1. business and industrial
2. energy
3. natural gas

TO
HOW
TEACH
SCIENCE
NATURAL
m
PUBLIC
WM.
SCHOOLS
T.
LL.
HAEBIS,
D.
"I
OOlOflSSIONBR
from.
Kdition,
Second.
BDUCATIOM
OF
N.
SYRACUSE,
C.
W.
Ne-w
Y.
PUBLISHER
BARDEEN,
1895
Copyrlglit, 188B, Dy
C.
W.
Babdum
Plates
'
'
'
I
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^
.-
\
"
"
^""..
.
"
"
"
"
"
#8^^
-f-tC-ct**'^*^^
'"*
"
NOTE
This
BY
plan
in 1871.
of
It
and
of Lessons
It
appeared
study
first issued
was
appeared
(pp. 173-181,
PUBLISHER
THE
his
in
and
xlviii-lvii),
for
the
annual
Superintendent Philbrick,
where
of
he
the
St. Louis
that
I
in
reprinted
finallyhas
meeting
of
Chicago,
1887.
the
of
this Committee,
in
form
of
'*
the
the
National
by request
accessible
for
"
in
Louis
made
Boston
so
No.
of
interestingand
It
report
for
of the
that the
sixteen
years
as
1879,
Classics
".
"^)
M23724G
and
report of the
Wead,
at
the
best
chairman
reprinted
now
since
the
portant
im-
Association^
syllabus is
all ; and
to
K.
of
again
was
Educational
Charles
34.
tic
characteris-
the
as
subject, it unquestionably
School-Room
bus
Sylla-
a
(pp. 94-102),
full/'
basis
year
for 1877
Report
syllabus
it
St.
as
Physics-Teaching, presented
on
accepted
of
course,
quote
the
been
Committee
It is
of this
speaks
also
teachers, document
the
in
next
that
for
Report
Harris^
Dr,
by
it
has
been
presentation
belongs
among
VI
NATURAL
It
is
toTtxx
SCIENCE
published
NOTE
New
being
has
has
Harris,
and
in
EDITION
SECOND
required,
been
proved
Nov.
Dr.
of
suggestions.
given
of
such
e"mntry.
Syracuse,
SCHOOLS
1887,
THE
TO
plates
page
wliich
his
June,
PUBLIC
consent
with
according
SYRACUSBy
open
by
IN
10,
1894,.
a
to
and
larger
this
Uttle
service
all
more
manual,
over
the
CONTENTS
Report
to
Board
the
Natural
science
as
9
Education
op
instrument
an
of
modern
10
civilization
The
compass
The
order
Method
of natural
of
of
I. Not
II.
12
instruction......
13
teaching
Report
Special
11
science
to
everything
school
The
16
Board
the
be
can
theoretical
furnish
must
16
taught
sight
in17
III.
Reading, arithmetic, geography
IV.
Grammar,
y.
VI.
VII.
Vni.
18
history
other
Sciences, mathematics,
studies
Higher
and
Social
Elements
in the
natural
of
the
X.
XL
XII.
Outlines
A
course
Oral
vs.
and
of
natural
sciences
books
in elementary
22
23,28-35
study
(vU)
.20
21
reference
of the
course.
20
sciences
text-book
Advantages
languages..l9
elementary
schools
IX.
18
method
oral
23
method
24
NATURAL
Till
SCIENCE
XIIL
Advantages
XIV.
Points
XV.
The
Course
of
should
method
in recitation
not
use
26
28
animals
28
of
physical nature
botany..
year,
zoology,physiologyand
Sixth
year,
physicalgeography
Method
General
Teaching
36
op
1. The
than
of
plan
of the
37
37
38
course
subjects
4. Illustrative
38
of
Appearance
5. The
quantity
topics
2. Recurrence
3.
33
34
rather
number
31
hygiene....
physics..
