USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1890-1892 > Part 22
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Botany,
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I
I
I
Drawing, Music,
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Musie,
Music,
Algebra, (Geometry 2nd half,)
4
1
2
English,
2
History,
Latin,
Latin,
4
Greek,
I
Drawing,
Drawing,
I
Music,
Music,
Geometry,
4
Geometry,
4
Latin,
Latin or French,
4
4
Greek,
Chemistry,
2
Englislı,
English,
2
French or German,
4
History,
I
Drawing,
Drawing,
I
Music,
Music,
Geometry,
4
Latin,
Latin, French or German,
4
Greek,
4
English,
4
French or German,
4
Geology and Astronomy,
2
Physics,
2
Civil Government and Political Economy,
2
2
History,
I Drawing,
I Drawing.
Drawing,
English, (Review Greek and Roman History, 2nd half,)
2 History,
I
247
4
Algebra,
4
Algebra,
2
2
English,
English,
2
2
History,
5
5
Latin, Botany, (optional,)
2 Botany, Book keeping,
I
Drawing.
Drawing,
Algebra, (Geometry, 2nd half,) English,
2
2
2
4
4
5
Physics.
I
Drawing,
I Music,
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SCHOOL REPORT.
Algebra, (Geometry 2nd half,)
|English, History,
4
5
Latin or French,
Physics,
I
I
I
4
4
4
English,
Geology and Astromony, 4 Civil Government and Political Ecomony, 2
WEEK.
COLLEGE PREPARATORY COURSE.
STUDIES.
STUDIES.
4
2
Latin or French,
2
4
4
4
2
GRAMMAR AND PRIMARY COURSES. OUTLINE COURSE IN ARITHMETIC.
Year or Grade.
Number Work.
Notation.
Fractions.
Decimals.
Mensuration.
Percentage.
I
I - 10
1/2 1/3
1/4
II
(a) 10 - 20 (b) 20 - 50
1 - 50
1/2 1/3
1%
1/8 I - 9
I - 5
I - IO
I - 7
III
(a) 50 - 100 (b) 100 - 1000
50 - 1,000 Begin Decimal Notation.
1 - 12 Simple Reductions.
I - 20
Begin U. S. Money.
Pupils have much prac- tice in measuring lengths.
IV
1,000 - 1,000,000
1,000 - 1,000,000 Continue Decimal No- tation.
(Objective.) Division. (Objective.) Multiplication and Begin Figure Work. Addition, Subtraction, Addition, Subtraction, Multiplication and Division. Begin Figure Work.
As above.
V
Completed.
Extend above work.
Simple work in finding areas of sur- faces and contents of solids.
Simple work in percent- age. Simple examples in interest.
VI
Many problems involv- ing use of Fractions.
Completed.
As above.
Entend above work, Bank discount.
VII
Problems continued.
Problems involving use of Decimals.
Apply to work of car- penters, masons etc.
Percentage completed.
VIII
Review.
Review.
Continue above work and complete the sub- ject.
Applications of Per- centage. Commission and Brokerage. Partial Payments. Banking.
248
SCHOOL REPORT.
249
SCHOOL REPORT.
OUTLINE COURSE IN LANGUAGE. Oral Language Work in the Primary Grades.
I. Conversations with the children, in connection with their observation work, furnish excellent means of training in the use of oral language. For example, the pupils may be directed to observe the birds, the different kinds, the plumage, the size, and, in the proper season, the nests.
In the class-room, the teacher will talk with the pupils about what they have observed, encouraging them to ex- press themselves in the most familiar way, but at the same time leading them to use short, crisp, well constructed sen- tences, and natural tones of voice that shall be sweet, clear and distinct.
Such observation work may extend to the flowers, plants, leaves, fruits, stones, etc. ; in fact, to anything that will prove an interesting topic of conversation with the children. (See programme of Science-teaching.)
These conversation lessons should be given daily, and, even in ungraded classes, may be conducted as general exer- cises.
