A Graded course of study for the common schools of Georgia

A GRADED COURSE OPSTUDY
FOR.
THE COMMON SCHOOLS
OF
GEORGIA.

liL:~

_

A GRADED COURSE OF STUDY
FOR
rrHE C()~lMON SCHOOLS
OF
GEORGIA.

"T.ATLANTA, GEORldA

GEO.

HARRISO~, STATE PRINTER

(Franklin Printing and Publishing House)

1900

.

PREFACE.

Ii
;~ I

1. The purposes of this course of study are, briefly: to in-

duce orderly and equable advancement of pupils in

mastering the legal common school subjects in Geor-

gia, to lessen the evil effects of the too frequent

changes of teachers, to enhance the values of super-

vision by the county school commissioners, to enable

these officers to compare results in their different

schools upon a fair basis, to inform the general public

better what the common schools are setting about to

accomplish, to secure the cooperation of parents and

teachers, and lastly, to contrive better conditions for

accomplishing the real ends of public education.

2. This course of study is the first issued from the office

of the State School Commissioner. It is merely a

start towards better schemes of instruction year by

year. It stops far short of what is ideally desirable;

but in its requirements, it does propose what is

actually and practically possible in our common

schools at present. As the schools of the State im-

prove under its operations, when system has substi-

tuted disorder in some hopeful degree, and when

desirable legislation has come to our aid, then our

teachers and school officials may look for an exten-

sion and enrichment of the present course of study,

and a bolder step forward towards organizing the

educational forces of the State.

3. For instance it is desirable that our schools should do

more toward increasing the productive powers and

possibilities of the youth of the State. Whileenlarg-

ing the capacities of our children to know things, we

need to concern ourselves about

do

the things that are necessary

hidden resources of Georgi.

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rightly taught, is the handmaiden of agriculture, and

manual skill, using a full kit of intellectual tools,

stamps value and beauty upon what is otherwise

profitless and unpleasing.

.

4. However, in the present course of study no systematic

scheme of manual schoolroom industries has been

attempted, partly because our teachers are at pres-

ent both untrained and unfavorably conditioned for

formal schoolroom attempts at manual training j

but mainly because it seems best just now merely to

plant the idea and for a season to watch and nurse its

growth in the minds of pupils, teachers and school

officials. Already teachers here and there over the

State, and notably one county school commissioner,

are accomplishing praiseworthy results in this direc-

tion. The idea of manual training in the common

schools has taken vigorous root in the public mind.

Later, it may be possible to take stock of the results

actually accomplished by these wide-awake teachers,

and out of these to formulate a scheme of school-

room industries that is not only practicable, but

wisely adjusted to the immediate and prospective

industrial needs of our State.

5. For the present we urge earnestly that the children be

encouraged to use their unoccupied time in drawing

and designing, paper cutting and paper folding, mat

and straw weaving, sewing, embroidery, crocheting,

the making of table and wall ornaments, clay model-

ing, knife work, carpentry and joinery, cabinet mak-

ing, iron working-anything, everything suggested

by the taste or talent of the children, and by the ma-

terials and tools that lie at hand about the homes.

Collect and display this work of the children, in

every schoolhouse and at every teachers' institute.

6. We will not forget, meantime, that the chief business

of our schools is the development of wholesome

charll.cteland not the shaping of dead matter, how~~:r; dextlrou&!y. "Wealth may accumulate while

men decay" in Georgia, as elsewhere. It is well to

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go slowly, if we can be sure to preserve a sane balance between knowing and doing, having and being in the character of our future citizenry. Manual training in the public schools can be justified only as it effects righteous conduct and character. At present, in our crowded schools, there is too much unoccupied time on part of the pupils, too much leisure with its perils, too much undirected motor energy, and manual desk industries are therefore a distinct need. 7. It will be noticed that the work of the classes is not designated nor limited by periods of time. The ability of the pupils to read is the basis of grading. The course indicates what a first or a fourth reader pupil ought to be doing at the same time in other subjects. Pupils, parents, teachers and commissioners need to come at once to a common and clear understanding upon this matter. These lines of grade classification must be created in the schools as quickly as possible, and be maintained faithfully hereafter. Where pupils fall behind their classes in one or more subjects because of native inaptitude in these subjects, the teacher will need to counsel with his commissioner, and to guard the welfare of the child regardless of the requirements of this course. vVe speakl now of delinquent or defective childrenchildren that vary distinctly from what is normal and usual. Emerson and Macaulay, for instance, were tlefective in mathematical ability, and put into a course of study foolishly rigid, they might never have gotten beyond a third grade. The purpose of this scheme of instruction is unification, not ossification. 8. No radical or ~extreme departure from the l(:lgal com-
mon school ~studies in Georgia is attempted; but drawing, nature studies and literature are a necessary:accompaniment and consequence of good work in reading and- geography everywhere, and we dare say they can be so in our State easily and without friction in any quarter.

6
9. Here and there in the State, county school commissioners are achieving noteworthy success in creating school libraries in their schools. The value of this endeavor is beyond all calculation. It is intended, later, to publish a special report of this noble enterprise and movement in acquainting the children with wholesome literature. Note the list of children's books in the Appendix to the Course of Study.
10. The county school commissioner will note that this course of study, faithfully and intelligently enforced, will gradually bring pupils abreast and set them marching with steady, equal step through the common school studies in Georgia. Permit no class to go into a higher reader until all the subjects and requirements of the lower reader grade are satisfactorily completed. ~When the whole course has been finished, issue certificates of graduation with appropriate and impressive exercises. It is time to begin to dignify common school education in Georgia.
11. In the teacher's record book should be kept a record of the grades in which each pupil enters, the time of entrance and of leaving, his standing (marked in letters) in his usual studies, his advancement durin~ the term, his promotion, work outside the text covered, suggestions to succeeding teacher where the pupil should begin at opening of the next term, and a program of classes. These record books should belong to the Board, and the final payment of the teacher should not be made until the book is properly filled out and delivered to the County School Commissioner.
12. The following books, or anyone of them, will help the teacher to relate plant studies in the 'geography classes to agriculture: Goff's Principles of Plant Culture, 75c. Published by E. S. Goff, Madison, Wis. Voorhees's First Principles of Agriculture. Silver, Burdett & Co., New York.

7

Principles of Agriculture, Bailey, $1.25. The Mac-

millan Co . New York.

King's, The Soil, 75c. Macmillan Co.

The following books will give abundant help to the

teachers in inspiring and directing their pupils in

finger industries:

( Augsburg's Easy Things to Draw, 30c.
tHull's Drawing Book, 2Oc. Hintz's Blackboard Illustrative Sketching. 30c.
Augsburg's Easy Drawing in the Geography Class,

40c.

Morton's Chalk Illnstrations for the Geography

Class, 75c.

All by E. L. Kellogg & Co., 61 E. 9th St., New York.

Hildreth's Clay Modeling, 25c.

Weaver's Paper and Scissors in the Schoolroom, 25c.

{

Hinkley's Wood-work: Kilbon's Knife-work in

in the

the Common Schools, Schoolroom, $1.00.