Method
the
The
year,
29
30
Fifth
Seventh
24
the text-book
plants
year,
24
28
year, elements
Fourth
On
of the text-book
instruction
year,
Third
SCHOOI^
recitation
First year,
Second
PUBLIC
to be observed
teacher
in
IN
topics
of the sciences
6. How
to conduct
7. How
to
a
reference
teaching
9. The
of
Man
in outline
39
typical
39
developed
lesson
8. Incidental
study
be
objectsmust
perceptivepowers
use
38
,
40
books
to be
39
41
43
parallel
44
How to Teacb NaturalSciencein Mlic
In
reports I have
former
significance
have
of
the
endeavored
such
inestimable
of
works
subsequent
rudiments
can
the
mind
child's
in
reaching
of
further
district
school
they
which
claims
been
of
recognized
report
of
in
to
as
of
admission
study
on
the
"
:
these
supported
to
(9)
and
special
to
other
the
that
tions
posi-
by argument.
the
special
branches
of
claims
ground
present
course
basis
their
other
to
wide
the
lie at
that
;
these
so
"
for
these
our
general
so
thaii
faculties
urged
and
stated
this
in
"
geography,
That
add
those
practical
been
are
and
acquirement
culture.
to
the
rudiments^
individual
the
education
course
and
Their
said
they
been
the
even
his
respect
have
It remains
the
study
in
be
in
more
have
of
application
**
are
branches
arithmetic
in
; that
every
that
length
that
almost
progress
branches
at
change
step
their
in
surpass
discussed
importance.
potent
more
a
any
show
to
reading, writing,
as
are
common
Scbools
scheme
study
by
have
without
'lO
'
"*
"nXtL^1(J:1; feclEJJCCK
compromising
the
instruction
the
in
IN
PUBLIC
SCHOOLS
of
thorougbuess
conventional
the
regular
above
rudiments
named.
It
V
)
introduction
an
in natural
of
in
only
upon
such
a
the
practicalskill
NATURAL
in
AS
MODERN
pupiFs
AN
all the
the
was
the
to
and
of
The
in
the
deals
multiplicityand
at
^the
science
once
two
former
into
Physics
including the
elements
the
study
field in
entire
division
of
thereby,
of
course
the
of the
as
masses
created
a
with
relations, and
treatment
descriptive
suggests
OF
try
productive indus-
of
mind
obvious
"
that
methods
information.
natural
making
History
mathematical
the
in
before
Natural
department
teacher's
of wealth
means
question
classified form.
in the
progress
consequent elevation of the
bring
ficially
bene-
react
CIVILIZATION
importance
people by
first
to
INSTRUMENT
furnishingthe theoreticialbasis
and
as
the
demanded
of instruction
course
imparting
SCIENCE
the
problem
way
but also upon
regularcourse,
Granting
the
popular
a
science
not
and
that
clearly seen
was
in
latter
world
as
their
including
it exists
variety of specialexistences
compendious
treatisies
"
long in
DOMAIN
in
use
furnishing the
outline
similar
History. Again, Physics
into
divides
and
masses
thus
that
forms
Natural
of molecular
Vnd
geological
their widest
the
tion
accepta-
Chemistry
to Natural
the world
History.
organic :
as
elements, including the
the
(taken
meteorologicalprocesses
compass)
of
movement
motion.
of transition
of
process
Physical
of Natural
outline
of
Historj^again, treats
first the
Philosophy,
its broadest
in
science
a
kind
a
Natural
Physics; and
of
Geography, furnishing a
11
SCIENCE
schools:
higher
our
NATURAL
OF
the
; second
in
third
plant,and
the animal.
COMPASS
THE
thus
Having
science
that
so
adopt
of others
to
NATURAL
OP
mapped
our
one
or
the
out
what
phases
suitable
are
for
shall
popular
several
as
seven
one
to
to
make
years
should
sketch
out
several
the
course
complete
of the district school
seize
certain
was
ments
depart-
exposition and
Ascertaining this,
Ajisilyi1]n?^f.rflf.Afl
necessary
neglect
problem
next
of these
trarily
arbi-
not
the
provinces to
more
equally important, the
ascertain
of natural
domain
study
of
course
SCIENCB
in
circuits
course.
it
such
are
became
a
way
during
lowest
The
striking features
the
in
each
12
NATURAL
department
SCIENCE
makiDg
"
determining
round
still deepening and
pupil, would
the
make
for this
of the district school
years
each
and
two
to be
given to
subjectswere
the
for
years
taken
study
in natural
third.
sciences
in
the commencement
last year
into any
of
grade in
years, would
THE
The
with
taken
of the
OP
ORDER
up
with
human
on
A
and
of
the
seven
allowed
second
three
course^
the
as
degree
courses
extend
now
School.
something
schools
from
to
the^
pupil,coming
remaining three
each
of the
great
Nature.