2. Good pictures may be used as subjects of conversation. (a) Lead the children to see what is in the picture and to tell what they see in response to questions ; (b) by sim- ple suggestions, prompt them to connect a story with the picture. With the younger pupils the teacher's questions should guide and control the movement of the story, else the language may degenerate into loose prattle. Older pupils who have some facility in the use of language, may be allowed greater freedom of expression ; (c) in the higher grades of the primary school, scenes may be described by the teacher, and pupils required to complete the story which
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SCHOOL REPORT.
is suggested. Example : Two girls with shopping-bags .
are entering a store, on the front of which is the sign " Christmas Presents."
3. The reading lessons should be reproduced orally. This exercise is helpful, because it not only furnishes an ex- cellent opportunity for conversation, but also requires the pupil to gather the thought as he reads the lesson.
4. Stories may be read or told to the class, and after- wards reproduced orally in the pupils' own words. These stories should be carefully selected, and, if possible, should furnish the groundwork for instruction in manners and morals.
Written Language in the Primary Schools.
Written work should follow the lines already indicated under the head of " Oral language work"; in fact, oral exer- cises should be a preparation for written composition.
I. Copying letters, words and sentences from the black- board during the first and second year, to give practice in writing and spelling, is the form of written work especially adapted to these grades.
2. Dictation exercises during the second and third years furnish the means for teaching spelling, punctuation, and the use of capital letters ; also for teaching the forms of notes, letters, and other kinds of written compositions.
3. Reproduction of stories which have been told or read to the class.
This exercise requires the pupil to express the thoughts of others in his own words.
4.
Stories written from pictures.
This exercise gives play to the imagination, and it also gives practice in expressing one's own thought.
5. Letter-writing.
An oral exercise preceding the letter-writing should give
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SCHOOL REPORT.
the necessary preparation by suggesting (I) the topics, and (2) the treatment of each topic.
Oral Language Work in the Grammar Grades.
The language-teaching in the grammar grades is merely an extension of work already begun in the primary.
I. Recitations in geography and history should become more strictly topical as the pupils advance in the grades. Information gained from books by the pupils should be given in recitation with less assistance from teachers in the form of questions and hints.
Pupils should be constantly gaining power to grasp the thought of a writer, and to express that thought in well chosen words, without aid from the teacher.
2. Supplementary reading, carefully selected, and adapt- ed to the needs of the pupils, will furnish excellent material for language-training "all along the line" of school work.
After the sixth or seventh year in school, pupils should be able to discard the school Readers, and to use many of the excellent books for young people now published and easily obtained. These books will serve to introduce the children into the field of literature, and to cultivate a taste for the works of our best American and English writers.
3. Carefully selected poems should be studied, commit- ted to memory, and recited.
Written Language Work in Grammar Schools.
I. A continuation of the written-work indicated for pri- mary schools, viz. : (a) dictation exercises ; (b) reproduc- tion of stories ; (c) stories from pictures ; (d) letter-writ- ing.
2. Written exercises to follow information lessons on im- portant animal, vegetable, and mineral productions ; also on useful industries.
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SCHOOL REPORT.
3. Compositions for which oral preparation has been made in recitations in geography and history. These exercises may frequently take the form of letters.
4. Studies of poems, to be followed by a paraphrase or by a composition giving the story of the poem.
Grammar.
Language is an expression of thought by means of words.
Grammar may be defined as a study of the language itself; of its construction, of the inflection of words, and, generally, of the mechanism of the language.
Habit controls our use of language in the expression of thought, grammar enables us to test the correctness of the language which we use.
Language may be used correctly by one who is ignorant of its grammar, provided he has been carefully trained to good habits of speaking and writing. Young children, from cultivated families, will often, by their correct use of Eng- lish, put to shame their elders who have taken considerable rank as students of technical grammar.
The study of grammar belongs to the upper grades of the Grammar school, and to all grades of the High school. In the Grammar schools the essentials of grammar should be learned as aids in speaking and writing ; and in the High schools, the nicer distinctions of grammar should be learned in connection with the study of literature.
The following syllibus will indicate, in a general way, the division of the work in grammar :
Seventh Year. I. The sentence. (a) Subject and predi- cate ; (b) arrangement ; (c) declarative, interrogative and imperative ; (d) compellatives.
