid, help; train, drill; bed, couch; bolt, bar; big, huge; weak, frail.

Third Year – Shore, beach, wave, water; sea, ocean; sound, noise; face, countenance; king, monarch; cash, money; ache, pain; babe, infant; driver, coachman; shade, shadow; story, tale; villain, ruffian; halt, pause; wealth, fortune; deed, act; fair, lovely; cruel, brutal; firm, secure; swam, exchange; hinder, prevent; save, rescue, bed, couch.

Fourth Year – Come, approach; cruel, merciless; sound, noise; route, road; royal, kingly; prisoner, captive; alarm, terror; cycle, circle; baggage, luggage; knave, rogue; misconduct, misbehavior; property, possession; purchaser, buyer; basis, foundation; warning, caution; showy, gaudy; severe, strict; pleasing, agreeable; dainty, delicate; weak, frail; pure, modest; frank, open; false, dishonest; alarm, warn; equip, arm; risk, venture; stir, move.

Fifth Year – Apology, amends; reverie, day-dream; bequest, legacy; pleasure, enjoyment; hope, expectation; ridicule, derision, fact, discretion; fatigue, weariness; showy, gaudy; affectionate, loving; charming, delightful; lively, sprightly; upright, honest; selfish, ungenerous; artless, guileless; trivial, scanty; excluding, omitting; familiar, trite; endeavor, strive; contain, include; explain, solve; measure, estimate; stranger, foreigner; proceed, advance; dwell, reside; staff, support; answer, respond; rouse, quicken; prolong, lengthen; decide, determine; attract, allure; dethrone, depose.

Sixth Year – Penitence, contrition; apology, amends; ridicule, derision; refuge, asylum; affectionate, loving; alarming, starling; artless, guileless; comprehending, including; special, particular; agreeing, corresponding; continuous, successive; humane, charitable; timid, diffident; increased, augmented; mixed, mingled; ordinary, exceptional; selfish, ungenerous; action, performance; feign, dissemble; merry, mirthful; frenzy, madness; friendly, kindly; friend, companion; frightful, terrible; frigid, cold; fortunate, lucky; glimpse, inkling; gloss, polish.

Seventh Year – Harmonious, melodious; hard, compact; happy, delighted; heavy weighty, ponderous; humble, meek, lowly; humane, kind, tender; idolize, worship, adore; incense; irritate, provoke; laughter, merriment, glee; lavish, profuse, prodigal; lack, failure, scarcity; lively, keen, eager; linger, tarry, loiter; mellow, ripe, rich; miser, niggard, churl; noise, sound, clarmor; nice, neat, dainty; noisy, loud, clamorous,; outspoken, plain, frank; oversight, error, omission; parade, vaunt, flaunt; pageant, pomp, procession; passive, inactive, inert; pardon, forgive, condone; potent, powerful, effective; portly, dignified, imposing; proficient, expert, clever; remove, displace, separate.

Eighth Year – Retrench, reduce, curtail; reversible, changeable, exchangeable; sanguine, hopeful, confident; savage, rude, pitiless; save, rescue, spare; severe, rigid, distressing; shame, contempt, discredit; somber, gloomy, pensive; sordid, covetous, greedy; soft, yielding, delicate; sturdy, application, diligence; strike, smite, impel; success, achievement, prosperity; submissive, yielding, modest; substantial, real, solid; power, capacity ability; perennial, perpetual, unceasing; perfect, complete, faultless; linger, tarry, loiter; listless, indifferent, indolent; dismal, dreary, lonesome.

PUNCTUATION

First Year – Close of statements, close of questions, necessary abbreviations.  

Second Year – Practice preceding, series of words, use of hyphen in word divided at end of line; comma after yes and no, and with names of persons addressed.

Third Year – Practice preceding, series of expressions, exclamation and quotation marks, conventional usages in letter writing, apostrophe in possessive.

Fourth Year – Drill upon preceding work, explanatory expressions.

Fifth Year – Practice preceding, quotations carefully taught.

Sixth Year – Practice preceding, transposed expressions.

CAPITALIZATION

First Year – Beginning the sentences, names of persons.

Second Year – Days of Week, I and O.

Third Year – Names of months, titles of composition, quotations.

Fourth Year – Names of diety, title with name.

Fifth Year – Thorough drill in preceding, words from proper nouns.

Sixth Year – Names of religious bodies.  Names of events.  Numerous examples given to capitalize in connection with punctuation.

GRAMMAR

No text-book required below 7th Year.  All mistakes in language corrected in all grades.

First Year – Frequent rapid drills upon short sentences, containing the principal parts of see, hear, go, come.

Second Year – practice preceding.  Drill in correct forms of do, know, eat, get.

Third Year – Practice all preceding work.  Forms of run, take, buy throw, is.

Fourth Year – Practice preceding.  Continue forms of write, draw, begin, forget, grow.  In each of the above-mentioned grades give frequent drills upon sentences requiring singular verbs.  

Fifth Year – Forms of lie, lay, sit, set.  Consider the principal parts of the sentence – subject and predicate – a vast amount of drill on these points.

Sixth Year – The sixth year should prepare the pupil for and introduce him to the field of closer observation in grammar.  The idea, word, thought, sentence, classification of sentences and classification of words may be taken as the centers around which the work should cluster.  If all of this can not be done well, do such of it as can be done well.  Some classes will not be strong enough to complete so much.  Greatest care must be exercised in the teaching of ideas and thoughts.  Do not be satisfied with “parrot like” recitations.  Know that the pupils know whereof they speak.  Make haste slowly.  Use but few thoughts or sentences in a single recitation, but see that they are understood.  See reference books for seventh and eight years.

Seventh Year – 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 may be supplied by the teacher.  Books of reference for the teacher: Wisely’s New English Grammar; Island Pub Co 60c, and Whitney’s Essentials of English Grammar, Ginn & Co.  Since review and reorganization of work done in the sixth year should be made at the beginning of the 7th year, the full outline is given below.

The sentence on a whole –1. A. Definition of the sentence.  Definition of the thought.  Elements of the thought (thought subject; thought predicate; thought relation).  

B.  Parts of the Sentences – Subject; Predicate; Copula – use sentences in Lesson 1,2,21,87 and others.  Classes of Sentences – On basic of meaning.  Declarative (Definition, classes, arrangement, punctuation).  Interrogative (Definition, classes, arrangement, punctuation).  Exclamatory (Definition, classes, arrangement, punctuation).  Imperative (Definition, classes, arrangement, punctuation).  Use sentences in lesson 1.2.  On basis of form as determined by the form of the thought.  Simple (Definition).  Compound (Definition). Complex (Definition.  Use sentences in lessons 95, 98 100.  

C.  Organic parts of the Sentences – Thought material or ideas.  (Definition, Classes).Objects of thought – definition, classes, abstract, classes, concrete, definition.  Attributes: Quality, action, condition, relation.  Relations (coordinate, subordinate) – Use sentences in Lessons 95, 98 100 and select others.  2. Words Definition.  Classes (Substantive – definition, classes – Noun (Definition). Pronoun (Definition).  Attribute (Definition). Clases (Adjective – definition.  Adverb – Definition.  Attributive verb – definition.  Relational Words (Definition – classes (conjunction – definition – preposition – definition – pure verb – definition. Form and Feeling Words. (Definition) – Use sentences in Lesson 94.   Modifiers – definition and classes.  Substantive.  Definition. Classes (Appositive (definition). Possessive (definition).  Direct objective (definition) Indirect objective (definition).  Adverbial (definition).  Use sentences in lesson 96 and 97.  

Predicate (definition).  Classes – on basis of form – combined – definition. Uncombined – definition.  On basis of idea expressed or meaning – Substantive (definition). Attributive (definition.  Use sentences in lessons 2, 95, and 86.

Organic parts of the Simple Sentence.  Definition of simple sentence.  Classes – regular simple sentence. Simple sentence with compound part. Parts (Subject, Predicate, copula.  Classes of words used in forming Substantive (definition). Classes (Noun – definition, uses, modifiers of it).  Pronoun (definition, uses, modifiers of it).  Attributive words Definition. Classes Adjective – definition, uses modifiers of it.  Adverb – Definition, uses, modifiers. Attributive verb – Definition, uses modifiers.  Relational Words – Definition – Classes.  Pure Verb – definition – uses, modifiers of it.  Preposition – definition, uses. Modifiers.  Conjunction – definition, uses, modifiers.  Form and feeling words – definition – uses.  

Groups of words used in forming – Phrase (definition, classes, on basis of form.  Simple. Complex. Compound.  On basis of characteristic word – prepositional.  Infinitive. Participal. Verbal.  On basis of use- substantive (definition).  Attributive (Definition, classes – adjective – adverbial. Use sentences in lessons 96, 97 and 104.  