INSTRUCTION
first year, lowest
lessons
The
High School, the
primary
one,
of
considerable
would
but
Three
Inasmuch
a
schools
the
know
departments of
the
High
the
third
ideas
thus
the first and
of scientific strictness in the
of
The
reason.
course
with
up
path,
same
detail.
second
effects permanent.
years
'
the
in
ly
silent-
observa--
The
generalizingthe
fixed upon
were
courses
and
Science.
systegaatiSEftyM^din
more
SCHOOI^
reflection
to
of Natural
travel
must
course
PUBLIC
strong impressionand
a
the mind
tion in the domain
^J^^
IN
the
IN
grade,in
plant;
animals, and
body
;
NATURAL
while
the
the
SCIENCE
schools
second
especiallythe
the
third
year
year
began
was-
structure
initiated.
OBBER
and
applications,
made
geologicaland
years
While
in
with
the
is useful
and
to
him
in these
interest,and
considering
child's
the
his
dealt
playthings
to
understand
and
of the
of scientific
general
more
sixth
pupil allows
degree
some
what
In the
departments.
the
chiefly
astonishment, in the
maturity
hence
as
practicalturn.
it had
learn
to
investigatewith
to
familiar
and
fourth,fifth,
more
years
excited
was
years
a
of the
as
man
seventh
In the
first three
he
course
in
progress
took
course
phenomena
isecond
some
water.
rationale
the
:such
the
forces in various
meteorologicalelements, such
^arth, air,fire,and
"ixth
13
MBTHOB
pupils into physical
1ihe
the
AND
form
is
adopted.
METHOD
The
to
^ssipate
the
these
the
work.
teacher
lesson
both
in
Fatal
these
etea,d of
has
to
natural
on
lessons
attention
undertaking
from
NATURAL
important question
bring
other
TEACHING
OP
lessons
be
to
so
SCIENCE
not
as
teacher
of
settled
to
and
how
was
distract and
pupil
from
dissipationof energies follows
too
many
pass
subjectsat
daily
from
a
arithmetic
science,it is likelythat
will
introducingthese
suffer.
lessons
If
time.
to
one
a
or
Accordingly, indaily,they
were
14
NATURAL
SCIENCE
to
afternoon
confined
one
l^sons
the
active
that
he
more
than
lesson
he is to
the
is
pupil
required
give his
is
so
to
be
to
in
the
attention
for
for
exertion
natural
science
hour
one
the lesson
vary
intensely-
so
the
sustain
cannot
ing
last-
deep and
a
Whereas, in ordinary
thirty minutes,
teacher
week, and sufficient
allow
to
be made.
impressionto
SCHOOLS
PUBLIC
of each
lesson
each
given to
time
IN
; but
periment,
by lecture,ex-
tion
conversadescriptions,
reading interesting
with the
shall be able
this
By
teacher
when
her
seems
immediate
not
the
lose
week
an
without
and
to
sees
me
value
sightof
her
excessive
that this
"
allowed
phase of
^isworth
then
maimer
study
in
that
than
and
the
quite as
of these lessons to the
the fact that he
impression that
she
ordinary
is led
the
become
to
subject
"
much
But
prepare
to
^its
the
as
pupil.
into
I do
week
to
practical
the teacher
is
herself,and
probe
miscellaneous
-
time.
next
gains from
deepens
thoroughly
lesson
for the
inefficiency
portrayed
scientific thought in after years.
led to
fatigue.
