Cfce Et&rarp of t|?e Qntoerisitp of J13ort& Carolina (Collection of jRottf) Catoliniana jfrorn tiie Etbrarp of H.W.W*\Xer 379.5T Pi'fc/laJt This book must not be take n fv om the Library building. UNIVERSITY OF N.C. AT CHAPEL HILL LUNC-15M F.38 OP-15906 00049658066 ASHEVILLE CITY SCHOOLS COURSE OF STUDY FOR GUIDANCE OF TEACHERS SECOND EDITION 1906-1907 PRESS OF HACKNEY & MOALE CO., ASHEVILLE, N. C. INDEX PAGE Arithmetic. 5 Art.114 Domestic Science.125 English. 22 Ethics. 51 Geography. 55 Geometry. G5 High School Course.132 History and Civics. 67 Home Reading. 78 Manual Training.115 Nature Study. . ;. 84 Penmanship. 91 Physical Training.119 Physiology and Hygiene. 92 Reading. 97 Sewing.130 Spelling.Ill Time Allotment.113 Vocal Music.125 INTRODUCTORY REMARKS. This Course of Study is meant as a guide for the teacher, pre¬ senting the matter to be taught in natural sequence, rather than as a prescribed amount of work to be done. It is a recog¬ nized fact that some grades and some teachers are able to do more than others working with the same course of study. Much depends upon the teacher, the grade, and the social conditions of the school district. It is, therefore, urged that teachers make a careful study of their children and of the course of study, in order that they may make wise adaptations to suit their own peculiar conditions. At the same time, it is expected that the unity and progressive order of the course will be maintained. It will be seen that in some subjects only type forms are sug¬ gested. In the supplementary reading course, many sets of books are suggested. Some of these will not be available in some schools, and others will not be necessary. It is for the teacher to make such selections of topics or books as are best suited to the occasion, the grade, her own tastes, and the equip¬ ment of the school. Not every lesson in the reader is, of neces¬ sity, to be read; nor is everything under the subject of geog¬ raphy to be studied. Such types should be selected in any sub¬ ject, however, as will preserve a natural pedagogic order of sequence, and develop the principles of the subject in progres¬ sive order. Where teachers’ helps are suggested it is not to be inferred that they are the only ones to be had, nor that they are always the best. The teachers’ libraries of the various buildings are so different in their collections, that it will be necessary for each teacher to study the books of her building carefully, so that she may get the most help available. The distribution of work presupposes tAvo divisions for each grade, an A class, and a B class; and, consequently, tAvo pro¬ motions during each session, or one at the close of each half session. In subjects where these divisions are not outlined, it is expected that both divisions of the grade will take the work as one class. But if for any reason a teacher finds it advisable to make division work of some of these subjects, this may be done. Promotions should be based, not so much upon what or hoAA r many things a pupil knows, but upon what he can do with neAA r lessons—upon his ability to meet and overcome difficul¬ ties. There is no reason why a division may not do more than the 4 INTRODUCTORY REMARKS work prescribed for it, if it can be done with ease and tlioro- ness. Therefore, it is not intended that “grades” shall neces¬ sarily correspond to “years” of work. A bright class should not be held down to the course if it can go farther. One of the purposes of the topical method followed in the course is to break up the habit some teachers have of mechani¬ cally taking a text-book for a guide. It is strongly urged that teachers who have been in the habit of following such a prac¬ tice, begin now to make a more scientific and pedagogical study and application of their work. Let there be a great variety of sources from which pupils can draw their information, and en¬ courage on the part of pupils the use of other texts than those on the school lists. Due acknowledgment is hereby made for the help got from the courses of study of Louisville, Cleveland, St. Louis, New York and Goldsboro, and also to the teachers and principals of this city who have very materially assisted in the preparation of the course. R. J. TIGHE, Superintendent. ARITHMETIC Many leading educators and business men of the country are of the opinion that radical changes are needed in both the mat¬ ter and the method of arithmetic teaching. Said the Commit¬ tee of Ten : “The course in arithmetic must be at the same time abridged, and enriched: abridged by omitting entirely those subjects which perplex and exhaust the pupil without affording any really valuable mental discipline; and enriched by a greater number of exercises in simple calculation and in the solution of concrete problems.” There is too much “mere figure work” in our arithmetic course, and too little drill in magni¬ tude relations—the foundation of all mathematical thought. We need to pay more attention to what may be termed the training of the mathematical sense in children, or the getting of real number concepts; for without such knowledge as a basis all later work in mathematics must be to a large extent a memory process and a drudgery. It is evident that in order to think in mathematics one must be able to see clearlv at all times the number relations. The t/ child should know that the symbol six may carry with it the thought of magnitude or the thought of ratio. Too often a number is merely a symbol to the pupil, something to be jug¬ gled with in order to get an answer. He ciphers, but he does not see relation. He figures, but he does not think. He cannot think when the symbols are empty to him, or have nothing back of them in consciousness. So the need of magnitude images back of the symbols is evident, and this can only be got by num¬ berless repetitions of magnitude relations of concrete things. The number idea has its origin in measurement, so primary teachers now begin the teaching of number with measurement. And for all practical purposes the uses of number end in meas¬ urement—measurement of land, of money, of products, of heights, depths and lengths, of heat, of light. Hence it is evi¬ dent that in order to train a child to do any mathematical thinking much must be done in a concrete way. The Commit¬ tee of Ten in its report makes special mention of this need. But there is also another great need, and it is that of a greater degree of accuracy in all work. It is much better that a pupil should do a little work accurately than that he should work many problems and make mistakes. Says a noted writer on this subject: “If in the daily tests of the ability of pupils in figuring, more than twenty-five per cent, of the papers are 0 ASHEVILLE COURSE OF STUDY imperfect, the teacher is at fault. Either the lesson is too heavy, or the teacher does not sufficiently impress upon the pu¬ pils the importance of accuracy in ciphering.” And again, “The pupil has been taught to believe that 00 per cent, of accu¬ racy is good * * * and 05 per cent, excellent. * * * Then perhaps the pupil leaves school. For six years he has been taught that 05 per cent, is excellent; 00, good; 80, fair; and even 70 good enough to ‘pass. 1 He goes out into the business world, to learn that 00 per cent, of accuracy in figuring, instead of being good, is absolute failure; that there is no place in the world for a ninety-per-cent, accountant. His inaccurate facility in the use of figures gained for him much credit in the school room, but in the store it is worthless. The fact that he knows how to solve problems, and can explain them with the ‘Fences’ and ‘sinces’ in their proper places, is of no avail in his effort to retain his place as an accountant. He is inaccurate; hence his work is of no value whatever.” The remedv lies in the careful solution of many simple problems in which one of the chief aims is accur- ,cy. “Many a teacher sits up at night to correct errors that he might better sit up in the daytime to prevent.” The order in which the work must be done is: perceive , ex¬ press, memorize. No two of these steps are complete without the third. So Ave may have perception of the relations and ex¬ pression of the same, but unless these facts are memorized for future use there will be little facility or accuracy, ft is aston- isliing to find that often the thirty-six additive facts are not learned in the first five years of school life. If one of these facts Avere memorized during each Aveek of the second year the Avliole list would be coA T ered. And, again, there are but sixty-four pri¬ mary facts of multiplication which certainly ought not to take longer than four years to learn; yet Ave find pupils in the fifth, sixth and seventh grades often who cannot multiply or divide accurately, because tliev have not memorized some of these facts. These primary facts of number must he memorized per¬ fectly. It is not sufficient that they be perceived. The real teacher uses objects only so long as they are necessary to clear imaging of magnitudes and relations; but in every case she uses objects long enough to accomplish this. The facts are then gen¬ eralized and memorized. The child should knoAV that C> and 5, or 5 and G, are 11 the instant he sees the combination without any expense of energy in again imaging the magnitudes. But there will be very little profit in committing to memory until the facts are discerned; just as there will be but little progress until the facts are memorized. ARITHMETIC 7 GRADE 1A. Reading.— To 100. Counting.— By l’s to 20 and back; by 10’s to 100 and back. With objects at first. Integers Written. —First, by marks as I, II, III, IIII, mil, mil I, mil II, mil III, mil IIII, IIIII mil; sec¬ ond, by symbols, 1, 2, 3, 4, 5, to 10. Additive Facts. 12345678 9 23450789 11111111122222222 23456789 10 456789 10 11 Sums found by counting objects at first; value of each number and combination, as, 2 and 4 are 6, 4 and 2 are 6, should be rec¬ ognized at sight without counting; combinations memorized. Subtraction. —Teach subtraction tables covering same ground as addition. 1 2 o 4 rr 0 6 7 8 9 10 — 1 — 1 — 1 — 1 — 1 - -1 - -1 — 1 — 1 — 1 0 1 9 3 4 5 6 7 8 9 2 3 4 5 6 7 8 9 10 11 —2 9 — —2 —2 —2 - _o -2 _o 9 — a - 0 i 9 LU 3 4 O 6 7 8 9 Measurements and Comparisons. —Pint, quart; cent, five- cent piece, dime; contents of vessels measured in quarts; quart measured by pints. Objects bought and sold for paper pennies; five cent piece and dime measured by cent. Two groups of ob¬ jects of same kind compared to find out how many more there are in one than in the other. Exercises with ten. Problems should be solved by arranging and counting objects or their pictures; no formal analysis. Correlate whenever possible with manual training, nature study, reading, and other subjects. Text-Book.— Use the first chapter of Smith’s Primary Arith¬ metic as a reference. 8 ASHEVILLE COURSE OB 1 STUDY GRADE IB. Reading and Writing.— Numbers to 100. Counting.— By 2's to 20. bv 3’s to 18, bv 4’s to 20, and back ward to starting point in each case. Additive Facts. 3456789456789 3333333444444 6 7 8 9 10 11 12 8 9 10 11 12 13 Subtraction.— Cover same ground as in addition. 3 4 5 6 7 8 9 10 11 12 —3 —3 —3 —3 —3 —3 —3 —3 —3 —3 0123456789 4 5 6 7 8 9 10 11 12 13 —4 —4 —4 —4 —4 —4 —4 —4 —4 —4 012345 6 789 Develop with objects as in 1A and memorize. Apply in increas¬ ing and decreasing a number of two orders, no carrying, no borrowing, as 5+4=9; 25+4=29; 85+4=89; 9—4=5; 29—4 =25. Signs. +, —, =. Written Work.— In column addition not more than five numbers, no addend greater than four. In addition and sub¬ traction, two orders, no carrying, no borrowing. Measurements and Comparisons.— Inch, foot; lengths meas¬ ured in inches and feet. Contents in pints and quarts; no com¬ pound numbers. Foot measured by inch, quart by pint, five cent piece and dime by cent. Buying and selling, making change. Lengths of lines of integral number of feet or inches compared; one line is how much longer than another? Length and width of desk top, blackboard, floor, and other areas in the school room. Exercises within twenty. t/ Problems. — Oral : But one operation in a problem; objects or their pictures arranged, and results obtained by addition or ARITHMETIC 9 subtraction when the number falls within the combinations studied. Numbers within twenty. Written : Addition and subtraction. Correlations.— As in 1A. Text-Book.— Chapter one, Smith’s Primary Arithmetic, should be used as a reference. GRADE 2A. Reading and Writing. —To 1000; Roman numerals to XII. In teaching the reading of numbers be careful to bring out the group idea by naming the numbers at first as follows: two tens and one, two tens and two, six tens and three. When this is clearly understood use ordinary names, as twenty-one, twenty-two, sixty-three. In teaching written numbers be care¬ ful to bring out the idea of place value, as thirty-five is three tens and five, 46 is 4 tens and 6. Counting.— By 3’s to 30, by 4’s to 40, by 5’s to 50. , Additive Facts.— Review work of first year. New combina¬ tions : 5 67896789789899 555556666777889 10 11 12 13 14 12 13 14 15 14 15 16 16 17 18 Develop and memorize until recognized at sight. Subtraction.— Tables covering same ground as addition. 5 6 7 8 9 10 11 12 13 14 —5 —5 —5 ■ —5 —5 —5 —5 —5 —5 —5 0 1 3 4 5 6 7 8 9 6 7 8 9 10 11 12 13 14 15 —6 —6 —6 —6 —6 —6 —6 —6 —6 —6 0 1 2 3 4 5 6 7 8 9 7 8 9 10 11 12 13 14 15 16 ry — i —7 —7 —7 —7 —7 —7 —7 —7 —7 — — — — — — — — — — 0 1 2 3 4 5 6 7 8 9 10 ASHEVILLE COURSE OF STUDY 8 9 10 11 12 13 14 15 16 17 —8 —8 —8 —8 —8 —8 —8 —8 —8 —8 0 1 2 3 4 5 6 7 8 9 9 10 11 12 13 14 15 16 17 18 —9 —9 —9 —9 —9 —9 —9 —9 —9 —9 0 1 2 3 4 5 6 7 8 9 Memorize. Apply to above combinations in increasing and decreasing a number of two orders by a number of one order, as, 6 plus 7 equals 13, 36 plus 7 equals 43, 9 minus 6 equals 3,* 79 minus 6 equals 73. Fractions.— Halves, fourths, thirds, sixths of (a) single ob¬ jects, (b) divisible numbers. Illustrate by paper folding, cut¬ ting of paper and objects, drawings. Develop fourths from halves, sixths from thirds. Addition and Subtraction.— Written : Numbers of three orders; in column addition not more than four addends, the sum of no column to exceed thirty. Subtraction with numbers of three orders without borrowing. Special attention to proofs and accuracy. Drill for rapidity. Measurements and Comparisons.— Quarter-dollar, half-dol¬ lar, dollar; gallon ; hour, day, week ; square inch. Review units of proceeding grades. Exercises with units similar to those in IB. Making change to one dollar with half-dollars, quarters, dimes, five cent pieces, and cents, as in common practice. Read¬ ing time by clock to hour, half and quarter. Problems.— Oral and written, addition or subtraction. Work limited to integers of two orders, and should be within combi¬ nations studied. Text-Book.— Complete part one of chapter two, Smith’s Pri¬ mary Arithmetic. «/ GRADE 2B. Reading and Writing.— To 1000; Roman numerals to XX. See suggestions in 2A. Counting.— By 2’s, 3’s, 4’s, and 5’s, as in IB and 2B, as a preparation for multiplication tables; by 2’s and by 3’s begin¬ ning with 1 or 2 to 100 and back. ARITHMETIC 11 Addition and Subtraction. — Oral: The addition and sub¬ traction facts reviewed. Drill on recognizing these at sight. Written : Column addition limited to six addends. Subtrac¬ tion with borrowing. Special attention to proofs, accuracy and rapidity. Work not to include numbers exceeding 3 orders. Multiplication. — Oral: Tables developed, memorized and applied through 5’s. Division within the tables, as, 45 divided by 5, and 45 divided by 9. Study of multiples. Written: Multiplicands of two orders, multipliers 2, 3, 4, 5. Divisors not greater than 5. Fractions.— Partition exercises within the tables, numera¬ tors 1. Signs, x, -f-. The sign of multiplication may precede the multiplier, as: 6c. x 5; or may follow, as 5 x 6c. Measurements and Comparisons.— Minute, hour, day, week; reading time by clock to minutes; writing daily the date as, Monday, December 5, 1905; pound (avoirdupois), ounce. Re¬ view units learned in preceding grades. Form rectangles of inch-squares of cardboard, draw rectangles with integral num¬ ber of inches in each dimension and separate them into inch- squares, find how many times the rectangle contains a one-inch square, and what part one row of squares is of the whole. Problems.— Problems should include finding the cost of sev¬ eral articles when the cost of one is given, and the reverse. De¬ nominate units in problems, e. g. How many pints in a num¬ ber of quarts? How many quarts in a number of pints? Treat as multiples. Each problem should involve but one operation, and written problems should be limited to integers of two or¬ ders. Correlations as in preceding grades. Text-Book. —Complete part two of chapter two in Smith s Primary Arithmetic. GRADE 3A. Reading and Writing. —Numbers of five orders. Teach both words and figures in writing. Roman numerals to M. Be care¬ ful to teach the value of place in both numeration and notation of numbers. Counting.— By 6’s, 7’s, 8’s, 9’s, as preparation for multipli- 12 ASHEVILLE COURSE OF STUDY cation tables, and by 4’s and 5\s beginning with 1, 2, 3, or 4 to 100 and back. Addition and Subtraction.— Oral : Continue drill on addi¬ tion and subtraction facts as in 2B. Numbers of two orders increased or decreased by 10 or a multiple of 10; as, 34+20=54. 54—20=34. Learn to do this at sight. Written : Numbers of four orders, including dollars and cents; columns of figures in addition limited to eight ad¬ dends. Subtraction, using numbers of four orders with bor¬ rowing. Special attention to proofs, accuracy and rapidity. Teach names of terms in addition and subtraction. Multiplication.— Oral : Tables to 0x0 developed, memor¬ ized, and applied. Division and partition work within the tables. Study of multiples. Dividing at sight with remain¬ ders. Written : Multiplication of numbers of three orders by numbers of one order, the dividend to be a multiple of the di¬ visor. Teach names of terms in multiplication and division. Fractions.— Writing and reading fractions, 1-2 to 4-5, i. e., 1-2, 1-3, 2-3, 1-4, 2-4, 3-4, 1-5, 2-5, 3-5, 4-5. Finding fractional parts of numbers that are multiples of the respective denomi¬ nators. Comparison of 3, 4, 6, with 12; 4 and 8 with lfi, etc. Apply to multiplication tables. Measurements and Comparisons.— Review denominate units already studied. Square inch, square foot, cubic inch. Form¬ ing rectangular solids with one inch cubes. Finding how many times the solid contains one inch cube, and what part one layer of cubes is of the whole. Objective comparison of half and fourth to find out how much larger the half is. Problems.— Oral and written problems should include a re¬ duction of units of one denomination to units of the next higher or lower, and the finding the cost of one or more articles, the cost of one or more being given. Oral work of this nature should always precede the written where a new feature is intro¬ duced. The process should be familiar before problems involv¬ ing large numbers are attacked. The child should be taught to keep before him the three questions arising in the solution of every problem: (a) What facts are given? (b) What fact is required? (c) What is the process? ARITHMETIC 13 Written problems of two operations should be limited to in¬ tegers of two orders. Correlate with manual training, drawing, nature study, and other subjects. Text-Book. —Complete part one of chapter three in Smith’s Primary Arithmetic. GRADE 3B. Reading and Writing. —To numbers of five orders; Roman numerals to M. Teach both words and figures in writing. Teach the value of place. Dollars and cents. Counting.— Drill and review as in preceding grades, also count by 6’s and 9's to 100 and back, beginning with numbers smaller than six and nine respectively. Addition and Subtraction. — Oral : Drill as in preceding grades, emphasizing instant recognition of additive and sub¬ traction facts. Increasing or decreasing a number of two or¬ ders by a number of two orders, no carrying, no borrowing. See 3A. Increasing or decreasing at sight a number of three orders by a number of two orders, as 156+30=186; 186—30=156. Written: Numbers of four orders, including dollars and cents. See suggestions in 3A. Multiplication and Division. — Oral: Special drill in rapid multiplication and division of numbers of one order, to fix multiplication tables. Written: Multiplication of numbers of three orders, including numbers containing dollars and cents, by numbers of two orders. Special attention to proofs. Short division by 10, 20, 30, 40, etc. Long division introduced with divisors whose unit figure is 1 or 2, as 21, 22, 31, 32. After¬ wards 13, 14, 15, and then other divisors, having not above five in units place. Teach all terms of the four fundamental oper¬ ations. Fractions. — Oral: Halves reduced to fourths, to sixths; thirds to sixths. These fractions added and subtracted at sight. Written: Addition of two mixed numbers containing the foregoing fractions, subtraction of mixed numbers, when the fraction of the minuend is larger than the fraction of the sub¬ trahend. Finding fractional parts of integers of three orders which are multiples of the denominators of the fractions, as 1-3 of 360=120. 14 ASHEVILLE COURSE OP STUDY Measurements and Comparisons.— Finding areas of rectan¬ gles by taking the product of the number of square inches in each strip by the number of strips. Rectangles divided to show objectively that l-2=2-4=3-6; 1-3=2 0. Objective comparison of half and sixth, third and sixth, half and third, to find how much each is larger or smaller. Square inch, square foot, square yard. Volumes in cubic inches (objective). Gill. Time completed (table). Problems.— Problems should include the finding, for ex¬ ample, of the cost of five articles when the cost of three is given ; finding the number of articles that can be bought for 10 cents, when, say, 3 cost 5 cents. Problems may involve two or three operations; operations may be indicated by signs. For teach¬ ing analysis of problems, observe suggestions given in 3A. Correlations as in 3A. Text-Book.— Complete part two of chapter three in Smith’s Primary Arithmetic. GRADE 4A. Reading and Writing.— Numbers to 100,000. Teach value of place. Review Roman numerals. Distinguish between abstract and concrete numbers as to use. Define numeration, notation, concrete number, abstract number. Counting. —By IPs to 132, by 12’s to 144, as preparation for multiplication tables; also rapid drill with numbers under 10 to 100 and back, beginning with 1, 2, 3, etc; also by 10’s to 100 and back; by 100’s to 1,000; by 1,000’s to 10,000; by 10,000’s to 100,000. Addition and Subtraction.— Oral : Rapid drills as in 3A and 3B. Sum and difference of two numbers of two orders, e. g., 28+35, 28+58, 95—09, 35—29. Drill on addition and subtraction endings, as, addition of numbers ending in 0 and 7 will give a number ending in 3. Written'. Special attention to rapidity and accuracy. Multiplication and Division.— Oral: Tables through 12x12. Multiplication of any two numbers whose product is 50 or less. Finding two factors of numbers within 144. Rapid drills as in preceding grades. Written : Multipliers and divisors of three orders. Teach short methods when multiplier or divisor is 10, 100, or 1000. Insist upon short division when divisor is less than 13. -Special attention to proofs. ARITHMETIC 15 Fractions. —Special attention to business fractions: 1-2, 1 -3, 2-3, 1-4, 3-4, 1-5, 2-5, 3-5, 4-5, 1-6, 5-6, 1-8, 3-8, 5-8, 7-8; operations on multiples of tlie denominators within 100. Addition and subtraction of fractions whose least common denominator may be found by inspection, the same of mixed numbers. Multipli¬ cation of an integer by a mixed number containing one of the business fractions. Measurements and Comparisons.— Mile, distance between a few well known places in the city, dimensions of city lots, linear, square and cubic measures. Tables developed, i. e., com¬ pare square inch and square foot and then memorize. Lengths and areas as in 3B. Volumes of rectangular solids by taking the number of cubic units in one row or one layer as the multi- plicand, as 6 sq. ft. x 5 = 30 sq. ft. Dimensions of room, area of floor, contents of room estimated and then measured; similar exercises with boxes. Diagrams drawn to a scale to represent areas, rectangles separated into equal parts and easy fractions of them compared to And how much greater one is than the other. Lengths measured to half inch, fourth inch, eighth inch. Problems. —Finding a quantity when a fractional part of it is given, occasionally illustrated by drawings and objects. Problems may involve two or more operations, operations may be stated as equations, and explanations should be required. See suggestions in 3A. Require pupils to construct and solve problems similar to those solved to fix knowledge of conditions and principles studied. Let much of the work in solving prob¬ lems be wholly oral. Correlations with manual training, drawing, geography, nature study, and other subjects. Text-Book.—C omplete part one of chapter four, Smith’s Pri- mary Arithmetic. c/ GRADE 4B. Reading and Writing. —Integers. By orders to 1000, by per¬ iods to 1,000,000,000. Relation of orders and periods. Common Fractions.— Classified and terms defined. Decimal Fractions.— Principals of decimal notation ex¬ tended to right of units three places, using T . S. money to illus trate at beginning; relation to common fractions. 16 ASHEVILLE COURSE OF STUDY Counting. —Rapid drill as in 4A. Addition and Subtraction. —Continue work for rapidity and accuracy as in 4A. Drill especially on addition endings, as, numbers ending in 6 and 7 will give a number ending in 3. Multiplication and Division. —Continue the work, both oral and written, for accuracy and rapidity, as outlined in 4A. Factors, Divisors, Multiples. —Distinguish between prime and composit numbers. Principles of divisibility by 2, 3, 5. Re¬ solving numbers into factors. Fractions.— Oral : Special attention to business fractions as in 4A, e. g., finding cost of articles at 50c., $1-2; at 25c., $1-4; at $1.50, adding cost at 50c. to cost at $1.00; at $1.25, same method. Written : Easy fractions reduced to lowest terms. Addition and multiplication without the formal use of the least common multiple. Measurements and Comparisons.— U. S. money, time, weight (avoirdupois). Plots of land of definite dimensions drawn to scale, cut up into building lots of definite dimensions; cost of fencing, value of each lot from value of whole; simple exercises pertaining to the purchase of a tract of land and selling by lots. Rectangle separated into eight equal parts, 1-2, 1-4 and 1-8 com¬ pared to find how many times 1-2 contains each of the others; what part of 1-2 is 1-4? What part of 1-4 is 1-8? Other frac¬ tions in series. Denominate Numbers.— Reductions limited to two opera¬ tions, as, gallons to pints, and vice versa. Problems. —Concrete problems in the work of the grade. Finding out what part one number is of another. Problems may involve more than one operation, explanations of pro¬ cesses in the form of analyses required, operations written in the form of equations. Merchants’ bills made out and receipted. Analysis. —In teaching analysis proceed as follows: (a) From the unit to the collection. (b) From the collection to the unit. (c) From the collection to the collection. (d) From the unit to the fraction. (e) From the fraction to the unit. Correlations. —With as many other subjects as possible. ARITHMETIC 17 Text-Book.— Complete part two of chapter four in Smith’s Primary Arithmetic. GRADE 5A. Reading and Writing.— Review work of 4th grade; extend the work in determining the order and value of figures. Fundamental Operations.— Review definitions of terms. Emphasize principles underlying fundamental operations. Re¬ view wherever weaknesses are discovered. Factors, Divisors, Multiples.— Review principles of divis- ability by 2, 3, 4, 5, 9. Continue work in resolving numbers into factors. See Written Fractions. Common Fractions.— Oral : Special attention to business fractions, e. g., cost of articles at 12 l-2c (1-8), at 16 2-3c (1-16), at 33 1-3 (1-3). Written : Easy fractions. Least common multiple developed and applied in addition and subtraction of common fractions, greatest common divisor developed and ap¬ plied in reduction of fractions to lowest terms, cancellation de¬ veloped and applied in multiplication and division of fractions. Least common multiple should be used in division with begin- • ners. Definitions reviewed. Decimal Fractions. — Written : Numbers containing three decimal orders, addition and subtraction, multiplication and division by integers. Reduction of decimals to common frac¬ tions, and common fractions to decimals. Develop and mem¬ orize principles. Denominate Numbers.— Reduction, addition, subtraction, multiplication and division limited to two successive denomi¬ nate units. Definitions and principles developed and memor¬ ized. Measurements and Comparisons.— Circular measurements, time, liquid, dry. Circle divided into four parts by diameters. Arcs and angles of 90°, perpendicular lines, right angles, lines, rectangles, or circles separated into equal parts to demonstrate the following principles: Multiplying the numerator of a trac¬ tion, multiplying the denominator, dividing the numerator, di¬ viding the denominator. Problems.— Finding a part of a quantity, finding a quantity when a part is given, finding what part one quantity is of an- 18 ASHEVILLE COURSE OF STUDY other. Concrete problems in all the work of the grade, includ¬ ing the finding of areas of rectangles. Problems may involve more than one fraction. Explanations of the processes should be required. Operations should be in lines of work or in equa¬ tion form indicated by signs. Bills as in 4B. Cancellation. —Apply to complex fractions and simple prob¬ lems. Text-Book.— Complete part one of chapter one, Smith’s In¬ termediate Arithmetic. GRADE 5B. Fundamental Operations. —Continue all previous study, operations, definitions and principles. Factors, Divisors, Multiples.— Review. Continue work in factoring. Find square root of the exact power of numbers less than 145. Continue work in least common multiple and greatest common divisor of application in fractions. Decimal Fractions.— Oral : Have memorized the equiva¬ lents of the business fractions, as, 1-4 equals 25c. Simple ap¬ plications to multiplication, as, .87 1-2 of 16=7-8 of 16=14. Written : The four operations reviewed. Decimal equivalents of business fractions (see 4A) found and memorized. Percentage.— Oral : Definitions developed and memorized. The per cent, equivalents of the business fractions found and memorized; simple applications. The three cases, finding a part of a number, finding a number when a part is given, find¬ ing what part one number is of another, introduced by com¬ parison with fractional exercises; commercial discount. Writ¬ ten : The per cent, equivalents of the business fractions mem¬ orized, simple applications. Simple problems in the three cases; commercial discount. Common Fractions.— Compound and complex fractions de¬ fined and simplified; easy common and decimal fractions of denominate numbers reduced to higher or lower denominations. Denominate Numbers.— Drill and review of all tables; oper¬ ations limited to three successive units. ARITHMETIC 19 Measurements.— Score, dozen, gross, great gross, quire, ream, considered and applied. Areas of rectangles. Areas of right triangles developed from rectangles. Problems. —Practical problems with all tables in denominate numbers and in percentage, including problems to find the gain and loss in buying in one denomination and selling in another. Explanations of processes required; operations indicated by signs. Bills—the model should have the date, name, address and business of the maker; name and address of the debtor, and terms debtor and creditor properly used; define same. Text-Pook.