Organic parts of the Compound sentence (Definition of compound sentence – classes – regular compound sentence; abridges compound sentence; compound complex sentence.  Members – definition – parts of it – subject, predicate, copula.  Kinds of relation existing between the thoughts expressed by the members.  Addition – definition – conjuncvtions used in expressing it.  Opposition – definition – conjunctions used in expressing it. Alternation definition – conjunctions used in expressing it. . Conclusion definition – conjunctions used in expressing it. Punctuation.  Classes of words used in forming the Compound Sentence.  Compare use of words in the Compound sentence with the uses of words in the Simple sentence.  State the additional uses of words in the compound sentence.  

Groups of words used in forming it – phrase – same as in simple sentence.  Clause (Definition, classes) – On basis of relation of one clause to another.  Individual. Definition.  Coordinate. Definition.  On basis of use in the sentence.  Principal or Independent – definition.  Subordinate or dependent – definition.  Classes – Substantive – definition.  Attributive – definition.  Classes – Adjective – definition.  Adverbial – definition.  Use sentences in Lessons 98, 100, and 101.

Organic parts of the Complex sentence.

Definition – Classes (Regular Complex sentence – abridges complex sentence.  Parts (Subject, predicate, copula.  Classes of words used in forming. 1c Compare with the classes of words used in forming the Simple and Compound sentences.  Groups of words used in forming Phrase – same as in simple sentence.  Clause – definition, classes, principal.  Definition.  Subordinate – definition. Classes Substantive – definition – form – usual form – definition – uses – punctuation.  Direct Quotations. Definition. Uses. Punction

Eight Year

Review the Complex sentence so far as it was studied in Seventh year and continue on the grammar work as outlined below.  2g – Attributive – definition – classes – adjective – definition – classes – descriptive – limiting. Connectives. Punctuation.  2 I – Adverbial – Definition – ideas expressed by it.  Connectives.  Punctuation.  Use sentences in lessons 98,99, 103.  

4. Parts of Speech- substantive words – definition – classes (Noun – definition – classes – properties – gender. Person. Number. Case.  2c Pronoun – definition – classes – properties. 1c Same as under noun – use sentences in lessons 25 to 32, inclusive.

2a. attributive words – definition – classes (adjective – definition – classes – comparison. Use sentences in lessons 25 to 38, inclusive.  2c. Verb – definition. Principal parts or fundamental forms.  Classes on basis of meaning – pure or copulative. Definition.  Attributive definition. Classes – transitive – intransitive.  On basis of manner of forming p ast tense and perfect participle. Regular Irregular.  3e Special classes on basis of peculiar attributes.  Causative or factitive. Reflexive. Impersonal. Cognate. Auxiliary. Redundant. Defective.  4d Conjugation and synopsis. Old. New. 5d Grammatical properties – voice – person and number – tense.  4c. Mode – use sentences in Lessons 41 to 61.  3c Adverb – definition – classes – comparison – definition – degrees – positive – comparative – superlative – how indicated?  Use sentences in lesson 62.  4c Preposition – definition – uses -modifiers of it. Use sentences in lessons 63 and 64.  5c Conjunction – definition – classes – uses.  Use sentences in lesson 66.  6c  Infinitive  - definition – uses – modifiers of it. Use sentences in lesson 44.  7c Participle – definition. Uses. Modifiers of it. Use sentences in lesson 45.

HISTORY

The book, Ten Boys I used as a means of organizing the history work of the grades. For this purpose alone it is used. To know and to be able to tell well the story of Kablu is merely the initial, only necessary stop in the plan.  The teacher would succeed along this line must really known the essential facts of history and having selected those most suitable to the stage of development of the child, connect them with the story in such a way that many isolated facts take on an organized form.

First Year – The story of Kablu is told by the teacher, giving importance to the following points:  Time.  Country (location, physical features.  Life of the people (Appearance, Dwelling house – first); Social customs. Religion Notions (Arising from their belief regarding the sun.  Manner, time and frequency of worship.  Dwelling house (second – what necessitated its building.  Description. Fuller comparison with first house and ours.  Leaving Mountain Home (cause, country to which they went.  Conquering of Wild Dasyus.  The following reference books are suggested: Viollet-le-duc. The Habitations of Man in All Ages by Low, Marston, Searle and Rivington, London. Johnson’s Oriental Religions, Houghton, Mifflin, 378 Wabash Ave, Chicago.

Second Year – 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 I suggestive.  1. Relation of Darius and to Kablu.  Founding of the kingsdomes of Media and Persia – relations to each other and physical environments of each.  THE People (appearance; idea of the home, school and state as show in Cyrus and Darius – Religious notions as show in Zoraster and the Zend Avesta.  Darius’ friend, Zodak, demands a stury of the Hebrews. 1. Country 2. Institutional life shown in Joseph, Moses, Samuel, etc. cmphasizing the city of the Jews and their religion.  A study of the Babylon – country – study of Babylong – reign of Nebuchadnezzar and fall of Jerusalem.  Treatment of Jews by Babylonians as shown in the story of Daniel.  Compared to Persians.

References: Bible for the Hebrews; Boy’s Book of Famous Rulers, for work on Cyrus, both found in library.  Johnson’s Oriental Religions ,Houston, 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.

Third Year – 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 Minotaur and the Golden Fleece.  Outline of the story of Cleon. Green people, relation to Daris, County as to a. location; natural divisions. Mt. Olympus. Religion a. Gods – 12 greater gods and goddesses. Zeus, the father of gods and man. Vulcan. Athene. Juno. Mercury, Apollo and other Gods. Feast on Mt. Olympus.  Stories of heroes such as Perseus, Theseus, Hercules, Argonauts, Homer, Ulysses with the Trojan War. Lives of Solon; Lycrugus, Pericles, Phidias; Socrates.  Story of Cleon complete. This point, of course, occupies the main portion of the year.

Fourth Year.  The work of this year is Roman life with Horatius as center. First month – Teach geography of the 7 Hills of Tome 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 Month – Mythical Rome is studied by means of the following – stories of AeEneas, Romulus and Remus, Numa, the lawgiver, Tullus, a wicked king; Servius Tulius; Tarquin, the proud; the Sibyllene Books and Lucretia.  Fourth and Fifth Months – Rome as a Republic by means of the poems, Horatius at the Bridge and Battle of Lake Begillus by Macauley; stories of Agrippa and his Fable; Coriolanus and Cincinnatus and Macauley’s tory of the Death of Virginia.  Sixth and Seven months – story of Horatius.  Eight Month – Hanibal Scipio, the Gracchi and the Last Fight of the Gladiators.  References: Young Folks’ History of Rome, Charlotte Yonge, Boy’s Books of Famous Rulers, Stories of Olden Times. These books are all in the library.

Fifth Year – Ten Boys with Wulf the Saxon Boy and Gilbert the Pages is used., First and Second Month. Teach geography of Germany and the early German village.  Illustrate their religious notions by means of their myths; The Creation, Woden and his Valhalla, the many stories of Thor, Frey, Frigga, Death of Baldur and others.  Third Month. Show Wulf’s relation to Kablu. Story of Wulf. References on Saxton History; Younge’s Young Folk’s 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; Guests’s Handbook of English History; Tennyson’s Idyls of the King; Boys’ Book of Famous Rulers; Story of Roland the Knight.  

Sixth Year – The stories from Ten Boys which are used in this year’s work are Roger, the England Lad and Ezekial Fuller, the Puritan Boy.  Trace the development of English life.  In treating of an yevent, the following points should be considered,.  The event. A. Cause b. Effect c. Comparison with like events which have been seen before. First Part – Norman Conquest. Position of Normandy. Condition of the People. Circumstances which led to the invasion of England.  William as King – 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 brining all classes into subjection.  Other new laws. The new forest law.  Doomsday Book.  Building of strong castles. 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 Abselm; Thomas a Becket and Stephen Langton in their attempts to withstand the tyranny of the King.  Second Part – 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.  Follow the growth of the spirit of freedom as shown in the origin of Parliament in the reign of Henry III.  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.  In the story of War of Roses and of the Last of the Barns 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 educational, political, religious and industrial ideas in Europe in the 15th and 16th centuries, then he is ready to follow those 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. Reference books: Cook’s English History of Young Readers; Myer’s’ Mediaeval and Modern History; Guest’s English History; Dickens’ Child’s History of England, etc.

Seventh Year – First month – First Period – The Discovery and Naming of America.  Second Period – Attempt at Exploring and Colonizing America up to English Exploration.

