USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1890-1895 > Part 29
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FIRST GRADE.
1. Numbers from 1 to 10 inclusive.
2. Fractions, 1-2, 1-3, 1-4, 1-5.
3. Applied numbers. Coins to ten cents, pint, quart, peck, inch, foot.
The child is to be led to perform, by the use of objects, all the operations possible within the limits of each number, before passing to the next higher, comparing each number with the preceding one. Objects are to be used till the chil- dren can make the combinations without them. Give plenty of drill for the purpose of memorizing combinations. Never allow the children to count by ones nor without objects. Teaclı thein to become so familiar with combinations as to recognize them at sight without counting. Teach no sign or number till number 6 has been mastered and reviewed. Abstract written work not to be given till the number 8 is reached. In oral work performed with objects have children make state- ments upon the given combinations, encouraging originality of expression, allowing no child to put a question unless lie knows the right answer. Lead the child to gradually make up stories without objects; then have him express the com- binations without reference to objects. Proceed slowly, insist on accuracy and rapidity. Roman numerals to X. Teach the signs + - X ==. The writing of the nine digits and the cipher on the slate and blackboard is to be taught carefully, one figure at a time ; 1, 7, 4, 0, 9, 6, 5, 2, 3, 8 being the order in which they are to be taught.
SECOND YEAR.
1. Numbers -- To thirty.
2. Fractions-With denominators to twelve and nu- inerators to ten.
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3. Applied numbers-Coin to $5-pint, quart, gallon, peck, bushel, ounce, pound, inch, foot, yard-day, week, montlı, year, second, minute, honr. Pupil to learn to tell the time of day .- Also dozen, score, (quire ?)
4. Read and write numbers to 100.
5. Roman numerals to 50.
Each number is to be developed by the "four process" plan as in first grade, using objects up to the number twenty. In solving problems never use abstract numbers.
Have the pupils form the four tables as far as the num- bers will permit. Have a care in the use of the counters ; make the idea of ten prominent as by having the tens tied in bundles, so that 25 for instance will appear as two tens and five single counters. Use the above device in teaching nota- tion. Actual measures are to be used in teaching applied numbers, making use of easy concrete problems. Have con- stant individual drills in the combinations, so as to fix abso- lutely the knowledge of the tables. Make the child recog- nize 4 x 7 as 28; 3 x 9 as 27, etc. at sight, just as he recog- nizes the word man without spelling it. Never use other than multiplies of the denominator in the work with fractions. Teach halves, fourths, eighths, thirds and sixths by objects.
THIRD YEAR.
1. Numbers to 144. Drilling to be done on those com- binations found in product of multiplication tables, but drill continually in adding many digits to the numbers between 30 to 40, 40 to 50, etc.
2. Fractions to be applied constantly as in Grade 2. Teach objectively comparisons of thirds, sixths, ninths, twelfths; halves, fourths, and sixths. Use small mixed numbers and improper fractions. Deal with small numbers requiring their use with accuracy and rapidity.
3. Applied numbers reviewed. Reduction of one and two steps with practical problems requiring their use with accuracy and rapidity.
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4. Addition. Not more than ten numbers in column; subtraction with subtrahend figures less than minnend-after which with figures greater-Multiplication and division (short division) using but one figure in multiplier and divisor. The child is supposed to have learned to read and write numbers to 1000.
5. Roman numerals to 100.
6. Write and read United States money. Use princi- ples as in IV.
7. From use of United States money, teach decimals of two places.
FOURTH GRADE.
1. Write and read numbers to millions.
2. With multiples and divisors of two figures drill thor- oughly the fundamental principles and processes.
3. Continue the use of applied numbers, arrange and learn tables of Liquid, Dry and Long Measures, Avoirdupois Weight and Measures of Time. Have the pupils invent plenty of examples involving this application. Great attention to be paid to neatness in written work. Practice reading and writing numbers through three periods.
4. Fractions (no denomination larger than twenty) mul- tiplied and divided by one integer, changed to larger and smaller terms. Add and subtract fractions of like denomina- tions and (spring term) unlike denominations.
5. United States money including mills, constantly used and decimals of three places. Teach the four processes using integral numbers for divisors.
6. Roman numerals to 500.
FIFTH GRADE.
1. Notation and numeration through three periods.
2. Increase rapidly and accurately in fundamental opera- tions using not more than three figures in multiplier and divi- sor at first.