the art of instruction
greater effort
make
must
the class
lesson becomes
each
pupils are
teacher
to the teacher
value
experience,that
experiment in
practical
a
the
listless,
It
this
do
to
arrangement
; and
before
their
pupilson
in
a
freer
fund
of
REFLEX
VALUE
she
getting hold
of the
branches
getting
slavish
her
class with
draw
of the
the
act
the
same
as
daily
made
yet that
be far
effective than
more
these
if
lessons of fifteen minutes per
details
together with
appendix
special report
order
-
the
on
to
of
a
and
synopticview
Board
present the other
"iiitiii8e"iitioiionpp.88to4e.
more
even
efficiency
the
weekly
themselves
will
in short
object-
of
the
of it,are
report.*
the
It is
day.
instruction
of the
to
given
of
regular
pupil.
from
lessons
the
infinitude
receive
than
all of
to introduce
will
lessons,and
the
result.
one
and
instruction
before
into
teacher
pupil
the
and
indirectlythrough the increased
the
The
from
of each
stimulant
a
regular
strengthand
all their
with
of
will find herself
of her
been
regards both
that
thought
benefit
to
the
able to stand
resources
combine
sciences
as
as
course,
the
attempt has
an
detail,so
of
out
pupilsand
study
text-book,and
her
means
emancipated
more
of
new
of
She
consciousness
a
find
each
daily course.
of the
use
Thus
pupils in
and
more
abilityto
her
of
individuals
fail to
cannot
15
TEACHER
the
experience possessed by
class ; thus
THE
ON
I
on
phases
given
insert
the
of
course,
here
in
my
subject,in
the
subject,
16
NATURAL
IN
SCIENCE
already commented
not
PUBLIC
SCHOOLS
in
on
the
remarks
just
made.
SPECIAL
Gentlemen,
of the
REPORT
^Inasmuch
"
into
plan of
furnish
under
schools
charge may
your
extent, the occasion
of
consideration
of
course
followed
study
That
these
.Seducation
the
better than
is manifest
in
time
to
into
of
and
adoption
I.
y^e
And
cannot
in
an
the
indefinite
the
relatingto
to be
of instruction
knows
well, and
of your
honorable
shown
best
the
here
text-books
in
matters
none
body,
from
time
and
important branches
most
the
of
course.
our
therefore
I
the
to
weighty
the interest
securing
introduction
study
great and
members
by
the
teachers.
educator
every
our
auspicious for the
be
the methods
are
lay out
which
on
matters
pupilsand
the
by
certain
.
organizationwhich
grow
to
seems
and
to
frame-work
a
half-quarter
sufficed to get
of school
system
to
first
running order, and
fair
new
a
promises
as
the
as
present scholastic year has
schools
'
BOARD
THE
TO
leave
beg
to
suggestions for
case
of
your
following remarks
approval,and
for
approval :
first it will
teach
offer the
be
conceded, I think, that
everything
in
the
short
period
LIMITATION
devoted
for
schooling much
in it
field
in the
with
But
years,
more
need
utmost
the
what
than
school
in
contain
home,
at
school-room.
a
in the
us
city,and
careful
the
about
of
is not
selection of what
study
contain
must
only such
matters
course
inter-
his fellow
family circle,with
mates,
play-
More
than
have
a
as
is
only
from
likelyto pick up
his fellow workmen.
with
or
better
than
less,in the country, there is the
course
the
of school
are
period,lasting on
with
of the most
pupil
with
it must
or
The
essential.
better out
of
period
really is,there
worksliop
short
our
it
much
for five years
average
three
or
than
much
the
were
learned
things
^many
"
or
longer
things learned
many
Even
schooling.
17
SUBJECTS
OF
this,
general ) "i .5
.
theoretic
bearing on
speciesof
the
It is clear
II.
the
which
it is
after life to any
an
insight.
of
one
human
of the
Here
and
which
the
furnish
must
is
he
a
common
find
life that
either
a
or
or
she
in
sions.
profes-
kngwledge
geography
he
edge
knowl-
apply
may
trades
many
girlwill
lives,
individual.
reading, writing,arithmetic, and
sphere of
he
to give the pupil a
practical
Every boy
in any
which
then, that the school
general elements
of
in
character
pupil is
pupil theoretical
ground, and
world
and
institutions
the
and
the
of
useful
may
be
18
NATURAL
called to fill. Whatever
branches
these
occupationthey
assist them.
will
elementary branches
said of these
the habits
SCHOOI^
PUBLIC
IN
SCIENCE
fonned
of character
school,such
what
And
is likewise
in
low,
fol-
may
true
is
of
well-disciplined
a
ness,
order, neatness, cleanliness,earnest-
as
self-control,
industry,punctuality,self-respect,
obedience
rule, kindness, forbearance, courtesy,
to
and
considerateness,affability
love.
and
I do not
III.