— Complete part two of chapter one, Smith’s In¬ termedia e Arithmetic. GRADE 6A. Common Fractions.— Brief review of the fundamental oper¬ ations of common fractions. Review in this connection L. C. M. and H. C. D. Decimal Fractions.— Brief review of the fundamental oper¬ ations within the limits of six orders. Percentage.— Rapid review of 5th grade work. Per cent, equivalents extended; practice in writing per cents, in four ways: (a) in words, (b) as common fractions, (c) as decimal fractions, (d) with per cent, sign, fractions of one per cent. Profit and Loss.— The direct case in commission, the direct case in commercial (trade) discount, simple interest for years only. When the pupil realizes that percentage is only a modi¬ fied form of fractions whose denominator is a constant (100) he feels himself more at home in the subject. Do not consider commercial transactions the only field for the application of percentage. The work may and should be based largely upon the observation and experience of the pupils. Measurements.— Contents of bins in bushels—memorize 2150. 4 cu. in. 1 bushel. Reduction of dry measure to cubic measure—memorize 231 cu. in. 1 gallon. Surface of rectangu¬ lar solids. Units of weight used by jeweller compared with those used by grocer—memorize 5700 gr. 1 lb. troy, 7000 gr. 1 lb. avoir. Denominate Numbers.— Review and rapid drill in funda¬ mental operations as outlined in preceding grades. 20 ASHEVILLE COURSE OF STUDY Problems.— Finding a number when the number plus or minus a part is given, and corresponding operations with per¬ centage. Practical problems on all work outlined for grade. Explanations according to approved forms of analyses re¬ quired; operations indicated by signs. Hills, checks, receipts, and endorsement of checks. Text-Book.— Complete part one of chapter two, Smith’s In¬ termediate Arithmetic. GRADE 6B. Simple Interest.— Interest and amount for years, months and days; interest and amount for time between given dates. No reference to indirect cases. Discounting notes. Measurements. —Potatoes, wheat, oats, etc., by weight, gal¬ lon of water by weight. Memorize 1 cu. ft. of water weighs 02 1-2 lbs. Board measure, measurement of wood for fuel. Simple work in carpeting, painting, wall-papering, plastering, and paving. Problems.— Practical problems on all work outlined. Ex¬ planations required, operations indicated by signs. Notes: marking, endorsing, discounting. Ratio and Proportion. Text-Book.— Complete part two of chapter two, Smith’s In¬ termediate A r i t h met i c. GRADE 7A. Notation and Numeration.— Notation and numeration of in¬ tegers, decimals, common fractions, and denominate numbers reviewed. Four Fundamental Operations.— Each operation—addi¬ tion, subtraction, multiplication and division—considered with reference to integers, decimals, common fractions and denom¬ inate numbers, including metric system of measures and weights. The underlying principles of each operation empha¬ sized. Short Methods.— Multiplying and dividing by integral pow¬ ers of ten, by aliquot parts of 100, and by business fractions (see 4A). Percentage.— Review and application of percentage, includ¬ ing interest. ARITHMETIC ‘21 W Rat^—T erms defined, written and applied. Simple Proportion.— Terms defined, written and applied to solution of problems. Measurements.— Longitude and time briefly treated in cor¬ relation with geography. Review of work in surfaces and vol¬ umes. Correlate with geometry. Problems. —Practical problems on all work outlined, solved and analyzed, operations indicated by signs. Problems solved by proportion. Text-Book.— Complete part one of chapter one, Smith's Ad¬ vanced Arithmetic. GRADE 7B. Business Operations. —Price lists examined, examples in trade discount, promissory notes payable at banks written and discounted. Fire insurance, life insurance, taxes, duties, and proportion. Business Records.— Cash amounts of real or imaginary ex¬ penditures and receipts recorded, accounts balanced. Records of sales on account made by each pupil as a tradesman. Business Papers.— Checks and stubs filled by each member of the class. Ways of sending money; post office money orders, drafts, express money orders, registered letters, telegraph transfers. Ordering goods by letter. Receipts. Business Instructions. —The functions of savings banks, banks of deposit, and other corporations, briefly explained. Square Root.— Simple problems, including problem's founded on Pythagorean theorem. Mensuration.— Geometrical problems including surfaces and volumes of solids. Circle, sphere, prism, cylinder, pyramid, cone, square root. Problems.— Practical examples on work outlined, and mis¬ cellaneous problems, including analyses of same. Exchange.— Make the subject practical, using the common forms, money orders, bank and commercial drafts, checks. Taxes.— Customs, internal revenue, state and local taxes. Government expenses. Text-Book.— Select the work from chapter two of Smith’s Advanced Arithmetic. 22 ASHEVILLE COURSE OF STUDY ENGLISH The Committee of Fifteen “believe that every recitation is, in one aspect of it, an attempt to express the thought and inform¬ ation of the lesson in the pupil's own words, and thus an initial exercise in composition. * * * The punctuation, spelling, syntax, penmanship, choice of words and style, should not, it is true, be made a matter of criticism in connection with other lessons, but only in the language lesson proper. But the pupil will learn language, all the same, by the written and oral recita¬ tions.” The Committee further believe “that there is much dan¬ ger of wasting the time of the pupil in his oral and written lan¬ guage lessons in the first four years by confining the work of the pupil to the expression of ordinary commonplace ideas not related to the subjects of his other lessons, especially when the expression is confined to the colloquial vocabulary. * * * It is clear that the pupil should have a dignified and worthy object of composition, and what is so good for his purpose as the themes he has tried to master in his daily lessons? The reading lessons will give matter for literary style, the geography for scientific style, the arithmetic for a business style: for all styles should be learned.” Says President Eliot of Harvard: “Strangest of all, from bottom to top of the American educational system, the art of expressing one's thoughts clearly and vigorously in the mother tongue receives comparatively little attention. We should give much more time than is now given to the practice of accurate description and composition writing.” The chief aim of every teacher of language—and every teacher ought to be a teacher of language—should be first to train the child to think clearly, and next to train him to ex¬ press his thot clearly and forcibly in the best English. To this end the child should be encouraged and trained to observe carefully, and to express his thots freely. He should know the generally recognized laws and usages of the language, he should have a keen appreciation of the exact meaning and force of words, and he should be taught to be careful and accurate in all of his productions, i. e., all of his exercises should tend to beget the habit of using correct and intelligible English. It must always be borne in mind that clear thinking is the foundation of clear expression, and that befogged mental con¬ ditions are conducive to vague forms of expression. But again, “Expression clarifies thinking, and efforts to express train the power to think." “No one can talk or write well who does not ENGLISH 23 think well. The pressure of a thought demanding expression is the most powerful stimulus to good expression.” Therefore let it be repeated that the first effort on the part of the teacher should be to stimulate good expression by securing clear think¬ ing. Now as the experience of the child should always largely de¬ termine what is to be taught him, it is quite evident that in order to make much progress in language work the subject-mat¬ ter used should be such as the child is vitally interested in. It is therefore important and expedient that much of the work be based upon other subjects in the course;—reading, nature, geography, history, and arithmetic. As in the beginnings of other subjects, much time may be saved by going slowly and carefully at first. “The habit of using correct language can be formed only by using correct lan¬ guage, and never by using incorrect forms. Some teachers are skilful enough to train children to know when they do not know the correct form, to train them to find the correct form before they attempt to use it. This takes time and great skill, but how much better for a teacher to use her time in helping a child to find and use the correct form rather than in making corrections after the child has made mistakes. How much more economical to spend time in doing rather than in undoing. It is high art to reduce mistakes to the minimum; of course the pupils will make some, but these should always be corrected. If we could move forward all the time through correct forms of expression our progress would be greater, even though our rate of motion were slower. We constantly lose time by going back¬ ward to correct things which should have been correctly done the first time.” Again, as in spelling and penmanship, the real test of the child’s ability is not what he does in the language class, but what he says and writes when he is not thinking about the lan¬ guage he uses. Here is the test of how nearly the use of good language has become a habit. Be careful not to repress free expression by too much adverse criticism. Criticise the good as well as the bad. Commend the good points while condemning the incorrect forms. If nothing but the best work is accepted from a child, much will be done toward forming habits of accuracy. We do amiss to spend nearly all, or most of our time on writ¬ ten language work, when most of our expression is oral. W e should take more pains in teaching children to talk correctly. Many persons who write tolerably well talk very poorly. Every 24 ASHEVILLE COURSE OF STUDY recitation furnishes matter for drill in the correct forms of oral expression, and it behooves every teacher to look carefully to the training of pupils in this. GRADE 1A. The work of the first term will be almost entirelv oral, em- pliasis being placed upon getting the pupils to talk freely. Spec¬ ial pains needs to be taken to encourage the timid ones. Stimu¬ late free expression in all subjects by creating a lively interest. Take care to present good models of expression in the litera¬ ture used, and the speech of the teacher. The child’s spontaneity in self-expression must not be crushed by criticism, but at the same time he must be led to ex¬ press himself correctly. Note the corrections made and at some future time ask for better forms of expression for the same thots. At first give attention only to the most glaring mis¬ takes, as, disagreement of subject and predicate, and mistaken tense forms. Begin the work of increasing the vocabulary, giving constant practice in the use of newly acquired words. Group the work thruout this term under these three heads: Narration of the stories, poems, myths and fables used in literature work. Description of plants and animals in the nature course, of occupations, and of artistic pictures, such as, “Feeding Her Birds,” Millet; “Mother and Child,” Le Brun; “Baby Stuart,” Van Dvck; “Can’t You Talk?” Holmes; “A Helping Hand,” Renouf; and pictures of the Madonna, illustrating mother love. Conversations on manners, morals, civics, food, cleanliness, games, pets and playthings. GRADE IB. COMPOSITION. Oral Work.— Follow general suggestions under 1A. Drill daily upon the correct forms of the incorrect expres¬ sions common to the class. Written Work.— 1 . Preparatory exercises. (a) Making and reading the class composition, based upon the oral work, (b) Copying the class composition, first in part, later as a ENGLISH 25 whole, (c) Copying the sentences containing the correct forms of incorrect expressions. 2. Short written descriptions founded upon nature study and pictures. 3. Short written narrations founded upon stories, myths, and fables. 4. Training in the use of capitals for the beginning of the sentence, names of persons, days of the week, months of the year, and the pronoun “I.” 5. Recognition and use of the period and question mark. DRAMATIC EXPRESSION. Have the children play the stories and poems that are of a dramatic nature. This phrase of expression is an important one and should not be neglected. GRADE 2A. COMPOSITION. Review carefully, according to the needs of the class, the work of grade IB. Continue the work in oral expression as based upon the work in literature, nature and history. See outlines for 1A. All matter used should afford opportunity for (a) logical arrange¬ ment, (b) use of correct language forms, (c) choice of words. Plan and Purpose. —First ascertain how much power of ex¬ pression, oral and written, the children have. The aim this year should be to develop the ability to tell a story from begin¬ ning to end, thereby training to continuity in tliot and giv¬ ing practice in logical arrangement. The incidents of the story should be simple, and should be presented by the teacher in a regular order, one incident or phase leading naturally to the next. In the beginning of this year’s work descriptions should be of a very elementary character, and the material used should be of the most interesting kind. Guide the pupils by skilful questioning to select the essentials and to omit the minor de¬ tails, but be careful not to stifle spontaneity and originality of description by too many restrictions. Written Work. —Let this work also be of a very elementary character at first. It will consist of simple, written descrip¬ tions of single objects, based on the observation and oral les¬ sons, and of short, simple narrations. As these written des- 26 ASHEVILLE COURSE OF STUDY criptions and narrations should at first follow closely the na¬ ture studies and oral work in literature, they will partake of the nature of reproductions, hut should soon become more and more the independent effort of the child. Let there be one writ¬ ten composition a week. Require neatness from the very first, and demand that the spelling, punctuation and use of capitals be correct, and the penmanship the best possible. We cannot yet expect the same perfection in the arrangement of ideas, construction of sen¬ tences, and choice of words. Skill in these matters is a growth, and there is danger of hampering the child in his ex¬ pression of his individuality, and of crushing his spontaneity, by expecting too much in the matter of composition. CONSTRUCTIVE WORK. Capitals and Punctuation.— 1 . Review capitals taught in IB. Teach use of capitals in names of places, important words in a title, and the first word in a line of poetry. 2. In addition to the punctuation marks taught in IB teach the mark of possession, the quotation marks, and the comma in punctuating an address. Word Study.— Let this be both oral and written. 1. Review as needed the work done in IB on incorrect ex¬ pressions, and continue this work by daily drill on the correct forms. Examples: “She walks so slow” (adverb). “The cat wants in” (preposition). “I aint” (verb). “This is him” (case). 2. Study singular possessive forms of nouns, as “Ann’s hat.” 3. Discriminate in the form and use of such words as to, too, two; here, hear; there, their; no, know; neAV, knew. 4. Continue systematically the work for increasing the child’s vocabulary, giving constant daily practice in the use of newly acquired words. dramatic expression. Continue the playing of such stories and poems from the lit¬ erature course as are best adapted to this work. GRADE 2B. See the general suggestions for oral and written work, and for work in dramatic expression, under 2A. In addition to the descriptive work, correlated with the na¬ ture study, have the children describe pictures, choosing only ENGLISH 27 those of simple action and great interest. Care must be taken to have the child give a description of the picture, not merely tell what he sees in it. CONSTRUCTIVE WORK. Capitals and Punctuation.— 1. Review the work of the pre¬ ceding grade in capitalization, and teach in addition to this ad¬ dresses, common abbreviations, as Mr. and st.; and the names of the Diety. Continue to drill on the punctuation marks taught in the preceding grades, and teach the use of the comma in simple constructions, as in words in a series. Word Study.— Let this be oral and written. 1. Continue the correction of wrong forms as suggested in 2A. Drill daily on the correct forms. 2. Study the more common synonyms, as great, large; small, tiny; nice, pleasant. 3. Continue the work on singular possessives of nouns, and the more common and easier of the plural possessives. 4. Continue the studv of words similar in form but differ- ent in meaning, as suggested in 2A. 5. Continue the study and acquisition of new words. Note .—The teacher should study the peculiar needs in lan¬ guage instruction of the pupils of her school, or section of the city, and adapt her teaching to meet these conditions. GRADE 3A. COMPOSITION. Subject Matter. —Draw almost entirely upon the other stu¬ dies of this grade for materials. Adjust the training in narra¬ tion and description to the opportunity afforded by the instruc¬ tion in these subjects. Plan and Purpose.— The minimum attainment in language expression for the first two years should be the ability to ghe fairly good and original short narrations and descriptions of single objects. The written work of the pupils should present a neat and orderly appearance, with spelling, punctuation and use of capitals correct within the limitation of their previous instruction. The first duty of the teacher will be to test her pupils by these requirements, and she will then plan her in- 28 ASHEVILLE COURSE OF STUDY struction and training in accordance with the results of the test. When the class, or at least 90 per cent, of it, have met the above requirements, they are ready to do considerable writing. That is, they may be given abundant practice in easy compos¬ ing, both oral and written, using such language forms as they are familiar with, adding new forms only very slowly, and in¬ creasing the grade work by slow degrees. This work is for two purposes: first, to establish in the children the habit of formu¬ lating independently their own conceptions, and arranging and expressing them in logical form; second, to give facility in the use of language, that they may be able to speak and write with confidence and ease within the limits of their knowledge and vocabulary. Oral Work.— All oral exercises should have in view (a) log¬ ical arrangement, (b) construction of sentences, (c) choice of words. If the work of the oral lessons is skilfully managed, the pupils will acquire more and more skill in writing. W RiTTEN Work.— The written exercises founded on these oral lessons should follow them more or less closelv. In everv written exercise strict attention should be paid to spelling, and to the details of punctuation, penmanship, and neatness. In order that the purposes of the work of this grade may be fulfilled, there should be plenty of practice in writing simple narrations and simple descriptions. In the narrations there should not be too many nor too complicated incidents. In the descriptions, the earliest exercises should be descriptive of parts only. Simple but excellent models of narration and des¬ cription should be studied with the children, and these should be reproduced by way of giving a standard. A good plan in this work is the following: (a) study the model paragraph by paragraph, (b) as the study progresses make a complete topical outline on the blackboard, each topic representing a paragraph, (c) reproduce the whole orally by topics, (d) write the whole from the topical outline by paragraphs. This forms an easy and effective wav of teaching paragraphing. As soon as the pupils are familiar with these two great forms of composition, they should be given exercises in consciously combining the two. When they have attained a degree of skill in this, they can be given a much wider scope in their compo¬ sition work. Letter writing should be a frequent exercise. Care should be taken when using the subjects of study for the material of the ENGLISH 29 letter, to have these embodied in a letter form in a natural way. The child should write with the conscious effort of telling some¬ body something of interest and value. CONSTRUCTIVE WORK. Capitals and Punctuation.— 1 . Review capitals taught in preceding grades. Give daily attention to the correct use of them in all written work. 2. Review the past work in punctuation, and teach the use of the apostrophe in contractions and abbreviations, and of the hyphen in dividing a word at the end of a line. Word Study. —Let this be oral and written. 1. Review and amplify all work of the preceding grades applicable to the work of your class, especially that covering habitual mistakes. 2. Study the contractions and abbreviations in common use, such as A. M., P. M., I’ve, I’ll. Dr., Rev., Gen. 3. Study the correct forms of the past, present perfect, and past perfect tenses of the verbs. “It had blowed away,” “I ask him,” “I have swam,” are common mistakes under these heads. 4. Study colloquialisms: (a) for correction of mistakes, as, “If I’d a known I’d a come to school”; (b) for training in the correct use of admissible colloquialisms, as don’t, doesn’t, won’t, isn’t. DRAMATIC EXPRESSION. Follow the suggestions given under this head in the preceding grades. Note .—The work outlined for this grade has a threefold pur¬ pose: the correction of mistakes, the increase of the vocabu¬ lary, and the training to discrimination in the use of words. It is not the intention that the work outlined above be given in the order in which it is here presented, or in any formal way. The idea is that every occasion afforded by the daily work be made profitable for practical training along the lines suggested. The teacher should always adapt the work to the special needs of her class. GRADE 3B. COMPOSITION. Follow the general and specific directions for oral and writ¬ ten work under 3A. 30 ASHEVILLE COURSE OF STUDY CONSTRUCTIVE WORK. Capitals and Punctuation.— 1 . Review the work of the pre¬ ceding grades in capitals, and give daily attention to their cor¬ rect use. 2. Give close attention to the correct use of the punctuation marks taught in the preceding grades. Word Study. —Let this be oral and written. 1. Continue the correction of the mistakes in syntax and the drill upon the correct forms. 2. Continue the study of abbreviations and contractions, and the use of those already studied. 3. Teach the correct writing of the names and official posi¬ tions of public men and of school officials, and the names of local organizations and institutions of interest to the children. 4. Teach paragraphing as suggested in 3A. 5. Study the proper use of the comparatives and superlatives of adjectives, the use of more and most with adjectives of three or more syllables, and the use of adjectives compared irregularly, as, good, better, best. First, correct common mis¬ takes, as, “He is the tallest of the two boys,” and second, train in the proper use of the less familiar forms. 6. Continue the drill on the correct use of the past, present perfect, and past perfect tenses. 7. Drill on correction of colloquialisms. 8. Teach the use of the following: I, me, mine; this, that, these, those. DRAMATIC EXPRESSION. Continue this work in connection with the literature as sug¬ gested heretofore. GRADE 4A. COMPOSITION. Plan and Purpose. —Pupils on entering this grade should be able to write good descriptions and narrations of a simple char¬ acter and within the limitations of their knowledge and voca¬ bulary. There should be logical arrangement of ideas, and a fair degree of merit in the construction of sentences, as well as in the details of spelling, punctuation, capitals and penman¬ ship. In this grade the method of correlation Avitli history, nature O «J 7 ENGLISH 31 study, literature, and other subjects, will differ somewhat fi nn that employed earlier. The information on these subjects nat¬ urally exceeds the ability and opportunity to reproduce it in writing, but the oral work can be made to supplement the needs of the written work in this respect. The written exercises may be of two kinds: they may be either more or less extended com¬ position on a bird, or a plant, for example; or the reproduc¬ tion of a poem or story; or they may be based on matter cover¬ ing a more extensive field and being the natural rounding-up of a series of lessons, for instance, the systematic arrangement of the knowledge gained on some topic in geography, nature study, or history. These will take on the character of inven¬ tive compositions, in which the arrangement is the important feature, and will require more time and more persistent effort on the part of the pupil. But whatever the character of the written work, whether the short composing exercises, or the longer inventive composition, the products are of equal impor¬ tance, and each should be complete. Practice must be given in writing pure narration and pure description, including descriptions of characters of noted men and women. Models of these should be carefully studied to set standards of excellence. In narrations, the individuality and originality of the pupils will have wider expression. When they have attained a fair degree of skill in each form of composition, and are able to combine the two forms, they may be given a larger freedom of choice as to what and how to write. Descrip¬ tions will be frequently introduced into narrations, but at this stage the pupil should be allowed to introduce these purposely and consciously. The teacher should exercise care to guide rather than to control, looking more to the growth in power of self-expression than to the manner of expression, which should be made of secondary importance. Pupils should still be re¬ quired, of course, to pay strict attention to spelling, use of cap¬ itals, writing, and appearance of manuscript. LETTER WRITING. Practice in writing letters of friendship and such of Ihe simpler forms of social and business notes as are likely to be used by the pupils should be given. Special attention should be paid to correct forms of address, salutation, complimentary close, and addressing envelopes. CONSTRUCTIVE WORK. Punctuation and Capitals.— 1. Pupils are to be given in 32 ASHEVILLE COURSE OF STUDY struction in the use of all punctuation marks needed in their written work with special exercises for their application. 2. Continue the work of the preceding year to develop the idea of the paragraph and its use. Apply in all written work. Word Study.— Let this be oral and written. 1. Correction of Mistakes, (a) Note carefully all grammat¬ ical mistakes of pupils and pursue a systematic course of train¬ ing in both oral and written exercises to correct them. (b) Test your pupils on the work in this line noted in the outline for the grades below the fourth, and train to correct usage in every particular in which the tests develop the need of training. 2. Increase of Vocabulary. Select from the work of the grades below such lines of word development as you deem will be profitably pursued by your pupils. See study of words for second and third grades. If each week two good strong words not in common use among your pupils are learned by being used, their vocabularies will be valuably increased by the end of the year. 3. Choice of Words. In this work will be given a wider range of exercises in word study than the two branches above cover. The purposes of these exercises should be both to train to gram¬ matical exactness by correction of errors, and to develop dis¬ crimination in the use of words. This work will include the study of, and practice in using correctly, synonyms and synonymous terms, words whose mean¬ ings are often confounded, words and expressions which are commonly misused, and the tautological use of words. Some examples of words to be drilled upon are: love, like; intend, think; stay, stop; shall, will; should, would; may, can; might, could; might, may; several, few; fewer, less; lots, many; lots, much; among, between; says, said; funny, strange, peculiar; wish, want; proud, vain; bold, brave; expect, suppose; over, beyond; above, upon; either, any one; either, or; neither, nor; guess, think; expect, think; tiresome, tiring or fatiguing; al¬ most, most; in, into; except, unless; except, less; plenty, plen¬ tiful; dangerous, in danger; got, have; each, every; should, ought; awful, very; some, somewhat; splendid, nice; pretty, grand, fine; as leave, “as lief;” as, so; so, as; so as, so that; its, their; differ from, different to; them, those; both, alike. ENGLISH 33 GRADE 4B. Most of the material for oral and written work in English in this grade will be taken from Cooley’s Language Lessons from Literature, Book One, Chapters I to XII, inclusive. Note .—However much illustrative matter may he introduced into the recitation by the teacher, the pupils must be held res¬ ponsible for a certain definite lesson which the teacher has pre¬ viously assigned. This much must be insisted upon in order that the pupils may learn how to use a text-book intelligently. Let the teacher give pupils no more help preparatory to the study of the lesson than she finds necessary. Too much help is worse than too little, as it tends to make pupils dependent. Chapter I.—Study the chapter thoroly with all of its exer¬ cises, teaching the pupil how to attack the points brought out in each section. Supplement the work on the use of “seen”, Section 6, by daily drill on the exercises in the Appendix, pages 185 and 180. Read carefully the preface to these supplemen¬ tary exercises in the Appendix. Here lies the remedy for the use of poor English. Chapter II.—In all reproduction work stress the oral work fully as much, if not more than, the written work. Encourage the child to enrich his vocabulary by the use of useful new words. The chief new subject to be taught in this chapter is para¬ graphing. Make this clear to every one, and fix its use, before leaving the chapter. Supplement the work on “see" and “go” by the exercises in the Appendix. Remember that the definitions given to be learned are to be memorized by every child after he has learned their use. In this chapter, the use of every punctuation mark and capi¬ tal should be justified by citation of previous rules, the pupils doing the work. Chapter III.—The work of the preceding chapters has been chiefly narrative. In this chapter stress the descriptive work. Read the outlines for this work in preceding grades. Supple¬ ment if necessary. Drill daily for correction of false syntax. Make a separate lesson of the “Review." Chapter IV.—The new point brought out in this chapter in 34 ASHEVILLE COURSE OF STUDY connection with the study of a poem, is form. Distinguish be¬ tween “verse” and “stanza.” Remember that the poems given to be memorized are to be learned by all. The learning by heart of good literary forms not only furnishes a great pleasure for after life, but forms one very efficient means of enriching the vocabulary. Do not slight the word study outlined. Do all the other work carefully. Chapters V and VI.—Letter forms. Study carefully Helen Keller’s letter. Make a point of her age and limitations. Bring in other letters of good form for study. Have the matter learned carefully applied in letters written by pupils. Refer to the Appendix daily. Chapter VII.