Second Month – Second Period finished. Third Period to New Netherlands.  Third Month: Third Period, in addition to finishing last Connecticut.  Fourth Month To the French and Indian Wars.  Fifth Month. Third Period finished.  Fourth Period Revolutionary War began.  Make a careful study of the salient conditions of the Colonial life up to this time so that the war may be more properly seen as the necessary outcome.  Sixth Mont6h. The Revolutionary War. Study the men of action such as Washington, Franklin, Morris, Gates, Green, Lee, the Adamses, etc.  Seventh Month.  Finish the Period and the Articles of Confederation.  Eith Month. The Federalist Papers. The Declaration of Independence and review.  References such as Thwaite’s The Colonies and Hurt’s Formation of the Union,” Longmans Green & Co, NY are suggested.

Eighth Year. During this year study the period from 1789 to the present time.  Begin with an intense study of the condition of affairs in 789.  Use text and all supplementary material available. First, study the factas as they existed to know them as facts.  Second, turn upon the cause of such facts as will be reasonable and profitable for pupils of this grade to use. This last point may be used most advantageously to review the work done in the preceding year.  No strenuous attempt should be made to see far reaching relations.  Encouragement to generalize on too few facts ia a weakness. The pupil at the close of eight year should know the leading facts of United States history and have them reasonably well organized.  Make good use of maps.  Have definitely in mind what points should receive emphasis.  Arouse interest in current history.  In this year the use of reference books should become more prominent.

GEORGRAPHY

Geography must present the conditions imposed  by the earth upon human life and progress.  Not until this view becomes the recognized goal is teaching can geography be considered as one of the great moral and social forces in education.  “The main thing in the early lessons is to awaken an interest to create mental pictures to appearl to the imagination.” The needs of man, the occupation of man, the intelligence of man – these should form prominent lessons in the early part of primary geography.  In the higher grades, the key-note of the work lies in the relation of the geographical environment to the social environment.  It is the interaction of these two environments that constitutes the true value of geography as a school study.  Avoid mere text committing.  If a deeper insight than this does not animate the geography recitation the subject is only abused, not used.  Map study is too frequently neglected.  To read a map intelligently requires careful teaching and is worth the time and effort on the part of the pupil in learning to do such work with a reasonable degree of accuracy.  No better means can be used than the map to bring out location of places, distribution of plants and animals, agricultural and mineral resources.  Map study and animals, agricultural and mineral resources.  Map study and the study of the text should be corelated.  Following such studies should come a drawing of the region studied.  General direction should be taught with Waveland as a center.  Know the plans set forth in Frye’s Manual; notice, carefully, the suggestions of the preface in Frye’s Geographies.  Pupils in primary grades need not take up geography each day. However, the program of the teacher should show a definite plan as to geography, nature study, etc. The details of this part is left where it belongs – to the teacher. Let such parts of the stories used in history as are geographical in nature be used both to supplement the history as are geographical in nature be used both to supplement the work in geography and to coordinate these subjects which of their very nature are so closely related.

First Year – Teach the meaning of right, left, front, back.  Point in these directions. Name and locate many objects, using these terms. Teach the points of the compass.  Have pupils observe and describe parts of the school room and many objects with reference to the Cardinal and Semi cardinal points.  Daily observations of forms of water, such as clouds, fog, most, rain, dew, frost, snow and ice as they occur.  Observe hill, valleys, ravines, river, pond, creek etc.  Winds – temperature and velocity;  Recognize by feeling the degrees hot, warm and cold. Recognize and distinguish by their effects the calm breeze and gale. Use the sand table for illustration of surface characteristics. Salt in the sand will illustrate windings and directions of streams.  Illustrate geography lessons by pictures and drawings. Illustrate different lands and peoples with their customs and manner of living by stories from the Seven Little Sisters.  Days are long in summer and short in winter.  Winter evenings long, summer short.  Day and night together a natural day. The civic day begins and closes at midnight.  Number of times the clock strikes. When school opened today. When it will close. Time to walk home. Minutes in an hour. Seconds in a minute. Use of hands of clock and how to tell the time.  Names of days of week; the first and last days; the number of weeks in the month, since school began, in a year, from birthday to birthday, from Christmas to Christmas; months in a year.

Second year – Review and continue work of the First year. From conversations based upon readings from Seven Little Sisters and similar books, develop as far as practicable at this stage an idea of the tropical regions of the earth and the earth as a whole.  The following outline may be used.

A. Climate

B. People – 1. Color. 2. Customs.  3. Manner of living.  4. Style of dress.  5. FFood. 6. Home life.  7. Occupations.

C. Plants 1 – Uses

D. Animals – Uses.

Continue study of local surface features, drainage, soil, gardening and agriculture, food products, house building and related trades and occupations, clothing and the sources from which it is derived. Have the pupils locate the post office, the churches, the school building, the railway stations and name principal streets.  Have them local places by streets.  Winds: Direction – find by means of vane.  Effects – Observation of obvious good and bad effects on plants, animals, people, building, ships, etc.  Review Cardinal and semi-Cardinal paints. Show compass and teach its use. How find directions at sunrise, sunset, noon?  Develop simplest forms of map drawing. Teach the Great Dipper and North Star. The expression accompanying these lessons should be both oral and written. The writing should be usually from a series of questions or headings written on the black board.  Original expression should be encouraged and should form a large part of the work.  For further work see history of this grade.

Third Year – Each and All forms the basis of this year’s work. The main thought in the teacher’s mind will be to show the interdcependence of people as to their modes of living. Imaginary journeys are taken in 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 these the primary geographical conceptions are easily found.  For example: Waveland is studied as to position, form, size, surface, drainage, natural productions, businesses, people, climate, etc the institutions of government, school, church and society.  Helpful books on these lines are the Introductory Geographies pp 55 to 72. Stories from Aunt Martha’s Corner Cupboard and Francis Parker’s How to Study Geography.  Note how the people of different occupations in Waveland are dependent on one another.  Interdependence of the town and country surrounding it. Make one list of articles shipped from Waveland make another of those shipped to Waveland.  From these work out interdependence of town and communities hundreds of miles apart.

Fourth Year

Make use of child’s observation of the land forms as abundant in the immediate vicinity of the school building. Then these ideas should be expressed by the pupil by drawing and modeling. They must be strengthened by the pupil by drawing and modeling. They must be strengthened by finding pictures in the text or elsewhere that illustrate the same form as seen and drawn.  These ideas must be furthered strengthened by reading about the particular land forms as it is spoken of in the text.

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 ideas of continent, island, isthmus; the sea – ocean, seas, straight; shore forms – peninsula, gulf, bay, cape, sounds; 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 source, system, tributaries, mouth, 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, 25.  

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, coasts, surface, primary and secondary highlands, slopes and river basins, particular features and interesting points.  Model, draw the maps 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 Eskimo Boy, lessons 92 and 90.

Sixth Month.  Study Asia and Europe according to the outline give above for SA and NA. Follow 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 Island are studied in same manner as continents above. Study the Kongo Boy, lesson 86 after finishing Africa. Follow work on Australia and Islands 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 these 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.

Fifth Year

From the fourth year the plans given in Frye‘s Manual and in the preface to his geographies will prove to be very suggestive.   

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 following points: position, coast, size, shape, 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, Cuba, Porto Rico, Hawaii, Philippines, Guarm, Canada, New FOundland, Mexico, Central America. Reference 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). Refer to lessons 93, 94 and 89.

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

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

Sixth Year. Frye’s Advanced Geography is begun and the work is carried on just in the order in which the author presents it in his book.  From time to time supplementary work is done.

First Month. Pages 9 to 24. Special stress is given to waves, tides, changes of seasons, winds and ocean currents. It is necessary for the teacher to go slowly and carefully with these subjects as they are very complex and difficult for the young mind to grasp.  The work should be made as concrete as possible by the use of the globe, maps, diagrams and illustrations.  Second and Third Months – North America. Fourh Month – South America is studied and a study of the continent of Asia is begun. Fifth Month – content of Asia complete and Europe is studied to about paragraph 70.  Sixth Month. Europe is complete; Africa and Australia are also studied. While studying the latter, work is taken in the Special Supplement of the book, beginning on page 193. 7th Month – races of men, plants and animals are begun.  Eighth Mont – finish animals and take to Commerce; review.

