USA > Massachusetts > Norfolk County > Norwood > Norwood annual report 1895-1899 > Part 39
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GEOGRAPHY.
Review 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.
Review continents ; special study of New England ; spe- cial study of Massachusetts, Norfolk County, and Norwood; general study of other New England States.
Sketch and progressive maps of Massachusetts and Europe.
Text book. - Butler's Elementary Geography, from page 87 to end.
MUSIC AND DRAWING.
As directed by special teachers.
NATURE STUDIES.
Animals .- More careful study of insects : common names ; homes; adaption of covering; wings and legs; mouth parts ; groups of useful and injurious insects; development of in- sects ; observation of earth worms and their work in the soil.
Plants. - Deciduous and evergreen trees and common wild flowers ; geographical distribution of useful trees; parts of plants useful for food - for example, grains, nuts, stems, roots ; foreign products : collections, useful qualities, means of distribution ; parts useful for fibre : cotton, flax, hemp, wood.
Minerals, etc. - Observation of metals, their properties and uses ; geographical distribution ; mining and manufacturing.
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Simple experimental lessons on the effects of heat and of acids on metals, with practical applications; use of the thermometer.
Observation of the sun - its daily path during the year ; varying form and position of the moon; locate and name prominent star groups, and note any change in position from night to night.
Language. - Continue oral drill; written descriptions according to an outline of topics; pictures and reading on the habits of insects; foreign trees; myths associated with star groups, to supplement observation and furnish reproduc- tion work. Sketch insects, trees and their parts, star groups, soil sections, and apparatus used. Draw compound leaves and flowers.
SEVENTH YEAR.
LANGUAGE AND GRAMMAR.
Teach rules for the use of the accent in dissyllables.
Complete the teaching of prefixes and suffixes.
Begin the study of grammatical forms as regular gram- mar work.
Teach parts of speech.
Continue the simple analysis of sentences.
Teach very carefully the study of current events by lead- ing the pupil to make a good selection, to give an abstract of the selection, and to express his thoughts with relation to the subjects treated.
Teach the writing of current events.
Have the pupil write formal notes of invitation and replies to them.
Suggestions. - Pupils may make an analysis of a chapter of some book they have read, and reproduce from memory the substance of the chapter in the order in which the different parts are written. Selections from a reading book may be used for this purpose.
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Figures of rhetoric should be observed and described by pupils.
Text book. - Metcalf's English Grammar to Part II.
READING.
(See books suggested in Appendix.)
SPELLING.
(See Fourth Grade.)
ARITHMETIC.
Steps. - Compound numbers. Review all units pre- viously learned, and add weights and measures not already introduced.
Operations on compound numbers. Reductions ascending and descending, with fractional applications.
Fractional parts of 100, as 2, 3, 4, }, { }, it. Fractional parts of 30 and 60.
. Percentage, without time, continued with many easy practical problems.
Teach percentage as hundredths, and apply it not only to money, but to all kinds of units.
Continue systematic arithmetical analysis of problems.
Suggestions. - Restrict the operations upon compound numbers to learning how to perform them, and to employing the tables just enough to give a knowledge of the principles involved. The tables of extension, time, and value should be used more fully than those of capacity and weight.
GEOGRAPHY.
Study physical features. South America, Europe, Asia, Africa, and Australia studied as in previous grades.
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Treat each continent as a whole. Locate the countries in each continent, capital, and chief cities. Special study of the following countries : China, India, Arabia, Egypt, British Isles.
Sketch and progressive maps of each continent as studied. Text book. - Butler's Complete Geography.
MUSIC AND DRAWING.
As directed by special teachers.
NATURE STUDIES.
Animals. - Observation of typical animal life of the sea ; for example, lobster and crab, oyster, clam and snail shells, coral and sponge. Study parts as illustrating a type of animal ; adaptation of parts ; use to man; geographical distribution.
Plants. - Study of grasses and grains; properties and uses of starch. Recognition of the lower forms of plant life and comparison with the higher forms; their function in nature.
Minerals. - Study of the ores of metals; effect of heat on them; coal series and their formation ; note on map geo- graphical distribution of coal, iron, and limestone.
Language. - Oral and written description, as before ; use books of reference to supplement observation; sketch shells and other animal forms, apparatus, outline maps; draw- ing sprays; collect shells, corals, sponges, plant products, metal and mineral products.