—Nouns, adjectives and verbs. Study the story of “Saint Guido” with the view of teaching these three parts of speech. Formulate a definition for each and learn. In the written composition, “A walk from. .. .to. .. .,” seek to combine the narrative and descriptive forms. Stress both of these forms in the composition work henceforth. Take a separate lesson, carefully prepared, for the “General Review.” Use the Appendix daily, and supplement these exer¬ cises from other sources. Chapter VIII.—Emphasize the lessons on the use of and “as,” “a” and “an,” and the contractions given. u like V Chapter IX.—This chapter contains excellent matter for oral and written work. Spend considerable time here on cor¬ rect oral reproduction. Also, endeavor to get the pupils to ap¬ preciate the spirit of the stories and poems. In the description work, stress narration, description, and paragraphing. Drill on Lesson 9 in the Appendix. Chapter X. — The work of this chapter is based upon winter sports. In illustrating the first poem, use water colors. Fol¬ low the other directions as outlined. Make a separate lesson of the “Review.” Make use of the Appendix in this connection. Chapter XI.—The extract from Hiawatha is used to teach the use of words, punctuation, the use of quotation marks, the uses of “O” and “Oh,” and personification. Give careful atten¬ tion to each of these. In the written composition see that a conversation is brought in and that the quotations are properly ENGLISH 35 punctuated. Distinguish between direct and indirect quota¬ tions. Chapter XII.—The new phase of written composition begun in the last chapter is conversation. Emphasize this in this chap¬ ter. For form, study some well-written story in addition to what is given in the text-book. Encourage invention in the composition work. Call constantly for reasons, rules, and definitions in review. General Review. —At the end of the term review the sep¬ arate subjects of study systematically for about one week, call¬ ing for sufficient illustration on the part of the pupil to satisfy you that he understands and can apply in speech and writing wliat he has studied. GRADE 5A. Read carefully the outlines for the preceding grades, test the pupils on the ground covered, and drill on their weak points. In this class Cooley’s Language Lessons from Literature, Book One, will be completed. This work should be supple¬ mented frequently by compositions based upon the courses in literature, history, and geography. See Note under 4B. The first draft of all written work should be put in the com¬ position book and corrected, and then rewritten until correctly done. Chapter XIII.—Work on quotations continued, with refer¬ ence to punctuation preceding them when used as part of a sen¬ tence. See that pupils do not confuse this with titles, as on page 104. All of the memory work, word study, spelling and dictation work should be carefully done thruout the term. Use Lesson 14 in the Appendix, and review with daily drill such of the preceding exercises in the Appendix as are neces¬ sary to correct mistakes in English. Read carefully the preface to the Appendix. Chapter XIV.—Study carefully the story of Mercury and how he got the magic wand, and use the material as a basis for composition, combining narration and description. See the suggestions on narration and description in Grades Three and Four. In this work see that the use of every punctuation mark and 36 ASHEVILLE COURSE OF STUDY capital letter, the making of every paragraph, and all other matters of form, are justified by citing previous rules. Do this in all written composition from now on. In this way only can you fix in the pupils’ minds what has been studied and passed over in English. Chapter XV.—In this chapter the work on quotations is ex¬ tended, emphasis being placed on the direct and indirect forms. Drill on the use of “learn” and “teach.” See Appendix. Chapter XVI.—The greater part of this chapter is given up to a study of words, which will prove very useful. This is an important part of English work. Stress it. Study and apply the work on possessives. Drill daily on use of “done.” See Appendix. Chapter XVII.—The first part of this chapter is given to the study of personal pronouns and their use in the sentence. It will doubtless be necessary to supplement the work in order to impress these points thoroly on the pupils. Study the poem “In School-Days” carefully with regard to its descriptive features. Make daily use of the exercises on “lie” and “lay,” given in the Appendix. Chapter XVIII.—“The Water Babies” continued, with “The Wayside Well,” and “The Fountain,” to present good descrip¬ tions of a spring and its surroundings as a basis for similar original work by the pupil, form the subject of this chapter. Have the picture of “The Wayside Well” done in color. Continue the daily drill on “lie” and “lay,” and take up the work on “to” and “at” given in the Appendix. Chapter XIX.—Enlarge on the work given for present and past tenses. Emphasize the work given on gaining a good mental picture of the scene that lay. before “Tom.” Stress the work on the proper use of prepositions. The correct use of “at” needs spec¬ ial attention in Asheville. Give daily drill on the exercises given in the Appendix for the correct use of pronouns. Chapter XX.—Give drill on the formation of the plural of common words, and have the rules memorized. Supplement the work given on this. Give due attention to the work on paragraphing. The pupils should have little trouble with this now. ENGLISH 37 Drill daily on the use of "strange” and “funny,” and of “in” and “into.” Chapter XXI.—The subject of quotations is reviewed here. Use the reader for further work if necessary. Study of plurals extended. Review the old rules and learn the new ones for words ending in f and fe. Have the children learn by heart the ten words having the singular and plural alike, and have these used correctly in sen¬ tences. Give much drill on the number and tense forms of the verbs given on pages 162 and 163. By this time the pupils should be quite proficient in writing on subjects which call for exercise of the imagination, such as the subject, “Where Go the Boats?” page 164. If they are not proficient, emphasize the work here. Use the drill on “among,” arid “between,” given in the Ap¬ pendix. Chapter XXII.—This chapter is a difficult one. Careful, persistent drill on the different forms of the possessive plural will be required. Extend the review of punctuation and capitalization. From now until the end of the term review correct forms of speech daily, as occasion arises. See Appendix. Chapter XXIII. — This chapter is a review of the work on descriptive words, pronouns, and verbs. Do not hesitate to call these parts of speech by their names. In connection with the work in Section 4 read the class the story of “Captain January,” which, like “The Spray Sprite,” is the story of a little girl who lived in a lighthouse. Chapter XXIV. — Review here the work on capital letters and commas and give the rules applying. Review the letter and its parts, giving their names. General Review.— Spend such time as remains of the term in reviewing the rules, the poems memorized, and all points on which the class has proved to be weak. GRADE 5B. Use Cooley’s Language Lessons, Book Two, as a basis for this term’s work, completing chapters I to inclusive. Supple¬ ment the work by compositions on the lessons^in history, geog¬ raphy and literature. \r\ \ See Note under 4B. — 38 ASHEVILLE COURSE OF STUDY Chapters I-III. — Most of the exercises in these three chap¬ ters are for review of subject matter covered during the pre¬ vious year. The quotation within a quotation is new, however. Drill most on the weak points. The word study in these chapters is excellent, and should be mastered. Call frequently for the reasons for punctuation marks, capi¬ tals, paragraphs, and other matters of form, in the written work. If these chapters happen to be taken up in the fall or spring thev may well be correlated with nature work. Memorize this term without omission everything given in the book to be learned. Give one or more lessons to Section I of the Appendix, and see that the pupils apply in their use of the dictionary the knowledge gained here. Chapter IV.—Emphasize the work on the subject and predi¬ cate until each child can name the parts of the sentence without difficulty. Give lists of sentences and phrases for differentia¬ tion. Give daily drill on repeating in sentences the verb forms most commonly spoken incorrectly. See Section VIII. Take Section II of the Appendix. Chapter V.—The broken quotation is new. Drill on the con¬ versational forms in compositions. Apply in Section V. Teach Section III of the Appendix. Chapter VI.—Help the children to see the beauty of lan¬ guage and tliot in “The Sandpiper.” Endeavor to stimulate interest in the note book work by praising the books that are carefully kept, by discussing many of the records, and by having passages from the best books read aloud, as suggested. Tell the children briefly of the famous diaries that have been kept, and how they proved of interest and value to their owners and even to the world (Pepys,’ Louisa May Alcott's, Franklin’s). Show that to be interesting, a diary needs only to be simply told and true to life. Too much drill can hardly be put upon the use of “write,” “wrote,” “written;” “rite,” rote,” Section III. As this is a short chapter, take Section V of the Appendix with it. > Chapters VII and VIII.— Notes of invitation, and then let¬ ter writing, are taken up in these two chapters. The subject of ENGLISH 39 letter writing is one the importance of which can hardly be over-estimated. Very often the first practical application a school boy makes of his language work is when he writes a let¬ ter applying for a position; and by this letter the business man who receives it will judge the boy and the work of the school. Aim high in teaching letter writing. Aim to have every pupil be able to write what may be called a good letter, natural and easy in expression, perfect in form, and perfect in neatness, by the time this subject is left. Impress upon the pupils the im¬ portance of this matter of form. Not every child can become a fluent or voluminous letter-writer, nor is this expected. But every pupil can learn to write a correct letter—correct in form, accurately spelled, neatly written, correctly folded, and placed in an envelope neatly, symmetrically and clearly addressed. Do not let the children be afraid of closing their letters when they get thru, without “I guess I will close now,” or similar expressions; yet teach forms of closing that shall not be abrupt. For help here, call the pupils’ attention to the blank letter form, p. 389. Speak of the importance of prompt answers to business let¬ ters and to notes of invitation. Much practice may be necessary before good, neat letters will be produced by all. Study carefully the abbreviations of titles and of states, for addresses. Do careful work on “know,” “knew,” and “new” in Section IV, Chapter VIII. Chapter IX.—The study of the use of negatives taken up in this chapter, will no doubt be found applicable to the needs of the class in spoken English. Have much oral drill on the out¬ lines given in Section II to break up the use of “I haven’t no paper x ” and like expressions, if they are ever heard in your class. Chapter X.— Get the children to see and tell themselves the moral of “The Legend of St. Christopher.” Take Section IV, Appendix. Chapters XI-XIII.— The selections for these three chapters are well chosen. Endeavor to make the most of them from a moral as well as from a literary standpoint. Bead to the class other stories of knighthood, and if the class has not read “The King of the Golden River” recently, have it read now. En¬ deavor to imbue your pupils, especially the boys, with the 40 ASHEVILLE COURSE OB” STUDY knightly spirit, and once begun, continue this. Refer to the principle frequently, and make it of working value. It will probably be necessary for you to do more work on the comparison of adjectives than is outlined in Chapter XI, to get the desired results. Illustrate freely the use of the comparative and superlative degrees of adjectives in sentences as in Lesson 5, page 81. There is excellent material for drill in pronunciation on page S3. This is an important and much neglected part of language work. Almost daily drill should be given on it, sometimes in connection with the reading. The word study on pages 78, 84 and 90 can be especially help¬ ful. Dwell long enough on the teaching of “shall” and “will” to give each child a clear understanding of when to use each, and then fix the habit by daily drill on sentences using these words correctly. Do not forget that unless the pupil sees the pictures behind the words the best literary selections are but so many meaning¬ less words to him. This is true of all reading. Be sure, there¬ fore, that all the children are seeing the pictures. Give one lesson a week on “ie,” “ei,” and equivalents from the Appendix. Chapters XIV-XVII.—These four chapters present biog¬ raphies and character sketches of Lincoln, Washington, Long¬ fellow, and Lowell. Make a careful study of the list of words on page 100, as they will be used in the work. Read from other sources to give a more complete knowledge of the men whose lives and characters are being studied. For Lincoln and Washington, history will help. The poem, “O Captain! My Captain,” will call for consider¬ able explanation of the events of the Civil War to which it has reference in order that it may be understood by fifth grade children. The composition suggested on page 108 will give a good op¬ portunity to introduce argument into composition in an elemen¬ tary way. Insist upon good form in all of the written work. See that each pupil is able to make correct use of capitals, punctuation marks, and the paragraph, and that he is able to justify these by citing rules and giving reasons. At the close of the term take a general review of the chapters ENGLISH 41 completed, dwelling most upon the subjects which the pupils do not understand clearly or apply with facility. GRADE 6A. Chapters XYIII-XXXIV of Cooley’s Language Lessons, Look Two, will be the text for this term’s work, which should be supplemented by compositions based on the work in history, geography, and literature. Chapter XVIII.—The agreement of verbs with singular and with plural subjects is taken up under the heads “Forms of Words Used to Assert, or Make Statements,” and “Forms of Words Used to Assert Action,” in this chapter. Make this sub¬ ject clear, then fix the principle by written exercises and by much oral drill. A good plan in this oral drill is to question the children in such a way that they must use the correct forms t/ of common verbs, agreeing sometimes with a plural, sometimes with a singular subject, in their answers. Try to so train the child’s ear for language that a wrong form will come to sound wrong to him,—will offend his ear just as surely as a discord on the piano jars on the ear of the musical. In connection with the composition on “A Ride on a Kite,” read to the class, or recall to them, if they have read it, the de¬ scription of the bird’s-eye-view the heroes of Jules Verne’s “Mys¬ terious Island” had from their balloon; or of that which the “Little Lame Prince” saw from his wishing rug. Chapter XIX.—The descriptions of the hero of “The King of the Golden River,” and of Tcliabod Crane, are worth close study on the part of the pupils. When they write their descriptive compositions, warn them against the common fault of writing one sentence on the costume, for example, of their subject, then one on his hair, then another on his clothes, one on his eyes, another on his hair, and so on. It will require thot and care on the part of the pupils to produce a personal description in which the opening, general paragraph shall interest without giving too much detail, and in which sentences describing one particular feature of the subject’s appearance shall not be scat¬ tered about in different paragraphs. Get the children interested in noting especially graphic words describing persons, things, and actions as they come to them in their reading. Chapters XX and XXL —Study thoroly the principal parts of the list of common verbs given in Sections I and IL 42 ASHEVILLE COURSE OF STUDY Chapter XX, and use them in written exercises and in much oral drill. It will probably be best to have the principal parts and definitions of meaning of the verbs “to sit,” “to set;” “to lie,” “to lay,” memorized outright. Correct sharply the use of a wrong form of any of these verbs in any lesson or conversa¬ tion, and let the child understand that you cannot regard his language work as good if he does not apply daily what he learns. Pursue the same methods with regard to the review of the correct use of “shall” and “will,” Chapter XXI. Take Section VII, Appendix. Chapters XXII-XXV.—The studv of the extracts from John Burrough’s writings, of the bird story by Aldrich, of the descriptions of birds, and of the poems by Lowell and Tennyson, which form the reading matter of these chapters, cannot fail to increase greatlv the children’s interest in the woods and wild creatures. Foster this interest in every way possible, making all this work, of course, practically one with the nature work. Good, live compositions will be the result. Talk with the chil¬ dren about well-known men who have loved Nature and her wild creatures other than those mentioned in the book—as, Thoreau, Agassiz, Audubon, Ernest Thompson Seton. Get them interested in reading nature stories and the magazines which print articles on the wild animals and wood-life. Finally, and above all, incite the children to much original investigation, and to discussion in class of disputed points. What article, or extract, or story that they have read made the wild life seem most real to them? Are Seton’s stories true to life? If not, how nearly so? What has one pupil seen of the habits of a common bird that others have not? What wild flower has some one found outside of its accustomed haunts? Try to bring up these and like questions. Insist on careful, personal investiga¬ tion, and accept only accurate statements. Give plenty of drill on changes in forms of verbs, Section IT, Chapter XXIII; use of singular forms with “each,” “every,” etc., Section IV, same chapter; correct use of “eat,” etc., Sec¬ tion VI; and of “saw,” etc., Chapter XXIV, Section III. Chapter XXVI.—Frill in written exercises and oral sen¬ tences on the comparatives of “few,” “many,” “much,” and “little,” and the correct use of all these words. Take Section VIII, Appendix. Chapter XXVII.—As the children study the personal de¬ scriptions in this chapter, have them note and tell the differ¬ ence between the persons described in the reading matter in ENGLISH 43 Chapter XIX and those described here—those grotesque, these, beautiful. Call for many words which could be used to describe persons of these two different aspects. Have the pupils tell what “’s” stands for in each line of the selection from Browning beginning “The year’s at the spring,” Section VI. A review of the rules for punctuation and capitalization, and of those for writing plurals and possessives, closes this chapter. Test the children on this work by having them give written ex¬ amples for each rule, and having them correct sentences in which wrong forms of plurals and possessives are used, and complete sentences in which punctuation is lacking. Multiply examples on the weak points discovered. Drill on any subjects in Part I which you think are perhaps not thorolv understood. Chapter XXVIII.—This chapter begins Part II of the text¬ book, in which is begun a systematic study of the elements of grammar. The supplementary lessons in the back of the hook are to be taken with the chapters suggested, and used for drill on the rules of grammar. Take Section IX, Appendix. Chapter XXIX.—Here the study of the division of the sen¬ tence into subject and predicate is begun. Make this clear, have the rules learned by heart, and use carefully the drill work, oral and written, in Sections II and III and in the supplemen¬ tary lesson, so that the children may be thorolv familiar with subject and predicate before they pass on to the study of other parts of the sentence. Chapter XXX.—Take the second section of the supplemen¬ tary lessons, as suggested, and have the children memorize the definition of a verb-phrase, and the rules for the use of nouns. Take Section X, Appendix. Chapters XXXI-XXXIV.—These chapters . complete the work of this term. The reading matter consists mainly of descriptions and stories of forest trees, life in the woods, and the lumbering industry. The adjective is taken up in Chapter XXX T. W lien the force of the adjective is clearly understood, have the definition mem¬ orized. Study carefully the correct use of “each and “even , “this,” “that,” “these,” “those,” in the supplementary lesson. Multiply examples of the adjective in written and oral voik until the children are thorolv familiar with its use, and read\ 44 ASHEVILLE COURSE OF STUDY to take up the study of the adverb, Chapter XXXII. It will take much oral practice to make the children familiar with the correct use of the adverbs “rather, nearly, somewhat, very, and greatly,” studied in this chapter, and to break up the use of “real” and “some,” for “rather,” “greatly,” or “somewhat;” and the use of awful,” “awfully,” “dreadful,” and “dreadfully” for “very” or “greatly.” The strictest attention will have to be paid to the checking of these habits of loose, exaggerated speech in daily conversation. Have the children point out in every example what adverbs answer to the question “How?” what to the question “When?” etc., then have the definitions of these adverbs learned. Take Section XT of the Appendix. Chapter XXXIII takes up the study of the preposition. Not the least important part of this chapter are the supplementary lessons giving work on the use of “into” and “on;” “to” and “at;” “between” and “among” (give plenty of examples here, and watch the compositions and oral work to be sure that these words are understood) ; and of prepositional phrases, and the correct use of “to,” “two,” and “too.” A good way to drill on the use of the last three words is by dictation lessons. A complete, general review will, of course, round up the work of the term upon the completion of Chapter XXXIV. A good 'wav to conduct this review will be to let the last three compo¬ sitions, those suggested at the close of Chapter XXXIV, consti¬ tute a test on all the principles and rules studied this term, in¬ cluding the rules and definitions of grammar, and the rules for capitalization and punctuation. Underline the sentences containing mistakes in these compositions, and then return the work to be corrected bv the children. Insist that they find out */ f what is wrong, and why, and that they then correct the sen¬ tences. If any of the children are unable to find their mistakes, have their compositions read to the class, so that the mistakes may, if possible, be pointed out by the others. Tn this way, probably almost every subject studied, every rule memorized, will be brought up before the class. Tt has been the experience of manv school children that what thev “failed on” in exam- */ * inations they never forgot afterwards. Try, then, to make the weak points of any in the class, as brought out by this test, the strong points of all. ENGLISH 45 GRADE 6B. Chapter XXXV.—The story of the Pilgrims is the subject of this chapter, and the grammar study is on pronouns. Make clear to the children the meaning of pronouns, and have them learn their singular and plural, subject and possessive forms. Note the little rule ‘‘The apostrophe is never used with the pos¬ sessive form of a pronoun,” and give examples of this. Have the children note the meaning of “it’s” and of “its”. Practice orally on the verbs “to teach” and “to learn” in the supple¬ mentary lessons. Chapter XXXVI.—Stories of school life form the reading matter of this chapter. Review subject, predicate and forms of verb-phrases, before taking up the object, or object comple¬ ment. Give plenty of examples of this construction, and have the rule for it memorized. Chapter XXXVII.—After reading “The Oak of Geismar” test the children on last term’s work by having them tell the subject, verb-phrase, and predicate of many of the sentences; name the nouns, verbs, pronouns, adjectives, adverbs and pre¬ positions; arid cite rules for the use of capitals and punctuation marks to the extent of their knowledge. They may then take up the descriptive phrases to be studied in Section II. Have them give many more examples of such phrases. The supple¬ mentary lesson gives more work on the object-complement, based on “The Oak of Geismar.” Chapter XXXVIII.—Review the subject pronouns and their use before taking up the object pronouns in this chapter. Much oral work in connection with the supplementary lesson will be necessary to fix the use of the object pronouns after preposi¬ tions and especially after prepositions implied, as “Mary is a good friend to my brother and (to) me.” Chapter XXXIX.—Make plain “description by comparison’ giving the class plenty of supplementary examples of simile and metaphor. Give more examples of conjunctions in the study of compound sentences. Sometimes children confuse conjunc¬ tions with prepositions, merely because both are short words. Test on this point. Take Section XV, Appendix. Chapter XL.—Continue in the extract from “Snow-Bound given here, the work of naming the parts of sentences, and tell ing the name of each word, to the extent of the children s knowl- 46 ASHEVILLE COURSE OF STUDY edge. A few minutes’ drill on this in every language lesson will constitute a continual review. Give plenty of oral work on the use of the subject pronouns after the verb to be, having the children say ‘‘It is I,” etc., in answer to questions, until “It is me” sounds wrong to them, and “ It is I,” sounds right, contrary to what is probably now the case with many. Chapter XLI.—This chapter reviews the adjective and its use, and the limiting abjectives are reviewed and extended in the supplementary lessons. Lesson 2 under Section IX in this supplementary work constitutes a review of the limiting ad¬ jectives, correct verb forms, “shall” and “will;” “teach” and “learn,” etc., that should be done thoroly. Proper nouns and adjectives are then taken up, then nouns and descriptive ad¬ jectives formed from them, then adverbs. Study carefully the words which may be either adjectives or adverbs, according to their meaning. Chapter XLI I.—Review the use of capitals in titles, and of quotation marks around titles in a sentence, in connection with Section II. Study carefully the possessive pronouns in Section IV, and adjective pronouns as subjects, in the supple¬ mentary work. Chapter XLIII.—Explain the clause carefully. In the con¬ junctive pronouns connecting subordinate with principal clauses, “whom” is the one which will require the most oral drill. Have plenty of oral work in which sentences like “To whom did you give it?” shall be given by the children. Take Section XVI, Appendix. Chapter XLIV.—Study these conjunctive pronouns care¬ fully. Give plenty of written and oral work on “who,” “which” * and “that,” and break up the use of “what” referring to a noun which is expressed (“You know that’pencil what I gave him”), if it is ever heard in your class. Chapter XLV.—This chapter and the supplementary lessons connected with it give an interesting study in adjectives and the adverbs formed from them, and will be valuable for oral work in correcting the bad habits of the class. Example, “I did not sleep good last night.” Chapter XLV I.—Sentences with compound subjects will have to be studied very carefully and thoroly if the pupils are to be able to use the correct verb forms in such sentences. Keep at this until all or the majority of the class can readily tell the ENGLISH 47 right verb form for the blanks in the illustrative sentences given in the supplementary lesson. Irregular forms of com¬ parison, and the correct use of forms of comparison, too, will require much drill. Explain carefully the correct use of the pronouns after the conjunction “than.” These three subjects present difficulty enough to the children to make this chapter and its supplementary work very important. Chapters XLYII and XLV1II.