Seventh Year – First month – Review plant and animal life and take to The US on page 123.  Second and Third Months – Take to groups of states on page 141.  Four Month – continue the work on the Central States – Western Sect5ion 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 page 172. Seventh Month. South America, Asia, Africa, and Australis.  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.  The following topics are suggestive and are worthy of careful study. The new possessions of the US, the pineries and lumbering of the Upper Mississippi, the blast furnace and steel production, the series of great lake ports, tobacco raising in Kentucky, a sugar plantation in Louisiana, Niagra Falls, Hudson River, Mt. Washington, Boston, Chicago, St. Lawrence River, cod fishing on the banks of Newfoundland, ship building at Philadelphia, Washington – seat of the National Government, the oyster fisheries of the Chesapeake, the orange groves in Florida, New York City, Cuba as a type of the West Indies, the Central Pacific RR from Chicago to San Francisco, a trip to Yellow Stone Park, gold mining in California, San Francisco, the Columbia River and the salmon fisheries, a trip from Puget Sound to Alaska and gold mining in Alaska. The geography made prominent by current events always proves interesting. The daily paper is the teacher’s reference along this line; it should also gradually become the tool of the pupil, through an occasional choice reference made by the teacher.

PHYSIOLOGY

All through the work the pupil should be led to see the necessity of obedience to the laws of health. This should be especially true in grades 1-5 inclusive. The course as are those of other subjects is merely suggestive of what should be done. The work should not come daily except in 6-8 years. Except as the subject may arise in a general way, omit it in the 7th year.

First year – the central thought of this year’s work should be self-restraint. This may be developed by short talks on over-eating, undue noise, talking, cleanliness, etc.  Second Year – Review and extend study of points mentioned in the first year. Body – head, trunk, limbs. Show that fatigue, age and lameness affect movements which result in a loss of power; that drinking affects movements causing not only a loss of power but a loss of manhood, clear thought, clear speech and clear vision.  Third Year – Note points already studied. Teach the care of the skin, hair, anils and teeth. Note the tobacco and cigarette habits. What are some of the railroad corporations, government officials and merchants doing about employing persons of intemperate habits?  Fourth year – Give a description of the structure of the lungs. Study number of breaths, involuntary motions in breathing, gathering of impurities in the lungs.  Note necessity of pure air – have exercise in pure air, ventilation and deep breathing. Notice dangers of overplay, overwork, overindulgence – excess of any kind is intemperance.  Fifth Year – note basis for work as made in years preceding. Classes of food – tissue-builders, energy liberators, stimulants, narcotics. Work out briefly processes of digestion.  Sixth Year – Elementary text is inn the hands of the teacher and pupils, so the outline is brief. Firth Month – how motions in the body are produced; bones of the upper extremities; skeleton. Second Month – the study of the human body; tissues; organs and systems; anatomy of 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 kidney; the nervous system.  Sixth Month. Sensation; sight and hearing; health; poisons and their antidotes.  Seventh Month.  Review of book to anatomy of digestive system.  Eight Month. Finish review of subject.  The work should be made just as real in this subject as well as in all other subjects, as possible. The teacher is aided in doing this by the use of the skeleton which the board purchased; also by dissection.

Seventh Year – See statement at beginning of work outlined in physiology.

Eight Year – Advanced text is to be studied and completed this year. Division of time on parts of work is left to the teacher. Some points need much emphasis; others need little. The points mentioned below are helpful guides. An intelligent idea of the delicate mechanism and the nice adjustment of the human body and a knowledge of the consequences attendant upon any violation of the laws by which that body is governed will in time play its small part in improving the physical, mental and moral condition of our men and women.  Therefore the year’s work should be devoted to obtaining a knowledge of the body as the machine of the mind; a machine whose wonderful delicacy requires the greatest care.,  1st Study the body as a whole, contrast its upright position with the horizontal position of lower animals. Average height, weight, length of life, etc.  2nd – Study the body as an aggregate of systems; systems of organs; organs of tissues; tissues of cells. 3d – Study the structure of each of the systems and organs.  4th – Study the functions of each of the systems and organs.  5th – Study the effect of intemperance in physical exercise, mental exercise, eating and drinking on the various organs of the body.

Writing – taken from Uniform Course of study and Madison Manual.

The schools of the present day have no excuse for not sending into the business world good writers. The demand is for a hand that is easily read, for reasonably rapid penmanship for ease to the penman.  The statement has been officially made that in the US as a whole or in any section of it, there is not more than one in a hundred who writes a decent, legible signature.  One who is in a position to know, says that 80% of the young men who apply for positions write with a slovenliness altogether inexcusable. The schools must teach a hand that is rapid and as easily read as type.  This must be applied in the daily work until it shall become second nature to write legibly.  It should be the ultimate aim of the school to equip pupils with a plain, rapid, legible style of writing, together with habits of position and movement that may be carried into the business office and used for hours at a time, day after day and yet neither endanger health nor inflict bodily pain.  Special attention should be given to prosper position and the development of a free movement of the primary grades to a combination with the free rest-arm movement which is essential to good easy writing in the higher grades, usually destroys, for a time, the formation of the letters.  Such a transition in the fifth and sixth grades is necessary however.  Systematic instruction should be given from the second to the eighth grades inclusive. This training should take the form of blackboard writing, movement drills to time, rapid writing and occasionally speed contests.  Skill in writing is attained by acquiring thorough control over the muscles of the arm and fingers.  To know the forms of letters, learning their shape, is not so difficult, but to make them requires thousands of repetitions intelligently performed. The great error in teaching writing has been in directing the effort to the mastery of form, to the exclusion of the training of the hand.  A condition that interferes very much with good writing and its being done with ease to the pupil,  is the inability to adapt the height of the desk to suit pupils of different size.  This is a very serious matter when you consider the amount of written work that is done with body and arms in a strained, unnatural position continually.  The maintenance of the splendid physique and good health of a few boys and girls and that they may do their work with the fullest measure of comfort is more to be desired than that all the desks in a room should be uniform.  Earnest effort has recently been made to secure a more legible style of writing in our Public Schools. The cause of illegibility of the prevailing stayle was laid at the door of the 52 degrees slant, and in their efforts at reform, enthusiasts have gone to the extreme of trying to abolish slant altogether and to substitute the upright or vertical system.  But like all extremes, this reform has proved too radical.  In vertical writing speed and freedom of movement are sacrificed to legibility. A real reform should combine legibility with a free, rapid, natural movement of the hand and arm. There is no practical use which writing services in which rapidity is not absolutely demanded. Too much importance can not be attached to this, since writing at its highest rate of speed is not then able to keep pace with thought, whose vehicle it is. Recent tests of the writing of bookkeepers, accountants and clerks, who write from morning to night, year in and year out, prove that the majority of these write on an “intermedial Slant,” which is 15 to 20 degrees to the right of a vertical line. The basic idea in the formation of the script characters, should be full open turns, combined with a medium slant of main lines and a shortening of capitals and loops. The use of coarse or medium stub pens will produce rather a heavy line, which, in turn, will cause a larger, more open and more legible letter. The full turns give rotundity to the letters and clear spacing.  It is these points, rather than the making of lines vertical, that produce the maximum of legibility in writing and at the same time lend grace and beauty to the script characters.

First Year – Pupils should write on the blackboard, using crayon. Wide double ruled paper and lead pencil should also be used. Penmanship in this grade should receive attention only to the extent that it must be used in connection with other work.  Much of the writing should be done at the blackboard.  All work that can be conveniently planned for the board should be written there. Writing should be used as a means, and that not excessively. Other modes of expressing thought can be used to relieve the child of excessive writing. The pupil is not expected to become an expert writer in this grade.  It is an unnecessary burden at this early age. The work is viewed from the child’s standpoint, looking through the field glass of scientific child study.  

Second Year – Copy Book No 1 – Double-ruled Tablet to supplement the copy-book.  Use the lead pencil the first term and pen the second term.  It is thought unnecessary to burden the child with learning to use as fine an instrument as the pen.  It is believed that just as good writers will issue from the higher grades though the pen be introduced later in the child’s career.  Blackboard and book lessons may alternate – the lesson that is given at the board being written in the book for the next lesson.  It is purposed to make the work enjoyable, interesting and beneficial.

Third Year – Copy Book No. 2 – Use pen and ink in the writing lessons and in other written work. Use pencil in solving problems. The solution of problems, in all grades, may be with the pencil. The use of the pen to some extent is not objectionable.  Every other writing lesson may be on the blackboard.  Movement exercises, somewhat varied in character, should be used in connection with the book work.  A class of running exercises, every few lines down the page are very helpful in securing some freedom of movement and in maintaining a good position of the hand.  Children at this age take great delight in blackboard work and opportunities for doing it should be given, particularly in spelling.

Four Year – Copy Book No 3 – See Third Year

Fifth Year – Copy Book No 4 – Good position should become more fixed.  A plain, unshaded style of writing and well formed figures should be striven for. (See General Suggestions)

Sixth and Seven Years – Copy Book No. 5 -

General Suggestions

Work – The ground covered in each grade, except the First from the nature of the work in which writing must be used as a means of expression, must necessarily be the same, both alphabets and the figures. However, the work is made more difficult in the intermediate grades and yet more difficult in the higher grade.