Milton, Bradley & Co., Springfield, Mass.

(Bamberger's Education of Head and Hand, 46c.
I Forty Lessons in Clay Modeling, 27c. ~ MacLeod's How to Teach Paper Folding and I Cutting, 4Oc.
l Cutler's Methods in Form Study.

A. Flanagan, 267-9, Wabash Av., Chicago Ill.

'Wakeman & Hiller's Scientific Sewing. Silver, Bur-

dett & Co., N. Y.

Hapgood's School Needle Work. Teacher's Ed. 75.

Ginn & Co., N. Y.

Hoffman's Sloyd System of 'Wood-working, $1.00.

American Book Co., N. Y.


PRIMARY DEPARTMENT.
First Reader Grade.
J. Reading.-At least one First Reader well taught; more than one, if possible, before completing the studies of this grade. Begin with the word and sentence method. Teach the alphabet incidentally and when it has been fairly well learned, begin to use the Phonic method. See the Georgia Manual of Methods, pp. 25-33. Stress is to be laid (1) on the ready recognition of word-forms; (2) on silent reading for complete thoughts, and (3) on sprightly and expressive oral reading.
Writing.-In connection with evellY reading lesson froin the start. Pupils copy from the blackboard the teacher's sentences involving the words of the lesson just given; later, they turn the Roman text of the Reader into script on their slates, and still later, they can begin to use their vocabulary of wOl:d-forms freely in seat-work in allilessons. All writing, both by teachers and pupils, is to be in vertical script. No formal drills in penmanship, but constant attention is to be given to hygienic positions.
Spelling.--All words in all reading lessons, orally and in written sentences. Close attention to Forms of English (~pitalization,punctuation, hyphenation, use of the apostrophe and the like) in this and ill all other grades. See Manual, pp. 7-13.
Nature Study -These are to be given as the subjects occur in the Reading Lessons. For hints upon purposes and methods, ways and means, see Arnold's 'Vaymarks for Teacher, Chapter 1. See also Branson's Edition of Page's Theory and Practice of Teaching, pp.120-121. Wright's Nature Reader, No. 1, will furnish the teacher with interesting material. Simple oral lessons occasionally upon the human body; parts, obvious laws of health, cleanliness, eat-

10
ing, etc. Blaisdell's' Our Bodies, and How We Live' will serve the teacher well in all the grades. 2. Number.-As prescribed on pp. 85-88 of Outlines of Methods for Georgia Teachers, 1886, or (what is the same) chapter II. of Branson's Common School Methods in Arithmetic. No text-book in the hands of the pupils, but the teacher is to use Colburn's First Lessons in Arithmetic, section 1, as a guide in Oral Arithmetic drills. Special stress to be laid upon mental arithmetic. Drawing.-Outline drawings in connection (1) with all Nature lessons; (2) with the reading lessons, and (3) with the number lessons, whenever possible or advisable. Hull's Drawing Book will help both teachers and pupils in beginning to draw in such ways as are indicated alone. Encourage drawing in every way.
The Second Reader Grade.
J. Reading.--A Second Reader is to be taught thoroughly. To this end, be sure (1) that the pupils can spell, pronounce and illustrate (in sentences) the meaning and use of the words of every lesson before they read it orally in the recitation; (2) train them to take the sense of paragraphs and lesson wholes and to reproduce it in their own words freely (see Page, p. 81) ; (3) drill for good expression in oral roading (see Branson's Method in Reading, p. 11, Arnold's Waymarks, p. 16::l) ; and (4) accompanying each lesson with appropriate seat-work directions (see Branson's Methods in Reading, pp. 7-10). Introduce appropriate supplementary reading matter as abundantly as possible. Teachers will do well to have at hand any of the books for second year'pupils mentioned upon p. 198 of The Georgia Manual of Methods. Pupils are to learn by heart all literary gems to be found in the second reader in use. Do not allow the class to miss any wholesome ethical lesson in the reader.
Writing.-Seat-work upon the reading lessons, and in

11
other subjects. All exercises in vertical script. Critical attention must be given to correct English forms as indicated for the First Reader Grade. In copying exercises from the Reader, see that pupils learn paragraphing and the use of quotation marks. Collect, file, and post for display the best seat-work exercises of the pupils. Spelling.-All new words in all reader lessons. (1). The forms (for eye and for ear); (2) the meanings and uses of all words in all lessons are to be learned thorOlIghly. Call for sentences for words of doubtful meaning, orally and in writing, Special attention to syllabication in this grade. The pupil ought now to become able to call new' words by himself, independently of the teacher. Special attention therefore to slate exercises, exhibiting the phonetic likenesses of words. Each new word in every lesson is to be made the basis of a phonic family. (A continuation of the Phonic work of the First Reader Grade). See Branson's Methods in Reading, pp. 17-19; also Georgia Manual of Methods, pp. 32-3. Nature Study.-As in the First Reader grade, these lessons are to be given upon such nature subjects as occur in the reading book in use. Provoke direct observation of the things they read about. Arouse curiosity, encourage free inquiry. Call for oral and written reports of what the pupils discover for themselves See specimens of such work by pupils in Arnold's 1Vaymarks, pp. 60-77,93-103. The teacher is directed to study closely pages 120-131 Page's Theory and Practice of Teaching (Branson's Ed.) 1Vright's Nature Reader, No.2, will interest the children exceedingly.
Occasional body lessons; how we breathe; the blood, muscles, bones, teeth. Simple Laws of health. Ventilation. 2. Number.-As prescribed in outlines of methods for Georgia Teachers, 1896, pages 89-91; or (what is the Eame) Branson's Methods in Arithmetic, chapter III. No

12
book in the hands of pupils; but teachers are to consult Colburn's First Lessons in Arithmetic, sections II. and IlL, for suggestions upon the oral exercises that need to accompany, step by step, the course in number prescribed above.. Special stress upon mental arithmetic. Drawing.-A.s indicated in the work in the preceding grade, drawing is to accompany (1) the reading lessons, (2) the nature studies, and (3) the number lessons, whenever possible. A great deal may be accomplished in drawing merely by furnishing the children opportunities to draw, and by encouraging their efforts. Hintz's Illustrated Blackboard Sketching (E. L. Kellogg & Co., N. Y.) will furnish the teacher with suggestions for self-culture. Learn to draw yourself and lead the children into the enjoyment and the profit of drawing. The drawing pencil is a good third eye in nature lessons
Note (1) that'reading and number are the two central subjects in these first two grades, and that all the other subjects are to be taught as incidental (and necessary) to these. Therefore in teaching these two central subjects (1) present them in as many aspects as possible, (2) call into playas many activities of the child as possible, and (3) fix the child's knowledge in as many forms of expression as possible. Thus spelling (taught from the reader as a direct aid to reading) appeals to the eye and the ear (organs of impression) and to the voice and the fingers (organs of expression). See notes upon Order of Studies in Page's Theory and Practice of Teaching (Branson's Ed.), pp. 64-6.
Note (2) that in the daily schedule of recitations only these two subjects appear for these two grades, while these other subjects incidentally and necessarily connected with them are to be treated as called for in this course of study.