EIGHTH AND NINTH YEARS.
GRAMMAR.
Teach the idea of the synonym and make a special study of some cases, as (1) character and reputation, (2) wit and humor, (3) sin and crime, (4) truthfulness and accuracy, (5) total, entire, whole, complete.
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Complete tlie study of grammatical forms.
Teach the definitions of the parts, or elements, of speech, of the phrase and the clause, of the different kinds of senten- ces, and explain the relations of nouns and pronouns in sentences.
Lead the pupil to study the construction of a word ac- cording to this plan : (1) kind, (2) form, and (3) relation.
Teach the pupil to write simple essays according to a definite plan.
Teach parsing and analysis.
Suggestions. - Teach the construction of written com- position in accordance with a logical method.
Teach by illustration of the method : -
1. How to choose a subject.
2. How to think of it first as a whole.
3. How to make divisions of the subject.
4. How to arrange divisions in the composition.
Teach how to construct the beginning of the composition ; how to construct the ending when a formal beginning or formal ending is required. Require much practice in writing by the use of this method.
Criticisms may be made by reading and correcting with the writer, or by using the following plan, writing tlie marks suggested at the beginning of the lines : -
V
wrong spelling.
>eox_+ O +
.
grammatical error.
. wrong capital.
. wrong selection.
wrong punctuation. .
wrong repetition.
wrong omission.
doubtful in fact.
. bad taste.
Train the pupils to criticise as the compositions are read before the class. Make divisions of the class and require one
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division to criticise the reading, another the grammar, another the use of figures, another the style, another the method, etc.
Require the composition to be rewritten, if necessary.
Require selections to be committed to memory through- out the course.
Direct the home reading of the class by calling attention to appropriate library and other books.
Text book .- Metcalf's English Grammar, Parts II. and III.
READING.
(See books suggested in Appendix.)
SPELLING.
(See Fourth Grade.)
WRITING.
(See Fourth Grade.)
ARITHMETIC.
Steps. - Continue the application of percentage without time to profit and loss, commission, brokerage, stocks and in- surance.
Interest, simple and compound, with limited practice in partial payments.
Discount, business and bank.
Ratio and proportion with their application to partnership.
Involution and evolution, with limited practice.
Mensuration of surfaces and solids, with formulas.
Reviews, with reference to facility and accuracy in operations.
Suggestions. - In using a book of problems the teacher should be sure that the pupils understand the language in
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which the problem is stated. Problems growing out of busi- ness transactions, as in commission, banking, taxes, and insur- ance, often contain technical terms. These should be ex- plained before the lesson is assigned.
A useful practice is to require pupils to make problems introducing common business transactions.
Specimens of all business papers talked about should be shown, and the pupils should be taught to write notes and orders. The essential parts of such papers should be carefully taught.
The principles connected with commercial transactions should be carefully taught. Among these are the negotiability of notes, the liability of endorsers, and the use of bank checks. Teach also the nature of bonds, bank notes, and the various kinds of paper money issued by the government.
Pupils should be taught the origin and purposes of stocks and bonds, how their values are related, and how they are affected.
Recitations should be by the topical method.
During the later years of the course pupils should be taught to frame definitions, to state rules for the various opera- tions, and to give an analysis of arithmetic and of its branches.
NOTE. - Teach the metric system at any convenient point in the course.
BOOKKEEPING.
Teach the method of ruling a journal.
Teach the method of reading dollars and cents orally, so that they may be properly recorded by those who listen.
Give practice in footing money columns and in keeping a cash account.
Let the pupils make simple business transactions, such as buying and selling merchandise, paying rent, taxes, etc., and a written statement of every transaction. [Printed " money " and "merchandise " for these transactions can now be ob- tained at small expense.]
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Suggestions. - Accept only neat and systematic work. Give practice in calling off numbers till all can read and record correctly.
In the absence of money and merchandise the pupils may make their own substitutes. Simple methods of conducting trading are given in the text books on bookkeeping, but the ingenious teacher will be able to originate his own method.
Let the record be an exercise in written composition. Secure accuracy and completeness.
Teach the form and use of a simple ledger.
Give practice in copying such a ledger.
Have the pupils make a ledger from memoranda given by the teacher.