2. (a) The parts of speech ; uses in construction of sen- tences ; (b) adjective and adverbial phrazes and clauses ; (c) analysis of simple, compound, and complex sentences; (d) punctuation.
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SCHOOL REPORT.
Eighth Year. (1) The relation of words in sentences as indicated by inflections. (2.) subdivisions of the parts of speech ; (3) analysis ; (4) punctuation ; (5) review of the seventh year work.
Ninth Year. (1) A careful review of the work of the seventh and eighth years with more difficult sentences; (2) analy- sis ; (3) punctuation.
OUTLINE COURSE OF STUDY IN U. S. HISTORY.
PREPARATORY WORK.
Second Year.
Selected stories are to be told by the teacher. The material may be taken from Mythology, Fable, Romance or Poetry, and adapted to the capacity of the pupil.
Stories become still more educational when accompanied by pictures of persons and places. The teacher may illus- trate her story by rough sketches upon the blackboard, or she may make a series of sketches upon a chart, which can be preserved for future use. These exercises, like any other exercises in this grade, should not be extended to the point of weariness. Anything that partakes of the nature of the ghost story should be avoided.
This work should be continued to some extent through the primary grades.
Third Year.
Continue story-telling of First Year, and make such a study of some of the Primitive Races as is suggested by the fol- lowing illustrative topics. Use pictures and sketches upon blackboard.
(I) INDIANS.
Life in tribes : Chiefs. Warfare.
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SCHOOL REPORT.
Indian child : Dress. Cradle. Pets. Games. Toys.
Homes : Wigwams, how made. Fire, how built. Food, how cooked. Furniture. Work of the women.
Manners and customs. Trade. Money. Administration of justice. Medicine men. The Great Spirit. Happy Hunting Ground. Treatment of the White men.
(2) ESQUIMAUX.
Appearance and dress.
Houses : Shape, size, how built, how warmed, and fur- nished.
Food : Material, how obtained, how used.
Dogs : Description, food, how used, characteristics.
Sledges : How made, size, how used.
Boats : Weapons and utensils.
Arctic Animals : Bear, deer, seal, walrus.
Children : Life of the child, dress, sports.
Social Customs : Schools, money, laws, home life, books.
Country : Climate, summer and winter, day and night, sunset and moonlight.
Vegetation : What grows. Forests.
Fourth Year.
Have pupils read stories of American History, from such ele- mentary works as are suitable for this grade. Encour- age pupils to gather additional facts from other sources. Develop clear ideas by questions. Review by having pupils tell the stories several times that have been read.
The following are suggested as suitable topics for this year :
Stories of the Indians - Columbus and Queen Isabella - The Discovery of America -Captain John Smith and Poca- · hontas - The Pilgrims - The Quakers - William Penn and the Indians - The Boston Tea Party - The first battle of
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SCHOOL REPORT.
the Revolution - George Washington and his Army - Sto- ries of the Revolution.
Fifth Year.
Continue work of Fourth Year.
The Northmen -Stories of discovery and settlement Life in the Colonies - Brave men and women - Benjamin Franklin - The youth of Washington ("Washington as a Farmer Boy," by Thayer) -- The Country after the War - The Slavery Question ("Uncle Tom's Cabin ") - The Cot- ton-gin, the Steamboat, the Railroad, the Telegraph - Abraham Lincoln - Something about the Civil War.
Sixth Year.
Continue work of Fourth and Fifth Years. It is recom- mended that the work of this year consist chiefly in reading some handbook of United States History. If there is time for topical study the following are sug- gested :
Geography, as understood four hundred years ago - Voyage of Discovery - Settlements in Virginia, Massachu- setts, and New York - Colonial Times :- Houses, furniture, food, dress, travel, education, etc. - Servants and Slaves --- Laws and Customs - Colonial Wars - Forms of Govern- ment - Causes of the Revolution - Narrative of the War - A study of George Washington -The first President and his times - John Adams - Thomas Jefferson -Develop- ment of the Country -Second War with England - Steam and Electricity -The Mexican War - The Slavery Ques- tion - Narrative of the Civil War - Abraham Lincoln.