—Study the poems in Chapter XLVII for beauty of language. Then have some of the sen¬ tences analyzed and their parts named, for a review. Correct the compositions suggested here for a review, as suggested for the close of the term in Grade 6A. Review conjunctions in connection with the new conjunctions learned in Chapter XLVIII. Give plenty of oral drill on “like” and “as,” and other connectives commonly misused, when study¬ ing Lesson 3 in Section XV of the supplementary work. Re¬ view 7 the principal parts of “sit,” “set,” “lie,” “lay,” and other verbs in which the children often make mistakes, when study¬ ing the verb forms under Lesson 4. Study the simplicity of language in Lincoln’s letter given in Chapter XLIX. Reread Lincoln’s Gettysburg address. Tell the following story: When Lincoln was a little boy, one night from the loft of his father's log cabin he heard his father and a visitor, a lawyer, talking below. The subject wTiich they w*ere discussing was one in which he was deeply interested, and he strained liis ears to catch what w r as said. To his bitter disap¬ pointment, the visitor used such long words, and such involved sentences, that the boy Lincoln could not catch his meaning at all. He made a resolve at that moment, in his vexation, that if when he grew up, he ever made a speech or wrote a book he would not use one sentence that a school boy could not under¬ stand. Have the children discuss how w^ell he kept this reso¬ lution. Give a review on all the weak points in the term’s work as brought out in the daily work, the compositions, and the tests. GRADE 7A. Grammar. —Buehler’s “Modern English Grammar is the text-book for the grammar course. This furnishes a complete text for good, thoro, practical work. The teacher will not find it necessary to supplement it a great deal, but she v ill hn ( it necessary to make a careful study of the book befoie begin ning work with it. She should note that the method is im ut c? 48 ASHEVILLE COURSE OF STUDY tive, proceeding to rules only after observation and analysis of examples; and she must be prepared to supplement this part of the work by giving further examples herself, or by calling for them from the pupils. She should then lead the pupil to observe and compare these examples, until the subject under consideration becomes perfectly clear, and the rule or definition may be drawn from the pupils by questioning, almost without reference to the book. If the subject then appears to be con¬ fused in the mind of any pupil, she should not refer him to the rule, but should return to the examples, giving the clearest and simplest ones possible, and multiplying these until the subject is perfectly understood, when she may require the rule to be memorized. Finally, she may proceed to the exercises, which should now present no real difficulty to the pupil, but should merely afford him opportunity to apply a rule which is clear to him, and to exercise the power of analysis he has acquired. If, however, the exercises are a bugbear to the pupil, and have to be struggled with, as one struggles with a weight beyond one’s strength, a problem beyond one's reasoning power to solve, then the work on the examples has not been ample or tlioro enough, and will have to be done over again sooner or later. The ex¬ ercise of real power is pleasant and strengthening. The at¬ tempted exercise of power that is lacking discourages and weakens. The sentences given for analysis thruout the grammar are taken from examples of the best poetry and prose. To in¬ crease interest in the work, tell the children often from what poem, story, or essay a sentence is taken, and by whom it was written; and occasionally read the story or poem to the class, taking care to select one which is neither long nor dull. By all means begin the work with the introduction, and make this as interesting, or rather add to its interest as much, as you can. Any interest and enthusiasm which can be aroused here will pay for itself by giving the pupil a sort of running start, as it were, over the more monotonous road of the early chapters of the grammar proper. Have the children, then, look up additional facts of history on the subject of the early home of the English and the dissemination of the language; have them bring in examples of British words, words from the early Latin, Indian words, new words for new things, etc.; and give them examples of words of all the eight different origins, to be looked up in the dictionary and reported upon. Have them bring in examples of Bible English which differ from the Eng¬ lish of today. ENGLISH 49 Do not be afraid of spending time on the first two chapters. Illustrate and drill, and drill and illustrate, until you are con¬ vinced that the question of simple subject and predicate will never have to be brought up in the class again. You are laying the foundation, and not only the foundation for the study of English, but the foundation, therefore, for the study of Latin, and all the other languages. Lay it broad and deep. Do the same kind of thoro, practical work on “Substan¬ tive and Verb/’ Chapter III. Children have been found in eighth grade Latin classes who could not tell a verb from a noun. Watch for the child who gives the definition fluently, but cannot point out the verb in a sentence. Such a pupil might better not know the definition, even, for it is but so much use¬ less lumber cluttering the storeroom of his mind. A rule the application of which is not understood has to be retained in the memory by main force, for it is not associated with any other idea. Chapter IV, “Complements;” Chapter V, ’’Modi¬ fiers;” Chapter VI, “Substantive Phrases and Clauses;” and Chapter VIII, “Independent Elements,” will not present any difficulty if taken up carefully and thoroly. Chapter VIII, “Sentences as Simple, Complex, and Compound,” is harder, and the children will be apt to stumble here and become confused unless great care is taken to make each type of sentence unmis¬ takably clear before the next is studied. Do not leave this chapter till the pupils can recognize a simple, a compound, or a complex sentence without hesitation or doubt. The chapter on “Elliptical Sentences” closes the term’s work. This is an important subject, for grammatical errors are often made in elliptical sentences because the writer or speaker does not understand what has been left out. Be sure to bring out the difference in meaning between “She loves Fido as well as I,” and “She loves Fido as well as me,” for instance. Take the time left of the term after the completion of this chapter for a review, trying to find out what are the weak points of the class and then explaining and drilling on these subjects. Composition. —The teacher will note that the grammar pro¬ vides for no composition work. Regular work in composition is to be given weekly, however, in connection with the litera¬ ture, history, geography, nature study, or other subjects. The instruction should be a review of all the work in composi¬ tion done up to this time, from the first grade thru the sixth. Make a careful study of the entire course in composition, as given in the English course, and cover the ground tlioroh 50 ASHEVILLE COURSE OF STUDY in your weekly compositions. These need not be long, but they should be good. GRADE 7B. Grammar. —Read the course for the A class. The second part of the grammar is to be completed in this grade. It takes up the study of the uses and forms of single words, and will present no difficulty if Part I has been mastered. Begin slowly, as in Part I, taking up the pronoun only when the noun is firmly fixed; the adjective only when the pronoun is clear, and so on. Test on the work of this chapter by using the ex¬ ercise given for general review. If the majority of the class can classify readily all the words, they are ready to go on. Chapter II, “Inflection, Derivation, and Composition,” presents no unusual difficulty. Do very carefully the work on nouns— “Classification,” “Number,” “Gender,” “Case,” and “Construc¬ tion,”—Chapter III. Errors resulting from ignorance of these rules are very common in conversation. The work on “Pro¬ nouns,” Chapter IV, is also important. Stress especially the oral work on the proper use of the nominative and objective forms of the personal pronouns, for which such excellent drill material is given. In the chapters on “Adjectives” and “Ar¬ ticles,” stress the work which corrects common errors. Make a thoro study of Chapter VI, on verbs. Pay special atten¬ tion to the work on “lie,” “lay;” “sit,” “set,” etc.; to the use of “shall” and “will;” to the lists of verbs forms of which are often misused (Paragraph 200) ; to the use of the subjunctive mode, and to “Peculiar Verb-Phrases,” Exercise 195. Drill on the correct use of adverbs in studying Chapter VIII—“She gets her lessons easy,” “Speak slow,” etc. Also distinguish care¬ fully between “That looks good,” and “That looks well,” etc. Correct the use of “at” for “in” in studying prepositions, Chap¬ ter IX; and of “like” for “as if,” under conjunctions, Chapter X. Finally, drill on the correct forms of misused verbs, using the list of irregular verbs in the Appendix; and review after the method which you regard as best, to bring out the weak points of the class and make them their strong points. Composition. —Carry on the work in composition as outlined under “Composition,” Grade 7A. ETHICS 51 ETHICS This work should be in the form of conversations and discus¬ sions on the topics suggested in the outline, and on such other matters as seem necessary. The course will have to be adapted to local conditions. The purpose should not be to teach a knowledge of an ethical course, but rather to incite in the children an appreciation and an admiration for the great and noble actions of mankind, and to conceive in them a disapproval and dislike for what is mor¬ ally wrong or low. Much of this work can be correlated with the lessons in literature and history. There is much in favor of the incidental choice of subjects. When events full of ethi¬ cal meaning occur in the life of the nation, state, or community, or when the birthdays of national heroes, poets or statesmen revive the memory of their virtues, the topic of the lesson will be naturally determined thereby. Lessons on conduct may also be suggested by school occurrences. An untidy condition of the floor of the room may afford the opportunity for a lesson on neatness and cleanliness. Care must be taken, however, that individual offenses are never made the subject of ethical in¬ struction. When a child lias been untruthful, for example, it would be unsound pedagogy to hold the offender up to the con¬ tempt of the pupils. This would weaken the sense of honor instead of building it up. Not less than one lesson a week should be given in ethics. The topics given below form merely an outline, and are to be elaborated for the lesson to suit the class and condition of the pupils. The following books will be found helpful to the teacher in this work: Adler’s “Moral Instruction of Children.” Shearer’s “Morals and Manners.” Hvde’s “Practical Ethics.” Dole’s “Young Citizen.” Paulsen’s “System of Ethics.” McKenzie’s “Manual of Ethics.” Beecher’s “In Tune With the Stars.” Hopkin’s “Law of Love.” Forbush’s “Boy Problem.” Sidgwick’s “Methods of Ethics.” 52 ASHEVILLE COURSE OP STUDY Griggs’ “Moral Education.” DuBois’ “Natural Way in Moral Training.” MaeCune’s “Making of Character.” White’s “School Management.” Dewey’s “Stories for Home and School.” Smile’s “Self Help.” Norton’s “Book of Courtesy.” Everett’s “Ethics for Young People.” The Bible. GRADE 1. 1. Love, obedience, and kindness to parents, teachers, brothers, sisters, playmates, and pets. 2. Unselfishness in games, the use of playthings, and the like. 3. Good manners shown in play, in drinking, in eating, in all of the small things of every day. GRADE 2. 1. Truthfulness in every relation; value of genuineness everywhere. 2. Cleanliness in person and dress. 3. Love for the beautiful in borne and school. 4. Kindly tone of voice; pleasing manners. 5. Kindness towards all animals. (Read “Black Beauty” to class.) GRADE 3. • 1. Cheerfulness as a valuable possession. 2. Respectful treatment of strangers, old people, foreigners, and all unfortunates. 3. The value of good habits as compared to evil ones. Dan¬ gers to growing organisms from tobacco and the like; the sad loss to children growing out of profane and vulgar thots. 4. The American spirit of true equality. GRADE 4. 1. Self-respect and what it depends upon. 2. The meaning of rights and privileges between children; between children and adults. 3. The value of greater welfares as compared to lesser. ETHICS 53 3. Polite behavior in company, on the street, at school, at home, at the table. 5. Conduct as a letter of recommendation. G. The value of information and accuracv. GRADE 5. 1. Industry—its necessity, benefits, and rewards. 2. Promptness and regularity in little things. 3. Economy and its relation to getting on in the world. 4. Justice as illustrated in the home, the school, the play¬ ground, in other social relations. 5. Mercy, and its relation to justice. G. Self-control as a source of power. GRADE G. 1. Ambition and the necessity, rewards, and dignity of labor. 2. Faithfulness and willingness in work as valuable assets. 3. The logical necessity of reverence; its relation to the aged, to those in authority, to God. 4. Affection and sympathy as corner-stones in the founda¬ tions of character. GRADE 7. 1. Culture as a necessarv element in a successful life. t' 2. Veracity as an ethical aim. 3. Respect for the State, the dignity of law. Tattling, the rights of property, reputation. Benevolence. Patriotism. 4. The ideal moral life as the performance of all duties in¬ cluding the duty to study duty. The duty of the strong to the weak. Temperance, respectability, purpose, concentration. LESSONS ON CIVIC IMPROVEMENT. The following brief outline of topics is designed for use as a supplement to the course of study in ethics. Each teacher should provide a lesson on this subject for each year of the course. For the information of the teachers it may be stated that each of the topics of the following list is covered by some city ordinance. A violation of these rules of cleanliness and sani¬ tation is, therefore, a violation of the law. 54 ASHEVILLE COURSE OF STUDY Duties Towards Others. —Civic pride in assisting to keep common property clean. Care of the streets and alleys. The wrong in burning shavings, leaves or old rubbish in any street or allev. Duty of considering the comfort and health of other people. Care of sidewalks and street crossings. Danger of throwing about parts of fruit or vegetable matter that may cause people to slip or fall. Cleanliness in regard to gutters and sidewalks. Children can do much to keep them clear of papers, dirt or filth. Particular care of the sidewalk and gut¬ ter in front of one’s own house and of the alley in the rear, taught. Good Will Towards Animals. —Cruelty of throwing into streets or alleys pieces of glass or wire, nails, stones or other substances by which horses, mules or other animals mav be in- jured. Cruelty of beating animals or playing inhuman tricks upon them. Animals have been called man’s dumb and help¬ less brothers. A man of humane character will treat animals kindly and they will love him. Those who have occasion to drive animals should not force them into an immoderate gait. They should be careful in crossing street-car tracks and in near- ing sidewalks. Duties Toward Self. —Noisy and boisterous conduct on the streets or in the parks to be avoided, especially on Sundays and holidavs. Wrong in standing idlv about street corners, alleys or other public places, and in loud, profane and improper lan¬ guage. Playing ball or other violent games in the streets, al¬ leys or small vacant lots, a possible danger to oneself and a cer¬ tain annoyance to others. To throw snowballs at drivers of wagons and other grown people, cowardly. Helps to Civic Cleanliness. — Weeds : Care in keeping the the weeds from growing too high in the garden and yard, and as far as possible on the adjoining lots. As a rule they should not be over one foot tall. Garbage: Proper care of garbage in receptacles. Unsanitary to throw it on vacant lots or in streets, alleys or gutters. Dead Animals: The bodies of dead animals, such as dogs, cats, and chickens, never to be thrown into the streets, alleys or vacant lots. In case of any dead animal being found there, notice to be promptly given to the office of the Chief of Police or to a police office, so that it may quickly be removed. GEOGRAPHY 55 GEOGRAPHY For Geography, first three grades, see Nature Study. GRADE 4A. Home Geography.— Chief topographical features of the city of Asheville and vicinity—city boundaries, location of main streets, public buildings, including school buildings, principal churches, library, Y. M. C. A., parks, Auditorium and Opera House, Pack Square and Yance Monument, Southern R. R. depot, Biltmore, Woolsev, Grace, Victoria, West Asheville, Elk Mountain. Soil. —How formed, kinds and uses. Land Forms.—H ill formations—Battery Park Hill and others as examples. Mountains.— How formed and changed, local examples, pic¬ tures of great mountains. Valleys, examples. Rivers, Ponds and Lakes. —Formation, work and uses. French Broad, Swannanoa and other local examples of rivers and of ponds. Use pictures. The Ocean. —Character, formation and uses. Pictures. Local Study. —Population of Asheville, nationalities repre¬ sented. Location of residential, manufacturing, commercial and other districts. Industries, occupations and productions with a special study of a few of the leading producing and dis¬ tributing plants, and of local commerce. Report on typical ar¬ ticles for sale at local stores, including place of production, method of transportation, distribution and consumption. Ob¬ servation and reports on the work of the police, fire, health, and street-cleaning departments. Simple explanations of business concerns, individual and corporate, and of the great value of labor. Maps.— Plans and maps of schoolroom and of one floor of the school building should be prepared by teacher and pupils work¬ ing together. This exercise should be used as an introduction to a study of the maps of Asheville and vicinity. 56 ASHEVILLE COURSE OP STUDY Local History.— Stories connected with the early history of explorations and settlement of this region, especially of Ashe¬ ville, should be told or read by the teachers or class. Old land¬ marks hereabouts (court house on Vanderbilt estate). Stories of great men who have lived in Buncombe county. The stage road thru Asheville, Colonel Buncombe, date of first railroad to Asheville. Earth.— The earth as a whole studied from a globe, its form, the effect of its daily motion—light and darkness, natural di¬ visions of land and water, relative positions of grand divisions, size of each expressed in simple ratios, surface diversities, con¬ tinental highlands and resultant slopes. Points of the com¬ pass. Great heat belts and boundaries of same. Hemispheres and grand divisions of each. Aids.— Globe, outline and relief maps. Sand and sand tables, pictures, stereopticon and other illustrative material, geograph¬ ical readers, and other books of reference, such as Frye’s “Brooks and Brook Basins,” Frye’s “Child Nature,” McMurry’s “Type Studies from the Geography of the United States.” Note .—Special attention should be given to the representa¬ tion and illlustration of all geographical features not actually observed, and emphasis should be laid upon the value of excur¬ sions and visits to the fields, parks, centers of local industry, and manufacturing establishments, and to historical locali¬ ties, buildings and monuments. Constant appeal should be made to the observation and individual judgment of pupils, with frequent use of illustrative material. In the use of text¬ books, discriminate between matter for which the pupils must be held responsible and other matter, sources of information, which may be read by pupils and obscure points explained by teacher. Methods of Study.— (1) Preparation of lesson with pupils, (2) independent study of lesson by pupils, (3) recitation. This work should be thotful rather than mere memory work. Use blackboard to illustrate. (4) Teachers should endeavor to connect the activities of life of our city, state, and country, commercial and otherwise, with the story of life of that part of the earth which they are studying. (5) Teachers should en¬ deavor to enlarge the experience of each child in his knowledge of our own city geographically, historically and commercially. GEOGRAPHY 57 GRADE 4B. Western Hemisphere with special attention to North America. Location and relation of grand divisions and bor¬ dering oceans, comparison with other grand divisions as to size. North America. —Location of heat belts, bordering waters; selected localities compared with localities of corresponding latitude and longitude to insure correct ideas of relative posi¬ tion; as, Labrador and British Isles, North Carolina and Ja¬ pan, North Carolina and southern Spain. Coast Line.— Indentations and projections, islands, advan¬ tages of harbors and rivers. Elevations and Slopes. —Brief study of a cross section east and west with names of principal mountain ranges and plains. Drainage and River Systems.— Effects of rivers on soil; in¬ fluence of rivers in industrial development as determined by their width, depth, and fall. Climatic Belts and zones, seasons, and length of days; ele¬ vation, latitude and rainfall. Forest Belts and cultivated areas. Mineral Resources. —Such as are important because of abundance and commercial value. Animal and Plant Life.— Adaptation and physical environ¬ ment. People.— Distribution of population; a few distinguishing characteristics, such as food, language, habits and dress of people of various occupations and nationalities; unfavorable effect of extremes of temperature on occupation, industries, and products. Industries associated with the products of animal life and vegetable life, and of mines and quarries. Transportation and Commerce by great inland lake and river routes and coastwise lines. Great transcontinental rail¬ roads and their influence on peopling and development of the continent. Countries of North America and their comparative impor¬ tance. Chief manufacturing and commercial centers of each, 58 ASHEVILLE COURSE OF STUDY the capital and largest city of each country. Names and lo¬ cation of the Atlantic Coast States as a basis for the history work in 5A. South America. —Studied in comparison with North Amer¬ ica and after the same general plan; marked points of resem¬ blance and difference, coasts of both countries compared, brief study of a cross section. Comparison of plant and animal life with that of North America. Comparison of the agricultural, grazing, lumbering, mining, and manufacturing interests; of the facilities and routes of travel and transportation, of the oc¬ cupations and enterprise of the people as affected by climate; brief study of the leading countries, their capitals and commer¬ cial centers. History. —The American Indians: distributions over the hemisphere, appearance, dress, food, homes, occupations, imple¬ ments, character, relations with the whites, early and recent stages of civilization. Typical stories of discoverers read or told. Indian remains, relics, mounds. Cliff dwellers. Mexican and Peruvian ruins. Helps. —Same as in 4A, also Montgomery’s “Beginners’ American History,” and McMurry’s “Pioneers of the Missis¬ sippi.” Note .—Special attention should be given to the meaning of maps and the ability to read them. Physical, political, and in¬ dustrial features should be shown in outline maps. GRADE 5A. Eastern Hemisphere, with special attention to Europe. Lo¬ cation and situation of the grand divisions of land and water; comparison with other grand divisions as to size. Europe. —Lopation of heat belts, boundaries, and bordering waters; northern and southern peninsulas compared; selected localities compared with localities of corresponding latitude and longitude to insure correct ideas of relative position. See suggestions under 4B. Coast line: indentations and projec¬ tions, islands, advantages of harbors and rivers, elevations, slopes and plains; low and high Europe distinguished; brief study of a cross section north and south, noting the principal mountain ranges and the lateral extensions of the surface east and west. GEOGRAPHY 59 Drainage. —Alpine and Russian river systems and the extent of their basins; effect of rivers on soil, and their influence on industry as determined by width, depth and fall. Climatic Belts, zones, seasons, and length of days compared with those of other countries already studied. « Forest Belts and fertile areas. Mineral Resources. —Such as are important because of their abundance and commercial value. Plant and Animal Life as determined by position and phy¬ sical environment. Forms of life of Mediterranean countries contrasted with those of the north and east. Distribution of Population. —A few distinguishing charac¬ teristics of social and national life, such as language, occupa¬ tion, habits, food and dress. Industries associated with the products of animal and vege¬ table life and of mines and quarries, with attention to those products which are exported to the United States. Routes and other facilities for transportation and commerce —rail, river, and sea traffic. Leading Countries. —Comparative importance of each; the great powers of Europe; commercial centers, the capital and most important city of each of the leading nations; names of seaports connected by regular steamer lines with the United States; their chief exports. Africa.— Studied with reference to South America as a type, and after the plan followed in the treatment of Europe and Asia, with less attention to detail; desert regions and causes of the deserts; large river basins; study of those products which are exported to Europe and the United States; influence of European control and its introduction of modern systems of in¬ dustry and transportation; spheres of European influence with reference to map. Aids. —Globe, maps, pictures, stereopticon, sand and clay modeling, and other illustrative material. Carpenter’s Geo¬ graphical Readers, Stoddard’s Lectures, “Zigzag Journeys” and other books of reference, including geographical texts of vari¬ ous kinds. 60 ASHEVILLE COURSE OF STUDY GRADE 5B. Countries of North America. —Location and boundaries, coast line and bordering waters, surface, ridges, slopes, plains and river basins. Climate and its effect on plant and animal life and on the characteristics and activities of the people; rela¬ tion of United States to other countries of North America. Meaning of terms country and nation. Southern States as a group, following a causal series : 1. Location, climate, surface, drainage and waterways; lakes and general direction of rivers as determined by elevation and slope; value of water courses to soil, navigation, and manufac¬ turing industries; names of important rivers. 2. Resources: soil, forests, mineral deposits, fisheries. Spec¬ ial consideration should be given to such as are important be¬ cause of the great abundance and commercial value of their products. Resources of forests, mines, and quarries to be learned by observation of specimens brought to the class room by pupils when possible. Such materials should be associated with the objects made from them and with simple explanations of the processes of manufacture. 3. Industries and occupations as related to physical condi¬ tions (sailor, fisherman, farmer, miner) ; urban and rural oc¬ cupations contrasted; agriculture, grazing, lumbering, fishing, mining, quarrying, and manufacturing. 4. Products: animal, vegetable, mineral, manufactured. See suggestions under 2. 5. Commerce: routes as affected by physical conditions and by industries; means of transportation as determined by physi¬ cal conditions. Suggested standards for selection of cities to be considered are (a) capital, (b) most important city of the state, (c) centers of great industries, (d) great sea or lake ports. 6. Status and customs of the people; education, literary and artistic attainments, names and locations of educational insti¬ tutions of national reputation; scientific advancement as mani¬ fested in discoveries, inventions and engineering. Use in connection with this work McMurry’s “Type Studies in Geography.” North Carolina.— Location, surface, drainage; comparative size and importance; resources, industries and occupations, products, commerce, railroads, manufacturing and commercial centers, social development, educational centers. GEOGRAPHY 61 City of Asheville as an industrial and commercial ce: ter, physical conditions determining growth and importance, means of transportation and communication, public works, parks, pub¬ lic schools and other public institutions; great mercantile, financial and manufacturing concerns. Leading factors de¬ termining public improvements. See suggestions under 4A. Make a study of the following groups of states, following the causal series as in the case of the Southern States: New Eng¬ land States, Middle Atlantic States, Central States, Western States. Other countries of North America should be briefly treated. Island possessions of the United States. Reviews.— Have pupils discuss all the steps as they relate to a given group, or one step applied to each of the groups in turn. Aids.— Globe, outline, commercial, United States Geographi¬ cal Survey, topographic and census maps; weather charts, pic¬ tures, photographs, lantern slides, and other illustrative mate¬ rial ; collections of minerals, rocks, soils, seeds, and manufac¬ tured articles. Books of reference on geography. (See Appen¬ dix 1, Tarr and McMurry’s Geography, Book Two), history, bio¬ graphy, travel, natural history; magazine articles, newspaper clippings, railroad and steamboat guides and official reports. Note. —Comparisons, contrasts, correlation and causal rela¬ tions should be considered at every step possible. Special atten¬ tion should be given to the meaning of maps and the ability to read them. Outline maps should be sketched and filled out. GRADE 6A. South America.— Location in heat belts, in latitude and longitude, and with reference to oceans and to North America ; ratio of size to other continents and to the land surface of the world, formation of harbors, bordering waters. Surface diver¬ sities with study of a cross section, east and west, north and south; comparison of low and high lands in extent, elevation and drainage with those of North America; principal river sys¬ tems and the extent of their basins, and their effect on soil and commercial development as determined by width, depth and fall; climate and its effect on animal and plant life, and on the characteristics and activities of the people. The countries, comparative importance, capitals, trade relation; comparison of this continent with North America, and of the leading coun¬ tries in South America with the United States. Special attention should be given to Argentina, Brazil, ( bile, 62 ASHEVILLE COURSE OF STUDY and one tropical Andean country, in accordance with the fol¬ lowing causal series: 1. Location, climate, surface, drainage, and main water¬ ways; effects of climate and drainage of soil on industrial de¬ velopment; coast line bordering countries; area compared with that of other countries, and with that of a selected state or group of the LTnited States, taken as a standard. 2. Resources: soil, forests, mineral deposits, fisheries; rela¬ tion of vegetation to elevation, drainage, rainfall and temper¬ ature. o o. Industries and occupations as determined by physical conditions: agriculture, grazing, lumbering, fishing, mining, quarrying and manufacturing. 4. Products: animal, vegetable, mineral and manufactured. 5. Commerce: routes as affected by physical conditions and industries; means of transportation and communication; ex¬ ports to the United States. 6. Chief cities; commercial centers. 7. Status of the people: habits and customs; government. Europe.— This continent should be studied after the general plan followed in the treatment of South America. The follow¬ ing countries should be treated as fully as their relative im¬ portance demands, following the causal series above: British Isles, German Empire, France, Russia, Austria, Italy. The re¬ maining European countries should be treated very briefly as to location, products, cities, government. Aids.—A s in 5B. See 'Note under 5B. GRADE 6B. Asia.— Location in heat belts, in latitude and longitude, and with reference to oceans, to Europe, and to North America; ratio of size to other continents and to the land surface of the world; formation of harbors; bordering waters. Study surface diversities by means of cross sections; principal rivers and river basins, and their effect on soil and industrial development as determined by width, depth and fall; climate and its effect on animal and plant life, and on the characteristics and activ¬ ities of the people. Leading countries, comparative importance; capitals, trade-relations; comparison of Asia with North Amer¬ ica, and of its leading countries with those of the United States. Chinese Empire.— Japan, Ottoman Empire, India, and Si- GEOGRAPHY 63 beria should be treated as fully as their relative importance demands, following the causal series: 1. Location, climate, surface, drainage and waterways, ef¬ fects of climate and drainage on soil and industrial develop¬ ment ; area compared with other countries and with the United States. 2. Resources: soil, forests, mineral deposits, fisheries; rela¬ tion of vegetation to elevation, drainage, rainfall and tempera¬ ture. 3. Industries and occupations as determined by physical conditions: agriculture, grazing, lumbering, fishing, mining, quarrying and manufacturing. 4. Products: animal, vegetable, mineral, and manufactured. 5. Commerce: routes as affected by physical and industrial conditions, means of transportation and communication, their relative value and importance; influence of European control and immigration; exports to the United States and imports from the United States. 6. Chief Cities: manufacturing and commercial centers; position and importance. 7. Status of the People: comparative density of population, habits and customs, government. Africa.— This continent should be studied after the general plan followed in the treatment of Asia. The leading countries should be treated very briefly and as European possessions— British, French, German, Dutch, Portuguese, Turkish, Italian, —also the Congo Free State, the Soudan, and Liberia, the causal series of topics being followed as with Asia. Australia and the islands of the Pacific, with special atten¬ tion to the Philippines, treated briefly and as colonial posses¬ sions. Aids. —As in 5B. See Note under 5B. GRADE 7A. Mathematical and Physical Geography. —The solar sys¬ tem, relations of the sun and planets, theory of their origin, re¬ lations to the sun, moon, and earth; adaption of the earth for human habitation, the sun and inclination of the earth as lac- tors ; eclipses of the sun and moon; motions of the earthand con¬ sequent distribution of light; axis, orbit, poles, equator, zones, circles, day and night as modified at the different seasons; latitude and longitude, relation of longitude and time, standard 64 ASHEVILLE COURSE OF STUDY meridians, length of a degree of longitude at the equator and at the pole, determination of longitude by variations from a selected standard time, solar and standard time, international date line. Heat Belts and Wind Belts. —Location and causes, isother¬ mal lines, land and sea breezes, trade winds, zones of calms, monsoons and cyclones; change of seasons, and causes; phe¬ nomena of weather; weather charts, barometer, thermometer; difference between weather and climate; cause of dew, fog, clouds, rain; distribution of rainfall as related to surface fea¬ tures; erosion and drainage; relation of rainfall to the distri¬ bution of vegetation; underground water—springs, wells. Large Topographical Areas.