USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1890-1892 > Part 34
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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. Encourage pupils to gather additional facts from other sources. De- velop 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 the 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 Cotton- 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 recommend- ed 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 suggested:
Geography, as understood four hundred years ago-Voy- age of Discovery-Settlements in Virginia, Massachusetts, and New York-Colonial Times :- Houses, furniture, food, dress, travel, education, etc .-- Servants and Slaves-Laws and Customs-Colonial Wars-Forms of Government- Causes of the Revolution -- Narrative of the War-A study of George Washington-The first President and his times- John Adams-Thomas Jefferson-Development of the Country-Second War with England-Steam and Electric- ity-The Mexican War-The Slavery Question-Narrative of the Civil War-Abraham Lincoln.
Seventh Year.
Formal study and recitations begin.
EARLY SETTLERS.
Northman-Mound builders-Indians-Spanish explor-
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SCHOOL REPORT.
ers of America: Columbus, De Leon, De Soto-French ex- plorers: Cartier, Verrazani-The Jesuits-English explor- ers: The Cabots, Henry Hudson-Dutch explorers.
COLONIAL DEVELOPMENT.
Virginia-Grants of territory-Character of the Colonists -Navigation Acts-Negro Slavery-Bacon's Rebellion. MASSACHUSETTS PURITANS IN HOLLAND.
Plymouth Colony-Social Organization-Massachusetts Bay Colony-John Endicott-Settlement of Boston-John Winthrop-Growth of the Colony-The Town meeting. 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 Colonies at their close-Forms of Government-Manners and Cus- toms.
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 Put- nam, Nathan Haile, 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 Goverment should be taught in this grade in the following order:
a. What officers chosen.
b. By whom chosen.
c. When and how chosen.
d. For what chosen.
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SCHOOL REPORT.
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.
to vote. --- d. Duties of citizens -
to pay taxes. e. Public Property.
OUTLINE COURSE IN GEOGRAPHY.
First Year.
Included in the course in Elementary Science.
Second Year.
I. Observation.
I. 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 ides gained as basis of oral and writ- ten language work, clay modelling and drawing.
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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 feat- ures.
V. Massachusetts; situation, form, extent, capital.
VI. Outline study of South America; surface, outlinc, com- parison 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.
IV. 66 " Africa.
V.
· Australia.
compare each with every other.
VI. Study countries, peoples, and places of the Old World.
Seventh Year.
I. Study of physical geography of the world.
(I) As a whole; (2) by continents, (3) details of each continent; (4) comparisons; (5) ocean currents; (6) motions of trade winds; (7) location of products; (8) animals; (9) races of mankind; (10) routes of travel and commerce. II. Mathematical Geography.
(I) 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.
(1) 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.
(1) 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.
(1) 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 ani- mals, care and kindness. Notice grace of form and move- ment.
II. Expression.
Oral and written ; (a) Description of animals studied ; (b) Stories of their habits and uses ; (c) Reproduction of stories read ; (d) Recitation of appropriate quotations. Encourage 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 creatures' needs ; (d) Closer observation of habits of animals ; (e) Inculcate 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 of 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, coral, shell-fish, etc .; (d) shells, col- lect, 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 class- 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.
See outline of study for plants and animals.
Second 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) Parts, care of, uses. [ NOTE .- Teachers should find out defects in eyesight, hear- ing, and other physical defects, and act accordingly. ]
Third Year.
I. Observation.
(a) As a whole, as in previous grades; foods and drinks ; work, rest, recreation ; protection against sickness ; (b) Parts of the body that can be seen, uses, care of. Les- sons and stories of good living and good manners, including "special instruction as to the effects of alcoholic drinks, stimulants and narcotics."
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SCHOOL REPORT.
Fourth Year.
I. Observation.
(a) As a whole, inculcate rules for correct living, e. g., correct habits, proper food and drink, play, work, rest, clothing, cleanliness; including "special instruction as to the effects of alcoholic drinks,stimulants and narcotics;" (b) Continuation of study of parts of body.
Fifth Year.
I. Observation and reading.
(a) Continue work of previous grade; (b) Walls and limbs; (c) Skin, muscles, fat, blood, blood vessels, nerves, bones, joints, ligaments; (d) Means and importance of ventilation, and " special instruction as to the effects of al- coholic drinks, stimulants and narcotics."
Sixth Year.
I. Observation and reading.
(a) Continuation of health lessons of previous grade;
(b) The body as a whole, recapitulation of parts; (c) In- ternal organs, name and place of each, connection and rela- tion, the work of each; (d) "special instruction as to the ef- fects of alcoholic drinks, stimulants and narcotics."