Seventh Year.
Formal study and recitations begin.
EARLY SETTLERS.
Northman -- Mound Builders - Indians - Spanish ex-
256
SCHOOL REPORT.
plorers of America : Columbus, De Leon, De Soto -French explorers : Cartier, Verrazani - The jesuits - English ex- plorers : The Cabots, Henry Hudson - Dutch explorers. COLONIAL DEVELOPMENT.
Virginia - Grants of territory - Character of the Colon- ists - Navigation Acts - Negro Slavery - Bacon's Rebel- lion.
MASSACHUSETTS PURITANS IN HOLLAND.
Plymouth Colony - Social Organization - Massachusetts Bay Colony - John Endicott -Settlement of Boston - John Winthrop - Growth of the Colony - The town meet- ing.
CONNECTICUT EMIGRANT FROM MASSACHUSETTS.
Colonies united.
Read the narrative of other countries, and note the dis- tinctive features of each.
THE INTERCOLONIAL WARS.
The object of these Wars - The condition of the Colon- ies at their close - Forms of Government - Manners and Customs.
THE REVOLUTIONARY PERIOD.
Causes of the War - Continental Congress - One or two leading battles of the Revolution - Results of the War - The adoption of the Constitution : Learn the preamble - Characters of the Revolution : Joseph Warren, Israel Putnam, Nathan Hale, Benedict Arnold, Major Andre, Ben- jamin Franklin, Marquis De LaFayette, Kosciusko, Baron Steuben, Robert Morris, Count Rochambeau.
CIVIL GOVERNMENT.
The facts of Local, State and National Government should be taught in this grade in the following order :
a. What officers chosen.
b. By whom chosen.
SCHOOL REPORT. 257
c. When and how chosen.
d. For what chosen.
Eighth Year.
Continue work of Seventh Year.
THE GROWTH OF THE UNION.
Maps should be drawn by pupils, showing the several ac- quisitions of territory.
The administrations may here be studied in the manner indicated by the following outline :
a. Political issues.
b. Political changes.
c. Industrial changes.
d. Foreign relations.
e. Extension of territory and settlement.
The principles of government should be introduced in this grade :
Of Local Government. --
a. Public convenience and welfare.
b. Public will.
c. Nature of office holding.
d. Duties of citizens to vote.
to pay taxes. c. Public property.
OUTLINE COURSE IN GEOGRAPHY.
First Year.
Included in the course in Elementary Science.
Second Year.
I. Observation.
1. School-room ; location, form, size, parts, directions and distances.
2. Home ; house, location, size, color, parts.
3. Nature ; see outline Elementary Science.
II. Expression. Use ideas gained as basis of oral and written language work, clay modelling and drawing.
17
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SCHOOL REPORT.
Third Year.
I. Observation.
I. School Grounds ; location, form, slope, distances, di- rections.
2. Neighborhood and district ; streets, public buildings, distances, directions, slopes, soil.
3. Nature ; natural phenomena, common plants and animals.
II. Expression. Use ideas gained on basis of language work, clay modelling and drawing.
Fourth Year.
Review previous work.
I. Local Geography. Find typical forms of land and water, characteristics of surface, drainage, soils, pro- ducts, business of people.
II. World. I, as a whole, size, form, motions, surface. 2, Continents. 3, Oceans. 4, Location of continents and oceans. 5, Prominent characteristics of continents.
III. North America. I, Situation, direction from others. 2, Form. 3, Parts.
IV. United States ; situation, extent, limits, notable features.
V. Massachusetts ; situation, form, extent, capital.
VI. Outline study of South America ; surface, outline, comparison with North America.
Note. Throughout, continue oral, written and manual ex- pression of ideas gained.
Fifth Year.
I. Review of work of previous grade.
II. Relief of North America.
III. Study New England States.
IV. Other groups of States, briefly.
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SCHOOL REPORT.
V. Countries of North America.
VI. Study structure of South America, compare with North America.
VII. Countries and peoples of South America, briefly.
Sixth Year.
