USA > Massachusetts > Essex County > Saugus > Town annual report of Saugus 1899 > Part 12
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COURSES OF STUDY.
on food required. Cooking, how and why. Purity of food, water impurities, dangerous food adulterations.
Digestion,-necessity, general nature of the process.
The Teeth,-number, kind, uses and care.
Hygiene,-thorough mastication, regularity of meals, moder- ation in eating and drinking, eating at bedtime and between meals, action of condiments, coffee, tea, alcohol, effects of fatigue and excitement on digestion, exercise immediately after meals.
GRADE VII.
The Circulation,-Blood, color, kinds, amount, temperature, uses, coagulation, composition. Blood vessels,-kinds, position, kind of blood in each, hemorrhage; how to stop it. Proper treatment of fainting, also various kinds of cuts, bruises, bleed- ing and other wounds. The heart, - position, form, size, structure, use, action, pulse, course of blood through the heart.
Hygiene. Effects of irritants, colds, alcohol, exercise, and over-exercise on circulation. The heart and mental excitement. Effects of pressure of improper clothing on veins. Effects of poor food and impure air on blood.
GRADE VIII.
Respiration. Oxygen, carbonic acid, inspiration, expiration. Study with care nose, pharynx, larynx, trachea, lungs. Loss and gain of the blood by breathing. Chest organs and use in respi- ration. Comparison of inspired and expired air.
Hygiene. The need of pure air, ventilation. Effect of living in poorly ventilated rooms, especially on those predisposed to disease. City air and country air, impurity in each. Sea and mountain air. Mouth breathing and effects. How catarrh can be prevented ; relation of skin and mucous membranes. Còn- tagion and disinfectants ; the removal and proper disposal of waste matter in and around houses, in the streets of cities and towns. Board of Heath.
Kidneys,-number, position, use.
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COURSES OF STUDY.
Skin,-general importance, structure, use. Perspiration, im- portance, use.
Function of lungs, skin and kidneys compared.
Baths,-kinds, effects of, time for, necessity of, proper use of soap.
Clothing,-kinds, material, weight and looseness, proper sup- port of clothing. Consider clothing with reference to heat con- duction, absorption of moisture and heat.
GRADE IX.
General review of the entire subject with special study of :
The Nervous System,-Elements which compose it, nerve cells, nerve fibres and centers. Cerebro-spinal,-brain, spinal cord, sensory and motor nerves. Sympathetic system,-centers, nerves, functions.
Hygiene. Judicious use demanded, evils of over-excitement, change, rest, sleep, stimulants, muscular exercise.
Also a thorough study of the Special Senses.
NATURE STUDY.
I. Nature Study means the study of the plant, animal and mineral worlds and the phenomena of nature. But this bound- less field becomes greatly reduced in size when we consider that all work must be adapted to the age, interest and comprehension of the pupils. With this limitation there yet remains an adund- ance of material for study in all grades, the chief problem being to select and adapt.
2. The following outline is intended to be suggestive rather than proscription, each teacher being given much freedom in arranging the lessons of her own school. She will naturally use material near at hand and will give the best lessons along lines in which her greatest interest lies, care being taken not to trespass upon the ground assigned to higher grades. All lessons should be delightfully informal.
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COURSES OF STUDY.
3. Teachers should plan for and encourage in every possible way out-of-door study, for all lessons are to be based upon the observations of the pupils.
4. Teachers of primary grades will find their lessons the most interesting and effective when they are short and given to small groups of children.
5. Text books are not to be used but each school may properly use reference books after observations are made.
6. In collecting material for study, pupils should be cautioned not to needlessly gather any flowers, especially the roots and seeds of uncommon varieties.
7. Oral and written language-exercises and illustrative draw- ings should accompany the work in all grades, based always on what the pupil has seen. 1
8. Teachers are asked to maintain the Bands of Mercy organ- ization and to seek to inculcate the noble principles of the order. One lesson a month should be devoted to this subject.