Seventh Year.
I. Observation and Reading.
(a) Continuation of work of sixth grade ; (b) Digestive system, course of food, care of teeth, mastification, time for eating, etc .; (c) Circulating system, course of blood, loca- tion of organs, arteries, veins, pulses, treatment of cuts, bruises ; (d) Respiratory system, course of the air, nose breathing, deep breathing, evil effects of compression, ef- fects of breathing impure air, of colds, treatment of persons rescued from"drowning, and of those who have swallowed poison. Special instruction as to the effects of alcoholic drinks, stimulants and narcotics.
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SCHOOL REPORT.
Eighth Year.
I. Observation and reading.
(1) Bony system. (a) Growth of bones; (b) Beauty and harmony of structure and function; (c) Deformities, how avoided, how cured.
(2) Muscular system. (a) Attachment and arrange- ment of muscles; (b) Blood supply; (c) Principles in training.
(3) Nervous system. (a) Division of nervous system; (b) Uses of nerve centres and nerve fibres; (c) Sleep, the best form of rest; (d) Dependence of nervous system on other systems of the body; (e) Necessity of sunlight and pure air.
(4) Skin. (a) Uses of; (b) Bathing; (c) Clothing. Teach pupils ( I) to know what is right in the use and care of the body, and why; (2) To know what is wrong in the use and care of the body, and why; (3) To feel the obligation to do right, and to choose to do it; (4) To be charitable and helpful.
Teach the pupils to abstain from the use of stimulants and narcotics; (1) Because they know and feel it to be right; (2) Because they desire to become strong and up- right men and women.
IV. NATURAL PHENOMENA.
First Year.
I. Observation.
(a) Day and night; (b) Sun, light, moon, stars; (c) Rain, hail, snow; (d) Winds.
Second Year.
I. Observation.
(a) Continue work of first year; (b) Day and night, air, wind, forms of water. Observe when occasion is present.
15
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SCHOOL REPORT.
Third Year.
I. Observation.
Sun, light, heat, fire, moon, day, night, darkness, cold, air, wind, forms of water, vapor, steam, clouds, mist, fog, rain, hail, the rainbow, etc.
(a) Observe; (b) Note changes of forms of water; (c) Effects of heat, cold, wind, motion, etc.
Fourth Year.
I. Observation and reading.
(a) Continue work of previous grades; (b) Observe ef- fects of heat, cold, moisture, winds; (c) Beauties of sky and cloud; (d) Storms, gales, tempests; (c) Weather pe- culiar to the several months and seasons.
Fifth, Sixth and Seventh Years.
Continue work of preceding grades. Study natural phe- nomena connected with Geography, for which see outlines in Geography.
Eighth Year.
Elementary physics.
(a) States of matter; (b) Motion and force; (c) Gravi- tation; (d) Mechanical forces; (e) Pressure in fluids; (f) Heat; (g) Light; (h) Sound: (1) Chemical action and changes.
OUTLINE COURSE IN MINERALOGY.
Third Year.
Earth, soil, gravel, sand, pebbles, rocks, coal, iron, slate, (a) Collect and label specimens with locality; (b) recog- nize and name; (c) principal characteristics; (d) uses.
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SCHOOL REPORT.
Fourth Year.
(a) Continue study of subjects of previous grade; (b) observe one or more qualities; (c) collect samples of earth from hills, level country, low valleys; (d) compare uses and values.
Fifth Year.
(a) Continuation of subjects of previous grade; (b) col- lect, recognize and name typical minerals, metals and rocks; (c) note distinctive qualities and uses; (d) compare qual- ities and begin simple classification; (e) fertility of soils.
Sixth Year.
(a) Continue work of fifth grade; (b) select typical minerals, metals and rocks for careful examination of qual- ities and uses; (c) study specimens from localities in the United States; (d) natural wealth or resources of countries; (e) action of the elements upon rocks, making of soil.
Seventh Year.
(a) Study of the useful rocks and their geographical dis- tribution; (b) geographical distribution of coal, iron and other metals.
Eighth Year.
(a) Collect minerals and metals used in the arts; (b) their geographical distribution; (c) their manufacture; (d) qualities and uses; (e) values.
FORM, COLOR AND FREEHAND DRAWING.
I. FORM.
First Year.
(a) Typical models; (b) Tablets; (c) Forms in nature.
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SCHOOL REPORT.
Second Year.