Reading
he
begioi almost
begin
these
be
not
as
soon
simplestelements
and
delayed
the
nothing
by
are
should
tools which
is
Of
assist in
man's
language.
upon
it.
Some
His
with
far
in
are
instruments
studies.
able
rational
specialstudy
add
metic
Arith-
Geography
other
branches,
the most
with
tant,
impor-
their most
themselves
most
the
knowledge.
wonderful
existence
of the
to
learns to. mod.
other
the
for
reading,and
as
pupil
acquiring all
whole
to
all.
at
interfere
speedy acquisition. They
IV.
early
as
as
thus
his teacher.
facility.Compared
some
ground
elementary
orally from
receives
writing should
with
for these
independent study,and
may
should
is much
there
for by it the pupil becomes
first,
comes
pursue
what
think
to the order
dispute as
to
politeness,
sympathy
depends
structure
of
20
NATURAL
course
of
SCIENCE
study, and
IX
PUBLIC
SCHOOLS
commenced
are
in
the
high
school.
VI.
Now
arises the
all of these
any
or
the
elementary
form
proper
study of
without
the native
historyand
to be
literature
so
of
foreign
preceded by
well
of the rudiments
of
of
nothing
their
in
study
be
into
preceded by
The
cannot
to say
grammar,
be
to
tongue.
ought
that
study
ought
structure
knowledge
a
The
cannot
higher mathematics
arithmetic;
It is clear
course?
language by its
some
studies be introduced
higher
they
Should
important question:
of the
that of
studied
geography,
reading and
writing.
The
VII.
and
social
natural
sciences
their
into
:
the
human,
the
on
the
like,on
the
in
instruments
i
e.,
other.
The
natural
hand,
one
The
of
human
thought
sciences, which
physics(includingthe
organic nature,
the
sciences
secondly,an
order
to
indirect
comprehend
through
which
arc
plant,the animal,
matics,
mathe-
applicationof
the
nature
for
defining
of
a direct application
man), imply first,
and
same
twofold
requirethe highestmaturity
inorganic and
-and
and
sciences
mastery.
divided
are
poUtical sciences, including political
pedagogy
economy,
and
sciences
working
the
of the
is obsers^ed
and
exhaustive
study and
place for
Can
in
less time
a
in after
them
higher
as
course,
children
question to
who
has
will be of
life,and
seriouslywith
for the
time
settle
:
five years
study
outUnes
schools,some
our
plete
com-
as
concerned, the
are
further
a
History,which
Natural
and
is
give those
not
we
far
so
the rules of the Board.
by
there
But
VIII.
that
survey
is in the
the sciences
determined
been
or
it is evident
Heuce
classified.
21
INSTRUCTION
OF
MKTHODS
of
Physics (
great service
being
to
fere
inter-
not
prosecution of elementary
the
studies ?
This
question I
followinggrounds
is two-fold, one
their
over
to
our
their
over
generalculture,or
".
Cosmos,
subjectof astronomy.
course
be
of
some
sealed books.
sort
as
higher studies
complete comprehension
other
or
we
indeed
it, general
"
express
not
most
without
necessary
astronomer
third
generalideas
writingson
of
the
elementary
an
of
to
to
volume
in astronomy, these works
The
a
spheres,thereby adding
profitthe
But
giving us
as
an
scientifically
pleasure and
Humboldt's
a
the
practicalmastery
instance,it is
For
thoroughly and
read. with
the
us
scientifically
; the
mastery
information
be
giving
as
affirmative,on
of all
value
The
:
spheres through
of them
technical
in the
answer
a
would
science
and
22
NATURAL
its mode
of
httlc
to do
this.