— Distribution of land and wa¬ ter, origin of continents, changes by erosion with emphasis on glaciation, coast line as determined by the addition of coastal plains and by sinking of the land, continental and oceanic islands, difference in origin; formation of volcanic and coral islands. Ocean movements: Waves, tides, tidal waves, currents, causes and effects; relations to commerce. Influence of climatic conditions and topographical features on plant and animal life, and on the characteristics and activities of the people; zones of vegetation, ranges of food plants; distribution of animals, fauna of the sea, range of human habitation, conditions favor¬ able to civilization. North America and Europe. —Studv of North America and t/ Europe with special reference to the physical features above mentioned. Location as to longitude and latitude, and advan¬ tages; coast line: form, and economic advantages; study of a good harbor as a type; surface features and causes, the glacial period, drainage systems and importance; coal, oil and metal deposits; location in wind belts and consequent distribution of temperature and rainfall; influence of climatic conditions and topographical features on plant and animal life, and on the dis¬ tribution, characteristics and activities of the people. Aids as in 5B. See Note under 5B. GRADE 7B. United States. —Review of the United States and of its colo¬ nial possessions as a basis for comparison of this country with other great commercial countries (including their colonial pos¬ sessions), in the following causal series: GEOMETRY 65 1. Location, climate, surface, drainage, waterways, and arti¬ ficial irrigation; comparison of eastern and western highlands, altitude, ruggedness, and extent. 2. Resources: soil, forests, mineral and oil deposits, and fisheries. 3. Grazing, lumbering, shipping, fishing, mining, quarrying and manufacturing. 4. Products: animal, vegetable, mineral and manufactured; areas of staple products. 5. Commerce: routes as related to physical and industrial conditions, means of transportation and communication, mail, telephone and telegraph service, railroad trunk lines and steam ship routes, relative advantages of speed, effect on immigration, exports and imports. 6. Chief Cities: manufacturing, commercial and importance as determined by physical and industrial conditions, causes for the growth and development of the leading cities of the United States, as New York, Chicago, Philadelphia, Baltimore, Boston, St. Louis, Denver, San Francisco, New Orleans, Pitts¬ burg. 7. Social development as influenced by location, climate, drainage, resources, industries, transportation, and communi¬ cation ; status of the people in regard to education, literary and artistic attainments, language. Great universities, scientific advancements manifested in discoveries, inventions, and engi neering; customs of the people, government. A brief treatment of other commercial countries of the world should be made, especially of those having commercial relations with United States: Great Britain, France, Germany, Russia, Italy, China, Japan, Brazil, Argentina. Aids as in 5B, and see Note under 5B. GEOMETRY “Let no one who has not studied geometry enter here, wrote Plato over the doors of his Academy. There are so many of the problems of every-day life having the basis oi their solutions in a knowledge of geometry, that this is a very important sub¬ ject in the school curriculum, and one that is too much neg¬ lected. The study of concrete geometrical forms is not only an ex 66 ASHEVILLE COURSE OF STUDY cellent training in accurate observation and concentrated atten¬ tion, but is a first essential for students who expect to take up the study of formal geometry and allied subjects later. The teacher is recommended to read carefully the introduc¬ tion to Campbell’s “Observational Geometry.” The purposes of the work are well stated in the last paragraph of this introduc¬ tion. Read also the direction on page xi. GRADE 7A. Complete Part I of Campbell’s “Observational Geometry.” As much of the matter is old, it will be in the nature of a review, and can be accomplished quite rapidly. Have the important definitions and rules, and the formulae for finding areas and volumes carefully memorized. When possible, correlate the work with the arithmetic, and thus save time in the arithmetic work. For example, connect the work in rectangular solids in geometry with the problems on pages 67-74 of Smith’s “Advanced Arithmetic.” Similarly the work on areas can be done in connection with the problems on pages 55-60 of the Arithmetic. For supplementary work, see the problems under mensuration, pages 248-265 of the Arith¬ metic. GRADE 7B. Complete Part II of Campbell’s “Observational Geometry,” omitting Chapters XIX and XX. See suggestions in 7A on correlating the work with the arith¬ metic problems. Also connect Chapter XXVIII with the work on ratio and proportion, pages 118-123 of the Arithmetic. For much of this work, especially that on areas and survey¬ ing, the class should be carried out of the schoolroom into the field where the actual conditions will be before them, and where actual measurements may be made. The study of the last chap¬ ter, for instance, must not be attempted without field work. At the end of the term take a general review of the book, dwelling principally on constructions and formulae. When this term’s work is completed, the pupil should have clear mental images of the forms studied, and a clear understanding of the methods for solving the problems arising from consideration of their parts. HISTORY AND CIVICS 07 HISTORY AND CIVICS The greatest educational thinkers and writers are agreed that the chief end of all education is the formation of character, and they further agree that history, rightly taught, with litera¬ ture, is the subject best adapted to this end. This transcen¬ dent importance of moral education, then, would seem to make history and literature the most important subjects in the school course, when so taught that the child gets from them that which will make for character development. The memorizing of facts and dates as presented in most text-books, and by the methods of most teachers of today, will, however, never bring about the desired results. In the first place in teaching history, a lively interest must be awakened in the subject, as in other subjects, by building upon the child’s experience. Secondly, there should be a logi¬ cal method of procedure in the instruction, beginning with the simplest and most interesting phases of social life, and going on to the broader and more complex conditions of the historical growth of the race. And finally, from the standpoint of sound pedagogy, the subject-matter should be correlated as closely as possible with those subjects in the course of study vitally re¬ lated to it. One of the chief aims of the teacher should be to build up a clear conception of the social condition and arts of our time by a study of the social conditions and arts of the race at different periods in its progress. We need to teach our children more of the arts of peace and of the achievements of science and indus¬ try, and to give less prominence to the arts and achievements of war, except as these must be studied in the development of some principle or movement of progress. We need to instil into their minds the principles of honor and justice, as taught by the lives and acts of the great characters of history, to make a basis for good citizenship. In this connection it is interesting and significant to noie that the following principles have been recently formulated by the American Peace Society with the recommendation that they be clearly borne in mind in the teaching of history in the public «y schools: “1. That all men, of whatever race, country, or stage of civi¬ lization, are brethren, and entitled to be treated by one another as children of one Father and members of a common family. 68 ASHEVILLE COURSE OF STUDY “2. That the nations are sister nations; and as kindly a spirit should always prevail in their dealings with each other as between members of the same family, “3. That when a good motive can be reasonably assigned for an apparently hostile action on the part of another, whether a man or a nation, it is a duty to impute such proper motive rather than a conscious intention to inliict injury wrongfully. It is therefore more honorable in such cases to exercise patient forbearance than to give way to quick and violent resentment. “4. That in war, as in private dueling, one party is always in the wrong, usually both; and the immediate result of the con¬ flict never decides which is in the right, if either; nor does it tend to vindicate the honor of either to make haste to shed blood or seize or destroy property. “5. That the maxim, ‘My country, right or wrong! 7 as too often interpreted, is false and dangerous, and may become, to use the language of Chief Justice Jay, Treason to liberty, Jus¬ tice, and humanity, and rebellion against God.’ “6. That the kind of patriotism which would aggrandize one country at the expense of another is but a form of selfishness or even criminality. “7. That whatever be thought of the maxim, ‘In time of peace prepare for war, 7 it should not be forgotten that immense mili¬ tary and naval armaments continually suggest resort to vio¬ lence as the proper method of securing justice and maintaining rights. “8. That whether we have or have not a right to disregard, as the soldier in battle always must, the command of the Founder of Christianity to love our enemies; and whether it be true or not, as Franklin repeatedly affirmed, that There Avas never a good war or a bad peace, 7 there are, in the historical treatment of war, aside from the ethics primarily involved, cer¬ tain considerations that should ever be remembered: among them the tendency in protracted warfare to military despotism; the enormous loss of productive industry by the withdrawing of thousands from field and workshop; the destruction of valu¬ able property; the expenditure of immense sums that might have been made useful in works of beneficence; an incalculable amount of disease, pain and prolonged misery—distress caused not to the guilty feAV but to the innocent many; the infliction of more injustice often than is either prevented or remedied ; and the bitterness engendered-in each warring people against HISTORY AND CIVICS 69 the other, making the victorious aggressive and the defeated revengeful, thus sowing the seed of future wars. “9. That the truest heroism is not physical but moral, as when one dares to stand alone for the right, and chooses to suf¬ fer loss, ridicule and obloquy, rather than be the partner in wrong-doing; that the humblest deed of daring and self-sacri¬ fice for the good of others is glorious; that die that ruleth his spirit is better than he that taketh a city’; and that the only contest between nations should be in the effort to outdo each other in promoting the welfare of mankind. “10. That since in all conflicts each party believes itself in the right, and neither can be an impartial judge, however it may have been in past ages when there was no umpire for the adjudi¬ cation of international disputes, there is now no longer any ex¬ cuse for a hasty resort to force, or for a foolish persistence in fighting to the death; for there not only exists a great tribunal, the Court of The Hague, recognized the world over and proved by experience to be a proper forum for the investigation and peaceful arbitrament of controversies before the outbreak of war, but the signatory powers that established it have also dis¬ tinctly agreed that any one of them should have The right of tendering its good offices or mediation’ between contending states at any stage in the course of hostilities, and that The exercise of this right can never be considered by either of the disputing parties as an unfriendly act/ “11. Finally, that it is the duty of all that teach and all that study history to gain a proper perspective; to lift themselves and others above the standpoint of mere selfish interests; to recognize that history in its true meaning is not the annals of war and bloodshed, but the record of the development of pa¬ cific civilization, of religion, of education, of law, of industry, of commerce, of science, of invention, of art, of language, of social and political institutions; to observe the trend of events towards the fulfilment of the prophecy that ultimately nation shall not lift up sword against nation;’ to endeavor to disarm opposition and overcome indifference in this movement to mag¬ nify peace and minimize war; and to contribute all possible effort to secure in the near future a realization of the poet s vision of ‘The Parliament of Man: the Federation of the World,’ which shall be the safe guardian of national rights, the perpetual guarantor of international peace. 70 ASHEVILLE COURSE OF STUDY GRADE 1. As primitive people first relied upon crude pictures of strange emblems and war trophies to record their deeds, this being their method of keeping records of the past, so with the child of prim¬ itive mind, the first history should be talks about relics, pic¬ tures, customs, and certain holidays. At least one period a week should be devoted to talks and stories about real things of history. This work should not begin later than the third month, after the child has acquired some skill in talking about natural objects and in reproducing stories. The following will be subjects of these talks: 1. Pictures of Indians—warriors, women, children. 2. The Indian bow and arrow, how made, use; story of hunt¬ ing with bow and arrow. The tomahawk, how made, use; story of hunting with bow and arrow and tomahawk. The Indian knife (made of bone) ; how made, use; story of hunting with bow and arrow, tomahawk and knife. 3. Clothing—materials, how made. 4. The wigwam—how made, use; the fire, cooking; cooking utensils. 5. Picture of an Indian baby, how carried, the cradle, story of an Indian baby. 6. Picture of Indian mother; story of life in wigwam; the food, the table, the bed. i. Holidays.—Simple stories of Columbus, of Thanksgiving, of Christmas, of George Washington, and stories appropriate for Memorial day. Verses and songs taught for holiday les¬ sons. Flag drill. 8. Blackboard illustrations. Construction work. Method. Development of subject through language work, play, picture study, drawing, construction work, and literature. GRADE 2, OUR ANCESTORS OR EARLY SETTLERS. 1. Ancestors pictures of them, their dress, stories of meet¬ ing with them, Indians, home in the woods, (he travel on horse¬ back, occupations. 2. The wild animal life that surrounded the home. iiginia Daie, Pocahontas, Penn, Thangsgiving in other HISTORY AND CIVICS 71 lands, the Indian Feast of the New Corn, colonial stories of Christmas, Christmas in other lands, George Washington’s boy¬ hood, Memorial Dav. Method.— Development of subject through language work, and pictures, as above. In the last month of the second year simple stories may be given the children to read. GRADE 3. EARLY SETTLERS AND THE INDIANS. 1. Local history, family traditions, old landmarks. 2. Life among the Puritans, the Dutch, the Quakers. South¬ ern plantation life, and striking characteristics of primitive customs. 3. Adventures with the Indians, disputes, heroic encounters. 4. John Smith, Miles Standish, King Philip, and local Colo¬ nial heroes. 5. Museum and relics. 6. Pictures, games, charades, dramatization of events. At least three quarters of an hour each week should be devoted to this subject. Method. —Most of the work should be done without text books but when books bearing on the course can be had, the children should be encouraged to read them. GRADE 4. WORLD HEROES. Joseph, Leonidas, Cincinnatus, Horatius, Regulus, Alfred, Joan of Arc, William Tell, Sir Phillip Sidney, Bayard, Bruce, Columbus, Washington, LaFavette, Florence Nightingale, John Howard, John Cabot, Balboa, De Soto, Raleigh, John Smith, Champlain, Hudson, Oglethorpe, Baltimore, Penn, Franklin, Boone, Sevier, Jefferson, Patrick Henry, Putnam, Hale, Jasper, Greene, Whitney, Lewis and Clark, George Rogers Clark, Hous¬ ton, Jackson, Fulton, Morse, Lincoln, Roosevelt. The names of these heroes are selected without regard to time or locality. Like that of Bayard, the knight without fear and without reproach, they are selected because of their universal¬ ity, because the attributes that make them immortal in history and literature are such as excite the child’s admiration for true 72 ASHEVILLE COURSE OF STUDY heroism and stimulate liis desire for more knowledge of the world’s heroes. This study will, it is believed, create a historic sense in children nine or ten years old, and prepare them to be¬ gin in the fifth year a more intensive study of the leading chai- acters of a period when time and place must begin to hold the consideration of the child thru the teaehcr. The time devoted to history in this grade should be at least one hour a week. GRADE 5A. HISTORY. The work of this grade should develop a real interest in his¬ torical characters, and the facts presented should serve as a basis for the later and more critical study of history. I. Discoverers and Explorers. The Northmen—Leif Ericson. Columbus. Da Gama, Magellan, Drake. The Cabots. The French—Cartier, Champlain, the Jesuits. Amerigo Vespucci. De Leon, De Soto, Coronado, Balboa, Cortez, Pizarro. Raleigh, Hudson, Smith. II. In connection with the above stories, the manners, cus¬ toms, dress, shelter, food, hunting, and warfare of the Indians should be studied by means of pictures, relics, and narratives.— Mound Builders, Cliff Dwellers, Aztecs, and American Indians. III. “Tales of Troy/’ De Garno. IV. Memorize the following dates and the events associated with them: 1492, Columbus and his discoverv. i/ 1497, Cabot’s discoverv of North America. 1523, Magellan circumnavigates the globe. 1584, Raleigh expedition to the coast of North Carolina. civics. Education. Relations and duties of pupils, teacher, princi¬ pal, superintendent and school committee. Preparation for good citizenship by supporting the administration of the schools, complying with school regulations, attending school legularly, and being careful of all kinds of school property. HISTORY AND CIVICS 73 GRADE 5B. HISTORY. I. Colonization of America. —Study leading dramatic events in the settlement of the thirteen original colonies, and New France, giving special attention to events in North Caro¬ lina. *Tn the study of each colony the following points should be illustrated by stories: (1) Causes of emigration, (2) char¬ acter of settlers, (3) geographical situation, physical features, and climate; (4) prominent features of colonial manners, cus¬ toms, and industries; (5) striking features in the lives of prom¬ inent men connected with the settlements, as Walter Raleigh, John Smith, Miles Standish, Roger Williams, William Penn. II. The Two Chief Indian Families encountered by the col¬ onists—the Iroquois and Algonquins—and their relations with the English and French. Stories of heroism and suffering of the colonists in Indian warfare. King Philip’s War. III. The French and Indian War. —Review French explor¬ ations on the lakes and Mississippi. Compare French and English colonists as to customs, industries, and treatment of Indians. The struggle for the Ohio valley. Striking narratives from the war connected chiefly with Washington, Braddock, Franklin, Montcalm, and Wolfe. Results of the war. IV. The Wanderings of Ulysses. V. Memorize the following: 1607, Settlement of Jamestown. 1608, Quebec founded by Champlain. 1619, Negro slavery introduced. 1620, Settlement of Plymouth. 1623, New Amsterdam settled. 1630, Boston founded. 1634, Lord Baltimore settled Maryland. 1653, North Carolina settled on Chowan river. 1664, English Conquest of New Amsterdam. 1673, Marquette explored the Mississippi. 1682, Penn founded Philadelphia. 1732, Georgia settled by Oglethorpe. CIVICS. Charities.— Hospitals and their purposes. Care of orphans and destitute children, of the aged and helpless and of the blind. Our duty of relieving the unfortunate, of recognizing personal responsibility to the poor and helpless, of preventing cruelty to 74 ASHEVILLE COURSE OF STUDY children and animals, of being independent and self-support¬ ing. GRADE OA. HISTORY. I. The Revolutionary Period.— Causes: (a) in general, (b) as set forth in the Declaration of Independence. Study such statesmen as Jefferson, Franklin, Otis, Henry, Jay, Samuel Adams, and John Adams. Chief events: Lexington, Bunker Hill, Long Island, Trenton, Saratoga and French aid, Phila¬ delphia and Valley Forge, Arnold’s Treason, Camden and King’s Mountain, Cowpens, Guilford Court House, Yorktown, Paul Jones and the American Navy. Results. II. The Critical Period (1783-1789).—Commercial dis¬ putes, boundary conflicts, ordinance of 1787, adoption of Con stitution, comparison of Constitution with Articles of Confed¬ eration in organization, taxing power, and control of commerce. III. The Constitutional Period. —Growth of territory— Louisiana, Lewis and Clark, industries, domestic troubles, Hamilton and Jefferson, political parties, Burr, Sevier, Jack- son, Whitney, Fulton. IV. War of 1812.—Causes, attempt to invade Canada, Per¬ ry’s victory, sea-fights, capture of Washington, NeAv Orleans, results. V. Memorize the following dates: 1705, Stamp Act. 1770, Boston Massacre. 1775, Bunker Hill. 1776, Declaration of Independence. 1777, Long Island, Saratoga, and Trenton. 1780, King’s Mountain. 1781, Surrender of Cornwallis. 1783, Treaty of Paris. 1789, Constitution adopted and Washington inaugur¬ ated President. 1812-1815, Second War with England. civics. National Government. —The three departments, legislative, executive, judicial; how constituted, chief duties imposed on each Direct attention to phases of executive branch as illus- ia ec in Asheville and vincinity: post office, internal revenue HISTORY AND CIVICS 75 department, weather bureau, army. Prepare for citizenship by keeping informed in regard to the workings of the national gov¬ ernment, voting intelligently, etc. GRADE 6B. HISTORY. I. Period of Growth and Expansion (1815-1800).—North¬ west Territory, Florida, Texas, Mexican War, California. Great inventions and growth of industries, commercial routes, Monroe Doctrine, tariff and revenue, immigration (character and effect), new states, politics, literature. II. Growth of Sectionalism.— Slavery, history of slavery in the colonies and nation, Missouri Compromise, States Rights, anti-slavery movements, admission of new states, Compromise of 1850, Fugitive Slave Law, “Uncle Tom’s Cabin,” Kansas-Ne- braska Rill, Dred Scott Decision, Brown’s Raid, Lincoln’s elec¬ tion. III. Biography.— Study such parts of the biographies of the following men as relate to the above topics: Monroe, J. Q. Adams, Clay, Webster, Calhoun, Jackson, Houston, Davis, Lin¬ coln. IV. Memorize the following dates: 1819, Purchase of Florida. 1820, Missouri Compromise. 184G, Mexican War. 1848, Gold in California. 18G0, Lincoln’s election. civics. State Government.— Chief powers and duties of governor, lieutenant-governor, the legislature, the militia. Suffrage. Purpose of courts, judge, jury. Service on jury as witness, rights of the accused. Penal and charitable institutions. Na¬ turalization of foreigners. The duty of each citizen to make the most of his opportunities for self-development and social service, to keep informed on matters of public interest, to reg¬ ister and vote, and to pay taxes. 76 ASHEVILLE COURSE OP STUDY GRADE 7A. HISTORY. I. Civil War. —Secession, important campaigns carefully studied as to purpose and results, blockades, emancipation of slaves, effect on political parties, close of the war, results. II. Consolidation and Expansion (1865 to present time).— Reconstruction and its problems, constitutional amendments, purchase of Alaska, Alabama claims, political parties, financial crisis, civil service reform (review of spoils system), growth of industries, expositions, the New South, growth of great cities, application of steam arid electricity, transcontinental railways, capital and labor, immigration, war with Spain, island posses¬ sions, education, literature. III. Biography.— Lincoln, Davis, Lee, Grant, Edison, George Peabody, Clara Barton, and others. IV. Memorize the following dates: 1861, Secession of the Southern States. 1862, Merrimac and Monitor. 1863, Emancipation, Gettysburg. 1865, Close of War. 1869, Union Pacific Railroad. 1898, War with Spain. civics. County and City Government.— The three departments, the chief offices, names of officials, who may vote. Emphasis placed upon duties and responsibilities of a citizen as a member of a family, as pupil, as employer or employed, as voter, or office holder. GRADE 7B. HISTORY. In this grade take a review of the history of the United States with relation to the history of England and other nations. Ap¬ peal constantly to the judgment of the pupil by stressing causes and results of great historical movements. Encourage much collateral reading in connection with the work, and enlarge the sources for research. I. Period of Discovery and Colonial Development.— Causes which led to discovery of America, nations interested, territoiial claims with maps, colonies typical of the three forms HISTORY AND CIVICS 77 of colonial government studied in detail. European conditions leading to colonization, relations with other colonies, England, and other nations. Social life, industries, education, chief men. Territorial changes with maps. II. Revolution. —Comparison of rights of Englishmen in England and in America. Causes remote and immediate, lead¬ ers on both sides, and friends in England. Congresses, Declar¬ ation of Independence, and Articles of Confederation. The war: commanders, important campaigns, the navy, French aid, Arnold’s treason, turning points in the North and South, close of the war, results. Territorial changes with maps. III. Constitutional Period.— Territorial growth, the adop¬ tion of a new constitution, domestic and foreign difficulties, Hamilton and the finances, federal versus state sovereignty, economic questions—banks, treasury, tariff—slavery, and its results, state rights, Civil War: Important campaigns and ef¬ fects on power of national government, economic effects, recon¬ struction and rights of suffrage, economic progress since Civil War, population, immigration, growth of cities, money ques¬ tions, leaders in statesmanship, literature, science and art; United States as a world power, Monroe Doctrine, Spanish- Arnerican War, foreign possessions, influence on world diplo¬ macy, Hague tribunal. CIVICS. Brief discussions in class on following topics: Three Types of Colonial Government.— Charter, proprietary, royal, gov¬ ernors and assemblies. Local Government.— City and county. Articles of Confederation.— Chief provisions and defects. Constitution. —Formation, ratification, and comparison of chief provisions with Articles of Confederation. Legislative Departments.— House of Representatives and Senate; duties, and how a bill becomes a law. Executive Department. —Pres¬ ident, Vice-president, election, duties. Judicial Department.— Supreme court, circuit courts, and district courts. Interdepen¬ dence of Three Departments.— President’s power in legisla¬ tion, Senate's power over President’s appointments, power of impeachment, Supreme Court determines constitutionality of a law, subordination of military to civil power. Constitutional Amendments, State Governments.— Three departments and chief officers. 78 ASHEVILLE COURSE OF STUDY HOME READING The object in this course in reading is to train the child from the beginning to have ci desire to vend good literature at home. The list of books recommended for each grade is broad in scope, and the number to select from is large enough to allow consid¬ erable freedom in choice. It is expected that teachers and parents will do much toward making this branch of the child’s reading profitable. The teacher can help by making herself familiar with each book in the course for her grade, by reading occasionally parts of books to the class in order to create interest, by guiding and directing according to individual wants, and by testing, in the most ex¬ pedient way, the child’s knowledge of books read. The parent can help by showing a warm sympathy in the work, often read¬ ing and discussing a bookAvitlithe child from the child's point of view, rather than from that of the adult—putting himself in the child’s place—and by encouraging the child to love good books and to make collections of favorite ones. Both teacher and par¬ ent should encourage children to make beginnings of libraries of good books in order that a habit of collecting books may be early formed. Teachers should see, however, that the outside reading does not interfere with the regular work of the school. It may often be necessary to confer with parents in order to adjust this mat¬ ter. Of course, what is too much for one pupil may in no wise injure another; so that in each case it will be necessary to con¬ sider the mental and physical condition of the child. The books in the Home Course should be carefully read. The child should know something about them when they are fin¬ ished. Pupils who prove to be superficial readers should be limited as to the number of books drawn, and required to give better reports of those read. A matter of more serious consideration than the tendency to superficial reading is the lack of interest in good literature on the part of many pupils. Cases of this kind will often tax the ingenuity of the teacher. Every means should be used to in¬ terest such pupils. The surest way of doing this is to study the child’s interests and get him to read books bearing upon sub¬ jects in which he takes a deep concern. In some schools it has been found beneficial to keep a record HOME READING 79 of wliat each child reads. These records are passed along with the pupil from grade to grade, giving each teacher a summary of the child’s knowledge of literature. This proves of great use to the scientific teacher. Do not fail, especially with larger pupils, to have the intro¬ ductions to books read. It is also advisable for pupils to read a brief life of the author before reading a book. The teacher can render valuable help in such preliminary study, which al- wavs adds interest. */ Always suggest to the children other works of authors whose lives and books they are reading. Some teachers make a practice of setting aside the regular reading period once or twice a month for the general discussion of books read. Some pupil suggests a book, and then all who have read it take part in discussing it. As a result of this plan many pupils are lead to read books which they otherwise might not read, as very often a child will take a suggestion from a pupil rather than from a teacher. Pupils may be asked occasionally to write letters to their teachers on the subject of books read, the letter, of course, form¬ ing a language lesson as well as a report on the book. Another good plan in connection with the Home Reading Course is to have pupils keep note books in which facts about the author and the incidents in the story are noted. Pupils have been found to be much interested in this plan, reading thoroly and noting carefully. When a sufficient number have read a cer¬ tain book, a profitable discussion can be held on Friday after¬ noon. Most teachers are agreed that in order to create a gen¬ eral interest in books it is necessary to have class discussion on them. Of course, it is not intended that the pupils shall always be held strictly to the suggested lists. There are hundreds of good books not in the lists. The teacher or parent, however, should sanction the choice of a book before it is read. Often something in history or geography or some other subject in the course will suggest a good standard book, and when this hap¬ pens the teacher should recommend the book to the class if it is within their range. Teachers should encourage a certain amount of independence in the discovery of good books by the pupils, taking care always that they are good books. One very important thing to be taught a child is how to know good books from bad or useless ones by the characteristics of each. Following is a set of general questions which may be asked about almost any book: so ASHEVILLE COURSE OF STUDY “1. Who wrote this book? V\ hat do you know of liis life? Have you read other books by the same author? similar books by other authors? Compare. “2. Name some of the persons told about iu ibis book. Y\ hu h do vou like best? Whv? «. • “3 What did you learn from this book? **4. Did you like it? Why? Would you like to read more about this author, or similar book- by other authors, or other books about the same things? Teacher suggest some. i" Questions on particular books: Little Lame Frinee. Mulock. “Did you like the Little Lame Frinee? Why? How did the fairy godmother help the little prince? Lo little people today '.have any one like a fairy godmother to help them? Whom? Why did the nurse, although an evil woman, love the prince? When a child, how did the prince propose to become a good and wise man? Tell me about the travelling cloak. What change came to the prince after some years?