INTERMEDIATE DEPARTMENT.
Third Reader Grade,
1. Reacling.-At least one Third Reader thoroughly taught; if possible, more than one before the studies of this grade are completed. Introduce all the supplementary reading matter possible-any or all of the books recommended for Third Reader pupils upon page 198 of the Georgia Manual of Methods for Teachers, 1898. Whether or not the child is to fall in love with reading and good literature is a vital question, and it is usually settled with the children of this grade. The school libraries of the wide-awake teachers will accomplish their finest results now. Encourage the children to memorize the choicest selections of the reader and to recite them before their classmates. Do not moralize tediously, but do not allow the class to miss any wholesome ethical lesson -in the reader. Each lesson is to be treated with seat-work directions as usual. The new words in each lesson are to be diacritically marked. (Webster's system of marks preferred). See Branson's Methods in Reading, p. II.
Writing.-Mainly in seat-work exercises upon the various lessons. Have no more written seat-work than you can inspect critically. As before, preserve and post for display the best work of the class. Oollect each pupil's work upon a wire nail upon the wall and occasionally let him bind the sheets into a little book for the table. Vertical script only. At least in this grade (sooner if possible) introduce the use of pen and ink. The 1st and 2d copy-books-if copy-books are required by the Oounty Board. These are to be held roody for the Oounty Oommissioner's insllection a(any time.

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Spelling. -The vocabulary of each Reader lessonspelled, pronounced and illustrated in sentences, if the child's grasp of meanings be doubtful. Also difficult words in all lessons. The first third of the adopted speller. Attention always to the meaning and use oLwords. The dictionary is to be brought into constant use. Require diacritical exercises in the spelling lesson. It is 1\ distinct aid to spelling, pronunciation and reading. See Manual, pp. 7-13.
2. Geography.-Home studies in this subject, without a text-book. One lesson per day upon topics selected
out of chapter n. of the chapter on Geography in
the Manual of Methods. The subjects to be listed as treated and held ready for inspection by the County School Commissioner at any time. Special study of the home county, with map-drawing of the same. Frye's Brooks and Brook Basins (Ginn & Co.) will be found invaluable to the teacher. See Arnold's Waymarks, Chapter V. Nature Study.-As usual, lessons upon nature subjects as they occur in the Reader j also, and mainly now, in eonnection with the Geography lessons indieated above. At least two lessons per week, more if possible. Have the best two nature poems of the reader memorized. See Georgia Manual of Methods, pp. 165-173, for reasons, principles and plans. See The Year Around Books (Ginn & Co.) for literary material. Wright's Nature Reader No.3 will interest both teacher and children. Body Lessons.-Occasional simple lessons on digestion, circulation, inspiration j (1) organs, (2) functions, (3) laws of health, (4) effects of tobacco and alcohol. Ventilation. Drawing.-In connection with (1) Reading, (2) Geography lessons, and (3) Nature studies, Morton's Chalk Illustrations in Geography will aid the teacher greatly in geographical drawing. 3. History. -One :lesson per week, in the form of historical incidents and biographical stories of great men.

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Especially anecdotes of Robert~E. Lee. Oall for oral or written reproduction of the stories. Have at hand, if possible, Andrews's Ten Little Boys (Ginn~& 00.), .Johonnot's Stories of Our Oountry (Am. Book 00.), McMurry's Pioneer History Stories (Public School Pub. 00.), Pratt's American History Stories (Educational Publishing 00.), Williamson's Life of Robert E. Lee forOhildren (B. F. Johnson Publishing 00., Richmond, Va.). 4. Arihmetic.-Pupils are to go through the Fundamental Rules and United States Money in the First Book of the Arithmetics adopted. Require pupils to state all problems in equation form before attempting the figure processes. Ooncrete work in Fractions from halves to tenths. See Branson's Methods in Arithmetic, chapters IV. and V. For hints upon the oral arithmetic that needs to accompany the course outlined above, see Oolburn's First Lessons in Arithmetic, sections IV., V" VIII. Special. emphasis upon mental arithmetic. Pupils are to be trained into expert column adding.
Fourth Reader Grade.
Section A.
J. Reading.-Teach thoroughly the first half of the Fourth Reader. Teacher is to study closely pp. 40-42 in the Manual of Methods. For hints upon methods of teaching the lessons, see Branson's Methods in Reading, p. 13; for ideas about seat-work directions, see idem, p. 9.
(1) If pupils enter this grade with the mechanical difficulties of reading fairly well mastered, (2) if they have been bred into the habit of using the dictionary, and (3) if they have been trained to read for clear and complete meanings, then reading is now a joy and not a task; and (4) if the teacher has at hand a

16

few books of classic worth and charm, then the chioldren may be saved from" the shallows of sensational and ephemeral literature." The enjoyment of noble books is the grandest result to be accomplished in teaching reading. See the list of books recommended upon p. 98 of the Manual of Methods. Stress the ethical lessons of the reader. Continue to have noble selections memori:ied. Writing.-As prescribed for the Third Reader Grade, except that the third and fourth copy-books are to be .written up painstakingly (if copy-books are adopted in the county). Vertical script only. Exercises in making out bills, writing receipts, and in the forms of letter-writing. Penmanship drills, if time and op-

portunity permit. Build up and encourage the use of the school library. Spelling.-As prescribed fur the Third Reader Goode, except that the middle third of the adopted speller is to be learned thoroughly. Short lessons as a rule, and close attention to pronunciation, enunciation, meaning and use of the words. Continue diacritical drills, and require the use of the dictionary as a constant aid and accompaniment in preparing the lesson.

See Manual, pp. 7-13.

2. Geography.-First 'half of the Elementary: Geography

book. Supplement any deficiencies of the book with

Home studies in Geography, as indicated in the

course for the Third Reader Grade. For hints about

how to use the geography book see chapter III. of the

geography syllabus in the Manual of Methods.

.

Pupils in this grade are to make a special study of Georgia, with [map-drawing. See chapter II. of the geography syllabus in Outlines of Methods for Georgia Teachers, (1896) pp. 72 and 73. See also sections 10, 11 and 14, pp. 101-2 of the Manual for directions about progressive outline maps, sand relief maps, and production Imaps. Encourage the children to make

geography picture scrap-books. See Manual, p. 100. Nature. Study.-As prescribed for the Third Reader