On
be
it must
^he
the
IX.
with
l)y the community,
Tegard
to the
what
Physiology,
Natural
:and
man's
It
Geography.
you
may
add
of the
for each
conducted
Book
Book
scliool.
not
But
afford
to
be
placed in
and
to be
a
demanded
the
and
they
with
following
books
with
you
special
furnish.
These
Encyclopedia,Draper's
Philosophy,
First
Lesson's
Wells's
in
ics,
Phys-
Nature, Guyot's Earth
Primary
Object Lessons, You-
Botany,
Warren's
desirable,in my
to these
anatomy
Natural
of
in
is
intro-
as
teachers
Natural
Tate's
Child's
First
ay
reference
which
Calkins's
Man,
w
mere
may
the
Philosophy, Hotz's
Hooker's
a
a
schools.
our
sketched
Brande's
are
of
seems
I have
resources
books
reference
we
meaning,
my
for your
provided
be
History and
such
outlines,followingtherein
lave
ground
be
may
them.
desire to furnish
sincere
it may
studies,and
illustrate
To
this
in
other
rank
same
technics
grades
introduced
relief from
its
of Natural
lower
into
SCHOOLS
labor ; nay
"duce certain outhnes
Philosophy
PUBLIC
and
procedure
".cquiredwith
pastime
IN
SCIENCE
of
That
a
set of colored
plants and
those
by description and
opinion, that
charts
animals
lessons
Physical
tive
illustra"
should
illustration
one
set
be oral,
on
the
VS.
OKAL
to
seems
inasmuch
kind
of recreation
and
mode
the
be set
a
as
regular
apart for
each
in
means.
serve
from
afternoon
of
sation,
conver-
all
by
hour
one
free
should
relaxation
Wednesday
each
and
exercise
that
the minds
on
answer,
proper
this
as
I recommend
course,
on
the
me
And
it
impressed
pupils by question and
the
23
METHOD
BOOK
teacher, and
of the
part
TEXT
in
room
district schools.
the
[Here
X.
follows
science
natural
given
syllabus
pp. 28
on
the
recommending
In
the
diminishingthe
in
have
of
course
week, and
oral method
The
XI.
the
by
the
oral
suggests the question: What
the oral and
and
what
are
to
regular
hour
one
of the
use
might
each
purely
teacher.
of the
use
effects it
strictness of the
by insistingupon
would
I
course,
bad
study by confining it
the
method
in
is the
and
method,
information.
of memory
of information
the
pupil
In neither
with
mere
case
difference
so-called text-book
the merits
this
tween
be-
method,
defects of each ?
In the former, the oral method, the teacher
general source
in
35.]
to
abovo
guard especially
against any
lessons
of
; in the
is sent
to
latter,or
the
of these methods
words
is the
book
text-
book
is
considered
for
ming
cram-
to be
24
IN
SCIENCE
NATURAL
yet it may
good teaching,and
teacher, whether
oral
the
SCHOOIiS
PUBLIC
under
happen
text-book
or
poor
a
method
is
used.
excellence
The
XII.
drawing
of the
out
poor teacher
happens
in the
lost
precisionis
language or by
familiar
when
subjectis presentedin
scientific
or
maimer,
the
pedantry,and
in a
pupil to self-activity
Its abuse
manner.
a
stiffness and
from
be its freedom
should
oral method
of the
too much
natural
hands
by using
too
out
pouring-in withhim
do
recitingand explanation.
The
XIII.
in
consists
working
achieve
; in
him
and
of
knows
this
to
and
end,
v^ry
merely
to memorize
upon
teachers
But
him
any
lean
teacher
clear
upon
in the hands
how
for him.
directs
own
instead
difficulties
the words
neglect to perform their
XIV.
work
all his
great abuses
the
that
method
text-book
to
overcome
this
happen
Indolent
the
teaching
solving them
it may
insist
of
getting the pupil
instead
teacher
excellence
for
for himself
not
of
confused
a.
enough exercisingthe pupilby making
the
its
creep
of
to
study
by
self,
him-
Unless
the
efforts
in.