Writing to Time – very frequently a part of the penmanship lessons should be written in time, by counting for the down strokes in letters; also by writing words as fast as the letters are spelled.  It awakes the slow ones and restrains those who write too rapidly.  It aids in steadying pupils to a normal and regular rate of speed.

Position – Correct position aids, while incorrect position interferes with the easy working of the writing machinery. A good position is very hard to maintain in writing and in written work on account of our exceedingly small topped desks and their improper adjustment, in height, to suit the pupil. Where the desk is not too high, the bottom edge of the paper should run approximately parallel with the front edge of the desk. The right arm should rest on the desk forward of the elbow and the height of the desk should be such that the elbow will be within a few inches of the body.  If the desk is too high, the book should lie diagonally on it, the pupil turning his right side nearest the desk.  

Movement – five movements are employed: “Suspended arm: used in blackboard work: “Finger” made by bonding and extending the thumb and first two fingers; Rest arm made by rolling and pushing the arm in and out the sleeve on the cushion of muscles just forward of the elbow. Hand made by rocking the hand in any direction, using the third and fourth fingers as a pivot; Combined, the joining of the rest arm, finger and hand movements. The habit of movement in writing will no more be forgotten than the act of swimming or skating.

During the First, Second, Third and Fourt years, the letters are formed with finger movements, the rest arm movement being used to carry the hand across the book to the right. During the Fifth year, the lessons should be worked out with the view to securing the hand action, having it work in conjunction with the rest-arm and finger movements being used to carry the hand across the book to the right.

During the Fifth Year, the lessons should be worked out with the view to securing the hand action, having it work in conjunction with the rest-arm and finger movements.  Only a few in the fifth year succeed in securing this combined movement.

During the Sixth and Seventh Years, the combined movement should be used, particular emphasis being laid upon securing a freehand movement, joining with an easy, accurate rest-arm movement. The problem in these years is the work for the mastery of the combined movement. This is difficult to acquire, but it is the most valuable; in fact, it is the movement used by business men and accountants.

Penholders – Substitute as far as possible “all wood” holders for the metal and metal tipped holders commonly in use. The holder should have a surface that will not require excessive tension of the finger muscles to hold it and at the same time it must be economical in price.

Pens – Use small coarse pens or small medium stub pens. Medium coarse writing, like medium coarse print is the most legible; and it is easier to execute writing with a coarse or stub pen.  

Black-board Writing – The teacher’s handwriting, like her manners is the pupil’s model; and since the board writing is about the only writing of the teacher’s that the pupil sees, it is imperative that it should always be good.  Pupils in all grades should be given opportunities to do careful board work for themselves and for the teacher.  

Order of Procedure – 1) Discuss what is to be execute – waking up the mind 2) movement drill – waking up the muscles 3) apply this knowledge and power in executing the copy.

Success – 1) Spend most of the time with the poor writers 2) do not criticize them too severely 3) accept no poorly written work at any time 4) in correcting errors, discover the cause, then apply a remedy, kindly, persistently.

Black Board Ruling – for the first three or four grades sufficient board should be ruled to accommodate half of all the school at one time. The most satisfactory and cheapest material  with which to make these almost permanent lines is Dixon’s red or black tailor’s crayon.

Beginning with the second year, Semi-Slant Copy Books, Indiana series will be used, supplemented by writing tables.

SPELLING

The work of the grades in spelling was learned by spelling, spelling, spelling!  Then came a time when phonics was supposed to solved the whole problem. The first plan secured the end but with a waste of time and energy; the second secured less satisfactorily the end. Both contain good elements. Teach the pupil how to spell toward written spelling. Correct spelling in papers written when individual assistance in spelling may be given by the use of a small note book in the hands of the pupil.  Let him record such words, spelling them correctly as the teacher may have marked on his paper for such work.  In this work great care should be taken in case of a very poor speller, not to make the work appalling by marking too many words. Hold him responsible for the spelling of these words at any time called for.

In the main, the course leaves the selection of words to the discretion of the teacher. Attention to detail, in the eselection of words and in properly teaching the words selected, must be the guide in spelling.

First Year – Since it is necessary for the child to acquire a knowledge 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 word, “ai” and “ey” say what we call long a.

2. “A” under certain conditions says short a, etc., etc.

After pupils have learned sufficient symbol 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 difficulty about as the reading lessons and their words do.

Diacritical marks – a as in ate; e as in me; I as in mice; o as in no; oo as in soon; u as in cute; a as in cat; e as in set; I as in it; o as nod; oo as in foot; u as in but.  

Second Year – 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 syllabication, 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. Diabrictial marks – review the work of the first year a as in cat; g as in get; g as in germ; c as in cite; s as in was; e as in they.

Third Year – 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 remembers at all times. Oftentimes on Friday afternoons a review spelling match is conducted in which the children all stand around the room 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 similarity in pronunciation and spelling of a group of words etc are desired.  Diacritical marks – review the work of the first and second years a as in ball; e as in they; I as in machine; th as in with; x as in exist; x as in ax.

Fourth Year – In whatever subject a new or difficult word is found, it should be presented, pronounced and spelled when met. Great emphasis must be place upon syllabication and pronounciation.  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 of 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.  Diacritical marks – review work of previous grades; o as in son; o as in to; o as in wolf; a as in harm; s as in so; I as in sir.

Fifth year - Continue spelling, selecting words from reading and other objects.  Of the new words arising select those first that will most necessarily come within the vocabulary to be used by the pupils throughout life.

Diacritical marks – review work of previous grades; y as in fly; y as in myth; u as in rude; us as in burn; o as in or.

Sixth year – The Indiana Speller is used.  In addition, words which occur in reading, language, geography, physiology, arithmetic and history are spelled.  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 a bout the room and spell for the  head.  Diacritical marks – Review work of Third, Fourth and Fifth years – ch as in church; ch as in chorus; ch as in chaise; a as in ask; a as in what; e as in there; e as in err; o as in worm.

Seventh year – Continue use of Indiana speller. Select words in lessons as suggested in fifth year also from papers of pupils as necessity demands.  Diacritical marks – review a as in ball; a as in harm; a as in ask; a as in what; o as in son; o as in to; o as in wolf; o as in or; o as in worm; I as in sin; u as in put; u as in rude; u as in burn; e as in there; e as in err.  General note on diacritical marks: The study of diacritical marks is given as outlined here so that certain grades will be responsible for a particular part of the work.

MUSIC (From Madison Manual)

In this branch of the work, let the teacher bear in mind that she has three classes of pupils before her, viz: the musical; medium musical and non-musical. The first class needs but little attention, the second class more thought and the third class all the time that can be given individually and collectively. The more this last class can be brought out, the better the work of the room.  Insist on soft, smooth tones, and on every pupil singing and beating time.  Sing intervals frequently.  Call for tones by number and let pupils sing. Use chord work in teaching duets.  Much depends on elementary drill.

First year – in first year, rote singing should form the greatest part of the work.  Season songs and motion songs with one good standard hymn will make a variety. Toward the latter part of the year it would be well to teach the scale.  

Second year – Sing the scale daily, individually and by school.  Teach the letters of the staff.  Many pleasing rote songs should be taught. Teach by note some simple songs in the key of C.  Sing intervals and easy skips.  Use the scale in teaching pupils to beat 3-4 time.

Third year – Continue scale practice doing as much individual work as possible.  Pupils may sing tones called for by the teacher. Continue the key of C and take the key of G, singing one part only (soprano). They should beat time for songs 2-4; 3-4; 4-4 using scale exercise to begin with.  Teach rote songs for recreation.  

Fourth Year – Review the work of preceding grade.  Insist on every pupil singing and beating time.  Teach the keys of D & F. Be sure that pupils are able to give key signatures correctly and locate the tonic (do) in every key. Duet work should be commenced.  Rote songs at the discretion of the teacher.

Fifth Year – Review the work of the preceding grade and take in advance that keys of Bb, A, Ab.  Care should be taken that every pupil understands the key signatures and can place scalres. Continue duet work and insist upon pupils beating time. Rote songs as desired.

Sixth and Seventh Years – Review the work of the preceding grade and take the following new keys E & Eb. Thus the 9 keys required I Public School work will be completed before the HS is reached.  Insist on every pupil singing and beating time.  Continue duet work and introduce three part singing.  Teach bass and tenor clefs.

Eight Year & HS School

Chorus singing in four parts.