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Grade; at least two per week, more if the reader or geography lessons call for them. The best two nature poems in the first half of the reader are to be memorized. Morley's Song of Life (McClurg & Co., Chicago) will be a revelation and delight to pupils in this grade. Wright's Nature Reader No. 4 ought to be in the hands of the teacher. Body Lessons.-Study (1) bones: composition, structure and uses; (2) muscles: structure, uses and exercise; (3) the senses: organs, uses and exercise. Drawing.-As usual, a constant accompaniment and aid in nature study and geography lessons. Morton's Chalk Illustrations for Geography Classes and Augsburg's Easy Drawings for the Geography Class (A. Flanagan, Chicago) will increase the efficiency of the teacher and the interest of the class. 3. History.-The Primary United States History adopted. (Lessons alternating with the Reader lessons.) Stories from Georgia History. Anecdot.es of Stonewall Jackson specially. Pupil is to form the habit of locat_ ing what he studies in history. Have at. hand, if possible, Egglestoo's Great Americans for Little Americans (Am. Book Co.), Montgomery's Beginner's American History (Ginn & Co.), Harris' Stories of Georgia Hist.ory (Am. Book Co.), Life of Stonewall Jackson for Children (Johnson Publishing Co., Richmond). 4. Arithmetic.-Finish the First Book of Arithmetic adopted. See that the pupils are well drilled in (1) the Funda-
mental Rules, (2) Common Fractions, (3) Decimals, including U. S. Money, (4) Compound Quantities, and (5) Percentage-as extensively, at least, as these subjects are treated in the book. Pupils are to be trained in Rapid Column Adding and Cancellations. Do not allow pupils to attempt figure processes until after they have stated the problems in equation form. Use Colburn's First Lessons in Arithmetic, sections IX. to XIII. inclusive, for the mental arithmetic drills that must accompany this work in written arithmetic, at every step of the way.

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5. Grammar.-First half of the Elementary Grammar.* If the book be lacking in practical exercises, lesson by lesson, then the teacher must supply these. The pupil should be forming habits of good grammar while learning rules of good grammar.
Fourth Reader Grade.
Section B.
J. Reading.-The last half of the Fourth Reader. For hints to the teacher, see the directions given for Section A. Encourage the memorizing of choice selections in the book, and their declamation before the class. Quiz adroitly, to bring out impressively the full meaning of ethical selections. As before, the vocabulary of the lessons is to be completely mastered before they are read orally. Have at hand, if possible, the fourth year books, listed on p. 198, of the Manual.
Writing.-As pr~scribed for Section A-:-except (1) the 5th and 6th copy-books are to be completed in the pupil's best style, and (2) special exercises in business forms, orders, checks and note! specially. Vertical Script only. Penmanship drills, if possible. Exercises in letter-writing continued.
Spelling.-As prescribed for Section A; except that the last third of the adopted speller is to be completed. Omit words of infrequent use-mere catch-words difficult to spell. No word is to be spelled without due attention to its meaning and use. ~ee pp. 7-13 of the Manual.
2. Geography.-The last half of the Elementary Book; which is to be supplemented with studies in Home Geography as the deficiencies of the text-book may demand. For hints upon methods of teaching, see pp. 98-105 of the Manual. Have weather observations recorded (p. 102 of the Manual). Encourage the class to fill up a school cabinet with geographical
-----
*A good book of Language Lessons is much to be preferred at this stage of the Ilourse.

p
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specimens (p. 99 of the Manual). A special study of North America topically somewhere in the course as chance offers. Accompany this special topic (1) with relief map-drawing and preserve best specimens for display, and (2) a production map of North America. Sniith's 'Our Own Oountry' will aid the teacher greatly.
Nature Study.-At least two lessons per week. as the Geography lessons suggest them. The old common school Geography books have neglected the Physical Geography side of the subject, and here is the teacher's chance to introduce nature studies abundantly. 'l'he specimens in the school cabinet win furnish fit subjects at any time. Wright's Nature Reader No. 4 will charm the children and quicken their interest wonderfully. Have the best two Nature poems in the regular reader memorized.
Body Lessons.-Study (I) the skin: structure, uses, cleanliness, clothing; (2) the nervous system: organs, uses; (3) effects of tobacco and alcohol.
Drawing.-As in section A. Encourage the children (1) to draw all the objects studied in all lessons and (2) to reproduce the pictures in their Geography and History lessons. Geographical Blackboard Sketching as before.
3. History.-Georgia History, stressing the biographical side of the subject. Anecdotes of Alexander H. Stephens specially. (See Norton's Life of Alex. H. Stephens, Jno. R. Anderson & 00., N. Y.) Baldwin's Four Great Americans (Am. Book Co.) will enable the teacher to keep the History work of this grade related to U. S. History; while Blaisdell's Stories of Englis h History (Ginn & 00.) will prepare the pupil for a larger and keener interest in the subject. Use freely the library books in history.
4. Arithmetic.-First half of the Advanced Book, Special stress (1) upon Mental Arithmetic exercises for each lesson, (2) clear analyses and explanations of all written work, (3) rapid business processes (rapid
j

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correct work in the fundamental rules, cancellations and aliquot parts) and (4) neat, orderly figure processes always. Allow no figure processes until the pupil has stated the problem in equation form. See pp. 80-84 of the Outline of Methods for 1896. 5. Grammar.-The last half of the Elementary GramIIlar.* Grammar is the common school course in logic and affords capital discipline in thinking, but it must have also the practical effect of reforming the pupil's habits of bad grammar and forming in him habits of good grammar. Stress this practical side of the subject: in practice exercises upon every lesson, both orally and in writing. See Branson's Edition of Page's Theory and Practice of Teaching, p. 66.
*A good book of Language Lessons will be better than a Grammar for this grade of pupils.

GRAMMAR DEPARTMENT.
Fifth Reader Grade.
Section A.
1. Reading-.-First half of the Fifth Reader taught thoroughly (as indicated in Branson's Methods in I{eading, p 13.) Reading lessons to alternate with lessons in U. S. History. If the Fifth Reader be dispensed with, reading as good or better must take its place. Some of the Children's Classics listed upon p. 198 of the Manual might be put into the hands of this class for regular class study. In any event, there must be a reader class, in which the pupils of this grade are being trained to derive both thought and pleasure from literary masterpieces. Continue to have pupils memorize choice selections.
Writing.-As an accompaniment and aid in all subjects, and in all lessons. The pupil's pride in his written exercises must be steadily stimulated. As suggested for other Grades, it is easy to preserve the pupil's best work for binding into booklets for display. Complete Nos. 1,2 and 3 of the advanced series of copy-books, special attention being given to the business forms in them. Vertical script only. Penmanship drills. Continue also the exercises in letter-writing.
Spelling.--First half of the Advanced Speller thoroughly taught. Special attention (1) to common words commonly mispronounced, (2) to the fDrms and meanings of the technical terms in the Grammar, Arithmetic and Geography lessons, and (3) to the three most important rules of spelling.
2. Geography.-First half of the Advanced Book. Special topical study of South America, with relief mapdrawing of the same. Preserve best specimens for