(a) Typical models; (b) Tablets; (c) Applications in nature; (d) In common things.
Third Year.
(a) Typical solids; (b) Vase forms; (c) Common uten- sils; (d) Forms in nature.
Fourth Year. FORM AND COLOR.
(a) Continue work of previous grades; (b) Observe forms and colors in natural objects and in objects made by man; (c) Harmony of form and color.
Fifth Year.
(a) Continue work as in fourth grade; (b) Simple studies in ornamentation.
Sixth Year.
(a) Continuation of previous grade work; (b) Studes in harmony of color and in simple ornamentation.
Seventh and Eighth Years.
(a) Form and color studies continued; (b) Special re- lation to art and architecture.
II. COLOR.
First Year.
(a) Standards in paper; (b) In nature.
Second Year.
(a) Standards in paper, worsted, cloth, pigments; (b) In nature, trees, leaves, fruits, flowers, sky, etc.
Third Year.
(a) Continuation of second year's work; (b) From spectrum; (c) From nature; (d) Plants, flowers, etc.
For succeeding grades Form and Color work are grouped in the outline
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SCHOOL REPORT.
MECHANICAL DRAWING AND CONSTRUCTION. Fourth Year.
I. Drawing.
Tools: rule and pencil.
I. Draw horizontal, vertical, and oblique parallel lines.
2. Locating lines at given distances (arrangement.)
3. Dividing lines into inches, 1/2 in., 14 in., 1/8 in .; bisect- ing, etc.
4. Measuring books, slates, desks, etc. Laying off lines of exact measurements.
5. Draw squares and oblongs by aid of cards with square corners; angles; crosses. Apply in simple working draw- ings.
6. Practical applications of above at teacher's discretion; e. g., repetition of units in borders.
7. Application of above to work in arithmetic.
II. Construction.
Material: sticks, tablets, and paper (manila and colored.) I. Folding squares; diameters and diagonals, areas, cir- cles, diameter and radius.
2. Cutting quadrilaterals and triangles, crosses; develop- ments, patterns, of cube, to correspond with the freehand drawing. Applications; e. g., repetitions of units in borders and surface coverings.
3. Clay modeling: tiles, fruit and leaves.
Fifth Year.
I. Drawing.
Tools: pencil, rule, angle 45 degrees, compasses and pen- cil.
I. Review work of fourth year. Teach 1-16 inch.
2. Draw quadrilaterals (all the parallelograms) and tri- angles (by taking half the quadrilaterals.)
3. Draw patterns of cube, square, and right-triangular prisms, rectangular box. All drawings to measurement.
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SCHOOL REPORT.
4. Working drawings of same.
5. Draw circles : diameters, semicircle, and quadrant.
6. Draw fractions of a circle: 1/2 1/ 1/8 1/3 1/6.
7. Application as in forth grade.
II. Construction.
Material : manilla paper, card-board, paste.
Tools: scissors, knife, cutting-board.
I. Continue and review work of fourth year.
2. Make tablets of card-board as above; fractions of cir- cles; maps of paper and card-board. Cut out all forms drawn, to test accuracy.
3. Make pattens as above, and paste.
4. Clay modeling as in forth grade; make clay maps.
Sixth Year.
I. Drawing.
Tools: pencils, rules, angle 45 degrees, pencil and com- passes.
I. Review previous work. Begin drawing to scale, half size and quarter size.
2. Draw all quadrilaterals. All triangles. Application in designs.
3. Draw patterns as before, adding equilateral-triangular prism. Working drawings to scale.
4. Divide circles into thirds and sixths. £ Draw hexagon.
5. Ellipse (string and pins,) vase forms, shields, etc.
6. Block letters.
7. Simple geometrical problems in plane figures.
II. Construction.
Material: clay, manilla paper, card-board, soft wood, paste, glue.
Tools: scissors, knives.
I. Construct figures drawn.
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SCHOOL REPORT.
2. Invention. Application in designs for borders and sur- face coverings.
3. Make letters.
4. Make fractions.
5. Make maps.
6. Clay: tiles, bas-reliefs, maps, invention of designs in clay.
Seventh Year.
I. Drawing.
Tools: pencils, rules, angles, pencil and compasses, T square, and drawing-board.
I. Review work of previous grades. Draw to scale, I inch equals I foot.
2. All quadrilaterals and triangles to scale and upon given lines; erect perpendiculars.
3. Draw ellipse and oval.
4. Draw patterns as in drawing-book. Working drawings, three views.
5. Lettering. Designs for ornaments.
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