DRAWING

From Madison Manual – Drawing is not nature work, nor is nature work drawing.,  Although both are studies of nature there is no occasion for these parallel lines converging.  Nature has to do with facts, drawing merely with appearances and their representation.  Therefore, keep these two lines of work distinct.  Encourage pupils to use drawings as illustration sin other work. Language work may be treated in this way and good results obtained. The work as a whole takes up the Prang, “Elementary Course in Drawing for Graded Schools.”

For the First and Second Years, there are manuals especially prepared. The teachers should procure these books and make a careful study of them.  It will be best for each teacher to be acquainted with the entire course as much suggestive work may be secured in t his way.  It has been thought best to place the drawing books as follows:

No 1 – Third Year No.2 Fourth Year No 3 – Fifth Year No 4 – Sixth and Seventh Years.  As teachers will be busy organizing their work, the Drawing may be omitted the first week. The second week and perhaps longer should be devoted to securing proper lines. Care should be taken in regard to the quality of pencils.  Any of the following pencils are good.  Faber’s Commerce (no 2); Dixon’s American Graphite SM (No 2); Dixon’s Sketching Crayon (A Graphite) and Prang’s School Pencil M&SM for shading. The drawing books should be taken up at the beginning of the second month.  Remember, the examples given in the books are not to be copied but to be studies in connection with objects to be drawn.  Call attention to how much is to be omitted. The pages are suggestive. The work suggested on one page may be sufficient for one week.  

The first lesson should be largely an observation lesson.  Free discussion as to appearance should be encouraged. If there is time for quick drawing have it.  Each lesson should begin with a short review of the previous lesson.  Use practice paper. The final lesson should be in the book.  Extra work for Book 1

1. Grasses and grains

2. Apples, pears, grapes and foliage.

3. Vegetables in bunches or in groups.

4. Sphere, rose bowl, tea pot, etc.

5. Cube, box, blocks, loaf sugar, chair, table.

6. Combine cube and sphere, small berry-box filled with spherical fruit or vetables.

7. Borders with squares turned on corner.

8. Borders to be colored.

9. Quatrefoil defined. Good color work in two tones.  Quatrefoil darker than square.

10. Cylinder, mug, spool, jar.

Much good work is given in Manual.

Cut patterns and make patterns.

Notice carefully the Special Exercises.

In the spring, good work can be done with flowers.

Notice color work in manual for upper grades and that suggested for first and second grades under “A Day of Color.”

Extra work for Book II:

1. Branches for simple leaves.  Leaves for coloring. Paste bright colored leaf and make color scale to suit.

2 and 3 – Fruit or vegetables. Groups. Secure variety. Be careful to have the lines express the surface.

4. Groups like cylinder, sphere and cube, glass with lemon, knife and loaf sugar, tea pot, sugar bowl on small table.

5. With square prism and hemisphere show dome-shaped tower, or bowl and box, etc.

6. Much is suggested on page 6. A book is also good.

7. Smaller rosettes may be given first. Four units around the center. Page 7 makes good color work.

8. Allow a girl to pose also. Notice the curve of the ellipse at the bottom of skirt. Select a little girl with wavy hair.

9.  Shiels (found in the dictionary) of other nations.

10.  Rosettes may be studied with the help of dog-wood blossoms and with many fruit blossoms.

11. Cup and saucer, bowl, wash pan, many flowers as tulip, etc.

12. Drawings may also be made of these models in a vertical position.

13 and 14.  Notice arrangement. Try to make group express a thought. Talk freely about this.

15. Many examples of buds may be obtained.

16.  Simple leaves of other kinds may be conventionalized.

17. Other simple flowers may be used instead of the morning-glory vine if you prefer.

18.  Cut patterns and make objects.  Notice special exercise.  

Extra work for Book III.

1. Twigs, branches, grass or cut flowers. Accented drawings. One side darker. Light shading. Color work.  Arrange color scale found in some leaf or flower.  

2. Fruit or vegetables, melons, apples, pears, etc.

3. Group of objects.  Lead the children to see type forms in objects. Bowl, Spoon and baking powder can; bottle of ink, pen, table with some books.

4. Cylinder, sphere and hemisphere/ cone, sphere spheroid, e c.

5. Pose work. Length of head is the unit of measure.  Secure balance.

6. Group square prism and triangular prism as a house or place one across the other.

7. Much work can be done here. The unit may be carefully drawn and colored. Crosses may be arranged in borders. Color work in two tones.

8. A book standing on the log edges, partially open.  A book partially open standing on end. A trough may be shown. Often the children will suggest others.

9. No addition work is needed here.

10. Have a light vertical line crawn for the center. Then work a little on the left; then a little on the right.

11. Ball bat, gloves and ball; football with pennant back of it; umbrella and rubbers.

12. Children will gladly lend pets to draw.

13 and 14. View drawings are sometimes termed working drawings (see p 71-98 in Teacher’s Manual)

15. It would be well to permit children to bring their own objects.  

16. Borders are good drills. Watch proportions and spacing. Consult “Manual.”

17. Secure pitchers of various forms. Be sure the sides are even.

18. Draw the fleur-de-lis in its natural form then draw it conventionalized.

19. Crocus, dandelions, violets, etc.

20. Designs may be made for other decorations. Consult “Manual for Teachers.”

21. Cut patterns of two triangular prisms and paste.

22. Draw and cut pattern of square prism so as to use them in model drawing.

Extra work for Book IV

A review of sphere, hemisphere, cube, cylinder, square prism, and triangular prism with objects, natural or unnatural based upon them.

Study “Drawing Manual” carefully.,

1. Leafy twig or branch in water. Fall flowers in the tumbler are are also good

2. Take up work on cone “See Drawing Manual p 114.  Cut pattern and paste. Many hats have crowns resembling cone.

3. Group – pen with bottle of ink, sometimes showing bottle upturned and ink spilled.

4. A group of sewing utensils. Flowers in flower-pots, some vases.

5. And 6 – Arrange objects in different ways. Secure balance.

7     Sometimes children can being birds. If not, try to find stuffed specimens for use.

8, 9, and 10.  Use pamphlet on “Egyptian Ornament.”  Supplement with work on “Greek Ornament.,

Usually arrange objects in groups. Often arrange so as to tell a story. A tiny baby shoe, a ball and a rattle tell a story.  Pair of opera glasses, a fan etc tell another. Several dainty toilet articles tell another.  A pile of books, one opened, an old-fashioned candlestick with candle smoking shows the student. Collars and cuffs are good material.

11.  Good color work here. In taking the color work have drawing done one day and color the next.

Notice special exercises given in “Drawing Manual.”

12. Notice special exercises given in “Drawing Manual.”

13 and 14 – Notice work give on pp 131-138 in “Drawing Manual.”

15  Boy or girl standing, back view.  Have boy support flag or shoulder a ball-bat. Girl with broom or watering can. Do not choose a friend view.  

16.  Spring flowers. Crocus, daffodil, jonquil, Easter lilies, violets, etc. Good color work.

17 A drawing of the natural fleur-de-lis, then conventional

Color work to be  be found in Teacher’s Manual for Drawing. This work is designed to be used with the drawing manual not to take the place of it.

Nature Study – Until something more definite is planned, follow the suggestions in the state course of study.

General note on work of grades – The plans set forth are only suggestive.  The end to be accomplished in any year’s work should, by some means be accomplished. The individuality of the teacher is left free in determining the means – the smaller plans by which the end is to be attained. In Drawing and Music, the courses as laid down will have to be worked toward rather than followed since this work has been lacking in organization. Know that the subjects most essential such as Reading, Writing, Arithmetic and Language should receive most time and emphasis.  

High School Curriculum

First Year

First Term  -- Algebra    Latin    Physical Geography    English

Second Term --    “          “               “                                “

Second Year

First Term --   Algebra    Latin     Grecian History    English

Second Term --  Geometry   “       Roman History       “

Third Year

First Term – Geometry     Latin    French History     English

Second Term    “                “          English History       “

Fourth Year

First Term    Physics    Latin   US History    English

Second Term    “”            “     US History and Arithmetic    English

HIGH SCHOOL WORK

A full four years’ course is in operation.  Two teachers teach HS work only and a third teaches two HS classes.  Each teacher is employed for certain lines of work. The course, as will be observed lacks that flexibility that a larger teaching force and a larger school could have yet under present conditions, a more suitable course would be difficult to arrange.  A few subjects studied much is better than many subjects studied little is the principle that guided the arrangement of the course.

Mathematics

1. Algebra – Devote one and one-half years to Algebra. The first year should complete the work through division of radicals should be completed. Emphasize fundamental laws and processes, factoring, fractions, involution, evolution, the theory of the equation, theory of exponents, radical quantities, quadratic equations and the binomial theorem

2. Plane Geometry: begin with second term of second year – complete books I and II. Arouse ability to think space relations.  Cultivate logical thought. Be sure that construction problems are really constructed.  Complete Plane Geometry during first term of third year. Solve many well selected originals.