22
display.. Finish the subject by re.viewing North and South America in contrast. See section 21, p. 103 of the Manual. Weather observations recorded as suggested before. Go on enriching the school cabinet. For hints upon methods of teaching, see pp. 98-105 of the Manual. Oarpenter's Geographical Reader, South America, will aid the teacher greatly, Natnre Stndy.-As suggested for the Fourth Grade classes, at least one lesson per week. Heilprin's " The Earth and its Story" will be a revelation to the pupils in this class if the te,acher can procure it. Body Lessons .-Special study of foods, drinks and digestion; cooking, eating, exercise. Disinfection. Drawing.-As indicated for the Fourth Reader Grades, Encourage the pupils 'to draw leaves and flowers, arranged (repeated) in designs for centers, corners and borders. Let them ornament in this way the corners of their booklets of seat-work. 3 History.-The first half of the U. S. History (approximately). (1) Have pupils to locate connectedly on the map everything studied. (2) Have them study, recite and review topically. (3) Have historical events, scenes, actors, stand out clear and real to the mind's eye. (4) Select and teach the twenty most important dates in the first half of the book-these dates only, and (5) review constantly. Have at hand as side-reading for the class, if possible, Guerber's " Old Stories of the East" and" Story of the Ohosen People." Use freely the library books in history.
4. Arithmetic.-Oomplete the first two-thirds of the Advanced Book. See instructions for Fourth Reader work in arithmetic. Special attention in this grade to fractions and decimals-and to mental arithmetic always. Note carefully pp. 80-84, Outlines of Methods, 1896.,
5. Grammar.-First half of the Advanced Grammar (approximately). Drill exercises in practice-grammar, lesson by lesson, every step of the way. If the book lack these, the teacher must supply them. The

23
teacher win, at least, need to master completely Smith's Outlines of Grammar in the Manual for 1898
Fifth Reader Grade.
Section B.
J. Reading.-Fifth Reader completed; or the equivalent of this in children's classics. See list recommended on p. 198 of the Manual. Stress the ethical lessons in the book. Have noble or beautiful passages and selections memorized and declaimed as in all other grades. Round up the work in reading with special attention to impressive oral reading. For hints upon methods, see Branson's Methods in Reading, p. 13.
Writing.-As required for the Fourth Reader grades, except that the 4th, 5th and 6th numbers of the advanced copy-books are to be finished in the pupil's best style.
Spelling.-Finish the advanced speller, omitting rare and infrequent words~mere catch-words difficult to spell. Special attention (1) to the technical terms of the grammar, the arithmetic and the geography, (2) to the correct pronunciation of common words, (3) to the most important rules of spelling, and (4) to a study of suffixes, with etymological definitions.
2. Geography.-Finish the advanced book. Special topical study of Europe, with relief map-drawing of the same. Best specimens preserved and displayed. Finish up this topic by reviewing North America and Europe in contrast. Tate's Philosophy of Education will afford the teacher pertinent hints about this matter of contrast studies. Weather observations and records continued. Lead the class to note the coincidences in these records and to draw conclusions accordingly; for instance, the relation of dew to wind and cloud, &c. Go on enriching the school cabinet. For hints upon methods, see pp. 98-105 of the Manual. Coe's ' Modern Europe' will aid the teacher greatly.

24
Nature Study.-As suggested for the Fourth Reader grades. One lesson per week, if possible. Every teacher ought to own Goff's Principles'of Plant Oulture and King's The Soil, out of which to get suggestions about directing the nature observations of the class. The best two nature poems in the Reader. are to be memorized.
Body Lessons.-Topical Review of The Body as the House We Live In. How to develop and care for it. Accidents and emergencies.
Drawing.-As suggested for the Fourth Reader Grades. Encourage the efforts of the pupils at Decorative designing.
3. History.-Finish the U. S. History. Attend carefully to the hints given for History teaching in the previous grade. Have at hand, if posaible, as side reading of the children, Guerber's Story of the Greeks, and Story of the Romans (A. B. Co.), also Curry's The South (B. F ..Johnson Publishing Co., Richmond).
4. Arithmetic.-Finish the Advanced Book. Pupils are expected to be well drilled in the seven most important subjects in common school arithmetic, namely: The Fundamental Rules of Common Fractions, Decimals, Compound Quantities, Percentage, Proportion, and Common Measurements. The teacher is to study carefully chapter 1. of the arithmetic syllabus in the Outlines of Methods for 1896.
5. Gramrnar.-Finish the Advanced Book. Note carefully the injunctions urged in the previous Grade. Rules of Grammar, parsing and syntax are good and necessary for discipline and criticism, but habits of Grammar are what is sensibly demanded in common school education.

SYLLABUS
FOR YOUNG PEOPLE'S LIBRARY AND READING CIRCLE DISCUSSIO~ AT THE SUMMER INSTITUTES FOR 1900.
ARRANGED BY J. S. STEWART.

;7

SYLLABUS
FOR YOUNG PEOPLE'S LIBRARY AND READING CIRCLE DISCUSSION AT THE SUMMER INSTITUTES FOR 1900.
ARRANGED BY J. S. STEWART.
(Let two hours be devoted to this subject.) I.-THE PURPOSE OF THE SCHOOL READING CIR-
CLE AND LIBRARY. 1. To cultivate a taste for good reading. 2. To bring children into contact with beauty and truth as
found in the best books. 3. To counteract the vicious influence of detective heroes
by the positive influence of communing with real heroes of the race, thus creating higher ideals of life. 4. To awaken an interest in good reading in the home. 5. To put a library in every schoolroom in the State.
H.-ITS IMPORTANCE.
1. Notice the lack of reading on the part of the young. 2. Notice the dearth of school and home libraries. 3. Notice the vast increase in sales of cheap detective
stories. 4. Notice the results of the habit of reading upon the moral
life, upon the tastes, upon the social life of a people. To teach a child to read and not cultivate a taste for
good literature is dangerous. HI.-GOOD RESULTS FROM THIS WOnK. 1. Its effeet upon the regular studies. 2. Its effect upon the interest in school work. 3. Its effect upon the character of the pupil. 4. Its effect upon the home. 5. Its effect upon the community.

28
IV.-HOW TO CREATE AN INTEREST IN IT.
1. Among teachers: a. By showing the importance and value of the work. b. By discussion in the institutes. c. By the commissioner creating a rivalry among the schools of his county, as to which can make the best report.
2. Among pupils:
a. By puttipg the books within their reach. b. By reading or telling part of the story. c. By using the books in connection with school work,
notas additional tasks, but to throw added beauty and life into it. d. By offering membership cards to all who read two books of the course during the year. The State Educational Department will furnish these upon the application of the commissioner or superintendent.
3. Among patrons: a. By interesting the children. b. By having the books in the home.
V.-HOW TO SECURE THE BOOKS.
1. By taking small collections from the pupils and purchasing one or more books.
2. By encouraging individual pupils to buy books. 3. By securing subscriptions from enterprising citizens. 4. By giving entertainments at which take up a collection. 5. By trustees purchasing the books for each school. 6. By donations from the teacher.
\Ve hope to see the day when every school will have a good library. \Vill not the teachers who teach in 1898 make a beginning and leave. behind them, if not a fine library, at least a cracker-box, with a part of the list selected for the year therein?