9. In answer to the question, "What is nature study ?" Prof. Bailey of Cornell University says :
"It is seeing the things which one looks at, and the drawing of proper conclusions from what one sees. Nature-study is not the study of a science, as of botany, entomology, geology and the like. That is, it takes the things at hand and endeavors to under- stand them, without reference to the systematic order of relation- ships of the objects. It is wholly informal and unsystematic as the objects are which one sees. It is entirely divorced from defi- nitions, or from explanations in books. It is therefore supremely natural. It simply trains the eye and the mind to see and to comprehend the common things of life, and the 'result is not directly the acquirement of science, but the establishing of a living sympathy with everything that is."
GRADE I.
I. Conversation lessons on pets, common and domestic ani- mals, birds easily seen, the weather, and other interesting topics.
2. Gather wild flowers and keep them growing in the school- room. Learn to recognize a few common varieties.
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COURSES OF STUDY.
3. Start large and typical seeds, and watch their growth, observing changes.
4. Gather twigs with large buds, place in water and watch the development; observe character and arrangement of buds and leaves.
5. Some observations of birds as seen in spring and fall. A few specimens recognized.
GRADE II.
I. Gather wild flowers and bring to school. Learn to recog- nize ten new flowers. Observe the parts of a plant, their color, size, shape and use. Dwell upon the beauty, color, time of blossoming and other interesting facts concerning flowers.
2. Gather twigs with leaves attached, observing size, shape, position and kind of leaves. Study the leafless twigs with special reference to buds, bark, scars, markings. Watch the unfolding of buds in the school-room.
3. Watch the birds as they come in spring. Recognize them and write a list of their names, with single characteristics.
4. - Study the horse, cow and sheep. Consider characteristics and habits.
5. Note a few familiar trees, their shape, place of growth and use to man and animals.
6. Collect and recognize a few common minerals, as quartz, mica, marble, iron and lead. Note single characteristics, using such words as hard, soft, thin, smooth, rough, sharp, faces, shining, heavy, light.
GRADE III.
I. Continue the work of topic one, grade two, extending the range of observation. Recognize and name fifteen new flowers.
2. History of plant life from seed to seed. Plant several kinds of seeds for quiet observation.
3. Buds, -- kinds (leaf and flower), structure, folding of the leaves and flowers in the bud, protection, development of the branch.
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COURSES OF STUDY.
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4. Leaves,-forms, uses, veining, falling of leaves, which earliest to fall.
Record of different trees. Compare with time of appearing in spring.
5. Seeds,-examine a few seeds as dandelion, elm, bladder- wort, burdock, and sticktight as to means of dispersion. How do plants travel?
6. Study the dog, cat, etc., as to habits and the adaptability of the animal to his mode of motion, eating and care of young.
7. Extend the work of topic six, grade two. Pebbles, puddingstone ; sand, sandstone; clay, slate.
GRADES I, II AND III.
In each grade notice changing length of day and night. Changing temperature and results. Simple weather record. Conspicuous changes in the plant and animal world as the seasons change. Different habits and occupations of man in the course of a year.
Such attention may be given to collection of caterpillars and their metamorphoses, to the study of tadpoles, fishes, squirrels and other topics as the teachers may determine.
GRADE IV.
1. Plant as a whole, its growth, appearance summer and winter, locality. (a) Roots ; study and compare different kinds. (b) Stems; growth, directions, kinds, habits. (c) Leaves, position, veining, kinds, uses.
Flowers; study the parts using scientific names. Learn to recognize many common varieties and to write orderly descriptions. Selections for careful study may be made from this list : Blood- root, bluets, dog-tooth violet, jack-in-the-pulpit, violet, clover, buttercup, shepherd's purse, arbutus, daisy, dandelion, pond lily, morning-glory, aster, gentian, golden-rod, butter-and-eggs.
Fruits ; study a few kinds as cones, acorns, nuts, corn, apples. Likenesses and differences. Uses to man and animals.
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COURSES OF STUDY.
2. Trees ; learn to recognize and name a few common kinds, observing especially the general shape, arrangement of branches, kind of trunk, blossom and fruit.
Spring and autumn changes. The following species are suggested : Oak, maple, hickory, willow, horse-chestnut, elm, cherry, apple, pine, spruce.