to
Thus
requires the pupil
of the
book, and does
understanding
the
part
of the
of
text-book
of
the
good
it.
and
recitation.
teacher
the
NO
TEXT
is
text-book
BOOK
IN
j^owerfuliustrument
a
should
teacher
In
pupil.
the
illustrated
pupils,each
using of
the
2d.
upon
his
by
a
in
or
to
the
pupiVs
defects
so
call
in the
made
they shall acquire
that
well
as
as
in oral
itself.
all
in
be
cases
experience,and
reflection made
and
observation
and
criticise,
definition,whether
own
the
discouragedin
himself
should
tlie
recitation.
parrot-like
or
in the text-book
lesson
3d. The
plained
ex-
again by
noticinginaccuracy
in
lack of exhaustiveness
statements
the
recitation
language,and
own
the book
pupil,so
habit of alertness
home
his
should
each
and
again
the
pupilsto criticise,
statements
a
point is brought out,
to verbatim
teacher
The
in
language of
it tends
as
tlio
self-helpon
conducting
main
different
far
dustry,
in-
secure
:
1st. See that
and
to
and
precision,accuracy,
part of the
25
KECITATION
to
brought
his
verifythe
own
ment
state-
of the books.
4th.
of
Every
to-day
recitation
lessons
the
to
questionsawakened
skilfullymanaged
of to-morrow's
5th.
The
should
in
to
the lessons
connect
already recited, and
to-day's lessons
arouse
should
interest in the
the
be
subject
lesson.
good
teacher
always
notes
by
the
recita-
26
NATURAL
tion of
a
pupil what
is the
recitation
and
out,
IN
SCIENCE
the
PUBLIC
SCHOOLS
his habits
are
place where
bad
habits
method
of
study
true
the
study, and
of
pointed
are
and
shown
illustrated.
XV.
I think
the
have
to
now
established
the
pointout
additional
honorable
your
of
refer to the
the text-book
during
own
use
own
lack of
on
the
the
of
the
need
have
as
much
statement.
recourse
of the
to the
text
a
of
up
complained
as
practiceresults
children
instead
the
the
of
by
ing
becom-
intelligent
know
pupil,does
tlien, should
while
of
should
teacher
of
for their
evils
their
I
for their
this
find
less
using
source
supply
a
or
From
lesson
Why,
as
making
cramming machines,
the
if
schools.
teachers
our
draw
to
more
our
recitation
preparation.
investigators.That
least
of
some
intelligentparents, who
mere
of
occasion, thus
greater bulk
I have
which,
regulation,
teachers
which
iijformation from
regulationsgoverning
of the abuses
practiceof
for which
ends
body, will,I think, lead
some
the
prevalentamong
here
manner
publicschools.
in
an
the
the rules and
the teachers
to the correction
the
in
in pronouncing
me
securing the
effective in
adopted by
with
conducted
recitation
described
you
all will agree
the
at
not
teacher
pupil is debarred
FIRST
OR
First
Quarter.
perfume,
habit,
this
of
spring,
their
directly from
Second
gap,
Inasmuch
in
work
early
the
be
can
the
as
fall
or
illustrated
Leaves, fruits,seeds
;
shape,
uses,,
decay.
Quarter.
Fourth
the
color^
structure,
garden.
trunks, bark
from
school
enter
BOTANY
their
shapes.
quarter's
Quarter,
Third
and
OF
Flowers,
grade
the
GRADE
OUTLINE
and
first
OR
YEAR
PLANTS
pupils
INSTRUCTION
OF
COURSE
Buds, roots, their purpose
of
sap,
sleep
of
stalk*
plants, wood.
Circulation
Quarter,
;
of sap,
what
Review
plants, etc.
is made^
of
topics
of
year.
SECOND
ANIMALS,
/#
YEAR
OR
GRADE
OR
OUTLINES
OF
ZOOLOGY
AND
PHYSIOLOGY
First
made.
Quarter.
The
Blood
ground
;
; what
what
(28)
comes
it makes
from
;
how
it
as
it is
food
OP
COURSE
; stomach
animals
for
29
INSTRUCTION
teeth.
and
Circulation of the
l)lood.