Have the pupils record in their ledger the transactions which they make with one another.
Text book .- Meservey's.
Bookkeeping - single entry.
GEOGRAPHY.
Review physical features.
Review United States and Europe.
Review grand divisions, as per following topics : -
Noted commercial countries and centres.
The centres of trade and food, clothing, metals, raw ma- terial, and manufactured goods.
Sketch and progressive maps of the United States.
Review geography of Massachusetts, Norfolk County, and Norwood.
Text book .- Butler's Complete Geography.
MUSIC AND DRAWING.
As directed by special teachers.
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NATURE STUDIES.
Continue study of animals, plants, and minerals, as sug- gested in previous grades.
HISTORY.
Work in history should be done with each of the three sections into which the school is divided for the study of physiology. (See page 223.)
SECTION I. - SECOND AND THIRD GRADES.
Use the language exercises and those in home geography to awaken an interest in historical subjects and to prepare the way for more formal study.
Describe historical events and relate striking incidents in the lives of famous persons. Select especially examples of heroism and self-sacrifice for one's country or for one's fellow- men.
Use public anniversaries and birthdays to give historical information.
Require all stories to be retold, either orally or in writ- ing. Have it understood that the work is not for entertain- ment, but for instruction.
In connection with the study of home geography, con- sider the early history of the town, the first settlers, who they were, why they came, in what part of the town they lived, how they lived, their houses, schools, and industries, their neighbors, the Indians, interesting historical events, and local traditions.
As far as possible illustrate these facts by pictures and such relics of the past as the neighborhood may afford.
SECTION II. - FOURTH, FIFTII, AND SIXTII GRADES.
Read through and review a small outline history of the United States as supplementary to the third and fourth readers.
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Question the pupils upon their history reading. Train them to search for information, and to arrange it by the use of topics and questions, as in the following examples : -
The Spanish explorers .- Who they were, what they did, when they did it, and for what reasons.
First settlement in the colonies .- Where they were made, when, by whom, and for what reasons.
Colonial life .- Houses, furniture, food, dress, travel, schools, churches, servants, and slaves, customs, and a comparison with corresponding facts of the present time, to give an idea of history as a growth.
The Indians .- Their habits and character, some of their tribes, their conflicts with the settlers, their mode of war- fare and the terror they caused.
The Revolution. -- Its causes, its more conspicuous events, its eminent leaders, and its results.
Other heads under which facts may be grouped by the pupils are these : Stories of the Revolution that bring out char- acteristics of the people ; the first president and his times ; the invention of the cotton gin and the steamboat; stories of the War of 1812; explorations and new settlements ; discoveries of useful and precious metals, slavery troubles; stories of the Civil War. The facts thus arranged may be put into sentences, oral and written, and so be used incidentally in language training.
Make lists of famous men, and have the pupils gather characteristic information about them.
Encourage the reading of interesting books of travel and history.
SECTION III. - SEVENTH, EIGHTH, AND NINTH GRADES.
Begin the formal study of history with the first section as one class. Use a fuller text book than that used for reading by Section II.
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Assign lessons by topics, and not by pages in the book. Do not allow the words of the book to be memorized.
Require pupils to illustrate the progress of discovery and settlement by maps of their own making. Use maps also to trace the progress of military campaigns.
Describe but few battles in detail; among these include Quebec, Bunker Hill, Saratoga, and Yorktown. Draw plans to show the positions and movement of troops. Make biogra- phy prominent.
Require but few dates to be memorized.
Impress upon the pupils that the study of history is the study of the growth of the country and the causes of that growth.
Teach pupils how to prepare lessons from a series of questions ; for example, Northmen : 1. Who came? What did they discover ? When? 2. Why did they come ? 3. What were the results of the discoveries ?
Direct them in the use of supplementary books.
Study explorations by nationalities ; for example : Who came ? What was discovered? Which part of the century ? What were the different motives ? What were the results ?
Connect very closely geography and history. Bring out the conditions of the times which led to these discoveries. Study a few typical explorers carefully. Accompany written work with maps and pictures.
Make a general study of settlements first : What people came, why they came, in what part of the century, the spread of settlements, etc.