I. Review North and South America.
II. Study structure of Europe
III. 66 Asia
compare each with
IV. 66 " Africa every other.
V. 66
" Australia
VI. Study countries, peoples, and places of the Old World.
Seventh Year.
I. Study of physical geography of the world.
(I) Asa whole ; (2) by continents, (3) details of each continent ; (4) comparisons ; (5) ocean currents ; (6) mo- tions of trade winds ; (7) location of products ; (8) animals; (9) races of mankind ; (10) routes of travel and commerce. II. Mathematical Geography.
(1) Relation of Earth and Solar system ; (2) Motions ; (3) Seasons ; (4) Tides, etc. ; (5) Latitude, Longitude and . time ; (6) General Reviews.
Eighth Year.
A general review ; one lesson each week.
OUTLINE COURSE IN ELEMENTARY SCIENCE.
I. ANIMALS. First Year.
I. Observation.
(I) Domestic animals, birds, common insects.
(a) To recognize and name ; (b) Single qualities :
(c) Doings and other interesting facts.
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SCHOOL REPORT.
II. Expression.
I) Oral, names of objects, stories, simple statements.
(2) Written-The teacher is to use the above language as reading lessons on blackboard ; children copy names and simple sentences.
Second Year.
I. Observation.
Domestic animals, birds, insects and other common ani- mals. (a) To recognize and name new animals ; (b) Dis- tinguishing characteristics ; (c) Doings or habits ; (d) Uses and other interesting facts.
II. Expression.
(I) Oral, brief descriptions of objects studied, doings and stories of animals, etc., (encourage free conversation and questions. )
(2) Written, names of objects and terms used ; spelling. brief statements in connected stories.
Third Year.
I. Observation.
Quadrupeds, birds, insects, fishes.
(a) Continue work of second year ; (b) Distinguishing characteristics and habits ; (c) Comparison of animals ; (d) Inculcate lessons of kindness to animals.
II. Expression.
Oral and written ; (a) Describe all objects and pictures studied, careful use of names and terms : (b) Group state- ments into connected narration ; (c) Tell or write stories about habits or uses of animals studied. Note. Encourage free conversation and questions.
Fourth Year.
I. Observation.
Subjects of previous grade.
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SCHOOL REPORT.
(a) Group animals according to their resemblances. e. g. flesh eaters, grass eaters, gnawers, etc., birds of prey, birds that swim, etc., insects of different kinds ; (b) Watch growth and development, as of butterflies, turtles, frogs; (c) Collect specimens and pictures ; (d) Stories of animals, care and kindness. Notice grace of form and movement. II. Expression.
Oral and written ; (a) Description of animals studied ; (b) Stories of their habits and uses ; (c) Reproduction of sto- ries read ; (d) Recitation of appropriate quotations. En- courage free discussion.
Fifth Year.
I. Observation and appropriate reading.
(a) Contains subjects of previous grades ; (b) Continue work of fourth grade in kind, (amplify it to correspond with the grade) ; (c) Observation of the parts of animals, and the beautiful adaptability of the parts to the crea- tures' needs ; (d) Closer observation of habits of animals ; (e) inculate lessons of kindness to animals.
II. Expression.
Oral and written. Continue language work of previous grade. Strive to obtain accuracy and hints in all descrip- tions of animals and their habits and in the reproduction from memory or stories told or read in relation thereto.
Sixth Year.
I. Observation and reading.
(a) Continue work of previous grade ; (b) Study about animals of the several zones ; (c) Their habits and values ; (d) Study and collect typical insects.
II. Expression.
Oral and written. As in previous grade.
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SCHOOL REPORT.
Seventh Year.
I. Observation and reading.
(a) Distinguishing marks of reptiles, fishes, birds, mam- mals ; (b) Their geographical distribution and uses to man ; (c) Examination of typical forms of animal life in the sea, e. g., sponges, corals, shell-fish, etc .; (d) shells, collect, name and locate.
II. Expression.
All knowledge obtained in study to be expressed in lan- guage. (See Language Course. )
Eighth Year.