3.  Solid Geometry – Use models and pictures to make figures familiar; use skeleton diagram alone in proof.  Let the pupil see the relation of the work to every day life.  Many opportunities for doing this naturally occur both in Plane and Solid Geometry.

4.  Arithmetic: Three months in the Senior Year after completing US History. Study intensively in the light of work done in Algebra and Geometry.  Give attention to essentials.

History

1. Oriental Nations and Greece – a brief study is made of the Orinetal Nations to discover their contributions to civilization. The main part of the term is devoted to Greece.  Her rise, growth, greatness, factors of strength, factors of weakness, contributions to the good of mankind – all these are suggestive in following out the institutional life of Greece.

2. Rome: Note how she prepared herself to become a world power; how she gained control of Italy; how she gained control of the Mediterranean Sea; how she even extended this territory; how she ruled her colonies.  Let some such points as these be centers about which the work may be organized.  Contrast the Greeks and the Romans in various ways.  Try to see their relative places in the growth of mankind.

3. France – Through a study of French History the pupil should get a conception of the history of Continental Europe. Its great convulsions, such as the French Revolution should receive the emphasis.

4. England – The relative position of power is a noticeable thread that runs through English History and may be used to advantage in organizing the facts of the subject.

5. United States – an intensive study of US History with the emphasis on constitutional history. Notice the forces at work for centralization and those at work for decentralization.  Some time may be well spent in considering the exact position of leading men on such a question as States’ rights.

Science

Physical Geography – One full year is devoted to this work. The work should be brought home to the pupils by a study of the immediate vicinity.  Waveland is happily located to pursue this subject, in many of its parts by observation.  Not a single opportunity for this kind of work should be lost. Use maps and charts. Teach pupils not only to read them but to construct them.  Place much more emphasis on such a subject as The Wearing Away of the Land, and The Ocean.

Physics – let the work in physics be personal investigation into the principles and processes of the natural world about us. The text should be used to that degree that the energy of the pupil may be properly directed.  Qualitative experiments should be performed by the teacher. Quantitative experiment and problems should be performed by the pupils. The problems chosen should clearly involve the principle; they should be actual and practical.

Latin

First lessons – Roman pronunciation is used. Special care is given to the understanding of forms. Latin reading should have due attention. Construction of words in Latin sentence must be clearly understood. Change English prose into Latin for accuracy in detail.  Practice reading easy Latin at sight.

Caesar’s Gallic Wars – four books, with a special study of construction.  Prose composition from “in Latinum” one day each Strive for best English in translation of all Latin.

Cicero – six books.,  Prise composition from “In Latinum” one day each week. Compare with style of Caesar. See that the translation brings good English that it is not a transference rather than a translation. Strive toward thinking in Latin.

Vergil: An understanding of scansion. Translation of six books with a study of Roman Mythology.

English

To avoid expense to individual pupils in buying necessary classics, a plan has been instituted by which each pupil on entering the HS pays one dollar.  This is expended for classics which remain in the library year after year. The School Board will give such assistance as is needed until the plan is well on its feet. Though in force but one year no call has yet been made on the Board. Several of the classics are no win the library in sufficient numbers to supply classes.

First Year

1. Text one day each week. Special study of the paragraphs and unity.

2. Composition to hand in for criticism one each week.

3. Literature. Three days each week. Study: Cooper’s Last of the Mohicans. Longfellow’s Tales of a Wayside Inn; Hawthorne’s House of Seven Gables.

Second Year

1. Text one day each day (sic)

2. Composition, one each week. Give careful attention to choice of words.

3. Literature, three days each week. Study: George Eliot’s Silas Marner; Tennyson’s The Princess, Shakespeare’s Merchant of Venice, Scott’s Lady of the Lake.

Third Year

1. Text one day each week.

2.  Composition, one day each week. Special attention to narration and description.

3. Literature – Dicken’s Tale of Two Cities, Shakespeare’s Macbeth, Thackeray’s Vanity Fair. Special study of the novel as a form of literature.

Fourth Year

1. Such points in text as may arise in work. History of English and American Literature.

2. Some attention to exposition and argumentation.  Special attention to theme writing.

3. Literature – Emerson’s Self Reliance and Compensation. Shakespeare’s Hamlet. Milton’s Paradise Lost. Hale’s A Man without a country.

GENERAL

Admission

Students completing the Grammar Department are regularly promoted into the HS. Students holding county diplomas are admitted without examination.

Students may enter the HS on passing a satisfactory examination in the 8 common school branches. Non-resident of Brown Township are admitted to the Primary Department at a $1 a month; intermediate department $1.25 ; grammar dept $1.50. High School $1.75.  Resident of Brown Township are admitted to the 7th and 8th grade and HS free of tuition.  Tuition is invariably paid in advance and will not be refunded except in case of protracted illness.

Diplomas

Pupils comple3ting 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

Text Books

Algebra – Wentworth’s New School

Geometry – Wells

Ancient History – Myers & Allen

The Growth of the French Nation – Adms

English History – Montgomery

Composition and Rhetoric – Scott and Denny

First Lessons in latin – Coy

Caesar – Kelsey In Latinum – Caesaer

Cicero – Kelsey. In Latinum – Cicero

Vergil – Comstock

Latin Grammar – Bennett

Physics – Carhart and Chute

Physical Geography – Tarr

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

Lulu M. (Milligan Taylor ….. Heckland, Ind

Ida M. McIntosh ….. Crawfordsville, Ind

Arthur F. Canine (deceased

|Willard Canine (deceased)

Sarah B. Freed ….. La Fayette (sic) 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 ….. Williamsport, 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 ….. Wavfeland, Ind

Jasper L. Rice ….. Waveland, Ind

Nellie E. Burks Moore ….. Fayre, Penn

Barnett W. Harris ….. Waveland, Ind

Class of ‘96

Augusta Hartung Peterson ….. 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 …. Eldorado, Ill

Martin H., Foster ….. Eldorado, Ill

Lottie Pickard Teegarden ….. Waveland Ind

Cecil C. Rusk ….. Waveland, Ind

Lela Foster ….. Crawfordsville, Ind

Alexander Moore ….. Waveland, Ind

Effie (Willoughby) Tapp ….. Waveland, Ind

Class of ‘98

Frank Alspaugh ….. Waveland, Ind

Mike Conway ….. Waveland, Ind

James Barton …..  Waveland, Ind

Grace Deere ….. Waveland, Ind

Grace (Demaree) Dronenberger ….. Peoria, Ill

Anna Foster Trump ….. Eldorado, Ill

Class of ‘99

Maye Demaree ….. Waveland, Ind

Margaret Hanna ….. Roachdale, Ind

Ethel Hodkin Stilwell ….. New Market, Ind

Pearl Guy ….. Waveland, Ind.

Perla Petty ….. Kansas City, Mo.

Mollie Robertson Smiley ….. Waveland, Ind

Carrie Rusk ….. Waveland, Indiana

Elizabeth Shanks ….. Waveland, Ind

Mayme Straughan ….. Waveland, Ind

Class of ‘00

Olive Hanna ….. Waveland, Ind

Lala Ghormley ….. Waveland, Ind

Carl Ghormley ….. Waveland, Ind

Maud Straughan ….. Waveland, Ind

Delle McCall ….. Waveland, Ind

Sadie Barton ….. Waveland, Ind

Kate Rivers ….. Judson, Ind

No Graduating Class in 1901, owing to extension of course to four years.

Rules of the Board

Superintendent – Powers and Duties

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

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

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

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

Duties of Teachers

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

2. Whenever the pupils are going in or out of the building, at the opening 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 reserved the right to dismiss a teacher at any time.

Duties of Pupils

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

2. No pupil shall be excused from school after entering for the day except at the direction 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 the stairways. They shall not loiter about the school premises after the close of school.

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

7. Willful mutilation, defacement, or destruction of school property lays the offender liable to suspension.

8. 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.

9. 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 sweet and dust the school rooms and halls as often as necessary to keep them clean.  He shall was and keep in good order at all times the windows and woodwork of the building and shall be ready at all times to carry out the directions of the Superintendent and of 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 , outhouses and grounds in good condition.  He shall supply the rooms with the proper amount 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.

Classification of Pupils

In the High School 32 credits, properly distributed, constitute the work required for graduation.  A full year of work is 8 credits.  A term of satisfactory work in a subject gives one credit.