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3. Applied numbers .- Surface measure and cubic meas- ure (inch, foot, yard) developed and used in simple practical examples-dozen, gross, quire, ream.
4. Fractions and mixed numbers; in all operations no denominators above 100; teach each step objectively. Can- cellation. Fix aliquot parts of a dollar by frequent reviews.
5. Roman numerals to 1000.
6. Decimals-Add, subtract, multiply and divide. Use three decimal places ; multiplier and divisor to contain not more than two figures.
SIXTH GRADE.
1. Notation and numeration of integers and decimals completed.
2. Fundamental operations regularly drilled-least common multiple by inspection.
3. Mental examples in percentage, involving the three cases.
Drill on aliquot parts of one hundred per cent. Ac- counts and bills .*
4. Area of rectangle, right-angled triangles and contents of rectangular solids .*
SEVENTH GRADE.
1. Percentage. Thoroughly drilled. Profit and Loss. Commission. Insurance. - Bank Discount. Taxes. All to be taught as forms of percentage.
2. Review Mensuration (Elementary). Examples in measurements of lumber, flooring, plastering and land, contents of boxes, etc., measurements of wood.
3. Interest. To be taught as an application of per- centage. Use even years at first, working slowly, perfecting each step as you proceed.
*In 3 and 4 keep in mind constant reviews in common fractions. I. Com- pound numbers briefly-omit the more difficult problems.
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4. Problems in interest to be taught by the analytical method. Be sure that the pupils have an accurate knowledge of this subject.
EIGHTH GRADE.
1. Equation of Payments, Partial Payments, Stocks and Bonds, Commission and Brokerage, Partnership (first form).
2. Powers and Roots of Numbers.
3. Square Root and its application. Cube Root.
4. Mensuration of cylinder, triangular and rectangular prisms.
5. Reviews of Percentage.
6. Business Fornis. Letters, bills, receipts, accounts, notes, drafts, etc.
GEOGRAPHY.
The object of the study is to obtain some real knowledge of the earth as the home of man. Therefore make it a means to develop the child's power of observation, his imagination, his judgment, also his memory and use of language. Do not rely on the text-book. To the fourth grade no text-book is to be used. The geography should be used as a reference book and a reader; not for the purpose of memorizing a text. Have the child make constant use of all available reference books so that information will be brought in from outside. Make the geography lesson a lesson in language, making use of pictures, articles from papers and from books of travel. Make use of imaginary journeys to large cities, with a view to describing the scenery, manners, customs, etc. In each exer- cise the child must have accurate knowledge about the subject on which he is to talk. Make the subject interesting or it will not be valuable. King's Methods and Aids in Geography, Parker's How to Study Geography, and Fry's Geography with Sand Modelling are books that will help the teacher.
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THIRD GRADE (3d year).
1. Familiar talks and readings on places, plants, animals and minerals, with a view to preparing the child for the study of geography. Study plants and animals with reference to their climate and their uses ; people of different countries and climates. In last half of year study the zones in a general way as to temperature, with plants and animals peculiar to each.
2. Study natural features. Teach by observation, using natural features of the vicinity as far as possible.
3. Moulding of bodies of land and bodies of water. Have the pupils draw the features moulded. Use pictures. Study the town, having the pupil mould it.
4. Teach the use of scale in drawing. Have pupils measure distances. Develop points of compass and always apply to map.
5. Study points of natural features, roads, streets, rail- roads, stations, school-houses, churches and other points of interest with relation to their position. Do not give facts by dictation to the child. Lead the child to observe, infer and then to state inference.
FOURTH GRADE.
1. Review work of previous grade.
2. Earth as a whole studied topically.
3. The continents, with location and a few important facts.
4. Rapid sketch map (to be made on blackboard) of each continent studied.
FIFTH GRADE.
North America.
1. United States. To be studied as per Geography Topic-card.
2. British America and Mexico to be studied topically as in 1.
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3. Rapid sketch maps of North America and United States ; also progressive maps of same places.
SIXTH GRADE.
1. Subject to be taught: General study of the Globe .- Form; motions and effects; circles ; zones; winds; water movements, cause and effect ; climate, with phenomena; soil, origin and character; life of man as varied by climate and civilization ; government.
2. North America reviewed and completed with special attention to commercial and industrial features .- Review continents; review of United States ; special study of New England; special study of Massachusetts, Norfolk County, and Norwood. General study of other New England states.
