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Self-government:

Value of good habits.

Temperance in all things.

Early to bed.

Control of appetites, temper.

Tobacco, cigarettes.

Alcohol.

NOTE.-Definite work should be assigned in textbooks.

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Causes, symptoms, methods of spread, treatment and prevention of; tuberculosis, trachoma, diarrheal diseases, colds, tonsilitis, skin diseases, lice, smallpox, diphtheria, pneumonia, typhoid fever, scarlet fever, malaria, whooping cough, measles, mumps, etc.

Home sanitation:

Care of wooden floors.

Ventilation.

Care of kitchen, living room, bedroom (giving special attention to bedding).

Privy.

Barn.

Milk.

Water supply.

Flies.

School sanitation.

Review work of previous grades.

NOTE.-Definite work should be assigned in text books.

GEOGRAPHY.

No other study in the curriculum should appeal so strongly to the Indian as geography. The boundaries of his known world are so very small that there is a vast expanse of mystery outside. Taking advantage of this fact, the resourceful teacher can lead the pupil from his little-known world to the great unknown in such a manner that his eyes will always be big with wonder.

It should be kept in mind that in geography the subject should be so presented that pupils will learn not merely to observe but also to observe accurately the phenomena in nature as well as how the powers of nature are adapted to the use of man.

Pupils can thus be brought to appreciate how geography has determined and changed the locations of people and influenced their mode of living. The Indian race once lived in this country largely as a people of the chase, because of the sparse settlement and abundance of game; but with a more dense population, the vanishing of the buffalo and the deer, a complete change in the manner of life must obtain.

Begin with what the pupil knows, his home, the school, treating direction, distances, subdivisions of land and water, the climate and seasons, with their influence upon life and industry and the distribution of population. Bear in mind that a close relationship exists between history and geography and let each subject assist in the consideration of the other.

FIRST GRADE.

(Is a part of the oral English.)

Nature's preparation for winter.-Migration of birds, falling of leaves, ripening of seeds, maturing of bulbs. Study the birds that remain through the year, as the sparrow, crow, blackbird, or others of the neighborhood.

Study of seeds.-Learn to recognize the common ones, as corn, cotton, wheat, oats, pumpkin, pea, and bean.

Fall flowers.-Recognition of such fall flowers as the goldenrod, sunflower, or others of the neighborhood.

Animals. Give attention to the barnyard fowls, as chickens, ducks, geese, guineas, peacocks. Their appearance, habits, and uses should be considered.

Winter.-Its effect upon plants such as deciduous and evergreen trees, annual and perennial plants. Influence of the season upon the clothing, games, and work of the pupil, the farmer, and other

persons of the community. Consider frost, ice, snow as to being winter forms of water; their appearance and their uses.

Opening of spring.-Influence upon the life, habits, work, and games of the community. Effect upon the flowers, leaves, and birds. Spring flowers.-Learn to recognize those of common occurrence. Birds of spring.-Learn to recognize those that have been away as they return. Observe their mating and nesting.

Trees. For recognition study the common trees, as the cottonwood, sycamore, elm, maple, pine, and spruce. Pay attention only to those belonging to the locality, including fruit trees and vines. Note their characteristics as to size, shape, leaves, bark, and seeds.

SECOND GRADE.

(Is a part of the oral English.)

Trees. Further practice in recognition. Make blue prints of leaves. Note the parts-root, stem, and leaves. Buds: What are they? Note their arrangement and provision for their protection.

Distribution of seeds.-By winds, animals, water, man, propulsion. Make a collection in order to recognize them.

Germination of seeds.-Discuss and practice the germination of seeds belonging to the economic life of the locality as corn, cotton, pumpkins, beans. Boxes should be provided for the purpose.

Bud development.—Observe the opening bud and its development into the leaf, flower, and fruit.

Birds. Divide into groups of those that help and those that hinder the farmer.