* Birds' Christmas Carol. Wimin. C'C' “How many little plans has the book suggested to you for making others better and happier? < an you sketch some of the pictures from memory for me. so that I can give those parts of the story? Did vou share this stood time with others in vour home? When reading a good book a dear friend is really talk¬ ing with us." GRADE 2. Read auv six. Animal Life.Bass In My Nursery .Richards Fairy Tales.Grimms Adventures of a Brownie.Mulock Book of Fables.Scndder Little Nature Studies, I.Burt Friends in Feathers and Furs..Johonnot Mopsa the Fairy.Instelow Joyous Story of Toto.Richards Five Minute Stories.Richards Young Master Kirke.Shirley Story Land of Stars.Pratt Little Sunshine's Holiday.Mulock tats and Dogs.Johonnot HOME READING 81 GRADE 3. Read any six. Rhymes and Jingles. Dodge Colonial Children .Pratt Four Feet, Two Feet and No Feet.Richards Fables .Aesop Spinning-Wheel Stories.Alcott Fairy Tales .Andersen Alice in Wonderland.Carroll New Year’s Bargain.Coolidge Little People of Asia.Miller Stories of Heroic Deeds.Johonnot Classic Stories for Little Ones.McMurry Little Nature Stories, II.Burt Plant Life .Bass Fifty Famous Stories.Baldwin «/ Fairy Stories and Fables.Baldwin Robinson Crusoe .McMurry «/ Five Cent Classics—Daniel Boone, George Washing¬ ton. GRADE 4. Read any six. tv Ten Boys.Andrews Old Greek Stories .Baldwin Captain January .Richards Seven Little Sisters .Andrews Each and All .Andrews Two Little Confederates.Page Little Lord Fauntleroy . .:.Burnett Little St. Elizabeth.Burnett In Indian Tents.Alger Little Lame Prince .Mulock Legends of the Norseland.Guerber Little Mr. Thimblefinger.Harris , Mr. Rabbit at Home.Harris Little Jarvis .Seawell Jan of the Windmill.Ewing Story of the Chosen People.Guerber GRADE 5. Read any eight. Stories Mother Nature Told .Andrews Wild Animals I Have Known.Seton 82 ASHEVILLE COURSE OF STUDY Little Men . Little Women . Eight Cousins . Prince and Pauper. Tom Sawyer. Big Brother. Capt. Sam. Signal Boys. Story of the Romans. Story of the Greeks. Rab and His Friends. Five Little Peppers. Five Little Peppers Grown Up Black Beauty . Storv of Patsy. Birds’ Christmas Carol. Being a Boy. Story of a Short Life. Story of a Bad Boy. Hans Brinker. Odysseus. Swiss Family Robinson. Water Babies. Blue Fairy Book. Little Nell . Paul Dombey. Jungle Books. Peterkin Papers. .. . Alcott .. .Alcott . . .Alcott . .. Twain . . .Twain Eggleston Eggleston Eggleston . . Guerber . .Guerber . . . Brown .. . Sidney .. . Sidney .. . Sewell . Wiggin .Warner . .Ewing .Aldrich . . Dodge .. . Burt .. . Wyss Kingsley .. . Lang . Dickens . Dickens .Kipling ... .Hale GRADE 6, Read anj^ eight. Twice-Told Tales. Hawthorne Story of the Thirteen Colonies.Guerber A Boy of the First Empire.Brooks Last of the Mohicans.Cooper With Lee in Virginia.Hentv The Spy .Cooper Stories of the Old Dominion.Cooke Toby Tyler.Otis Century Book for Young Americans..Brooks Hoosier School Boy.Eggleston Boys of ’76. Coffin Family Flights.Hale Boys Who Became Famous.Bolton HOME READING 83 Girls Who Became Famous.Bolton Story of the Great Republic.Guerber The Man Without a Country..Hale Ten Great Events.Jolionnot Stories of Our Country.Jolionnot Popular History of Greece.Yonge Popular History of Rome.Yonge The Knight of Liberty.Butterworth Stories of the Golden Age.Baldwin Fridtjof Nansen.Buell Huckleberry Fin .Twain With Wolfe in Canada.Hentv Boys of Green way Court.Butterworth Under the Lilacs.Alcott Old Fashioned Girl.Alcott Hilt to Hilt.Cooke Book of . Famous Rulers.Farmer Caesar. Abbott Hannibal.Abbott Darius the Great.Abbott Madame Roland.Abbott Xerxes. Abbott William the Conqueror.Abbott Daniel Boone.Abbott Boy’s King Arthur.Lanier Boy Settlers.Brooks GRADE 7. Read any ten. Standish of Standish.Austin Tom Brown at Rugby.Hughes Captains Courageous .Kipling Scottish Chiefs.Porter Birds, and Bees.Burroughs A Hunting of the Deer.Warner Burgoyne’s Invasion.Drake Paul Jones A.bbott Boyhood of Lincoln.Butterworth Captains of Industry.Parton Two Years Before the Mast.Dana Betty Alden .Austin Zachery Phips.Bynner The Pathfinder.Cooper 84 ASHEVILLE COURSE OF STUDY Under Drake’s Flag.Henty Paul Jones.Seawell Decatur and Somers.Seawell Life of Crockett.Crockett Montcalm and Wolfe.Parkman Battle of Gettysburg.Drake Washington and His Generals.Headly Heroes of the Middle West.Catherwood Hero Tales of American History.Roosevelt La Salle and the Discovery of the Great West. .. . Parkman Nicholas Nickleby .Dickens Pickwick Papers.Dickens Green Mountain Boys.Thompson Frank at Don Carlo’s Ranch.Castleman Camping Out .Stephens Young Puritans in King Philip's War.Smith Little Dorritt.Dickens To Have and to Hold.Johnston For Love of Country.Brady Prince and Page.Yonge Popular History of France. f .Yonge Popular History of Germany.Yonge Horseshoe Robinson .Kennedv «/ Treasure Island.Stevenson Kidnapped.Stevenson In the Tennessee Mountains.Craddock In Ole Virginia.Page A Carolina Cavalier.Eggleston Days of Bruce.Aguilar Ramona.Jackson NATURE STUDY GRADE 1. FALL TERM. Domestic Animals.— Cat. Observe its characteristic move¬ ments and actions. Study color, parts, covering, food, uses, kinds, care of young. Lessons on kindness to animals. Birds. —Canary, pigeon, English sparrow, duck. Recognition and name, color, parts, covering, food and feeding habits, move- NATURE STUDY 85 merits, song or call. Encourage children to feed and protect birds. Flowering Plants. —Goldenrod, aster, chrysanthemum, / 7 geranium, burdock. Recognition and name, whole plant, parts (root, stem, leaves), color, odor. Fruits. —Apple, pear, peach, plum, chestnut, acorn. Color, odor, taste, parts, uses. Vegetables. —Potato, onion, carrot, turnip, sweet potato, pumpkin, corn. Color, parts, uses. SPRING TERM. Domestic Animals.— Dog. See “Domestic Animals,” Fall Term. Birds. —Robin, bluebird, chicken, jay. See “Birds,” Fall Term. Also learn bird notes. Fish. —Goldfish. Study movements, color, parts, covering, food. Insects. —Milkweed-butterfly. Cecropia moth. Living speci¬ mens and food. Correlations. —Myths, legends, poems, and pictures of plants and animals studied. GRADE 2. FALL TERM. Domestic Animals. —Cow. Characteristic parts, covering, food, uses, movements, habits, young. Lessons on kindness to animals. Birds. —Cardinal, song-sparrow, snowbird, red headed wood¬ pecker, humming-bird, owl, turkey. Recognition and name, color, parts, covering, food, feeding habits, homes, movements, calls and notes, uses to man, power of flight, migrations. Com¬ parison of turkey with duck and chicken. Insects. —Grasshopper, cricket, flies, polyphemus moth. Comparison of cricket and grasshopper. Recognition and name, color, parts, home, food and feeding habits, movements, sounds or calls, enemies. Encourage children to make observa¬ tions and report. 86 ASHEVILLE COURSE OF STUDY Flowering Plants.— Morning-glory, sunflower, nasturtium, wild aster, daisy, milkweed, thistle. Recognition and name, color, odor. Dispersal of seeds by wind and animals. Encour¬ age home gardening and the saving of seeds. Fruits.— Grape, orange, lemon, hickory-nut, chinquapin. Color, odor, taste, parts, uses. Trees.— Chestnut, oak, pine. Recognition by fruit, leaf, bark; winter buds—color and protection. SPRING TERM. Domestic Animals. —Horse. See “Domestic Animals” under Fall Term. Birds.— Scarlet tanager, goldfinch, Baltimore oriole, downy woodpecker; hen and chickens compared with other birds. See “Birds,” under Fall Term. Flowering Plants.— Buttercup, jack-in-the-pulpit, wild gera¬ nium, azalea, bloodroot, iris, sweetpea. See “Plants,” under Fall Term. Fruits. —Strawberry, cherry, currant, raspberry. See “Fruits,” under Fall Term. Vegetables.— Vegetable gardens; radish, lettuce, bean, pea. Color, parts, uses. Vegetables as root, leaf, fruit. Encourage home gardening. Natural Phenomena. —Daily observation of weather, and record of same. Observation of winds—force and visible effects. Storms, rainbow, sun—light, heat, day and night. Correlations.— Myths, legends, stories, poems, and pictures related to topics studied. GRADE 3. FALL TERM. Birds.— Bullbat, whippoorwill, chimney-swift, phoebe, eagle, snipe, ostrich. Plumage, song or call, habits, food, size, mo¬ tions, uses, feet and bill. Lessons on protection of birds. Insects.— Luna moth, caterpillar, metamorphoses; potato beetle, dragon-fly, mosquito, rose-beetle, clothes-moth; head, NATURE STUDY 87 body, legs, wings, feelers, distinctive markings, breeding-places, food, movements, uses to man, dangers to man. Animals. —Wolf, fox. Comparison with dog. Rabbit, squir¬ rel; tree-frog, toad, bullfrog: snakes, terrapin; goldfish, trout, minnows. Recognition and name, striking characteristics, cov¬ ering, food, uses, movements, homes, habits. Flowering Plants. —Solomon’s seal, false Solomon's seal, hepatica, cinquefoil, laurel, chickweed, dahlia, chrysanthemum, cosmos. Recognition and name, color, odor. Encourage pupils to cultivate flower gardens at home. Fruits and Seeds. —Pumpkin, melon, cranberry, burdock, beggar's ticks, burrs, nuts, stone-fruits, pods. How seeds are protected while ripening: adaptation for dispersal by wind, water, birds, hairv animals. Collection of drv fruits to show form and method of dispersal. Trees. —Maple, dogwood, ailanthus, walnut. Arrangement of leaves, parts of leaf, position and protection of buds, autumn coloring, collecting and mounting. Recognition of tree by leaf, fruit, bark. Experiments. —Where does sap rise thru stem and leaves? Whv do leaves wilt? How do leaves move with reference to lisrht? I>o leaves give off water? c 1 c Earth Study. —Hills, isolated and in chains; plains, low and high: valleys, slopes, brooks, rivers, ponds, lakes, bays, islands. Modeling of forms not accessible for personal observation. De¬ termination of north bv noon-dav shadow, determination of t east and west by rising and setting sun, eight points of com¬ pass, direction in class room, direction and distance of familiar places by miles. Observation of change of seasons. SPRING TERM. Migratory Birds. —Robin, catbird, humming-bird; tanager, oriole, red headed woodpecker. Xesting,—birds as carpenters, tailors, basket makers, masons, weavers, upholsterers, decor¬ ators. Encourage protection of birds. Insects. —Ants, bees, wasps, hornets. See “Insects, under Fall Term. Distinctive functions of queen, worker, and drone. Hive or colonv, food, hibernation. t / Animals.— Buffalo—comparison with cow; tiger, lion, com- 88 ASHEVILLE COURSE OF STUDY parison with cat. Oysters, clams, crawfish. Bee u Animals, under Fall Term. Seeds and Seedlings. —Bean, pea, squash, corn, sunflower. Parts of seeds, little plant in the seed, storage of food for plant, development of root, stem, and leaves from seed; uses of seed leaves. Life histories of bean, pea, squash, corn, onion, parsnip, radish—as seed, seedling, root, stem, leaves, flowers, fruit. Gardening.— Encourage the keeping of home gardens, plant¬ ing the above-mentioned seeds and others. Show need of good soil by plants in sawdust, sand, and rich loam. Experiments.— Of what use are seed leaves to a pea? In what region of the root does growth take place? In what direc¬ tion do roots grow? Growth of root hairs. Flowering Plants.— Anemone, arbutus, poison ivy, water lily, bluets, dog-tooth violet, lily-of-the-valley, verbena. Parts of flowers and their uses, pollen and nectar, how insects are at¬ tracted and rewarded, development of fruits. Earth Study.— Review work of Fall Term. Location of im¬ portant streets and buildings in Asheville. Manufacturing dis¬ tricts, and location along railroad. Regions of different indus¬ tries. Residence portion, suburbs. GRADE 4. FALL TERM. Birds.— Flicker (yellowhammer), brown thrasher, white¬ breasted nuthatch, quail, partridge. Plumage, song or call, habits, food, size, motions, uses, feet and bill. Spiders.— Web, prey, enemies, means of defence, egg-cases, hatching of eggs, comparison with other insects. Useful Animals.— Green frog, fish, bat, lady-bug, cochineal bug, earthworm; sheep, goat, cow; hen, goose, duck; ox, horse, donkey, mule, camel. Particular emphasis should be placed upon value to man, (1) as destroyers of injurious insects (2) as the source of supply of useful materials, including materials for clothing, food, furniture, and ornaments, (3) as beasts of burden. Harmful Animals.— Cut-worm, potato-beetle, cabbage-worm, leaf-roller, plant-lice, codling-moth, beetles, tent-caterpillar, NATURE STUDY 89 canker-worm, clothes-moth, cockroach, flies, bedbug, ant, mos¬ quito, rat, mouse. Particular emphasis should be placed upon their injuries to man, harmful stage, method of extermination, work of government in destroying pests, government bulletins. SPRING TERM. Flowering Plants.— Mountain pink, phlox, Indian pipe, lady’s-slipper, blue-eyed grass, yellow star-grass. Recognition and name, care, color, odor, habitat. Flowerless Plants. —Ferns, mosses, mushrooms. Parts, colors, spores, treated in an elementary way. Garden Work.— Review needs of plants. Propagating plants by means of seeds, slips, runners. Parsnip, turnip, tomato, cab¬ bage, geranium, rose, strawberry. Transplanting of tomato, cabbage and other plants. Fruit. —Apples, blackberry, huckleberry. Save and plant seeds. Study life history and learn varieties. Classification of Plants. —Evergreen and deciduous trees, shade and fruit trees; trees, shrubs and herbs; plants with one seed-leaf (monocotyledons), and with two seed-leaves (dicoty¬ ledons) ; parallel-veined and netted-veined, pinnate and pal¬ mate. Correlations. —Myths, legends, stories, poems, and pictures of plants and animals studied in this grade. Correlate as closely as possible with work in geography. GRADE 5. FALL TERM. Birds.— Kingfisher, chewink, indigo-bunting, brown-creeper, summer yellow-warbler. Plumage, song or call, habits, food, size, color, motions, uses, feet, bill. Insects.— Curculios, honeybee, bumblebee, mud-wasp, paper- wasp, squash-bug. Head, body, legs, wings, feelers; distinctive markings, breeding-places, food, movements, uses to man, dan¬ gers to man. Animals.— Frog, slug, snail, clam, fish, muskrat. Recogni¬ tion and name, striking characteristics, development, uses. 90 ASHEVILLE COURSE OF STUDY Adaptation to Environment. —Study of animals, with spec¬ ial reference to tlieir mode of life, methods of securing food, breathing, care of young, modes of locomotion, means of attack and defence, protective resemblance, warning odors, mimicry, division of labor in social or communal life, adaptation to dif¬ ferent seasons of the year. Elementary Classification. —Vertebrates and inverte¬ brates. Groups of vertebrates: mammals, birds, reptiles, am¬ phibious animals, fishes; difference in body, form, covering; use and structure of limbs; medium in which they live. Inverte¬ brates: sponges, coral, worms, starfish, mollusks, spiders, in¬ sects, Crustacea; differences in body, form, covering; presence or absence of limbs or other appendages; medium in which they live. Differences between worms and caterpillars; bats and birds; whales and fishes. SPRING TERM. Flowering Plants.— Evening primrose, jewel weed, colum¬ bine, butter-and-eggs, dogbane, clematis. Recognition and name, color, odor, care, habitat. Garden Work.— Ferns. Collect wild flower seeds, and plant. Spinach, cucumbers, mustard, corn. Study of common weeds and how to destroy them. Fruit.— Plum, quince, grape. Grapevine culture; layers, cut¬ tings, seeds. Trees.— Uses to tree of bark, of wood, of pith; annual rings and medullary rays (study cross and long sections of pieces of wood), uses of heart-wood and of sap-wood to plants and to man; movements of sap (maple) ; blossoming and fruit forma¬ tion of fruit-trees and shade trees; use of wood in building and furniture (make collections) ; use of trees in producing rain¬ fall. Emphasis should be given to the protection of trees in city streets. Forms of Stems.— Erect, prostrate, climbing by tendrils, twining by stem or petiole, why plants seek erect position; un¬ derground stems (potato) and bulbs (onion) ; uses of stored nourishment to plants. Plant Products Useful to Man. —Vegetables classified as roots, stems, leaves, bulbs, fruits. Fruits classified as fleshy, stone, and dry. Medicines and spices: bark, leaves, sap, ex- PENMANSHIP 91 tracts. Clothing: cotton, linen. Woods: those used for build¬ ing or furniture; characteristics which fit them for this use. Correlations.— Myths, legends, stories, poems and pictures related to topics studied. PENMANSHIP Penmanship is “the art preservative of other arts.” That it be correctly taught is of prime importance. He who can read well, spell correctly, and write neatly has in his possession the means that make it possible for him to ac¬ quire all the learning of all the ages. If the pupil is made to realize what a lasting benefit good penmanship will be to him, half the battle is won for the teacher. All children should be taught to write with the right hand. As soon as the pupils acquire the correct movement, neatness and accuracy should be required. Note .—It is necessary to insist upon correct position and muscular movement from the first grade thru the seventh, to enable the pupils to master the correct method of penmanship. Blackboard practice is essential to give little children the proper conception of the muscular movement. Give some of this work in the first grade, more in the second and third. RULES. 1. Position of Body.— Sit with right side turned slightly toward the desk. Body must be held erect so that the pupil does not lean either forward or backward against the desk. Feet must rest squarely on the floor. 2. Position of Paper.— Place the paper diagonally, near the left edge of the desk. Hold the paper in position with the left hand, so that the left shoulder may be level with the right. 3. Position of Arm.— The wrist must be flat on the desk, that the arm may move easily from the shoulder. 4. Position of Pen.— The pen should be placed against the side of the second finger nail, the first finger resting near the second on top of the pen, and the thumb against the pen under the first finger. If the hand is in correct position, the nails on all the fingers will be plainly visible. 92 ASHEVILLE COURSE OF STUDY GRADE 1. Correct position of body, arm, paper, and pencil. Give simple exercises to aid in learning muscular movement. Shapes of letters studied. Copies used taken from Macmillan writing book No. I. GRADE 2. Correct position. Neatness in formation of letters insisted upon. Letters and combinations of letters from memory. Ex¬ ercises to acquire muscular movement. Use Macmillan’s writ¬ ing book No. II. GRADES 3 AND 4. Correct position. Continue drill upon exercises for muscular movement. Copies written from dictation, using correct forms of letters. Writing book No. III. GRADES 5, (> AND 7. * Correct position. Copy books used more to aid in acquiring neatness, as the shapes of letters and correct slant will have been learned in the first four grades. Writing books Nos. V, VI, and VII. PHYSIOLOGY AND HYGIENE In the lower grades this work will consist of talks on how to preserve health thru cleanliness, temperance, and general care of the bodv. Let the aim be to train the children to do all thev t know to be best to form good habits. In these lessons, too, the moral, physical, mental and social effects of intemperance should be brought out. Let the work in physical training and in morals be corre¬ lated as closely as possible with the physiology and hygiene. Do not preach but teach the subject in such a just and enlight¬ ened manner as not to beget prejudice. GRADE 1. Give the work assigned for first year pupils in Mirick’s “Oral Lessons in Hygiene,” along with such supplementary work as may be found necessary to meet local conditions. PHYSIOLOGY AND HYGIENE 93 Endeavor to correct bad habits, and to establish good habits, from the first. Study the pupils and note the progress they make from day to day in this respect. Tell the stories given in the text. They will be much more effective than if they were read. Emphasize the “Memory Points” after they have been devel¬ oped. Cultivate habits of cleanliness among your pupils from the first. If those who are careless in this respect are sent to the lavatory a few times, the conditions Avill improve rapidly. Have your pupils maintain good position while standing, sit¬ ting, writing and walking. Be vigilant about the heat and ventilation of vour class rooms at all times, for this has much to do with the health of your children. GRADE 2. Second year work of Mirick’s “Oral Lessons in Hygiene.” This year is given to a study of the body and its care, of food and of the senses. Special stress should be laid on the hygienic side of all of this work. Put the “Memory Points” on the board at the close of each lesson, and have them learned. Refer to them continually in order that they may help to form habits. For suggestions regarding position of children, habits, and heating and ventilation of the room, see Grade 1. GRADE 3. Third year work of Mirick’s “Oral Lessons in Hygiene.” Take six topics each term. Study the stories in the text until you can tell them in a vivid and interesting manner. Each of these topics is very important, and should be dwelt on long enough to make the desired impression. In connection with the study of breathing, the blood, and the muscles, show the importance of physical exercises. Discourage the tobacco and alcohol habits by appealing to the pupil’s desire for growth and strength. Let all school work tend to form regular habits of doing things well the first time. Make a beginning in self-government by giving the opportunity for the exercise of the will power in choosing between right and wrong. Give frequent reviews of the work of the year and of that of preceding years. 94 ASHEVILLE COURSE OP STUDY GRADE 4. This year the pupils will use the “New Century Physiology and Hygiene” as a text. The teacher should give at least one lesson a week to be learned and recited as is any other lesson in the course. During the first term teach the first fifteen topics in the book, pages 9 to 62 inclusive. Emphasize the hygiene side in all of this work, esepcially those topics relating to the preparation and digestion of food. Correlate the work on table manners and strong drinks with the lessons in ethics, and the study of the origin of foods with the geography work, as much as possible. In the study of the mouth and its part in digestion, stress the importance of properly caring for ihe teeth, and endeavor to see that the suggestions made in class are put in practice by the pupils. About every fifth lesson should be a review of the work ac¬ complished during the month, and there should be a general re¬ view at the end of the term. For the second term, begin with the topic on the blood, and carry the class thru the topics as far as “How We Think,” i. e., pages 63 to 124 inclusive, with reviews as suggested for the pre¬ ceding term. Emphasize the hygiene side of the work and see that as many as possible of the principles are applied in the class room, for instance, ventilation, exercise, deep breathing. Whenever a simple piece of apparatus can be used to advan¬ tage to illustrate a point, make it and use it—for instance, a lamp chimney and small paper bag to illustrate the action of the lungs in breathing; apparatus to show the pulse beat. Stress the work on cleanliness and show its relation to health. Also stress the study of the care of the organs of the senses. Have drawings made of the chest cavity, showing the posi¬ tion of the vital organs, and also the heart and circulatory sys¬ tem. In the work on alcoholics and tobacco, stress the fact that they check growth and strength. Correlate with the lessons in ethics. “Things to Find Out” are important as leading to thotful investigation and observation of other natural phenomena which throw additional light on human physiology. Do not slight this part of the work. PHYSIOLOGY AND HYGIENE 95 GRADE 5. Give at least one lesson a week, using the “New Century In¬ termediate Physiology and Hygiene” as a text. Beginning with the topic “How to Think,” complete the book during the first term. See general suggestions in the outline for the fourth grade on hygiene, reviews, apparatus, diagrams, and the work on alco¬ holics and tobacco. In the study of the bony framework, show the necessity for proper position at the desk, proper clothing, etc., and see that these are had in the school life of each child as far as possible. Watch the position of the shoulders while writing, and see whether the feet rest upon the floor. If the desk is too high or too low, have the seat adjusted if it is adjustable, or, if it is not, move the child to a seat of the proper height. Keep a sharp lookout for cases of spinal curviture, and other deformities, and report them to the school physician. In teaching the topics on the use of alcohol and tobacco, ap¬ peal to the child’s desire to grow and be strong, agile, and quick of mind. In addition to the letters given in the text, get some from the best local physicians and have them read in the class. In connection with the last topic on “Cleanliness,” take up the topic in the lessons on Civic Improvement, supplementary to the Ethics Course, on how to keep the city clean; and en¬ deavor to get each child to appreciate how important it is that each person do his duty in this respect, if we are to have a healthful and beautiful city. In all the work this term bring out the importance of having physical exercises in the schools as a means of correcting bad habits of posture, breathing, etc. In the second term take a systematic review of the whole book, placing emphasis upon those topics which do not seem to be clear to the children, or which are not a part of the prac¬ tice of the class as far as can be seen. The A class will not be required to take this review any fur¬ ther than they have covered the ground in the preceding grade. GRADE C>. The text-book to be used in this grade is “Elementary Anat¬ omy, Physiology and Hygiene.” The teacher should have several books of reference covering the same ground. These books should be kept where the pupils can have access to them 96 ASHEVILLE COURSE OF STUDY at any time. Help the pupil to get outside ol his text-book for information on the topic studied. Give the first term to a study of the four chapters on general physiology. A good microscope will be found indispensable for this work. If the work is attempted with the text-book alone as material for study, it will be found dry to both teacher and pupil. Let specimens be brought to class, and experiments be performed, whenever possible. They will greatly add to the interest and value of the work, and in fact, much of the work should not be attempted without them. Give at the close of each chapter a review and then a written test to prove the character of the work. In this grade again, the hygiene of living should be strongly emphasized. It should be remembered that the chief value of physiology to the child at this age is lo enable him to better care for his body and to live a better life. In the second term take chapters five, six, and seven, review¬ ing and testing at the close of each as suggested for the first terill’s work. I)o not fail to perform the experiments suggested and any others that may be found necessary to make a point clear. Especial attention is called to the lessons on domestic econ¬ omy, including menus for families of limited means. This is an important part of this work, arid should be given careful con¬ sideration. Diagrams of the circulatory and digestive systems should be drawn by the pupils. See the suggestions in the outlines for Grades 4 and 5 for sug¬ gestions in regard to correlation with the work in ethics and that in geography. Give at least one lesson a week to this work. GRADE 7. Complete the “Elementary Anatomy, Physiology and Hy¬ giene” during the first term of this year. Tn Chapter VIII be sure that the class clearly understands how the food is carried to all parts of the body. Study the dia¬ grams given and consult others. Chapter IX, on the excretion of waste matter, is important to the preservation of health, and should be emphasized. The same may be said of the chapter on the skin. In the chapter on the special senses, give more attention to securing a practical knowledge of the hygiene of the special READING 97 organs of sense than to the physiological side, tho, of course, the latter is not to be neglected. Before taking up Chapter XII, review enough of Chapter III to answer completely the seventeen questions at the beginning of the chapter. To teach this chapter successfully, it will be necessary to have the pupils make a careful study of the ner¬ vous system from illustrations and diagrams, reproducing the same often to fix the relation of parts. Make impressive here the work on alcoholics and tobacco. Make apparatus to illustrate the three different kinds of levers used in the body, when studying the chapter on muscles. The diagrams will mean very little to many of the pupils, espec¬ ially the girls. Work all of the experiments and problems given, and add others. Correlate here with the work in physical training, by showing the purposes of the different kinds of exercises. Distinguish clearly between voluntary and involuntary muscles. I)o not give much time to memorizing the names of bones. Compare the important parts of the skeleton with similar parts in the more familiar mammals. Give special attention to the proper kind of clothing for unrestricted growth in children and youths, and to the best postures in sitting, standing, and walk¬ ing to ensure growth and symmetry, and health. In the second term take a general review of the book, spend¬ ing most time on the most important subjects. READING Objects to be attained.— 1. The ability to get thot from the printed page. 2. To train the voice and to teach the child to express printed thot intelligently. 3. To increase the child’s vocabulary daily. 