Make a detailed study of a few typical settlements ; for example : Pilgrim, Puritan, Dutch, Quaker, Virginian. Tell what classes of people came, the time of first settlement, the mode of living, the government, the famous men. Bring out the special characteristics of each, by vivid pictures of colonial life. Make free use of books and pictures; also of such old charters, records, houses, and relics as may be accessible. Re- view by showing the growth during the colonial period in population, extent of settlement, industries, education, and
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changes in government. Make a comparative summary of the settlements.
Teachers will find topical outlines in the best text books. The following schemes may be found useful in the study of a war, and of a single campaign, as Braddock's or Burgoyne's.
Plan for the study of a war : -
1. Parties. 2. Cause. 3. Occasion. 4. Elements of strength and weakness on each side. 5. The campaigns. 6. The result. 7. The consequences.
Plan for the study of a campaign : -
1. Plan :
a. Objective point - what ? Why?
b. Route - what? Why ?
c. Forces and commanders.
d. Advantages and difficulties.
2. Movements. 3. Decisive battle. 4. Result. 5. Con- sequences.
Teach pupils to prepare a lesson according to this plan, to recite from outline maps, to think about the plan of the war, to find stories illustrating characteristics of the leaders. Accompany written work with maps and plans.
The administrations may be studied in groups : 1. The establishment of the new government, 1789-1817. 2. The period of discussion of political and business questions, 1817- 53. 3. The period of contest over the slavery question, 1853-76. In each period the facts may be conveniently grouped under these topics : lists of presidents, political issues, business matters, internal improvements, foreign matters, exten- sion of territory. Be careful to show the connection of events from one administration to another ; illustrate by diagrams political changes ; explain special terms that are used - for example, tariff, national bank, nullification. Fix the essentials. Supply supplementary reading, to keep the pupils interested in the events connecting history and literature. Make progres- sive maps and fill in the details.
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It is suggested that in the final review the events be grouped under a few topics, as in the following outlines : -
1. How America became known to Europeans? North- men ? Spaniards ? Dutch ? English ?
2. The English settlers : in New England, in middle colonies, in southern colonies, who they were, why they came, how they lived.
3. The French in North America : territory acquired, what and how, loss of territory.
4. The Revolution : taxation, resistance, declaration of independence, the war, state constitutions, the confederation, the constitution.
5. Extension of territory and settlement : settlement of Kentucky and Tennessee, settlement of the Northwest, the Louisiana purchase, the Florida purchase, settlements west of the Mississippi, annexation of Texas, Mexican war, settlement of Pacific coast, settlement of the Southwest.
6. Slavery: introduction, extent, beginning of opposi- tion, abolition in the North, agitation in Congress, Missouri compromise, fugitive slave law, Kansas-Nebraska act, forma- tion of political parties, secession, civil war, extinction o slavery, reconstruction.
7. The Indian tribes : location at time of European settlement, habits and character, relation to English settlers, treatment by United States government.
8. Useful discoveries and inventions.
9. Growth of industries.
10. Changes in the life of the people.
During the seventh, eighth, and ninth years, simple lessons should be given in civil government : 1. The facts of local, state, and national government; (a) what officers chosen, (b) by whom chosen, (c) when chosen, (d) how chosen, (e) for what chosen. Use the time of elections for such lessons, collecting sample ballots, town reports, posters after they have been used, records of meetings. 2. The principles of government, derived from concrete cases - local, state and national. Any good
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book on civil government will suggest these. Use town affairs and documents, visits to the state capitol, reports of the legis- lature and of courts, discussions of public questions, newspaper clippings. Arrange debates on non-partisan questions. Teach pupils how to organize and handle a public meeting, keep the records, prepare and cast ballots, count ballots, and make reports.
PHYSIOLOGY AND HYGIENE.
For convenience in teaching physiology and hygiene, the school may be divided into three sections : the first section comprising the classes on the first two years' work; the second comprising the next three classes ; and the third comprising all above these.
SECTION I .- THIRD GRADE.
Steps .- The work of the first section should be oral, and the following order is suggested :-
THE WHOLE BODY.
Position .- Teach the pupils to observe their own and others' positions while sitting, standing and walking. Teach them to desire and to strive to be erect. The lessons on height and weight should be to this end.