Animals. Study those that belong to the home and farm. The cat, dog, horse, mule, cow, pig, sheep, goat. The common wild animals, as the rabbit, squirrel, prairie dog, rat. Pay attention to the proper methods of caring for or protecting against them.

Location.-Learn north, south, east, and west.

Weather observations.-Throughout the year note and record temperature. Study the seasons; weather changes and their influence; clouds, their formation and color; the sun as the source of light and heat, its rising and setting making day and night, its relation to life.

Winds.-Force, direction, and effects.

The earth.--Learn hill, plain, valley, mountain, creek, river, pond, lake, island, rocks, gravel, sand, and soil.

THIRD GRADE.

(Is a part of the oral English.)

Home geography should be studied in this grade in a very informal manner. Some simple text should be used as a guide, and read both for drill in reading and for the sake of its subject matter.

The earth. Its shape and size. Designed to be the home of man. Surrounded by the air which supports life. Its surface divided into land and water.

Water.-Forms: Clouds, fog, dew, rain, hail, snow, ice. Bodies: creeks, rivers, ponds, lakes, oceans. Uses: To support plant and animal life; an aid to commerce. Tell the story of a drop of water. Land.-Forms: Rock, gravel, sand, soil. Elevations: Hills, valleys, plains, mountains. Divisions: Islands, continents.

Seasons. Contrast the four seasons as to temperature, plant life, and human activities. The advantage of having the seasons. What causes the seasons? Position of the sun observed and length of day and night.

Productions. Name the leading products of your locality, such as corn, wheat, oats, barley, cotton, alfalfa, and tell briefly how and why they are grown. Make a list of them in the order of their importance. Name different vegetables and fruits and consider in the

same manner.

Transportation.-Wagons and horses, automobiles, trains, boats. Why are products carried from one place to another? The postal system.

Your town. What determined its location. Its size. What useful articles are produced there. The need of cities and towns. The city government, officers, health regulations.

Maps.-Develop the idea of a map as a kind of picture which shows a very large area within very small boundaries. Have a map made of the school grounds or farm, locating streams, ponds, fields, buildings, etc., and indicating the points of the compass. Show that maps are made to a scale in order that proper proportions may be maintained.

Weather. Keeping a weather record throughout the year will do much toward keeping interest alive.

FOURTH GRADE.

An elementary textbook should be used and studied for the purpose of obtaining information rather than as a reader. Discuss each day with the class the lesson for the next day, and after study require recitations.

I. The earth:

(a) Size.

(b) Shape.

(c) Grand division of land and water.
(d) The zones, latitude and longitude.
(e) Review mountains, lakes, rivers, islands.

II. Globe study:

The globe should be suspended from the ceiling to admit of its being raised and lowered. Strive to acquaint the pupil with these points as to the earth:

(a) Size and shape.

(b) Land and water distribution.

(c) Poles, climatic circles, latitude, longitude.

III. North America:

(a) Position.

1. In zones.

2. In hemispheres.

3. In relation to bounding waters.

4. In relation to other continents.

(b) Form as determined by the principal indentations and prolongations, which should be mentioned.

(c) Physical features.

1. Highlands.

2. Lowlands.

3. Drainage. (Use a relief map.)

(d) Climate.

1. Heat belts.

2. Temperature.
3. Rainfall.

4. Winds.

(e) Vegetation and animal life.

1. Distribution as determined by climate.

(f) Resources, products, and industries of the various sections. (g) Draw an outline map.

IV. The United States:

Make use of relief maps and show the relation between physical features and vegetation, climate, density of population, and industries. Make detailed study of the country by sections, using as a model the outline given below.

(a) New England States.

1. Position in the United States.

2. Climate.

3. Surface.

4. Drainage, river systems.

5. Production.

6. Occupations of the people.

7. Boston the commercial, educational, and historic center. (b) Draw outline map of the United States locating principal rivers, mountain systems, lakes, cities, and industries. A large

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