4. To develop the feelings and emotions—the spiritual na¬ ture. 5. To cultivate a lasting taste for the best in literature. Courses.— The courses prescribed are as follows: one for regular drill and supplementary work in class to increase the vocabulary and to teach the child how to read, silently and 98 ASHEVILLE COURSE OF STUDY aloud; one to be told or read to the pupils for information, good models, and inspiration; and one which shall have for its ob¬ ject the memorizing of the best selections from prose and verse. Habits to be Formed. 1. To look up meanings and pronunciations of unknown words. 2. To look up unknown places. 3. To read aloud to others. 4. To know the author and his motive in writing. 5. To know the mechanical construction of a book, publish¬ ers, binding, print, etc. 6. To learn how to use the index and contents to advantage. 7. To learn to love good books and to start private libraries of these. Suggestions.— Concert exercises should be used sparingly and then only for vocal drill or repeating memory gems. Remember that all the objects and good habits mentioned above can not be brought out in each lesson. Concentrate upon one thing and keep at it until it becomes a habit. All method should be varied, spirited and rational in order to keep up interest and accomplish the best results. There can be no true expression until the thot is clear. Seek clearness first and expression will follow. Let there be much silent reading in class and call for repro¬ ductions of this, oral or written, to test thot getting. Prevent halting and expressionless reading by having pupils form the habit of grasping sentences as wholes, by keeping the eye ahead of the vocal organs. Good reading is an art that may be learned by imitation. Therefore let pupils hear good readers often. Too much criticism by teacher or pupil, especially adverse, will repress free expression. Notice the good points oftener than the weak ones. Encouragement is the best spur. The books mentioned in the several courses need not be read in the order given, and where made up of selections need not necessarily be completed nor the lessons in each read in pro¬ gressive order. So far as possible correlate reading with history, geogra¬ phy, nature and other subjects. Always be on the lookout for matter outside of the course which will serve to supplement regular work. The aim of the use of the drill books is to give the child in his progress exercises of constantly increasing difficulty. The vo- READING 99 cabularies of these books are to be mastered,—use, pronuncia¬ tion, spelling and often phonic analysis. Good reading lessons are never gotten up impromptu, but are carefully prepared. And this is as true in the lower as in the higher grade work. Teach pupils how to stand and how to hold the book grace¬ fully while reading. Many of our children do not speak distinctly. There should be a vocal drill of about five minutes’ duration daily on careful articulation, pure tones, and voice training generally in all classes. In supplementary reading but little drill work should be given. It should therefore be easier than the drill series. “Here the fullest freedom should be granted. The aim should be to test increasingly the ability of pupils to read intelligently with¬ out previous drill, to interest them in reading good books, to create in them a thirst for knowledge, and to inspire them with a just appreciation of the beautiful and true in thot and word.” More than one-half of all the time should be given to this kind of reading. Much of it may be done silently, but in this case the teacher should test the child’s knowledge of what he reads. GRADE 1A. Drill Book.— Ward’s “Rational Primer.” Before putting the book in the hands of the pupil give about six weeks of daily practice to preparation for the use of the book as outlined in the teacher’s “Manual of Instruction.” After the use of the book is begun the directions of the man¬ ual should be carefullv followed to insure the best results. The work on “blending” should receive special attention, but give little or no time to words given in the lists which are beyond the pupil’s vocabulary. Secure clear enunciation and good expression from the be¬ ginning. The halting expression common in the oral reading of beginners is due to lack of preparation on the new words. The pupil should be able to recognize these at sight if the ex¬ pression is to be what it should. To complete the primer about the whole of the first term will be required. If there is time to spare use it in reviewing. No supplementary reading will be given during this term. Literature.— The aims of this work should be (1) to develop an interest in the best literature, (2) to cultivate the imagina- 100 ASHEVILLE COURSE OF STUDY tion, (3) to present a model of good expression, (4) to create high ethical ideals. Tell (and play when possible), rhymes from Mother Goose, as “Cock Robin,” “Little Bo-Peep,” “Little Boy Blue,” etc., and such ethical stories, myths, and fables as the following: The Ugly Duckling.Andersen Golden Rod and Aster.Cooke Hiawatha’s Childhood .Longfellow Ulysses and the Bag of Winds.Homer Old Pipes and the 1 )ryad.Stockton Clvtie.Cooke Arachne . Cooke The Wind and the Sun.Aesop Old Testament Stories.Bible ♦ Legend of the Sleeping Beauty. SELECTIONS FOR MEMORIZING. Sweet and Low.Tennyson How the Leaves Came Down.Coolidge Autumn Fires.Stevenson Windy Nights. Stevenson What the Winds Bring.Stedman Thanksgiving Day.Child Wizard Frost.Sherman Visit of St. Nicholas.Moore Wintertime. Stevenson Selections from Hiawatha.Longfellow Mother Goose Rhymes. GRADE IB. Drill Book.— Ward’s “Rational First Reader.” Follow closely the instructions given in the teacher’s manual. This hook can be completed more rapidly than the primer, and be¬ fore the term closes selections for supplementary reading can be made from the following: Hiawatha Primer. Cvr’s Primer. Wooster’s Primer. Moses’ First Reader. Literati re. tell from Hiawatha the stories of Mondamin, READING 101 Pearl Feather, The Four Winds, Mislie-Mokwa, and the Build¬ ing of the Canoe. Tell, or read, and play the following: Donkey and the Salt. Aesop Secret of Fire.Cooke Hermes.Cooke The Anxious Leaf.McMurry How the Chipmunk Got His Stripes.Cooke The Walnut Tree That Wanted to Bear Tulips. .. Wiltsie Story of Peter of Holland. Stories of Christmas in Other Lands. Selections from Mother Goose. SELECTIONS FOR MEMORIZING. Selections from Hiawatha.Longfellow The Four Winds.Sherman September. Jackson Far Away in the Northland.Cary Two Little Stockings.Poulsson My Shadow .Stevenson The Duel . Field What Does Little Birdie Say?.Tennyson Twinkle, Twinkle, Little Star.Taylor Mother Goose Rhymes. GRADE 2A. Drill Book.— Ward’s “Rational Second Reader.” Follow the instructions of the manual for the third half-year’s work, page 58. Let the preparation for each reading lesson—drill on the phonograms and blending—be carefully made in order that the reading may be fluent. Where reading is learned by phonics there is a tendency toward halting expression unless the new words receive sufficient drill before the lesson is read. Teachers will do well to look carefully after this part of the work—ex¬ pression. There should be no plodding or mere rote exercise in the recitation. The tliot should always be kept upper¬ most. If this is done the expression will come naturally. As an aid to fluency and expression drill for rapidity in tliot getting by timing the class on paragraphs or pages. The abi¬ lity to get the tliot from the printed page quickly is very im¬ portant and should be worked for early. Have daily work in this. Continue the drill for clear enunciation. 102 ASHEVILLE COURSE OF STUDY Supplementary Reading.— Select from the following: Stickney’s First Reader. Arnold’s Stepping Stones to Literature, First Reader. Baldwin’s First Reader. Oyr’s First Reader. Literature.— Continue the stories from Hiawatha. Also appropriate selections from Cooke’s “Nature Myths,” and Mrs. McMurry’s “Classic Stories.” Correlate as closely as possible with the nature and history work. Also: Old Testament Stories.Bible Wild Animals .Seton Old Greek Stories .Baldwin Black Beauty .Sewell The Little Match Girl. SELECTIONS FOR MEMORIZING. The Spider and the Fly.Taylor. Hang up the Baby’s Stocking. ..Little Corporal Frogs at School .Cooper October’s Bright Blue Weather.Jackson The Brown Thrush.Larcom The Rock-a-Bye-Lady.Field Blessing of the Cornfields.Longfellow Hiawatha’s Hunting.Longfellow The Golden Rule. The Babes in the Wood. GRADE 2B. Drill Book.— Ward’s “Rational Third Reader.” All reading lessons in this book should be prepared as follows: (1) Copy on the blackboard, with their marks, all the phonetic words of the lesson that contain more than four phonograms each, and about a dozen of the shorter phonetic words. (2) Have all these words read by the pupils a number of times. Experience will teach how much repetition is necessary. (3) As a rule give the harder words to the bright pupils, and the easier ones to the dull pupils. To keep the dull from remaining dull give them plenty of easy work to do. This work will constitute at once a preparation for the lesson and the blend drill for the day. For other suggestions see Grade 2A. READING 103 Supplementary Reading.— Make selections from the list for 2A or from the following: Robinson Crusoe .McMurrv */ Grimm's Fairy Tales.Claxton Land of Stories.Claxton Aesop’s Fables .Stickney Stepping Stones to Literature, Second Reader. ✓ Literature.— Continue the stories from Hiawatha, Cooke’s “Nature Myths,” Holbrook's “Nature Rhymes,” McMurry’s “Classic Stories,” and the Old Testament stories. SELECTIONS FOR MEMORIZING. The Leaves and the Wind.Cooper Three Bugs .Cary The Months .Coleridge Grasshopper Gray .Butts Goodnight and Goodmornng.Houghton The Owl and the Pussy Cat.Lear Try, Try Again.Anon I Live for Those Who Love Me.Anon Who Stole the Bird's Nest?.Child The Mocking Bird.Timrod Proverbs and Maxims. GRADE 3A. Drill Book. —Cvr's “Third Reader,” about one-half com¬ pleted. Make such selections as will correlate with the other work and such as will suit (lie degree of development of the class. For the development of the reading lesson see Grade 2B. Continue (lie drill for enunciation, expression and rapid¬ ity in thot getting. Give, on an average, three periods a week to this work. Supplementary Reading.— Two periods a week. Make se¬ lections from the following: Fables and Folk Stories.Scudder Seven Little Sisters. ..Andrews Fifty Famous Stories.Baldwin Land of Stories.Claxton Literature.— Continue the work on tlie Old lestament stories, nature myths, stories of wild animals, stories of Greeks and Romans selected from Baldwin, Hawthorne, and others. 104 ASHEVILLE COURSE OF STUDY Encourage the children to begin the collection of a choice library of classics at home. Correlate the library reading with the class work. In order to awaken interest in the class room library, read frequently parts of books. SELECTIONS FOR MEMORIZING. The Lily.MacDonald The Owl .Tennyson The One Hoss Shay.Holmes Song of the Chattahoochee.Lanier Lady Moon .Houghton The Barefoot Bov.Whittier The Brown Thrush.Larcom Great Wide World.Rands Wynken, Blynken, and Nod.Field Little Sunbeams. GRADE SB. Drill Book.— Cyr’s “Third Reader” completed. See sugges¬ tions under 3A. Supplementary Reading.— Select from 3A or the following: Story of Ulysses.Cooke «/ */ Story of the Norsemen.Dawes Story of the Pilgrims. Daniel Boone. Story of Pocahontas. Aesop’s Fables. Seaside and Wayside. Literature.— Same as in 3A. SELECTIONS FOR MEMORIZING. The Four Sunbeams.St. Nicholas The Wind and the Moon.MacDonald The Land of Nod. Stevenson The Children’s Hour .Longfellow The Sandpiper .Thaxter The Three Companions.Craik A Day .Dickinson The Violet .Taylor l lie Sword of Lee.Rvan Proverbs and Maxims. READING 105 GRADE 4A. Drill Book.— Baldwin’s “Fourth Reader” half completed during the term. The reading lesson should be preceded by such conversation as may be necessary to prepare the minds of the pupils for the proper appreciation of the subject matter. Bear in mind that correct expression in oral reading depends on the reader’s appreciation of the thot and feeling. Continue the work of enunciation and rapid silent reading as suggested in 3 A and preceding grades. The pupil should be trained to depend largely on the con¬ text for the meanings of words. The use of diacritical marks should be taught to enable the pupil to use the dictionary in¬ telligently. When pupils leave this grade they should he able to read with fluency ordinary reading matter. «/ «/ o Supplementary Reading. North Carolina History, Book 1.Allen Our World Reader. ...Hall George Washington. Benjamin Franklin. Stories from Garden and Field. Literature.— Continue the Old Testament stories, nature stories such as Brown’s “Rab and His Friends,” Ollivant’s “Bob, Son of Battle,” and Seton’s “Wild Animals.” Also in¬ clude Browning’s “Pied Piper of Hamelin,” stories from Haw¬ thorne’s “Wonder Book,” and “Tanglewood Tales,’’ Hiawatha’s “Fasting,” the story of Bethlehem, Lowell’s “Rhoecus,” and a long story to cultivate the power of sustained interest, like Dodge’s “Hans Brinker,” or Alcott’s “Little Women.” SELECTIONS FOR MEMORIZING. Daybreak.Longfellow The Reaper and the Flowers.Longfellow The Day is Done.Longfellow Woodman, Spare that Tree.Morris Those Evening Bells.Moore Robert of Lincoln.Bryant The Sea .Cornwall He Prayeth Best. .Coleridge Abou Ben Adhem.Hunt 106 ASHEVILLE COURSE OF STUDY GRADE 4B. Drill Book. —Baldwin’s “Fourth Reader” completed. For general suggestions see Grade 4A and preceding grades. In all reading lessons the teacher should occasionally read aloud, not for the purpose of direct imitation by the pupils, but to in¬ crease the interest in the subject-matter and to set a standard of good oral reading. Supplementary Reading. —Select from 4A or the following: Wings and Fins.Johonnot North Carolina History, Book IT.Allen Paradise of Children.Hawthorne Patrick Henry. Story of Longfellow. De Soto. Literature.— Same as in 4A with following: Legends of adventure such as Cooper’s “The Deerslayer,” and “The Prairie,” and Baldwin’s “Story of Siegfriedalso “Alice in Wonderland,” Kingsley’s “Water Babies,” and Burnett’s “Little Lord Fauntleroy.” selections for memorizing. Sir Galahad .Tennyson The Village Blacksmith.Longfellow The Mountain and the Squirrel.Emerson The Fountain .Lowell The Fairies of Caldon Low.Hewitt The Concord Hymn.Emerson November .Alice Cary Night and Day.Stevenson The Brook .Tennvson e/ Proverbs and Maxims. GRADE 5A. Drill Book.— The “Song of Hiawatha” completed during the term. For suggestions on enunciation, expression, silent read- ing, rapid reading, use of dictionary, etc. see 4A and preced¬ ing grades. Supplementary Reading.— Make selections from the follow¬ ing: Ten Boys . .. Black Beauty Andrews .. Sewell READING 107 North Carolina History, Book III.Allen Stories of Onr Country.Johonnot. King of the Golden River.Ruskin Literature. The Wreck of the Hesperus.Longfellow Rip Van Winkle. Irving Prince and Pauper.Clemens The Last of the Mohicans.Cooper Two Little Confederates. Page Tom Brown at Rugby.Hughes The Golden Apples. Old Testament Stories. Stories of World Heroes. Stories of Wild Animals. SELECTIONS FOR MEMORIZING. Selected passages from Hiawatha.Longfellow The Blue and the Gray.Finch Old Ironsides . Holmes The Battle Hymn of the Republic.Howe The Ship of State.Longfellow Paul Revere’s Ride.Longfellow The Daffodils .Wordsworth The Corn Song.Whittier Under the Greemvood Tree...Shakespeare The Arrow and the Song.Longfellow GRADE 5B. Drill Book.— Hawthorne's “Tanglewood Tales" completed. See suggestions under preceding grades. Supplementary Reading.— Select from 5A or the following: North Carolina History, Book IV.Allen Peasant and Prince.Martineau Pioneers of the Revolution.McMurry Pioneers of the West. Literature. Skeleton in Armor.Longfellow Little Men.Alcott Snow Image.Hawthorne Stories of the Old Dominion.Cooke 108 ASHEVILLE COURSE OF STUDY The Call of the Wild.London Stories from the Old Testament. Aladdin and his Wonderful Lamp. The Legend of St. Christopher. Selections from nature stories. SELECTIONS FOR MEMORIZING. Song of Marion’s Men.Bryant Recessional . Kipling Charge of the Light Brigade.Tennyson Planting the Apple Tree.Bryant The Skylark .Hogg At Sea .Cunningham When Wilt Thou Save the People.Elliott The Battle of Blenheim.Southey Maxims and Proverbs. GRADE 6A. Drill Book.— Hawthorne’s “Wonder Book’’ completed. See suggestions in preceding grades. Supplementary Reading. Robinson Crusoe .Defoe Birds and Bees.Burroughs North Carolina History, Book V.Allen Greek Heroes.Kingsley Literature. Hunting the Grizzly.Roosevelt Being a Boy .Werner Last Days of Pompeii.Bulwer Marie Antoinette .Abbott Alexander the Great.Abbott Young Lochinvar .Scott Stories from the Old Testament. SELECTIONS FOR MEMORIZING. The Bugle Song.Tennyson Roll On . Byron The Cloud .Shelley The Last Leaf.Holmes O God, Our Help in Ages Past.Watts READING 109 My Captain .Whitman My Native Land. Scott Twenty-third Psalm .Bible Snowbound . Whittier The Psalm of Life.Longfellow Proverbs and Maxims. GRADE CB. Drill Book.— Guerber’s “Story of the Greeks.” See sugges¬ tions under preceding grades. Supplementary Reading.— Select from 6A and the follow¬ ing: Miles Standish .Longfellow Evangeline . Longfellow Autobiography.Franklin Arabian Nights Entertainments. Nathan Hale. Literature. Tales of the White Hills.Hawthorne The Hoosier School boy.Eggleston The Man Without a Country.Hale Madam How and Lady Why...Kingsley Tales from Shakespeare.Lamb Christmas Stories.Dickens Tales of a Grandfather.Scott Grandfather’s Chair.Hawthorne Modern Vikings .Boyessen Adventures of Ulvsses. Homer selections for memorizing. For A’ That.Burns To Autumn .Keats The Builders .Longfellow One by One.Proctor The White-footed Deer.Bryant Hohenlinden.Campbell The American Flag.Drake The Eve of Waterloo.Byron Lochiel’s Warning .Campbell The Burial of Moses.Campbell 110 ASHEVILLE COURSE OF STUDY GRADE TA. Drill Book. —Homer’s “Iliad” (Bryant) about half com¬ pleted. The following is suggested as a general plan for the appre¬ ciative reading of a masterpiece: 1. Read for general conception, some parts read by the teacher for the purpose of creating a right atmosphere, other parts read aloud by the pupils in class, minor portions by pupils at home. 2. Read for more careful treatment of important parts, the aim being to bring about an appreciation of the beauty of the selection. Literature. Tom Brown’s School Days.Hughes The Great Stone Face.Hawthorne Idyls of the King.Tennyson An Appeal to Arms.Henry Selections from the writings of Southern authors. Legends of the Rhine. Stories from the Old Testament. selections for memorizing. The Bridge .Longfellow To a Waterfowl.Bryant Crossing the Bar.Tennyson Sir Galahad .Tennyson Break, Break, Break!.Tennyson Centennial Hymn.Whittier The Bivouac of the Dead.O’Hara The Finding of the Lyre.Lowell Bannockburn . Burns Selections from the Iliad. GRADE 7B. Drill Book.— Homer’s “Iliad” (Bryant) completed. See su gestions under 7A. S' Supplementary Reading. —To be read at home and the teacher to test: Tales from Shakespeare.Lamb Evangeline .. Longfellow irandfather s ( hair.Hawthorne SPELLING 111 Farewell Address .Washington The Aeneid (Crancli).Virgil Literature. First Bunker Hill Oration.Webster The Princess .Tennyson The Rime of the Ancient Mariner.Coleridge The Cotter’s Saturday night.Burns Tam O’Shanter...Burns The Vision of Sir Launfal.Lowell The Cathedral .Lowell Lycidas . Milton Selections from the Old Testament. SELECTIONS FOR MEMORIZING. Good Name in Man or Woman.Shakespeare The Quality of Mercy.Shakespeare My Heart Leaps Up.Wordsworth The Chambered Nautilus.Holmes Sound the Loud Timbrel.Moore The Year’s at the Spring.Browning The Lady of Shalott.Tennyson Antony’s Eulogy on Caesar.Shakespeare St. Agnes’ Eve.Tennyson Hymn to Diana.Johnson Selections from the Iliad. SPELLING Modern education is often severely criticised because of the number of poor spellers yearly turned out of our schools. Scholarship is often judged by spelling, so that it behooves teachers to pay special attention to this subject. What constitutes a good speller? It is agreed that to be a good speller one must be able to spell at least all the words one uses. It is, therefore, important that spelling lists include words from all the studies of the school course; but with the exception of proper names of places and persons, and scientific terms, most of the words needed will be found in the text-books on spelling and in the vocabularies of the drill books on read¬ ing. The daily spelling lesson is in itself but a poor test of the 112 ASHEVILLE COURSE OF STUDY pupil’s ability to spell. Watch his other written work. If he does not spell correctly the words he uses in written reproduc¬ tions, in language lessons, and in letters, he is not a good speller. Pupils should be taught early to be sure they know how to spell a word before setting it down; lienee the value of teaching early the use of the dictionary. Teach pupils to consult the dictionary whenever they are in the slightest doubt as to the spelling of a word. Pupils will become good spellers only when they have formed habits of correct spelling as a result of use of the dictionary, drill on difficult words, and certainty of forms before expression. It has been ascertained by experiment and observation that some pupils are “ear-minded” in learning, while others are “eye- minded.” The spelling lessons should, therefore, provide for both these classes of children, by oral and written lessons. But it does not follow because some children are “ear-minded” that they should depend entirely on oral spelling. Our chief use for spelling is in writing. They should, therefore, have extra drill in written work if necessary. In the primary grades the oral lessons should be mostly in the nature of phonic analysis, synthesis, and syllabication. Oral spelling by naming letters may be used occasionally to add in¬ terest and to save time in reviews. Frequent exercises should be given in copying paragraphs from reading and other lessons to cultivate accuracy. Dicta¬ tion lessons should be given once a week, and frequently pupils should write sentences illustrating the uses of words in the lists. Phonic spelling lias a threefold purpose: as an aid in pro¬ nouncing new words, as a help in spelling, and as a drill in arti¬ culation. In primary grades, as new words are introduced they should be written upon the blackboard and their meaning developed; these new words should then be learned. This plan should be followed in all lessons. Give special attention to form and use of such common, diffi¬ cult, words as the following: write, right; buy, by; seen, saw; has, have. It is well to omit words given in the spelling lists when they have no relation to the child’s experience; and it is not wise to spend much, if any time on isolated words. Selection may be made from the books by the teacher to suit the occasion and needs. SPELLING I 113 “Spelling matches” “pronouncing matches,” and like devices may be employed to create and sustain interest in the work. Begin as early as practicable, say in the fourth or fifth grade, the study of word formation : stems, roots, prefixes, and suffixes. Follow the order of grades and lessons in Chancellor’s “City Graded Speller,” Books One and Two. TIME ALLOTMENT FOR ELEMENTARY SCHOOLS Based on the teaching done in the two divisions of each grade, and measured in minutes per week. ist 2d 3rd 4th 5th 6th 7th Grade Grade Grade Grade Grade Grade Grade 0 p e n i n g Exercises, Scripture, Prayer, Current News, etc.. . 75 75 75 75 75 75 75 Reading and Literature 500 300 300 250 250 200 100 Ethics . 30 30 30 30 30 30 30 English: Memory Work Constructive Work [ 200 200 200 200 250 250 180 Oral and Written Work, Grammar Spelling .. 100 150 150 100 75 75 60 Arithmetic: Oral and Written. . 200 250 250 250 250 300 300 Geometry, Constructive 120 Nature. 25 30 30 30 15 Geography . 150 150 150 180 History and Civics. 15 20 30 30 30 150 180 Physiology and Hygiene. 15 20 20 20 20 25 25 Vocal Music . 60 60 60 60 60 60 60 Writing. 75 75 75 75 60 60 40 Drawing and Manual Training. 60 60 60 60 60 60 60 Physical Training. 60 60 60 60 60 60 60 Unassigned Time. 15 95 85 35 40 5 00 Recreation. 225 OOK 225 225 OO X jLjZjO 150 150 1650 1650 1650 1650 1650 1650 1650 Note. —Ethics, nature, vocal music, writing, drawing and manual training, physical training, English thru the first and second grades, history thru the primary grades, and physiol¬ ogy thru the primary grades, are to be taught to the whole 114 ASHEVILLE COURSE OF STUDY grade as one class. The other subjects are to be taught to each division of the grade separately, dividing the time judiciously between the two. When one division is reciting, the teacher should give the other division a definite amount of work—either study in prep¬ aration of the lessons for the following day, or work to be presented later the same day. The unassigned time may be used by the teacher in giving assistance to individuals or classes, or it may be used in strengthening the work in any sub¬ ject that seems to need more attention. Class programs are to be made out strictly in accordance with the above schedule and directions unless otherwise pro¬ vided by the superintendent. ART GRADE 1. Conversational lesson based on subjects, to be given. Simple landscapes, in black and white and in color. Study of fruits, vegetables, grasses, grains and flowers. Simple line design. Instruments and Materials. —Pencil, water colors, crayon, charcoal. Drawing paper, colored paper. GRADE 2. Review first year’s landscape work. Draw landscapes in color and in black and white, placing trees in the distance. Paint landscapes representing different seasons. Simple de¬ signs for clay models. Simple designs for borders and all-over patterns. GRADE 3. Landscapes in black and white and in colors, representing different seasons of the year. Study trees in landscape and trees alone. Study flowers, fruit, vegetables and grasses in color and in black and white. Make simple designs for wall paper, book covers, and clay models. Continue study of type solids. MANUAL TRAINING 115 GRADE 4. Continue the work of the third year. In landscape studies, include objects, as trees, water, and houses. GRADE 5. Continue the work in landscapes with pencil, ink, charcoal, water colors or crayons. Continue the work in fruit and vege¬ tables. Study of pictures with finder composition. Perspec¬ tive introduced. Values of light and shade. Careful study of shapes and growth of trees. Still life study. Design con¬ tinued. Study of life from pose. GRADE G. Review work of fifth year. Study use of accented line. Ex¬ ercises in lettering. Perspective continued. Continue the work of design and study of life from pose. GRADE 7 Review the work of the sixth grade. Careful study of still life. Use of finder in composition. Exercises in lettering. Sketches of landscapes out of doors, direct from nature. Study of composition in landscape and still life. MANUAL TRAINING GRADE 1. Free cutting illustrating stories and songs. Geometric and simple folding. Clay modeling. Instruments and Materials. —Blunt-pointed scissors, ruler graded to 1-4 inch only, pencils. Two-ply and three-ply paper, clav, cotton or wool cord. Models.— (a) Paper and Cardboard : Ruler, Book Mark, Note Book, Pin Wheel, Boat, Table, Envelope, etc. (b ) Clay: Bowl, Saucer, Jug, Fruit and 'N egetables. (c) Textiles: Pasteboard looms with warp thread 1-2 inch apart used in construction of hammock. 116 ASHEVILLE COURSE OF STUDY Correlate with literature, history, nature, and geography when possible. GRADE 2. Free cutting, more advanced subjects taken from poses. Modeling type solids. Modeling familiar objects based on type solids. Designs cut and made from colored paper. New Instruments and Materials. —Heavier paper, circle maker, paste, ruler graded to 1-8 inch, raphia. Models. — (a) Paper and Cardboard: Mat, Picture Easel, Blotting Pad, Handkerchief Case, Pen Wiper, Wall Pocket, etc. (b) Clay : Objects based on type solids, as fruits, Esqui¬ maux houses, pottery, tiles. More attention to details, includ¬ ing simple designs for above. (c) Textiles : Curtain or rug weaving upon a paper box pre¬ viously made by pupil. Design for border. (d) Rapliia: Simple work in wrapping, making Napkin Ring, Wall Pocket, or Broom Holder. Correlate as suggested. GRADE 3. Same lines of work as those outlined for second year, ex¬ tended. New Instruments and Materials.— Ruler graded to 1-16 inch, heavier paper, blunt-pointed embroidery needle, reed. Models. — (a) Paj)er and Cardboard: Cubical Money Box, Pencil Holder, Postcard Box, Button Basket. (b) Clay: Objects based on type solids, animals in motion and at rest, high relief work using flower designs; study of modern pottery, including potter’s wheel, firing pigments, glaz¬ ing and decoration. (c) Textiles: Study of development of weaving, weaving of a woolen rug or mat. Work correlated with art work thru a study of simple centerpiece designing, in connection with water color work. Simple designs for border. (d) Raphia: Braided in three strands resulting in a Work Box, Doll, Hat, or Card Receiver. Weaving of Reed Mat. Correlate as suggested. MANUAL TRAINING 117 GRADE 4. Woodwork in its simplest form, whittling, is begun in this grade. Instruments and Materials. — Heavy jute and pulp boards, one-foot rule, pair of compasses, and 1-8 or 3-16 inch stock. Models.— (a) Clay : Representative groups such as Bird’s Nest and Family, Plate of Fruit, work related to literature, etc. Simple molding and casting in plaster of Paris, using gelatine and sand molds. (b) Textiles : Study modern machine weaving. A weaver’s loom made by High School joinery class may be used by a spe¬ cial group in the making of a rug. (c) Raphia : Strap Stitch Raphia Basket. Original Raphia Basket decorated in a simple color design using the button-hole stitch. (d) Woodwork : Six-inch Rule, Plant Marker, Pencil Sharp¬ ener, Key Tag, Yarn Spool, Match Scratch, Thread Winder, Kite String Reel. Correlate as suggested. Note .—The amount of work required in basketry is not great because of its limited educational value. Variety of training instead of technical skill in a narrow field is the work of the public school. GRADE 5. Continue the work in clay modeling, in raphia, and in wood¬ work, applying in decoration the work in applied design. Instruments and Materials. —Pencil, sloyd knife, sand pa¬ per, ruler, pair of compasses, hammer, nails, 1-8 inch or 3-16 inch stock. Woodwork Models.— Twine Winder, Arrow, Weaving Need¬ les, Cord Winder, Pencil Sharpener, Twine Spool, Match Scratch, Top String Button, Cake Paddle. Correlate as suggested. GRADE 6. Continue the work in clay modeling in connection with the work in design. Continue the work in basketry if thot desirab e. 118 ASHEVILLE COURSE OF STUDY Woodwork. —Continue the fifth grade course, with attention directed towards problems which involve constructive work. Instruments and Materials as above. Models.— Calendar Back, Qua trefoil Mat, Paper Knife, Key Rack, Pen Rack, Pencil Sharpener, Letter Opener, Match Box, Match Scratch, Picture Frame. Bent Iron.— This work may be taken up here or deferred until later. The use of this material gives opportunity for a limited number of valuable experiences in art and construc¬ tive work which are not brought out in any of the other mater¬ ials. Bent iron can be handled easily in an ordinary school room, inasmuch as it is tidy work and the equipment requires little space when not in use. Eight fundamental elements and their simple combinations are used as a basis in executing the following models: 1. Pen Rack. 2. Tea Mat. 3. Easel. 4. Bridge. 5. Candlestick. 6. Picture Frame. 7. Glass Holder. 8. Wall Pocket. 9. Lamp Shade. 