3. Europe .- Topics as in previous grade, frequent use of comparison-one state with another foreign with our own. The climate, features, productions, population of one section with that of another.
4. Treat the Continent as a whole, then topically.
5, Map drawing .- Sketch maps and progressive maps of New England, Massachusetts and Europe.
SEVENTH GRADE.
1. South America, Asia, Africa, and Australia studied as previous grades.
2. Treat each continent as a whole. « Locate the countries in each continent. Special study of the following countries :- China, India, Indo China, Arabia, Egypt, Cape Colony, Brazil.
Capitals of other important countries of South America. Australia.
3. Sketch maps and progressive maps of each continent as studied.
EIGHTH GRADE.
1. £ Review United States.
2. Review grand divisions as per topics given below.
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3. Noted commercial countries and centres ; the centres of trade and food, clothing, metals, raw material, and manu- factured goods.
4. Sketch maps and progressive maps of the United States. Use of maps in commercial geography. Review geography of Massachusetts, Norfolk County, and Norwood.
HISTORY.
1. Ends to be sought in teaching history :
a Knowledge of essential facts.
b Such training as the intelligent pursuit of the subject is calulated to produce.
c So genuine and hearty love for the study that wider historical reading will follow.
2. Means and methods : Variety of text-books, supple- mentary reading material, pictures, drawing, selections for memorizing.
FIRST YEAR.
Procure pictures of persons and places of historic nature. Local history should be taught first. Illustrations by rough sketches upon blackboard or sketches upon a chart. Do not extend the exercise to a point of weariness. Do not give to the child anything in the nature of a ghost story.
SECOND GRADE.
Continue story telling of First Grade and make such a study of the primitive races as would suggest itself.
THIRD GRADE.
Continue work of first and second years.
FOURTH GRADE.
Have pupils read stories of American history from ele- mentary works. Have pupils gather additional facts from other sources. Clear ideas are developed by questions.
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Topics for this Year. Stories of the Indians :- Columbus, John Smith, the Pilgrims, the Quakers, William Penn, the Boston tea party, the first battle of the revolution, George Washington and his army, stories of the revolution.
FIFTH YEAR.
Continue work of fourth year.
The Northmen and life in the colonies, Brave men and women, Benjamin Franklin, youth of Washington, the country after the war, the slavery question, the cotton gin, the steam- boat, the railroad, the telegraph, Abraham Lincoln.
SIXTH YEAR.
Formal Study.
Pre-historic America, northmen, mound builders, Indians, Spanish explorers, Cartier, Verrazani, the Jesuits, English ex- plorers, the Cabots, Henry Hudson, Dutch explorers, colonial developments.
1. Virginia .- Grants of territory, character of colonists, navigation acts, negro slavery, Bacon's rebellion.
2. Massachusetts .- Plymouth colony, social organiza- tions, Massachusetts Bay colony, John Endicott, settlement of Boston, John Winthrop, growth of the colony, town meeting.
3. Connecticut - Colonies united ; distinctive features of each.
4: The Intercolonial Wars - The object of these wars ; condition of the colonies at their close ; forms of government ; manners and customs.
5. The Revolutionary Period - Causes of the war; Con- tinental Congress ; some leading battles of the Revolution ; results of the war; the adoption of the constitution; charac- ters of the Revolution : Joseph Warren, Israel Putnam, Nathan Hale, Benedict Arnold, Major Andre, Benjamin Frank- lin, La Fayette, Kosciusko, Baron Steuben, Robert Morris.
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EIGHTH YEAR.
1. Maps should be drawn showing the acquisition of territory.
2. Outline for studying the administrations. Political issues ; political changes; industrial changes; foreign rela- tions ; extension of settlements and territory.
3. Principles of Government.
Of local government, public convenience and welfare ; public will ; nature of office-holding; duty of citizens to vote and pay taxes ; public property.
Principles of State Department-Legislative Department : necessity for laws; natural rights; object of laws; duty of citizens to respect and obey ; nature of representation.
Judicial Department - Penalties ; justice free, speedy, impartial ; local administration ; presumption of innocence ; duties of witnesses and court officers.
Executive Department - execution prompt, vigorous, im- partial.
Constitution - dangers to liberty ; safeguard of liberty.
4. Historical review. Taxation; slavery ; civil service reform ; labor-saving machines; steam and electricity ; litera- ture.