3. Birds. Topics for special study : Food, the kind and quantity ; habits of moving, building ; value to man. Encour- age kindness in every possible way. Do not allow or encourage the collection of nests or eggs. Learn to name and recognize by sight and sound ten common species. Life history of birds from egg to egg.
Select poems and reading lessons on bird habits.
4. Natural Phenomena. Consider the relation existing be- tween direction of wind, temperature, and clear or stormy weather. Kinds of storms as to wind direction. Observe weather changes and keep a simple record.
GRADE V.
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I. Twigs and Buds .- Study and compare twigs of lilac, apple, cherry, balm-of-gilead, maple, hickory, willow, ash, shad- bush, spice-bush, alder, maple-leaved viburnum. Observe especially the age, amount of yearly growth, different markings and scars. The kind, form, position, arrangement and structure of buds. Bud scales-Number, thickness, coating, use. Observe carefully the time of opening of different buds on the same tree, buds of different trees, and search for the reason. Observe how the position, arrangement and development of the buds effect the shape of the tree.
(Teach all techanical terms which you need to use ; terminal, axillary, alternate, opposite ; excurrent, deliquiscent, etc.)
2. Germination-Life history of corn, pea, bean, morning- glory. Teach cotyledons, caulicle, plumule, conditions of germination and growth.
3. Review and extend the work of topic one of the pre- ceding grade. Include the use and meaning of the terms, herbs,
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COURSES OF STUDY.
shrubs, trees; annual, biennial, perennial. Continue the study of flowers-especially of the Crowfoot and Lily families.
4. Animals. Make a list of all animals known to the pupils. Arrange in two groups, those with, and those without a back- bone. Also arrange in groups with reference to habits of moving, with reference to covering, with reference to kind of food. Study carefully one animal of each class with special consideration of adaptation of parts to known habits.
5. Minerals. Study one mineral as quartz, noting and re- cording distinguishing qualities. Think out reasons for uses. Compare with other minerals as feldspar, mica, flint, calcite, as to hardness, fracture, color, lustre, structure, transparency, and record observations. Collect specimens. Building stones ; different kinds and relative value. Why?
GRADE VI.
I. Plants. As a whole; place of growth (wet, dry, open or shady), from habits of growth, value to man. Seek for reasons of peculiar structure. Emphasize function.
Parts. Root; especially the size and shape with reference to the work it has to do. Stem; any peculiarities of color, shape or markings. Its adaptability to its environment and to the work required of it. Leaves; apex, base, general form, venation, vernation, work done by leaves. Use and value of petiole.
Flowers; sepals, petals, stamens, pistils. Use of each part and its relation to other parts. Time of appearing. Why?
Study of pollen, method of escaping from anther, ways of get- ting to pistil.
Uses to plants of color, odor, insects, nectar.
For study the following list is suggested : Marsh, marigold, hyacinth, scarlet geranium, jewel weed, morning-glory, ladies' slipper, bellwort, rose, shad bush, iris, cinquefoil, trillium, nas- turtium, dandelion, cherry, apple, daisy, dogsbane, geradia, lobelia, fireweed, tick-tre-foil, harebell, cardinal flower.
Leading characteristics of the Crowfoot, Lily and Rose Fami- lies.
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COURSES OF STUDY.
2. Seeds. Dispersion. Make a collection of seeds to illus- trate the principal ways of dispersion,-Water, wind, plants that shoot off their seeds or spores, birds and other animals, man.
Why do plants travel? The value of wide dispersal. Seeds in winter; how protected? Which plants are most widely dis- tributed? Why? The effect of mountains, forests, climate, rivers and other plants upon plant distribution.
3. Insects. Some observation of several typical species, as bees, crickets, grasshoppers and butterflies. How do they live, move, protect themselves? Watch transformation. Make a list of known insects according to place. Where seen-in the air, about flowers, on trees, on vines, in grass, in houses. Which are useful? injurious?
4. Natural Phenomena. Observe the gradual change in the length of day. What changes are thus produced ?
Prevailing winds in different times of year. How different in Illinois, Colorado, Arizona, California?