I. Observation and reading.
(a) Collect animal products, as wool, leather, fur, feath- ers, ivory, honey, wax, glue, oils, etc. ; (b) Their sources or localities ; (c) Their manufacture, qualities and uses. Continue work of previous grades, naming and classifying more animals, studying their habits, uses, etc.
II. Expression. See Language Course.
II. PLANTS.
First Year.
I. Observation.
Common plants, flowers, fruits.
(a) To recognize and name; (b) qualities, as color, form, etc., and uses ; (c) Interesting facts, as where found and how to keep them.
II. Expression.
Follow directions given in outline study of animals.
Second Year.
I. Observation.
Trees, shrubs and common plants.
(a) To recognize and name; (b) Uses or values ; (c)
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SCHOOL REPORT.
Most noticeable qualities ; (d) Interesting facts, as to place and manner of growth, cultivation, etc. In the appropriate months observe seeds, buds, leaves, flowers, fruits ; collect specimens.
II. Expression. See outline for study of animals.
Third Year.
I. Observation.
Trees, shrubs, flowers, fruits, vegetables.
(a) Where and how they grow ; (b) Uses or values ; (c) In appropriate months, study planting, growth, care, harvesting ; cultivate plants in school-yard and school-room; (d) Observe parts of trees, plants, flowers.
II. Expression.
I. Clay Modeling. (a) Natural forms, fruits, etc. ; (b) Impressions of forms, leaves, fruits, etc.
2. Drawing. (a) Simple plants and flowers, leaves, fruits, etc.
3. Language. See outline study of animals.
Fourth Year.
I. Observation and Reading.
(a) Continue observation and naming of common trees, shrubs, vines, flowers, fruits, vegetables and grains ; how and when they grow ; their uses and values ; parts of plants, as roots, stalk, branch, buds, flowers, fruits, seeds, etc., as in previous grade. (b) Classification of plants by their uses, as for food, shelter, clothing, etc. Continue collecting and naming specimens ; (c) Compare parts of plants, as leaves, shapes, veins, etc. ; parts of flowers in number, form, color, arrangement ; (d) Growth of leaves and flowers from buds, fruit from flowers, and seeds into the new plant.
II. Expression.
I. Clay modeling. Leaf and fruit forms in relief.
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SCHOOL REPORT.
2. Drawing. Representation of whole plants ; of parts, such as flowers, fruits, leaves ; of the structure and arrange- ment of fruits, etc.
3. Language. See outline study of animals.
Fifth Year.
I. Observation and Reading.
(a) Continue subjects and work of previous grades ; (b) Parts of fruits, covering, structure, seeds, etc. ; (c) develop- ment of seed into plant, flower, fruit, and seed again ; (d) more careful study of food plants ; (e) effects of climate upon plant life ; (f) collection of common woods, their uses.
II. Expression.
I. Clay modeling. Fruits, leaves and vegetables in re- lief.
2. Drawing, free hand expression of ideas gained from study of objects.
3. See outline study of animals.
Sixth Year.
I. Observation and Reading.
I. Clay modeling. Plants and their parts.
2. Drawing. Continued as above.
3. Language .. See outline study of animals.
Seventh Year.
I. Observation and Reading.
(a) Geographical distribution of plants ; (b) Effects of climate upon vegetation; (c) Great forests ; (d) Plant products, as gum, spices, foreign fruits, material for clothing, etc.
II. Expression.
I. Clay modeling.
2. Drawing.
3. Language. See outline course in language.
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SCHOOL REPORT.
Eighth Year.
I. Observation and reading.
(a) Continue the work of collecting, naming, and classi- fying new plants; (b) Collect woods used in manufactur- ing; (c) Their qualities and values; (d) Uses ; (e) Dis- tribution.
II. Expression.
I. Drawing.
2. Language. See language course.
III. THE HUMAN BODY.
First Year.
I Observation.
(a) The whole body, care, health, cleanliness, comfort ; including "special instruction as to the effects of alcoholic drinks, stimulants and narcotics;" (b) Noticeable parts. II. EXPRESSION.
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