LANGUAGE.
In language we learn to do by doing; hence the necessity of a regular, systematic and progressive drill in talking and writing that the child may be taught the automatic use of good English, to enable him to express his thought readily and effectively in oral and written language, and to develop his ability to think. The instruction is not to be confined to the language exercises. Connect it with reading, geography, history and elementary science. Have written exercises in other branches with a view to language. Correct errors in such a way as not to interfere with freedom of expression. Watch your own language carefully. Writing and spelling
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exercises can also be made language lessons. Insist on accu- rate copying of words and sentences. Teach neatness of arrangement by copying ; also capitals, punctuation and spell- ing. Follow this by dictation, repeating the exercises of previous day to enforce correctness. Have the names, extracts and songs learned accurately and not in a careless way.
FIRST YEAR.
Familiar talks about objects in room, pictures, games, animals, plants and other familiar things that will attract and interest the children. The object being to get from the child freedom of expression, to stimulate his powers of observation and to cultivate habits of correct speech. Sentences copied from board copy. Use of pronoun I as a capital. Name of pupil, town and days of the week.
Spelling. Words and sentences used in reading. No oral spelling in first half year. Similar work may be dictated 8 the second half year.
SECOND YEAR.
Oral work to precede written. Teach use of capitals in names of persons, places and months by having the child copy from the board. Name of school, teacher, town, street of town and state. Teach very simplest form of letter. Filling blanks in simple sentences, descriptions of pictures, objects and acts. Stories read and told by the teacher.
Punctuation. Capitals, period and interrogation point, apostrophe and simple use of comma; the last to be introduced into copied work.
Spelling. As in previous grade. Oral spelling as review. A vocabulary of common words which the child of this grade ought to know will be found on pages 1-50 of Campbell's Spelling Book I. No book is to be placed in the hands of the child.
THIRD GRADE.
Material of previous grade enlarged. Apply occasionally absent objects. Reproductions of silent and oral reading.
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Teach use of new words in sentences. Letter writing con- tinued. 'In variety work have systematic plan, as follows : - Monday, have children write a story ; Tuesday, description of an object; Wednesday, reproduce story; Thursday, correct and review principles ; Friday, writing of letters. Teach ex- clamation point, apostrophe in contractions, possessive (singu- lar and plural), the hyphen in division of words and at the . end of a line, use of a comm in series and to set off the name of a person addressed.
Spelling. Common words selected from studies, both written and oral. Vocabulary of words such as are found in Campbell's Spelling Book to page 74.
FOURTH GRADE.
Oral and written exercises in use of language as an ex- pression of thought. Object lessons carefully and regularly reproduced. Exercises in enlarging sentences by addition of adjectives and adverbs.
Letter Writing. Simple address and salutation in writing to strangers, subscription, direction of envelopes. Teach nse of margin ; also termination of lines.
Punctuation. Quotations, unbroken, broken and indirect, including accompanying use of capitals and commas. Strict attention to all written exercises with reference to punctuation, dictation exercises to accustom pupils to forms and punctua- tion of sentences.
Spelling. Words from other subjects. Campbell's to page 94.
FIFTH GRADE.
Work of Fourth Grade extended. Bills with credit items, receipts, fictitious stories, letters of description from foreign places, imaginary travels. Teach use of paragraph, important diacritical marks used in dictionary.
Letter Writing. Full business address, various kinds of business letters, orders, applications, etc.
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Teach use of capitals with reference : to every sentence. poetry, headings and titles, proper nouns, proper adjectives, Deity, abbreviations, direct quotations, " I" and "O." Period, interrogation point, exclamation point, comma, nouns of ad- dress, quotations, series of nouns, pronouns, adjectives, verbs, adverbs used in the same way.
Spelling. Same as in previous grade. First Book of Campbell's Speller completed.
SIXTH GRADE.
Teach the child to readily recognize and name the parts of speech. Enlargement of sentences. The subject by means of the adjective, adjective phrases ; the predicate by use of adverbs, or adverbial phrases. Object by adjective and adjec- tive phrases. Change words to phrases and phrases to words. Extend the work of the preceding grade and prepare the class for the study of technical grammar.
Punctuation. The comma to set off transposed phrases or clauses, and explanatory phrases ; also to separate short compound sentences. The semi-colon to separate long con- pound sentences, the parts of which contain commas.
Spelling. Second Book, Campbell's, page 30. Geograph- ical names and selected words.