THE GEORGIA READING CIRCLES FOR TEACHERS
AND YOUNG PEOPLE, 1897.
Organized by the Georgia Teachers' Association.
BOARD OF DIRECTORS.
E. C. Branson, The State Normal School, Athens, Ga. J. M. Pound, President Gordon Institute, Barnesville, Ga . .Jos. S. Stewart, President North Georgia Agricultural College, Dahlonega, Ga., Chairman. M. L. Brittain, Boys' High School. Atlanta, Ga. P. D. Pollock, President Mercer University. Miss Mamie Bacon, Georgia Normal and Industrial College. Hon. G. R. Glenn, State School Commissioner, ex officio. PW'Pose.-Recognizing the importance of guiding the reading of the young, and of professional reading on the part of teachers, the Georgia Teachers' Association, in 1894, appointed a Board of Directors to select a systematic course of reading for pupils and teachers, and arrange for the purchase of the books at the lowest possible cost. Plans.-The Board requests the County Sehool Commissioner to act as County Manager in each 'County, the City Superintendent for each city, and the teacher in each community. To them will be sent circulars for distribution, and they are req uested to push the organization of liOraries.
The books may be read in the schoolroom as Supplemental Readers, or in little circles organized with the president, etc., at home, in special Friday afternoon exercises, or in any way that may suit the circumstances of any particular locality. The great object is that the books be read. Do not wait for a large library; begin with the books for one class, or with one set of books for the whole school. Money can be obtained by small contributions from the pupils, or from an entertainment. Make a begin. ning if you can buy one book.
l

30

BOOKS SELECTED FOR THE COMMON S(;HOOL LIBRARIES OF GEORGIA, 1900-190l.

FIRST READER PUPILS.

List Priee.

Fables and Folk Lore, H. M. 00

$ 40

Heart of Oaks, No. I,D. O. H & Co..

~5

Little Nature Studies, No.1, G. & 00.......

25

Stories for Children, A. B. Co., . . . . .

. . . . . . . . . .. 2.5

Sea Side and Way Side, No.1, D. O. H. & 00...

25

Prose for Beginners, H. M. & 00

25

SEOOND READER PUPILS.

Fairy Stories and Fable, A. B. 00.

3il

In Myth Land, Ed. P. 00..........................

30

Story of Patsy, H. M. & 00.........

48

Leaves from Nature's Story Book, 3 vol., Ed. P. 00... 40

Each and All (Andrews), G. & 00.. ....

50

Seven Little Sisters (Andrews), G. & 00.

50

Sea Side and Way Side, No.2, D. O. H. & 00

40

Stories of Great Americans, A. B. 00..

40

Fifty Famous Stories, A. B. 00.......

35

Pioneers of Rev~lution, Pub. S: Pub. 00

30

Stories of Indian Ohildren, Pub. S. Pub. 00.. .

40

Stories of In:dian Ohieftains, Pub. S. Pub. 00

40

THIRD READER PUPILS.

Black Beauty, A. F

.

JEsop's Fables, G. & Co

.

Heart of Oak, No.3, D. O. H. & 00.

Kingsley's Water Babies, G. & 00.

Uncle Remus, D. A. & Co

.

Heidi (the German classic), G. & 00 ..

Sea Side and Way Side, No.3, D. O. H. & 00

Stories of Industries, 2d vol., Ed. P 00

Ways of Wood-Folk, G & ('0.. ..

Old Greek Stories, A. B. 00..

. . . .. . . . . . .. .

Old Stories of the East, A. B. 00.

.

Ten Boys (A ndrews), G. & 00.

.

Life of R. E. Lee, B. F. J. Pub. 00

50 35 45 35 2 00 40 50 . 4') . 40 . 45 . 45 . 50 .. 25

31

American History Stories, 4 voL, Ed. P. Co.

35

Open Sesame, vol. 1, G. & Co

" . .. .

75

Brooks and Brook Basins, G. & Co.

58

FOURTH READER PUPILS.

Robinson Orusoe, G. & 00. .

.

Arabian Nights, A. B. 00.

Wonder Book, H. M. & 00. .

.

Christmas Oarols, H. M. & 00.

Stories from Waverley, McM. Co ..

Little Lord Fauntleroy, Ohas. S. Sons

.

Hans Brinker, Ohas. S. Sons ..

Little Men, Roberts Bros .

Little Women, Roberts Bros .

Sea Side and Way Side, No.4, D. C. II. Co

Aunt Martha's Oorner Oupboard, T. N. & Sons .....

Stories of American Life, A. B. Co.

Short Stories of English fIjstory, G. & Co

Life of Stonewall .Jackson, B. F ..T. Pub. Co..

Two Little Oonfederates. Chas. S. Sons ...

Stories of Georgia, A. B 00

George 'Washington, H. M. & 00

Franklin's Autobiography. G: & 00.

Open Sesame, Vol. 2, G. & Co .

Story of the Romans, A. B. Co

.

.$ 35 liO 35
50 1 25 1 50
1 2~ 1 25
60
tiO
50 iiO 30 1 50 80 60 50 75 60

FIFTH READER PUPILS.

SCIE~CE.

Fairy Land of Science, D. A. & Co.

80

Madam How and Lady Why, McM. & Co.

50

Star Land, G. & 00 .....

1 00

Morley's Song of Life, A. O. McO. & Co..

1 25

Enoch Arden, H. 1\1. & 00

.

50

Idylls of the King, H. M. & Co

.

50

HISTORY.

Book of Golden Deeds, McM. & 00

.

50

Boys of '76, H. Bros

.

1 60

Stories of 13 Oolonies, A. B. 00 ..

60

Plutarch's Lives, G. & Co.

40

32

Tales of a Grand Father, G. & Co ... :.. . . . . ... . .

50

Stories of the Old World-Church, G. & Co.......... 50

Abbott's Biographies of Hannibal, Darius, CaJsar,

William the Conqueror, Elizabeth. Madam Row!J1nd,

Alfred, Peter the Great-Harper Bros., each.. . . . .. 50

McKenzie's 19th Century, A. C. McC. & Co........ 1 00

TRAVEL AND ADVENTURE.

The World and Its People, Vols. IV, V, VI, S. B. & Co. 70

Foot Prints of Travel, G. & Co....

1 00

Carpenter's Geographical Readers-

North America, A. B. Co

.

South America, A. B. Co

.

Asia, A.. B. Co

"

.

CLASSICS.

Gaeley's Classic Myths, G. & Co

Hiawatha & Evangeline, H. M. & Co..................

Sketch Book, H. M. & Co.......

.

Pilgrims Progress, G. & Co. . . . . . . . . . . . . . . . . . . . . . . . . . .

Tales from Shakespeare, G. & Co. . . . . . . . . . . . . . . . . . . . .

Vicar of Wakefield, G. & 00..................

Rasselas, G. & Co

, '" .. . . . . . . .

Tom Brown at Rugby, G. & Co........................

Last of Mohicans, H. M. & Co . . . . . . . . . . . . . . . .

Ivanhoe, G. & Co

Talisman, G. & Co....................................

Westward Ho! T. Y. C. &Co..........................

Surrey of Eagles Nest, A. C. McC. & Co..........

Swiss Family Robinson, G. & Co. . . . . . . . . . . . . . .. . . . . . .

Jean Valjean, G. & Co. .. . ..

Schonberg Cotta Family, Hurst & Co., N. Y :......

Ben Hur, H. Bros

On the Threshold, H. M. & Co . . . . . . . . . . . . . . . . . . . . . . ..