Height .- Each pupil should know his height. Mark the height of a pupil on an unused blackboard or door jamb; record the date, the height, and the weight beside the mark. Do the same for three or four pupils. Repeat the measure- ments at regular intervals. Encourage other pupils to have the same done at home by their parents, or by older children. Have children compare their growth during different intervals. All the lessons should tend to producing and retaining correct posture and carriage.
Weight .- Do the same as for height. The practice of measuring height and weight should be continued through the period of growth.
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THE EXTERNAL PARTS OF THE BODY.
Pupils should touch and name the parts in regular and irregular order.
Principal Parts .- Head, neck, trunk ; upper limbs, or arms; lower limbs, or legs ; right and left.
Parts of the Head .- Crown, back, sides, hair, ears, face ; parts of the face - forehead, temples, cheeks, chin, eyes, brows, lids, lashes, nose, nostrils, bridge of the nose, mouth, lips.
Parts of the Neck .- Throat, nape, sides.
Parts of the Trunk .- Chest - breast, back, shoulders, sides ; abdomen - waist, hips, sides.
Parts of the Arm .-- Upper arm, elbow, forearm, wrist, hand; parts of the hand - back, palm, thumb, fingers, knuckles, nails.
Parts of the Leg .- Thigh, knee, shin, calf, ankle, foot ; parts of the foot -instep, arch, heel, ball, toes, nails.
Uses of Parts .- Children should observe the direction and degree of the motion of the head and neck, trunk, arm, hand, fingers, leg and foot, and the principal use of each part.
Care of Parts .- Each child should be taught to take proper care of his hair, eyes, nose, mouth, teeth, hands, feet, and nails. Cleanliness of the body and of the clothing should be insisted upon daily before the school exercises are begun.
THE SENSES. 1
Teach by simple experiments what each sense is, the parts that are prominent in structure and delicate in sensitivity, the uses of the important parts, the knowledge gained by each alone, and the care of each sense. Avoid in experiments all sources of error, such as learning through touch what ought to be known by hearing.
The Sense of Touch : the Skin .- Teacli that we may have the sensation of touch through the skin, on any part of the body, but most delicately with the tips of the fingers, the lips and the tongue. Teach that through touching we learn
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the shapes of objects, whether they are hard or soft, rough or smooth. Show that calluses and dirt diminish the delicacy of touch.
The Sense of Sight : the Eyes. - Teach pupils to dis- cover in their own eyes and in the eyes of others the ball, the white, the iris, the pupil; to name, draw, and describe each colored part; to find how the iris adapts itself to the amount of light. Teach the use of the lids, lashes, brows, tears, wink- ing and motions of the eyes ; also what we learn with the eyes and how we should care for the eyes. Give color and other lessons requiring sharp observation.
The Sense of Hearing: the Ears. - Teach that we hear with the inner ear; that the outer ear collects the sound, and that the canal conveys the sound to the inner ear. Teach what is learned by the ears and how we should care for the ears. Give lessons on sound.
The Sense of Taste: the Tongue. - Teach that we taste with the tongue, and that by pressing the tongue against the soft palate we taste more delicately. Teach that by tast- ing we learn the flavors of food and the wholesomeness of food. Emphasize the fact that the pleasure derived from the relish of food often leads to overeating and gluttony ; that the more important use of tasting is to find out whether the food is wholesome or not. Teach pupils the need of cleansing the mouth and teeth after each meal. Call attention to the effect which burning the tongue has on the sense of taste. Show how hot food and drinks, pepper, mustard, spices, tobacco, and alcohol diminish the delicacy of taste. Teach flavors - bitter, sweet, saline, acid.
The Sense of Smell : the Nose. - Teach that we smell most delicately with the upper part of the nose. Teach that by smelling we learn the odors of objects - whether they are pungent, fragrant, spicy, etc. Emphasize the fact that the pleasure (relisli) derived from odors often leads to overindul- gence ; that their more important use is in helping us to find out the wholesomeness of food and the purity of air. Teach
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the care of the nose, the importance of breathing through it, and the effect of colds on its functions.
Suggestions. - Teach in such a manner as to lead pupils to value their senses and to take good care of them. Give lessons to increase the power of the senses. Tell how acute the senses may become, as in the Indian. Speak of the un- fortunate people who are deprived of sight and hearing, awaken sympathy for them, and teach the duty of assisting them cheerfully and willingly at all times.
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