10. Hall Lamp. Correlate as suggested. GRADE 7. Instruments and Materials as above. Woodwork Models. —Calendar Back, Fishline Reel, Match Holder, Paper Knife, Penholder, Bracket and Shelf, Letter Opener, Picture Frame, Mat (beveled), Corner Bracket, Cuti¬ cle Stick, Whisk-Broom Holder, Mustard Spoon, Salad Fork. FIRST YEAR IN HIGH SCHOOL. Bench Work.— For the first time in the course, tools are placed in the hands of the boys. The plane, saw, chisel, try- square, and brace and bit will be the tools most used, tho the work will not be accomplished by means of these alone. Work¬ ing drawings will be made by the use of drawing-board, T- square, and triangles, and from these the models will be con¬ structed. As in all manual training, the models are not in themselves the objects of the course, but are merely the means PHYSICAL TRAINING 119 • employed to cultivate accuracy, thot in planning work, dex¬ terity of hand, and respect for manual labor skilfully done. Instruments and Materials.— Pencil, compasses, drawing- board. T-square, triangles, try-square, back saw, plane, chisels, brace and bit, hammer, nails, bench-hook, vise. Models.— Exercises in joining, Broom Rack, Whisk-Broom Holder. Towel Rack. Sleeve Board, Pencil Tray, Salt Box, Coat Hanger. Rack for tools and other shop conveniences will be included in the work as need for them arises. The three remaining years of the High School work will be devoted to models involving the exercises already used in addi¬ tion to mortise and tenon joints and dovetailing. Members of the class may submit drawings, which, when approved, will be the basis for work for the pupil submitting the same. Among the models completed during the course are Book Rack, Book Shelves, Flower Pot Stand, Knife Box. Machine Cabinet, Foot Stool, Table. PHYSICAL TRAINING The report of the Committee of Fifteen of the National Edu¬ cational Association. Dr. Wm. T. Harris, U. S. Commissioner of Education, Chairman, has this to say on physical training: ‘*In regard to physical culture, your committee is agreed that there should be some form of special daily exercises, amount- ins: in the aggregate to one hour each week, the same to include the main features of calisthenics and German, Swedish, or American systems of physical training, but not to be regarded as a substitute for the old fashioned recess established to per¬ mit the free exercise of the pupils in the open air. Systematic physical training has for its object rather will training than recreation, and this must not be forgotten.... Systematic phys¬ ical exercise has its sufficient reason in its aid to a graceful use of the limbs, its development of muscles which are left unused or rudimentary unless called forth by special training, and in the help it gives to the teacher in the way of school disclipine. The claims put forth in favor of physical exercise are: •'First. It seeks organic perfection. Many muscles, such as those of the abdomen and chest, the diaphragm, and the inter¬ costal muscles, under ordinary circumstances are little exer- 120 ASHEVILLE COURSE OF STUDY cised. Special attention to these increases the functional power of the vital organs within, on which so much of health depends. “Second. All parts of the body are developed equally, aiding the child in attaining his maximum growth, and at the same time developing symmetry of form. “Third. Muscular coordination is secured, whereby the child gains control over all his muscles, fitting him to perform with¬ out waste of energy all the acts which, under ordinary circum¬ stances, he is called upon to do. “Fourth. Grace of motion is cultivated. This subordina¬ tion of the body to the will is the source of all graceful action. ‘‘Fifth. The power of inhibition cultivated in the nervous system by refraining from all unnecessary movements in gym¬ nastic work is of no small import when we consider that with¬ out doubt it has its effect upon character, strengthening it in moral actions demanding self-control.” It will therefore be seen that physical training is not so much an end in itself as a means to an end. As to the pedagogical value of physical culture, James Crichton Browne, an eminent English neurologist, says: “Now the centers of motor ideation require to be exercised in order that they may be properly developed and may contribute usefully to the mental processes, and hence muscular training is likely to assume a more important and precise place in our edu¬ cational system of the future than it has hitherto done.And as regards the motor centers, it can only be said that they are well used when the muscles with which they are in relation are well used also. We thus see that an extensive region of the brain in which the motor centers are situated, and which is of course in intimate communication with all the other regions of the brain, can only be fully vigorous when the whole muscular system is fully vigorous also, and we recognize that good muscle work is essential to good brain work.” In this department it may also be well to mention again the importance of voice training. A few minutes should be devoted to this each day with special attention to articulation, tone and pronunciation. This work might well come in at the physical exercise period when natural deep breathing and good positions can be secured. It is quite important here that the teacher set the example of a good pure tone. Voice training begins with ear training, and if the child hears nothing but good tones he will imitate them. There is a special educative as well as recreative value to be derived from the playing of games, and it is expected that PHYSICAL TRAINING 121 teachers will make a study of some of the best games and teach the children to play them. “Play has the hygienic value of se¬ curing the greatest amount of physical work with the least ex¬ penditure of mental effort.” “Gymnastics do not take the place of play, nor does play take the place of gymnastics.” These two should go hand in hand in a perfect system of physical training. Now the recess is the time for recreation. The recess as it is used can be greatly improved. The children seem to “indulge chiefly in screaming and aimless romping, or else in moping and reading.” How much better it would be if they were taught games suited to their ages, of which the teacher could have oversight without interfering enough to destroy spontaneity. Let the children bring their ropes, balls, bean bags, etc., to school. Occasionally, while children are sitting, have periods of com¬ plete rest—mental rest in which the eyes are closed and the mind is wholly at rest. Have exercises in devitalizing the eve- lids, jaws, head, shoulders, arms and whole body, and exercises in deep breathing and yawning. In the first grade the lessons are very much on the kinder¬ garten order. Motion songs and action pieces with pretty, catchy words and music are given for rhythm and time. The work also includes simple corrective exercises of head, legs and arms, and skipping, running, and fancy steps for balance and poise of body. Such games as all can enter into freely are given in abundance. Beanbags, handkerchiefs, ropes and hoops are used. The second grade has very much the same work as the first grade, but with more corrective exercises and with games to train quickness of perception, judgment, decision, and accur¬ acy. The children in the third, fourth and fifth grades are at the age when they are growing and developing very rapidly, and systematic exercises calling into play all the muscles of the body, are given them. Among these are exercises that espec¬ ially affect the growth of heart and lung power, and the train¬ ing of nerves and muscles to obey the will; and those that give good poise and good carriage in walking, control of the muscles that strengthen the back and lift up the chest, and power to hold the body in a hygienic position. Special attention is given to forming the habit of deep breathing. Movements of head, feet, legs, arms, neck and trunk are all given separately and then combined, and with different time and rhythm. These ex¬ ercises, while of the highest educational value, and needed as 122 ASHEVILLE COURSE OP STUDY daily drill, are made as recreative as possible to prevent their becoming monotonous. Games involving competition of sides, and skill in throwing and catching, are introduced in these grades. At first the children are clumsy and awkward, but they will soon become graceful and unconscious of their movements. The work in the sixth and seventh grades is on the same line as that in the third, fourth and fifth grades, but the exercises are more complex, and require much concentration of atten¬ tion, and greater bodily control. Games are not given in such numbers as in the preceding grades, but fancy steps with grace¬ ful arm movements are taught, especially to the girls. The seventh grade is given about the same lessons as those for the fifth and sixth grades, with the addition of more diffi¬ cult exercises. Change of rhythm is practiced, and exercises are counted as high as forty for test of endurance. Dumb-bell exercises are given with and without music. GRADES 1 AND 2. Running and Walking Exercises. —Running, skipping, hop¬ ping, and marching around desks in fancy figures, in quick rhythm, with and without simple movements of head, arms and trunk. Standing Exercises. —Simple free exercises of somewhat un¬ defined complex movements, or defined serial movements. Leg Exercises: Closing and opening feet, raising and lower¬ ing heels and toes, and then alternating; placing feet sideways, forward and backward. Head: Bending backward, sideways, left and right, and ro¬ tating left and right with arm movements. Arm: Placing hands on hips or back of neck, bending arms upward, and stretching downward, sideways, forward and up¬ ward; clapping hands over head in front and back; combined foot and arm movements given quickly on one count. Balance: Heel raising, knee bending with feet close and astride, leg raising sideways and forward, hopping on one and on both feet. Back: Trunk bending forward, arms bending forward, fling¬ ing sideways, bending half forward and flinging, arm rotation; flinging forward and backward, and alternating. Lateral Trunk: Trunk bending sideways, rotating with hands on hips and neck or arms bent upward, stretched side¬ ways and upward; heels close, or feet astride. PHYSICAL TRAINING 123 Jumping: Jumping and parting feet, placing them forward and backward while raising arms sideways and forward; run¬ ning and jumping over low objects. Breathing: Lifting chest, raising arms sideways with deep breathing. Short talks on breathing and fresh air. Play Movements.— Movements suggesting their names: Jumping Jack, Umbrella, Rocking the Cradle, Flying Birds, Windmill, Rowing, Chopping Wood, Sawing Wood, Stepping- Stones, Ducks, Chickens, Crossing Muddy Street, Swinging Pendulum, Churning, See-Saw, High-Stepping Horses, Frogs. Plays.— The King of France, Indians, Lady Fair, ‘Twas This Way, Shoemaker, Train, The Body. Games.— Jack-Be-Nimble, Touch the Chair, Touch, Changing Seats, Tag, Simon Says, Last Down, Cat and Mice, Squirrel, Bean Bags in a Circle, Crossing the Brook, Stealing Seats, Here We Go Round the Mulberry Bush, Tap-Hand, Drop the Handkerchief. GRADES 3 AND 4. Running and Walking Exercises.— Running, skipping, marching, facing at angles of 90° and of 180°, marching with arm and trunk movements, marking time, drill for start and halt, simple movements taken quickly on command to secure attention. Standing Movements.— Leg: Closing feet, foot placing side¬ ways, outward, forward, backward, crosswise forward and backward, alternating left and right with and without arms stretching and flinging; hands on hips or on neck. Arms: Bending arms upward, forward, half-way forward, stretching in all directions and combining as many as four movements, stretching both arms left and right, alternating, combining these with foot movements and sideways bendings and turnings of trunk. Balance: Heel raising, knee bending, taken with feet close, astride, and placed outward, forward, and crosswise; head turn¬ ing and bending with feet in same positions, hands on hips or neck; arms raised sideways, forward; marching slowly on tip¬ toe, raising legs and arms; standing on one foot with alternate knee bending. Front of Body: Trunk bending backward with hands on 124 ASHEVILLE COURSE OF STUDY hips, arms bent upward, arms stretched upward and sideways; combine with leg exercises. Back: Swimming exercise, placing hands on neck, raising shoulders, shoulder circumduction. Lateral Trunk: Trunk bending and turning left and right with arm and leg movements. Jumping: Jumping in place, jumping forward and back¬ ward over objects, jumping and turning at an angle of 90° or 180°. Breathing: Arms raising sideways and upward with leg raising, knee bending, trunk rotation, arm rotation; head bend¬ ing backward. Play Movements. —Piling Stones, Steamboat, Scooping Sand, Stilts, Chopping Wood, Sawing Wood, See-Saw. Plays.— The Brownies, Polly, Martha Washington, The Pil¬ grims, The Body. Games. —Thistle, Changing Seats, Touch, Bean Bags Over Head, Last Down, Simple Simon, Down the Line, Relay Bean Bag, I Say Stoop, Hide the Thimble, Follow the Leader, End to End Bean Bag, Circle Ball, Tag, Simon Says, Zig-Zag, Toss. Fancy Steps.— March steps forward, touch steps, swing steps. GRADES 5 AND 6. Marching Exercises. —Marking time, marching, facing at angles of 90° and of 180°; marching by column, flank, double file. Short, quick, lively movements for attention. Standing Exercises.— Head: Bending and turning, and combination of these movements with leg and arm exercises. Leg: More complicated and difficult exercises than in the lower grades. Arm: Combinations of all arm extentions with foot-placing in series. Balance: Difficult balance movements, standing on one foot or the toes of one foot and bending trunk forward; all “fall¬ out” positions; movements with head, trunk, and arms. Front of body: Trunk bending backward with all foot and arm movements, taken strictly by command. Back: Trunk bending forward and downward with arms flinging and stretching, and with combinations; swimming DOMESTIC SCIENCE 125 movements, alternate arm executions, placing hands on neck quickly, combinations with “fall-out” movements. Lateral Trunk: Same as lower grades but more complex. Breathing: Head exercises, lifting chest, arm raising with heel raising, knee bending. Arm and “fall-out” movements. Games.— Bean Bags Over Head, Bean Bag in Circle, Bean Bag Target, Dodge, Catch, Criss Cross, Touch, Follow the Leader, Relay Bean Bag Race, Aisle Run. Fancy Steps. —Touch steps, swing steps, extension steps, hop¬ ping steps, balance steps. * Athletics. —Fifty yards run, standing broad jump, run¬ ning broad jump, standing high jump, running high jump, three standing broad jumps, lioi) step au d jump, putting the shot. Outdoor Games. —Walk, Moon, Walk; Wheelbarrow Race, Human Race, Tug of War, Potato Race, Relay (Pursuit) Race, Obstacle Race, Leap Frog Games, Follow the Leader, Fox, Whip, Tag, Dodge Ball. Athletic Feats. —Jumping thru fingers, hand wrestling, the Stooping Stretch, Rooster Fight, Skin the Snake. VOCAL MUSIC The vocal music course will be found in the “Outline for Study for the Modern Music Series.” DOMESTIC SCIENCE COURSE GRADE 7. FOOD WORK. STUDY AND RECITATION ROOM WORK. 1. The Human Body.—G eneral structure and physiology of the lungs, digestive organs of excretion; special study of diges- tion, absorption, metabolism and assimilation. 2. The Essentials of Good Health.—G ood food, pure air, pure water, personal cleanliness, and intelligent care of the body. 3. Foods.—D efinitions; physical and chemical properties; 126 ASHEVILLE COURSE OF STUDY classification according to compositions into proteids, carbo¬ hydrates, fats, mineral matters; discussion of each class includ¬ ing composition, digestion, use in the body, illustrations, and source of supply; the manner of growth, method of manufac¬ ture, and market value of common food stuffs under each class. 4. Air. —Composition, physiological uses, oxidation in the body; combustion—definition, essentials, fuels, products. 5. Water. —Sources, kinds; chemical and physical proper¬ ties; effect of heat and cold; physiological uses; use as cleans¬ ing agent. G. Field of Study Preparatory to Kitchen Laboratory Work. —General care of kitchen furnishings—tables, sinks, refrigerators, pantry, range, including the essentials of a good fire, laying of fire, management of drafts, and dampers; care of utensils; washing of dishes, towels, etc.; study of tables of weights and measures and abbreviations. KITCHEN LABORATORY WORK. 1. Experiments.— Proteids: the effects of various degrees of heat upon various proteids; carbo-hydrates, division into starches and sugars; structure of each, effects of various degrees of heat upon each; fats—structure, effects of heat, etc.; deduction of principal of cooking of each food class. 2. Preparation of Foods. —Proteids: cooking of eggs; car¬ bo-hydrates—rice, sago, etc.; fats, chocolate; combinations of food classes—cereals, hot breads, light breads, simple cake mix¬ tures, cookies, soups, spring vegetables. FIRST YEAR IN HIGH SCHOOL. STUDY AND RECITATION ROOM WORK. 1. General Review of Eighth Grade Work, with further elaboration of food classification and continued study of food stuffs with reference to food materials contained, classifica¬ tions and preparation for the market. 2. Particular Study of Proteids. —Meats: Composition, food value, use in body, source, kinds—division into beef, pork, mutton, poultry, game; market appearance; cuts; cost; methods of cooking; methods of re-cooking each division; fish—composi¬ tion, food value, use in the body, source, kinds—divisions into DOMESTIC SCIENCE 127 fisli proper and shellfish, subdivisions of each; relative food value; market appearance; preparations for use; methods of cooking, methods of re-cooking; milk—composition, food value, use, adulterations, sterilization and preservation; products of milk—cream, butter, cheese; eggs—composition, food value, use, preservation, tests for freshness, methods of cooking; gela¬ tine—composition, food value, use, how obtained, kinds, mar¬ ket appearance; method of using; principles of preparation. 3. Study of Markets. —Visits to various markets; study of cuts of meats; cost of materials; practical marketing; visits to mills and shops. 4. Study of Food Preparation and Combinations. —Neces¬ sity for varied diet; reasons for cooking foods; planning of menus with reference to food value; estimation of cost of menus; comparison of economic food value of various foods. 5. Field of Study Preparatory to Work in Kitchen Lab¬ oratory. —Continuation of work commenced in first year; care of the dining room and its furnishings. KITCHEN LABORATORY WORK. 1. Experiments. —Effects of heat and cold, hot and cold water, acids and salt upon proteid foods studied; further ex¬ periments upon carbo-hydrates and upon yeasts. 2. Preparation of Foods. —Proteids: Cooking of meats and fish of all kinds in various ways; preparation of milk to be used as a food, including its combination with vegetables, eggs, junket, etc.; cooking of eggs in various ways; preparation of gelatine; carbo-hydrates—flour mixture of all kinds; fats preparation of various foods by frying; combinations of food classes—breads, beverages, simple puddings, cakes, fall vege¬ tables. 3. Assistance rendered other classes in the preparation and serving of meals. SECOND YEAR. STUDY AND RECITATION ROOM WORK. 1. Study of Dietaries. —Balanced rations, and practical menus for use in the home. 2. Serving of Food. —Table furnishings including linen, 128 ASHEVILLE COURSE OF STUDY silver, crystal and china; laying of table; serving of breakfast, dinner, lunch and supper; duties of host, hostess and waiter; care of table furnishings. 3. Study of Markets. —Continuation of work commenced in previous year with, in addition, the marketing for all meals served by the class; the keeping of expense accounts, and the computation of exact cost per meal per person and the total cost for one day. 4. Study of Food Materials. —Fruits: use as food, value as food, use of raw fruits, use of preserved fruits; methods of pres¬ ervation—drying, canning, preserving, pickling—the use of each and principles and methods involved; care of fresh and preserved fruits; salads—classes, dressings, treatment of each class, study of materials used, garnishing and serving; pastry— composition, value as food, kinds, methods of preparation; pud¬ dings—food value, palatability, usefulness, kinds, materials used, methods of preparation; cakes—composition, value as food, kinds, material used, methods of preparation, including combination of materials; ices and ice-cream—division into classes, sherbets, ices, creams, etc.; food value, materials used, methods of preparation, freezing and serving of each. 5. Preservation and Adulteration of Food Materials.— Preservation by means of elevation and reduction of tempera¬ ture, exclusion of air, compression, drying, extraction, use of antiseptic substances, use of acids and gases, use of special pre¬ servatives; adulterations not injurious to health; use of in¬ ferior goods; increase of bulk by use of cheaper food materials; adulterations injurious to health, including use of colors, chemical preservatives, materials having no food value; effects of food preservatives and adulteration; remedy—knowledge of food materials. G. Field of Study Preparatory to Invalid Cookery.— Study of conditions existing in common diseases; physiological effect of various food materials; hygiene and care of the sick room; the arrangement of dietaries suitable to different condi¬ tions; serving of foods. kitchen laboratory and practical work. 1. Preparation of Foods. —Fruits: canning, preserving, pickling, and jelly making; salads—preparation of fruit, vege¬ tables and meat salads; oil and egg dressings; pastry—pies DOMESTIC SCIENCE 129 and puff paste; puddings—creams, baked, boiled, steamed, and custard with various sauces; cakes—loaf and layer, with vari¬ ous fillings; frozen desserts—ices, sherbets, ice-creams of vari¬ ous kinds; combination of foods in the preparation of meals. 2. Invalid Cooking. —Gruels, meats, ices, drinks, broths; preparation of the invalid tray. 3. Preparation and Serving of Meals. —Marketing for, pre¬ paring and serving three meals by each group of girls. A purse of $2.50 is allowed, and from this provisions must be made for six invited guests. The members of the class act as host, hostess, and waiters. Meals are served in the school dining room. COURSE IN HOUSEHOLD MANAGEMENT. JUNIOR YEAR. 1. Location of House. —Essentials: sunlight, free circula¬ tion of air, dryness; discussion of elevation of site, soil, loca¬ tion with regard to contamination. 2. Selection of House. —Country house: character of soil, water supply, source of contamination; city house: condition of pavements, gutters, soil and drains. 3. Building of House. —Materials available; conformity to use; convenient arrangement of rooms; sanitary arrangement of cellar, water supply, drainage, ventilation, lighting, heating. 4. Drainage and Plumbing. —Canons of good house drain¬ age—application in selection or in building of house; qualities of a good system—location of fixtures, arrangement, use and care of various pipes and fixtures. 5. Water Supply. —Necessity for absolute purity; city supply; individual supply including advantages and disadvan¬ tages of various kinds of wells and cisterns, their use and care; filtration and practical tests of condition of water. 6. Ventilation. —Necessity for pure air; objects of ventila¬ tion ; real ventilators; makeshift ventilators; ventilation of various rooms and parts of the house. 7. Heating. —Objects; methods, including a discussion of use of hot air, steam and hot water; stoves and grates; aver¬ age temperature of various rooms. 180 ASHEVILLE COURSE OF STUDY 8. Lighting. —Objects; necessity for supply of air; methods, including use of kerosene, gas, electricity; care of lighting ap¬ paratus ; comparison of value of various methods. 9. Furnishing.— Fundamental principles of good furnish¬ ing; effect of furnishing upon health, comfort, and development of family; consideration of floors, walls, windows with refer¬ ence to use; finish—materials used, choice of color, designs, etc. 10. Furnishing and Care of Different Rooms of the House. —Kitchen: Furniture, floor, walls, windows, sink, cab¬ inets, tables, cupboards, lights, pantry; special furniture that contributes to comfort, such as high stools, bins, boxes, jars, etc.; care of all furniture including daily and weekly cleaning, and annual cleaning and renovating of walls and floors; dining¬ room— floors, windows, furniture, including table furnishings; care, weekly sweeping, dusting, crumbing after meals, lighting, heating and airing; sleeping rooms—floors, windows, walls, closet, furniture, including furnishings of bed; care, weekly cleaning, removal of soiled clothes, making of beds, removal of slops, dusting, airing, heating and lighting; bath-room—floors, walls, windows, cupboard, fixtures (simple, easily kept clean, in sight) ; care, airing and ventilation, thoro cleaning and flushing, use of disinfectants and deodorants. 11. Planning of House of Moderate Size, using principles worked out in previous work; furnishing of the same, with se¬ lection of color schemes and furniture adapted to use of house. SEWING GRADE 3. Practice Stitches on Canvas.— Running, basting, waist- seaming, over-seaming, catch stitching, cross-stitching. Invention. —Application of stitches to some article of use de¬ signed by pupil. Cotton. —Notes on cotton, growth, culture, etc. GRADE 4. Hems and Hemming.— Practice hems; paper, 1", 1-2", 1-4"; SEWING 181 square and mitred corners; cloth , 1-2" lienq squared and mitred corners applied to muslin square. Application op Hems, binall doily designed by punil out¬ lined in running stitch; small pillow-case. 1 Practice Band.— Small ruffle on band. Application of Band. — Small gingham kitchen apron. Invention.— Small quilt, handkerchief, etc. Apron for Pupil. —Material provided and done by pupil. Notes on Cloth. —Kinds, manufacture, etc. GRADE 5. Practice Darns. —Design of plain weaving, weaving with yarn to learn stitch; design of square darn on paper, square darn in stockinet; design of pointed darn on paper, pointed darn in stockinet. Application of Darns.— Darning of stockings; designing of doily, working of doily with a combination of outline end darn¬ ing stitch. Doll’s Outfit. —Scale l-4"-l": Drafting of pattern of skirts, drawers, chemise; making of garments from muslin, making of dress and hat. Application of Preceding Principles. —Simple dress for small girl fitted usually to self. Practice Darning in Cloth. —Designs; darning on cloth of the following darns: straightway, bias, corner, patch. Application of Darning. —Darns put upon garments. Com¬ positions on uses, cost, and manufacture of materials used. GRADE 6. Practice Patching. —Hemmed patch in gingham and cal¬ ico; over seam patches in gingham and linen; circular patches on striped materials and in linen. Application of Patches. —Towels, table linen, garments. 132 ASHEVILLE COURSE OF STUDY Practice Stitches and Patches on Flannel.— Fancy stitches, scallops, eyelets, seams, bindings. Applications of Flannel Work.— Small flannel skirt. Practice Seams.— Overcast, felled, French bound. Practice Plackets.— Hemmed, bound, bias, faced, gussets. Compositions on gingham, flax, and wool in connection with the material used. GRADE 7. Drafting of patterns for underclothes. Application of preceding work in the cutting, fitting, and trimming and making of a skirt, pair of drawers, corset cover or chemise, and gown. HIGH SCHOOL CLASSICAL COURSE. FIRST YEAR, PERIODS PER WEEK. REQUIRED : 5 English and Literature. 5 Mathematics: Algebra. 5 Latin : Bennett’s Foundations. 3 History: Greek and Roman. 2 Physiology. SECOND YEAR, PERIODS PER WEEK. REQUIRED : 5 English and Literature. 5 Mathematics: Algebra. 5 Latin: Bennett’s Foundations; Caesar, and Composition. 3 History: European. ELECT ONE : 5 French. 5 German. HIGH SCHOOL COURSE 5 5 5 3 5 5 THIRD YEAR. REQUIRED: English Literature. Mathematics: Algebra (1); Geometry (4). History: English. £oJCAA. * . ^ ^ ELECT ONE : French. German. FOURTH YEAR. REQUIRED: English and Literature. Mathematics: Geometry, Algebra, and Arithmetic. Latin: Virgil and Grammar. History and Civics, and U. S. History. ELECT ONE : French. German SCIENTIFIC AND TECHNICAL COURSE. FIRST YEAR. PERIODS PER WEEK. REQUIRED : 5 English and Literature. 5 Mathematics: Algebra. 3 Physical Geography. 2 Physiology. 2 o Domestic Science. Art. } Girls 2 Mechanical Drawing. 2 Manual Training. Roys ELECT ONE ? 5 Latin. 5 French. 5 German. SECOND YEAR. PERIODS PER WEEK. REQUIRED : 5 English and Literature, 5 Mathematics: Algebra. 134 ASHEVILLE COURSE OF STUDY 2 9 +J 2 2 5 5 5 5 3 5 2 2 2 5 5 5 5 5 5 5 5 Botany. Domestic Science. ) Art. } Girls Mechanical Drawing. | Manual Training. j ® >0 Y S ELECT ONE : Latin. French. German. THIRD YEAR. REQUIRED: English and Literature. Mathematics: Algebra (1) ; Geometry (4). History: European. Physics. Domestic Science. ) _ Art. GlrIs Mechanical Drawing. Manual Training. ELECT ONE : Latin. French. German. FOURTH YEAR. REQUIRED: English and Literature. Mathematics: Algebra, Geometry, and Arithmetic. History and Civics, and U. S. History. Chemistry. ELECT ONE ; Latin. French. German. The work of the school is divided into two courses: a Clas¬ sical Course, and a Scientific and Technical Course. The Classical Course has for its object to prepare for college where the literary course there is taken leading to the degree of A. B.; to prepare for entrance into the normal colleges, and to lay the foundation for the broadest education. Pupils con- HIGH SCHOOL COURSE 135 templating entering denominational colleges, or finishing schools, or pursuing a profession, are advised to take this course. The Scientific and Technical Course has for its object to pre¬ pare for scientific, mechanical, and industrial pursuits; to pre¬ pare for entrance into colleges of mechanical and industrial arts; and to prepare for apprenticeships to trades. These courses are similar as to the work in English, litera¬ ture, botany, Latin, algebra, and arithmetic, and they differ as to the following branches and the amount of work required in each: history, French, German, art, domestic science, physics, and advanced geometry. In both courses the number of recitations a week prescribed must be taken; work additional to this may be taken only with the permission of the Principal. Less work than that pre¬ scribed may be taken only when the request shall be made in writing and shall state reasons that are satisfactory. Pupils who make in any study an average of 90% for the term, including written tests, will not be required to pass a term examination in that study provided their deportment is excellent. Their record will be considered sufficient evidence of their readiness to advance. Failing to show this evidence in any study, they may have the privilege of an examination in that study covering the term’s work, to show that they are ready to advance. If 70% is made in this term examination, it will be regarded as sufficient evidence in itself that enough work has been done to advance. If less than 70% is made in the term examination, the aver¬ age in the recitation work of the term and the term examina¬ tion must be at least 70%, and at least 60% must be made in the term examination before the pupil can be advanced. * ■<■■■■■■■'■; - ' ' -V- ' . ., v • v-V?;" vyiSw ( v,• -n . - ’ ' A . i? »*•'--• , • - * 4\ •*••■;■. ■ .;;■ $\r-. v , . h ;iv V - j A- . . L-V.Vvf.. V ».. . • •/, •*;.' jfSfefi ag«l tfI;-Si :i Kf > «. . ’ ■ - v . • • ’ .. .' v t»\ w * ■:,! •■ , J ,' T V'-i*-. •• ■ .;'\/V 'jj” i ' V , ' . y J wimM Si^iif:^§#* s! 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