Record the amount of rain and snow. Is it the same for dif- ferent months? The relation between wind direction and rain- fall. ..
GRADE VII.
I. Review and extend the work of topic one, grade six, selecting unfamiliar plants. Special attention to general classi- fication and family characteristics.
2. Grasses and Grains. Gather different kinds of grasses and grains from high and low land, from field, garden and swamp. Study structure, parts, striking characteristics, habits, use. What if all grasses grew from the seed every spring? Which of our foods come directly and indirectly from grasses? In what way are grains associated with alcoholic liquors? Make an analytic study of a few species.
3. Trees. Make a special study of apple, lilac, sassafras, birches, poplars, maples, walnuts, hickories. Emphasize dis- tinguishing characteristics of the species, and the family or group. Annual and life history of trees.
4. Buds-Careful okenation and study of the commonest species.
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COURSES OF STUDY.
Food-Kind, amount, manner of eating.
Nest-Location, material, time of building, how held in place, devices for concealment, care of young.
Flying-Slow, rapid, easy, long or short distances. Observe form, size of body, wings and tail of the bird.
Song characteristics-Why do birds sing? When most?
Habits on foot-Walk, hop, run, climb. Why cannot all birds climb.
Covering-Color, markings, kinds of feathers.
Migration-Time of leaving of animal. Make a record. Why do birds migrate?
Enemies-Most common, means of escape from. 1 Consider the adaptability of birds to their habits and location. Coal series-Peat, bituminous coal, anthracite coal, plumbago.
Metals-Lead, iron, zinc, mercury, gold and silver, their distinguishing characteristics and uses.
GRADE VIII.
I. Trees. The Life of a Tree,-parts, food, composition of wood, breathing, transpiration, growth, structure, annual rings, scars.
Forest trees,-requirements as to light, heat and moisture, rate of growth, reproductive power, succession of forest trees, the life of a forest, enemies, value to animals and man, their preservation-why so desirable.
Street trees,-their care and culture private and public, suitable species for this purpose, a benefit or injury to property, diseases, injuries, how protected, town by-laws, tree warden, State law in relation to preservation of trees.
For special study,-cornels, viburnums, oak family, chestnut, juneberry, spicebush, and the Coniferae.
2. Erosion and Sedimentation. Action of brook, river, pond, lake, ocean. Effect upon the roadside, river, valley, and borders of large bodies of water. General effect upon land surfaces.
Find all the good examples near you of building or wearing away. Study with reference to past history. Is there a marsh
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COURSES OF STUDY.
near you? What was its probable condition a hundred, two hundred years ago? Are forces now acting more slowly or more rapidly than in former centuries? Why? What effect has vegetation ?
Do you find well-rounded pebbles? Account for remoteness from the water.
3. Physics. Action of cohesion and adhesion, properties of matter as hardness, brittleness, elasticity, etc., applications. Pressure of water and air, heat and its effects.
GRADE IX.
1. Trees and shrubs. Special study of alders, beech, ash, elms, elder, sweet fern, bayberry, moosewood, willows, witch hazel, fruit trees, and others not previously studied.
2. Plants and Flowers. (a) Study of a few unfamiliar flowers. (b) Special study of Composite and Orchis Families.
3. Flowerless plants. In a general way, ferns, mosses, lichens, fungi, mushrooms, club-mosses.
A short study of two or three kinds of ferns.
Study briefly the ground-pine as one of the club-mosses.
4 .- The Planets. As morning and evening stars. Follow their changing position through the fall and winter. Why does Mercury change from morning to evening star more frequently than Venus? Why is it seen as a morning or evening star for so short a time? Draw diagrams to show relative position of earth, sun and Mercury, when the latter is a morning star. Endeavor to find out by studying the rate of motion of each planet how often it will be either a morning or evening star during the year.
The Star-Star groups may be observed and named and diagrams of the same drawn.
5. Physics-Lever, wheel and axle, pulley inclined plane, screw, wedge, pendulum.
SAUGUS PUBLIC LIBRARY 3 1729 00051 3942
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SAUGUS PUBLIC LIBRARY 295 Central St. Saugus, MA 01906
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