(1901 – Seniors  with Credits and  Days Present (9)

Bertrell Stewart   24  - 152

Fred Spruhan       24 – 160

Wilbur Spencer    24 – 153 ½

Ira Sharp               24 – 160

Walter Penn          24 – 153

Etta Galey             24 – 151 ½

Alonzo Deere        24 – 157 ½

Campbell Carpenter 24 – 150

Joe Butcher             24 – 124

Juniors (1902) – 13 total

Mabel Robertson     16 – 153 ½

Grace Penn               16 – 154 1/2

Drew McCormick     16 – 138

Ira Lee                       16 – 160

Hazel Jarvis                16 – 159

Jessie Hodgkin            16 - 154

James Guy                   16 – 156

Elna Gibson                16 – 157 1/2

Hazel Dietrich            16 – 160

Frank Demaree           16 - 154

Ray Deere                   16 – 154 ½

Clarence Burford        16 – 158

Sophomores (1903) – (15 total)

Cecil Thompson          13 – 146 ½

Tom Johnson w             8 – 82 ½

Ted Johnson w               8 – 18

Lola Jarvis                    13 – 152

Nellie Hodgkin             14 – 151

Clara Young                    8 – 159

Howard Swisher              8 – 159

Maud Moore                    8 – 159

Jennie Lee                       8 – 159

Opal McCullough           14 – 156

Doott Jarvis                      8 – 146

Nellie Huston                   8 – 160

Alberta Hanna                  8 – 149

Leon Guy                         8 – 160

Mellie Butcher                 8 – 160

Freshmen (26 total with some withdrawals)

Edith Jonson                   6 – 160

Arthur McGaughey w     4 – 113

Ethel Smith w                  4 – 107

Ethel Jarvis w                         72

Sarah Canine w                        7

Jessie Blake w                        93

Nellie Wasson                 2 – 102

Golda Armstrong                    147

June Armstrong                      141

Orpha Cook                            147

Velma McCullough                150

Ethel Scott                               137 ¾

Olive Shaul                             138 ½

India Wilson                           138 ½

Bertha Ward                           123

Mary Proctor                            53 ½

Harry Barr                              153

Willie Barton                          145

Loris Courtney                       160

Irvine Deere                           155 ½

Carl Demaree                         128

Raymond Hanna                    158

Murray Thomas                     157

Willie Leonard                       131 ½

Frank McNutt                        152 ½

Raymond Stewart                   145 ½

Eighth Year (17 total)

Ferrol Bilbo  157

Rose Conner  155

Laila Ghormley 160

Mildred Kleiser  152

Forrest Milligan 149 ½

Edith McCampbell 150

Blanche Oglesbee 119

Vivian Oldshue  154

Alberta Smith 153

Lester Clark  160

Glenn Fullenwider   154

Newton Fullenwider  127 ½

Milford Milligan  134 ½

Frank Robertson  152

Guy Hanna  w 112 ½

Zola Manning  w 61 12/2

John Reddish  w  3

Seventh Year (29)

Georgia Clore  w  123 ¾

Harry Galey  w   46 ½

Clay Lewis w    114 ½

Willie McGaughey  w  112

Bert Rice  w 54

Nettie Rice  w  35 ¼

Jessie Alsaugh 153

Harry Barton 150

Donald Bilbo  137

Irene Clemens  158

Mary Conway   152

Ethel Fullenwider  154

Ray English  117 ½

Walter Ghormley  160

Mora Gibson  160

Opal Goslin 160

Beatrice Harshbarger 123

Jessie Humphries  149

Joe Huston  159

Hubert Loudermill  153

Clifford McCullough  147

Tom McNutt  154

Clydia McQuown  145 ½

Maud Miller  150 ½

Walter McGaughey  w  112

William Oglesbee  124

Stella Scott  156

Madge Spruhan  160

Clarence Wood  145

Sixth Year (36 with several withdrawals)

Ina Barton  160

Withrow Clore  w  131 ½

Dan Conway   144 ½

Letha Cook  128

Roscoe Crabb  w  126 ½

Edythe Lucas  150

Herbert Lough  w 94 ¾

Joe Manning w 66 ½

Ollie McKinsey  w   32 ½

Earl Moore w  6 ¾

Marie McClain  w  68

Glen McGinnis  101 ½

Anna Robertson  97 ½

Bessie Robertson  151 ½

James Norris  58 ½

Cecil Shepherd w  46 ½

Ray Ward 141

Roy Ward  140

Maude Armstrong  154

Lyle Courtney  132

Ben Canine  153

Gladys Fisher  148

George Fullenwider  155

Madge Jarvis  154

Forrest Jarvis  144

Wilson Lee  140

Mabel Lough 138

Clarence Milligan  155

Olive Moore  140

Maurice Miles  153 ½

Mabel  Moss  91

Grace Oldshure  159

Reed Stewart  150

Fearn Spencer  150

Winford Sharp  159

Bennie Scott 157

Fifth Year  (17)

Harry Clore  154 ½

Rue Durham  155

Wallace Coleman  678 ½

Guy Spruhan  154

Edith Brown  128

May Davis  154

May Ghormley  156 ½

Miriam Hughes  148

Mary Milligan 160

Mabel Moore  150

Lela McMullen 138 ½

Bertha Spencer 154

Warren Reddish  10

Daniel Milligan  w  143

Harry Yount  156

Henry Alward  w 47 ½

Cornelius McKinsey  32 ½

Fourth Year (16)

Hallie Wilson  25

Henry Hickman  w  75

Lester McGinnis  95

Wilma Clark  w  35

Burr Crabb  152

Irene Barton  151 ½

Mary Barr  145 ½

Linsey Britton  153

Warren Harshbarger  145

Naomi Johnson  154

Chester Miller 153

Edith McGaughey  130

Earl McNutt  158

Gertrude Davis   100

Mary Norris   154 ½

Elvin Ward  154

Third Year  (24)

Guy Marshall  w  42

Oliver McCall  96 ½

Clarence Sowers  50

Grace Clark   145

Louise Gibson  147

Albert Huston  125 ½

Charley Herod  136

Nellie Roberton  151 ½

Ira Scott  155

Marsenia Smith  92 ½

Lela Davis   138 ½

Joe Loudermill  151

Mabel Milligan  144

Anna Rebecca Miles  136

Lewis Miles  147

Georgia Moore 144

Victor Moore   152 ½

Eddie Moody  160

Ernest Jones  103 ½

May Jarvis  109

Othol Jarvis  111

Everet Wright  146 ½

Bessie Young 160

Hazel Zackary (sic)  158

Second Year  (40)

Grace McCall 104 ½

Emma Steeele  w  37

Hubert Rivers  w  3

Bessie Birch w  107

Rupert Belton  w  61

Harry Cook  152 ½

Leonard Davis  131

Grover Ferguson w 1

Fredia Marshall w  133 ½

Pearl McKinsey   111 ½

Francis McQuown 158

Lucy Lough  139

Ray Simpson  w  114

Georgia Riley 10

Charlotte Britton 153 ½

Earl Gilliland  117

Grace Birch  w  105

Glenn Collings  125 ½

Marie Coleman  63 ½

Marjorie Cuppy  147 ½

Mildred Demaree  128 ½

Glenn Ghormley   140

Ruby Goslin 150 ½

Fairabie Grimes  156

Julius Grimes   160

Wilford Herod  154

Lawrence Hughes  143

Helen Kelso   151 ½

Anna McKinsey  137

Fred McNutt  150 ½

May Masterson  125

Raymond Moore   140 ½

Guy Rice  150 ½

Lulu Seits   142

Frank Shaul  140

Gail Shular  136 ½

Roy Sowers  148

Luanna Stewart  143

Joe Jarvis 61

Frank Zackary  140

First Year (21)

Goldia Alward  w 85

Lola Alward 90

Katie Dailey 111

Carrie Dillman 146

Corrine Fisher  144

Alga Glaze  140

Margaret Hanna  w  11 ½

Gale Howard w  40 ½

Albert Heslar  122 ½

Bessie McClain  87 ½

Clem Moody  159

Bessie Moore   140 ½

Logan Moore   115

Eulala Patton   111 ½

Park Spencer   145 ½

Annettie Yount   145

Clara Davis  w  67 ½

Fannie Shanks  122

Maud Glaze  w  24

Virginia Milligan  w  15

Hazel Riley  20

HONOR ROLL

Those neither tardy nor absent

Fred Spruhan

Ira Sharp

Ire Lee

Hazel Dietrich

Leon Guy

Mellie Butcher

Laila Ghormley

Lester Clark

Loris Courtney

Walter Ghormley

Mora Gibson

Opal Goslin

Ina Barton

Mary Milligan

Bessie Yount

Eddie Moody

Julius Grimes