Shakespeare's Merchant of Venice and Julius CaJsar,

H. M. & Co

'"

1 50 40 40 30 40 35 30 60 70 70 60 75
1 50 40 60 50
1 20 1 00
40

REFERENCE.
Young Folks Cyclopedia of Common Things, large 12mo, 850 p. Henry Holt & Co. Liberal discount. 2 50

33

Young Folks Cyclopedia of Persons and Places. Larger

121no, 936 p. lIellry Holt & Co................

2 50

American Boy's Handy Book; or ~What to Do and How

to Do It. Chas. S. Sons. . . . . . . . . . ..

2 50

American Girl's Handy Book; or How to Amuse

Yourself and Others. Chas. S. Sons. . . . . . . .

2 50

SUPPLEMENTARY READING.

Al/wl'ican Book Company.

ECLECTIC SCHOOL READINGS.
A carefully graded collection of fresh, interesting, and instructive supplementary readings for young children. The books are well and copiously illustrated by the best artists, and are handsomely bound in cloth.

Folk-Story Series. Lane's Stories for Children. First Reader Grade. Cloth, 12mo, 104 pages.. .2.5 cents
Baldwin's Fairy Stories and Fables. Second Reader Grade. Cloth, 12mo, li6 pages .. 35 cents
Baldwin's Old Greek Stories. Third Reader Grade. Cloth, 12mo, 208 pages. ~ .45 cents

Famous Story Series Baldwin's Fifty Famous Stories Retold. Second Reader Grade. Cloth, 12mo, 172 page:> ..35 cents Baldwin's Old Stories of the East. Third Reader Grade. Cloth, 12mo, 215 pages ... 45 cents Defoe's Robinson Crusoe.. Fourth Reader Grade. Cloth, 12nlO, 246 pages. 50 cents Clark's Arabian Nights Fourth Reader Grade. Cloth, 12mo, 271 pages .. 60 cents
Historical Story Series. Eggleston's Stories of Great Americans. Second Reader Grade. Cloth, 12mo, 159 pages .. 40 cents Eggleston's Stories of American Life and Adventure. Third Reader Grade. Cloth, 12mo, 214 pages ... 50 cents Guerber's Story of the English. Fourth Reader Grade. Cloth, 12mo, 356 pages .. 65 cents Guerber's Story of the Thirteen Colonies. Fourth Reader Grade. Cloth, 12mo, 342 pages .. 65 eents Guerber's Story of the Great Republic. Fourth Reader Grade. Cloth. 12mo, 348 pages ..65 cents Guerber's Story of the Chosen People.
:; Fourth Reader Grade. Cloth, 12mo, 240 pages ..60 cents r Guerber's Story of the Greeks. :... Fourth Reader Grade. Cloth, 12rno, 288 pages .. 60 cents

34
Guerber's Story of the Romans. Fourth Reader Grade. Cloth, 12mo, 288 pages ..60 cents
Classical Story Series. Clark's Story of Troy. Fourth Reader Grade. Cloth, 12mo, 255 pages ..60 cents Clark's Story of Aeneas. Fourth Reader Grade. Cloth, 12mo, 203 pages . .45 cents Clarke's Story of Caesar. Fourth Reader Grade. Cloth, 12mo, 173 pages . .45 cents
Natural History Series. Kelly's Short Stories of Our Shy Neighbors. Third Reader Grade. Cloth, 12mo, 2L4 pages ... 50 cents Dana's Plants and Their Children. Fourth Reader Grade. Cloth, 12mo, 272 pages.65 cents ,Needham's Outdoor Studies. Fourth Reader Grade. Cloth, 12mo, 90 pages . .40 cents

S. B. & Co., ,md Macmillan.

For First Year Pupils:

The World and Its People-First Lessons.

S. B. & Co.. .

" . . . . .. . .

" 36 cents

Second Year Pupils:

The World and Its People-Glimp5es of the World.

S. B. & Co

,

..... .

36 cents

Third Year Pupils:

Our Own Country-CMinna C. Smith).

S. B. &; Co

,. .

50 cents

Fourth Year Pupils:

.

Our American Neighbors-(Fanny E. Coe).

S. B. & Co. . .... . . . . . . ..... . . .

60 cents

Fifth Year Pupils:

Modern Europe-(Fanny E. Coe).

S. B. & Co ' . . ..

60 cents

The Plant Baby and Its Friends (Kate Louise

Brown).

S. B. & Co....................

48 cents

Sixth Year Pupils:

Life in Asia-(Mary Cate Smith).

S. B. & Co " "

60 cents

Seventh Year Pupils:

Views in Africa-(Anna B. Badlam).

S. B. & Co

72 cents

American Inventions and Inventors.-(W. A.

Mowry).

S. B. & Co

" 65 cents

Advanced:

First Principles of Agriculture-(E. B. Voorhees).

S. B. & Co .................................. 72 cents

35

Scientific Sewing and GarnH'nt Cutting-(,Vake-

man & Hill!:'r).

S. B. & 00.

.

50 cents

The Earth and Its Slory-(Angelo Heilprin).

S. B. & Co

$1 00

Teachers' Reading Course:

How to Teach Reading-(Sarah Louise Arnold).

S.B.&Oo..... ....

$100

Nature Study in Elementary Schools-IL L. W.

Wilson)

Macmillan . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. 90 cen ts

Ginn & Co., A t/II nfll , Ga.

First Year:

Wiltse's Stories for Kindergarten and Primary

Schools. . . . .. . . . . . . . . . . .

.

i).ic., 010.

Stickney's Earth and Sky, No.1..... ..

;JOe., Bds.

Thompson's Fables and IUlymes for BeginnfJrs .. 24c., Clo.

Hodskin's LittlfJ People's Reader..

24c., 010.

Second Year:

Stickney's Pets and Companions .

30c., Bds.

Turner's Stories for Young Children .

iOc., Bds.

Grimm's Fairy Tales, Part I .

..

35c., Bds.

Burt's Nature Studies for Little People, Vol. If. 25c., Bds.

Third Year:

Strong's All The Year Round Series, Part I,

Autumn...

30c., Clo.

Strong's All The Year Round Series, Part n,

Winter. . . . . . . . . . .. .

30c., 010.

Strong's All 'l'he Year Round Series, Part III,

Spring .. '"

, . . . . .. . 30c., 010.

Fourth Year:

Stickney's Bird World

.

noc., Clo.

'Weed's Stories of Insect Life, Part I

. 2.Jc., Bds.

Eddy's Friends and Helpers

. fiOc, Clo.

Fifth Year:

Montgomery's Beginner's American History . 60c., Clo:

Anderson's Fairy Tales, Second Series

. 40c., Clo.

J efferie's Sir Bevis; A Tale of the Fields

. i)Oc., Clo.

Sixth Year:

. Ruskin's King of the Golden River

25c., 010.

Moore-Tiffany's Pilgrim's and Puritans.

(iOc., 010.

Moore-Tiffany's Colony to Commonwealth

fiOc., Clo.

Francillon's Gods and Heroes

40c., 010.

Seventh Year:

Martineau's Peasant and Prince

. 40c., Clo.

Fouque's Undine

.

.

30c., Clo.

Kingsley's Greek Heroes. . . . . . . . . .. . .....