SEVENTH CRADE.
Swinton's Grammar, page 60. Classes of words. The sentence and its elements.
Letter Writing .- Various forms fully and systematically taught. At the end of this grade the pupil should be able to write a good letter of friendship or business, business papers, notes, receipts and bills.
Changing simple narrative poems to prose.
The plan indicates only a minimum amount, which should be supplemented by reference to other books.
Spelling .- Page 104-Campbell's.
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EIGHTH GRADE.
Swinton's completed :- Sub divisions of the parts of speech, modifications of the parts of speech.
Make a study of an author and with it much practice in oral and written work. Occasional letters, formal invitations and answers to same, simple forms of personal account, para- phrasing and changing poetry into prose. Teach proper use of shall and will, should and would, may and can, in and into, on and upon, at and to, by and with, among and between, learn and teach. Study of authors continued and extended, abstracts and outlines for compositions. Review work of previous grades, strengthening weak places. Teach use of but and only, if and whether, thence and whence, either and neither.
Spelling .- Campbell's Speller. Select words from other sources. Make a list of synonyms and words requiring defini- tions ; drill in their precise and practical use.
BOTANY.
How plants grow-Parts of plants; how plants grow from a seed ; how plants grow from year to year; kinds of roots, stems and leaves.
Parts of a plant-The root grows downward into the ground, branches give nourishment to plant.
The stem grows upward from ground and bears leaves and blossoms.
Buds grow from the stem, full of little leaves.
The leaves-Leaves grow from the small bud that is on the stem and branches are green and flat and thin, with one part turned to the sun while growing, another to the earthi.
Hairs-The hairs grow on the leaves and on the stem.
Flowers-The flowers grow on the stem and branches ; they are bright colored and smell sweet.
Fruit- The fruit grows where the flowers were.
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Seed-The seed is found in the fruit. The plant grows from a seed.
Parts of a leaf : Petiole-the stem of the leaf. Blade- blade is flat. Stipules-like little blades; grow at base of petal. Veins-are in the blade. Veins grow differently in different kinds of leaves.
Parts of a Flower : Calyx-outer covering of blossom, green and leaf-like. Corolla-Inner set of leaves of flower; is commonly colored other than green. Stamens-Grows to bottom of corolla. A stamen has a filament and anther. The filament is the stalk. The anther is the little case at the top of the filament. The anther is filled with a little powdery matter called pollen. Pistils-The part in which the seed is formed; they are in the middle of the flower ; some flowers have but one pistil. others have more than one. At the bottom of the pistil is the seed-vessel called the ovary. Above the ovary is the style, a slender body. The stigma is found at the top of the style. It has a rough surface not having any covering. In the ovary are little ovules. The ovary grows into fruit and the ovules grow into seed.
Note .- The calyx and the corolla, one or both, often con- sist of separate leaves. Each separatd piece or leaf of a co- rolla is called a petal. Each leaf or piece of a calyx it called a sepal.
The Seed-Bodies produced by the ripened pistils, from which new plants may grow.
The part of the seed that grows is called the germ. It is made up of a pair of tiny leaves on the summit of a tiny sten. The tiny leavs are called seed leaves ; the little stem is called radicle.
How Plants Grow-(Have children bring specimens so that each child may have a whole plant with blossoms). Have prepared some seeds growing, so as to show the seed leaves , and radicle or stemlet.
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Explain to the child the process of growth from seed to root and root to stem; downward and outward growth of root, upward growth of stem, and its expansion in light and air. Contrast the place for the roots with that of the leaves, the air, dark, damp earth, and light and sunshine. Call at- tention to the early formation of the seed into a vegetable, root, stem, leaves. Organs of vegetation able to sustain life on air and soil.
Plumule .- A little bud on the top of stem.
Note .- Soak a bean and illustrate the above. Have some growing. Compare bean, cherry or almond; pea with horse chestnut or acorn. Notice growth of onion.
Growth from Year to Year .- Repetition. All that is necessary is for roots to spread out rootlets and branches to grow from themselves smaller branches that are unfolded in leaves at every joint ; the joint gets its full growth when it aids in the formation of other younger parts.
Simple Stem .- By younger parts forming as in way de- scribed in No. 1. The stem is carried up higher and higher, and its leaves grow more numerous. The more it grows the stronger it becomes ; being strengthened by each new joint. The process forms the simple steni.
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