40c., 010.

Oatherwood's Heroes of the Middle ,Vest.

50c., 010.

Davis Under Six Flags.
l

(A Story of Texas.) .. ' 50c., 010.

36

Eighth Year:

Lamb's Tales from Shakespeare '"

Scott's Lady of the Lake

Saintine's Picciola

,

Shaler's Story of our Continent

Fisk's Washington and His Country.....

40c., 0'10. 35c., 010. 35c., 010.
" i5c., Clo. SOc., 010.

BOOKS SELECTED FOR THE TEACHERS' READING COURSE AND EXAMINATION, 1900.

Page's Theory and Practice of Teaching, A. B. Co . . . . 1 00

Arnold's Waymarks for Teachers, S. B. & Co..

1 00

The following are the addresses of those from whom you can get the several books:
American Book Company, Atlanta, Ga. D. Appleton & Co., New York City. D. C. Heath & Co,! Atlanta, Ga. Ginn & Co., Atlanta, Ga. Educational Publishing Co., Boston, Mass. Silver, Burdett & Co., Atlanta, Ga. Houghton, Mifllin & Co., Boston, Mass. Harper Bros., New York City. Public School Publishing Co., Bloomington, Ill. A. Flanagan, Chicago, Ill. B. F. Johnson Publishing Co., Atlanta, Ga. MacMillan & Co., Atlanta, Ga. Chas. Scribners Sons, New Y ork. Roberts Bros., New York. Thomas Nelson & Sons, New York. A. C. McClurg & Co. , Chicago, Ill. '1'. Y. Crowell & Co., New York. Hurst & Co., New York. Henry Holt & Co., New York. The Southern School Book Depository, Atlanta, Ga., will furnish all the New York 'Books at a liberal discount. The State School Commissioner authorizes the Board to state that the questions on Theory and Practice of Teaching in the 1900 examination for license to teach will be based upon the two above mentioned books. The course is well adapted to young men and young ladies

p
37

in the senior classes of our colleges who are preparing to teach. They need something more than a college diploma.
It is expected that teachers will adopt such plans for reading the course as will best suit their convenience. Some will prefer to study alone; others will unite in county, town, district or city circles; while others will use them in normal classes.

lIow to order. Send postal order or registered letter, for the books ordered, direct to the publisher, stating that the books are for the Georgia Common School Library. Otherwise you will not get the reduced price.

The prices given are the retail prices, and not the prices

you should pay for the books. Make a selection from the

list of the books you can buy now, and write to the publish-

ers for terms. The entire list of one hundred books, includ-

ing the four reference books, ought to be purchased for $50.

It will be cheaper. perhaps, for the teachers to send in their

lists to their county school superintendent and get him to

make one large order to come by freight. Arrangements are

under way by which all the books can be ordered from At-

lanta. Have the boys to make a strong library case, with

lock and key, with from six to eight feet of shelf room. When

the books come they should be labeled and numbered, and

then entered in the school register. The State School Com-

missioner will furnish model label on application. Report

on your blanks to county school superintendent the number

of volumes in your library, and the number of pupils that

have read two or more books during the year.

There is no better work you can do for the children and

grown folk of your community than to establish this little

library and give it a permanent place in school and in the

hearts of all. You can do this work: you ought to do it;

we feel sure you will do it. The literary life of the commu-

nity ought to center in the school. May the year 1900 see

a thousand libraries established.

The books of the four lower grades will be found equally

valuable for the upper grades where little previous reading

lhas been done.

They have been read with delight by mem-.

38
bers of the committee, and will, no doubt, interest the older members of the family. Some of the selections are expected to be partly read by the teacher, preparatory to individual reading later. Several of the books in the Fifth Reader class have been put in with a view of reaching the young men and maidens which are found in nearly all our village and rural schools. The list is by no means an ideal one, but is offered as a beginning, with the hope that it may be added to each year. All of them have been carefully read and have been found pure. How rich must be the child who has lovingly, thoughtfully read these one hundred books I What a preparation for the enjoyment of literature through the high school, college and throughout life. IJet every parent feel it a privilege to thus aid in giving his children this inspirer of the aspirations of youth.
UNIVERSITY EXTENSION COURSES.
In addition to the regular Professional Course for Teachers and the Young Peoples' Course, the Board has arranged with the University Association of Chicago to supply you with their contents of University Extension Courses.
The time has come in Georgia when the teacher should count for more in his community. We are beginning to recognize the school as a permanent factor in our social life. The pastors should make the churches the center of the religious life of the community and should recognize this department of our complex life. No less should the teachers make the schooNhe center of the intellectuallife of the community. 'fhey should coordinate with the school, the library, the postgraduate, and university extension of the town, and thus make the school brighten the homes and influence the social life. It is not enough for the school to reach the children ; it should arouse a spirit of systematic study on the part of the parents of young men and ladies. In a large part, the school has failed in these particularlil. As a result, little systematic study is done in the home. There is much desultory reading, but little along definite lines, which alone educates. The teachers are largely to blame for this. They either take no part in the community life out of the school.

39
room, or they dissipate their efforts by attending every singing class, religious meeting and sociable without directing their efforts along definite lines.
The Reading Cir{:le Board, after careful~y examining The University Association Courses and having tested them in several cities and towns in the State, most heartily and unreservedly recommend them to the teachers of the State as the best, in plan and matter, that are pUblished. The table of contents will give some idea of the scholarly manner in which the courses are presented. Already Marietta, Gainesville, Newnan, Oollege Park, Griffin, LaGrange, Atlanta, Macon, etc., have established Oircles, and these commend the courses in the highest terms.
The Board desires that every village and town in the State will take hold of this matter and, through its teachers, organize a University Oenter. It will help the school, the teacher, and the community.
~When the teacher organizes the Oircle, a liberal discount will be allowed for his work. If it is preferred, the Board will send a man to organize the Oircle, in which case the discount will go to him, as the Board has no money nor desires to make any. Organized under the State Teachers' Association, the object of the Board is to promote the study of history and literature and cultivate the intellectual life of the State.
vVe urge our fellow teachers to consider these courses, and send to The University Association, Association-Building, Ohicago, Ill., for sample copy of the course you prefer, circulars and certificates. For other information, address Joseph S. Stewart, President N. G. A. Oollege, Dahlonega, Ga., business manager of the Board.
Below will be found the courses of the University Association:
As a knowledge of History is fundamental and thus of the highest importance, it is the first topic presented for study. Oomplete courses in the Universal Literature, Political Economy, Political Science and Socio>!l,\;jjjji,:l~~~~l.. been published. A special course on th W orId has also been issued. These co e pared by the leading instructors of

40
who have been selected for their special fitness for the departments treated: Circulars of these courses will be furnished on application. Other courses will follow in regular order.
PROGRESS.
The official text-book, "Progress," containing the regular courses, can be obtained only by those holding the University Association Certificate, which is signed by the Chancellor and Secretary.
EXPENSES.
The fee is but $3.75, which includes an unlimited certificate of membership and the monthly publication, "Progress" for one year. No charge is made for conducting examinations and diplomas.