Second
of
use
the
senses
; smell
hearing
Third
iind
their
;
those
Fourth
and
and
animals
;
"5ompared
air-pumps,
tools
OP
Air
of
;
animals,
animals
OR
wind
;
gases
to
uses
;
the year.
YEAR
NATURE
;
flyingand swimming
of the air ; pumps
pop-guns
superior
sleep, its
topicsfor
PHYSICAL
;
is
man
animals
GRADE
; pressure
animals
fins; clothing of
and
Review
ELEMENTS
Quarter.
muscles.
its substitutes
and
wherein
THIRD
First
and
of
eyes ;
defence.
;
it is.
;
in
limbs
;
in man,
W
intelligence
death, what
the
bones
nerves
man
Wings
Quarter.
and
animals
in
the
;
instruments
what
for attack
possess
touch
;
; the hand
uses
in animals
man
; taste
with
nerves;
seeing; protectionof
;
Quarter. Brains
compared
and
brain
Breathing;
Quarter.
;
barometer,
distinguished
from
liquids; gun-powder.
Second
eliimneys
water
and
Quarter.
; draft
and
level ; pressure
liquids.
Balloons
; bubbles
ventilation
of water
; heated
; uses
; attractions
of
air ;
water
;
in solids
30
SCIENCE
NATURAL
Third
frost
of heat
;
PUBLIC
in
and
ice ; heat
conduction
color ;
Water
Quartei\
and
IN
the
SCHOOLS
air, clouds, snow,
cold ; communication
effects of heat ; steam
or
;
light;
electricity
; magnetism.
Quarter. Gravitation
Fourth
friction.
Review
of the
MORE
BOTANY
First
OR
GRADE
SYSTEMATICALLY
Modes
Quarter.
;
year'swork.
YEAR
FOURTH
of the earth
motion
;
of
STUDIED
studyingparts of
Plants
;
leaf, stem, inflorescence,flower, root, seed, woody
familiar
by
plants,fruit,illustrating
Quarter. The
Second
Trees
man
;
;
their
diflference in
species of
habits, place of growth and
use
of
nut,
pine, cedar, willow, oak, beech, maple, wal-
hickory,
*'
examples.
deciduous
*'
sycamore,
and
"
ash, poplar, birch
"
(what
signify),
magnolia,
evergreen
live-oak,honey-locust,
banyan, laurel,mosses.
Third
Quarter.
oats, rye, Indian
Food
com,
beets, turnips, onions,
Plants:
rice.
1.
2.
Wheat,
ley,
bar-
Potatoes,yams,
beans, peas.
3.
peaches, pears, plums, cherries,oranges,
Apples,
bananas,
lemons, bread-fruit,dates, pine-apples,
figs,grapes.
4.
Sago, tapioca, sugar-cane,
various
uses).
5.
cocoanut
Pepper, cinnamon,
palm
(its
cloves, nut-
OF
COURSE
meg,
vanilla.
31
INSTRUCTION
Tea, coffee,cocoa,
6.
7. Iceland
mate.
moss.
Fourth
1.
Plants
Qmarter.
useful
2. Olive
Indigo, logwood.
pine, turpentine,rosin, tar.
Medicinal
percha.
Plants
saparilla,cinchona
rhubarb.
in
the
arts
flaxseed
(oil),
3.
Caoutchouc,
Stimulants
and
:
(oil),
gutta
Sar-
:
(quinine),aloe, tobacco, opium,
Plants
valuable
Clothing:
for
ton,
Cot-
flax, hemp.
fifth
year
or
and
physiology
zoology,
grade
Qimrter. Classification
First
hygiene
of
animals, their
c3ifferences and
resemblances.
Mammals
orang-outang, monkey
:
a.
I. Vertebrates
dog, lion, panther, tiger,cougar,
kangaroo,
e.
; d
opossum
sloth,ant-eater
;
horse,hog
seal.
B.
Birds
h.
:
a.
wolf, leopard;
duck,
c.
;
camel, llama, camelopard, deer,
whale, dolphin,walrus, porpoise,
vulture, eagle,hawk,
toucan
mocking-bird
;
c.
swan,
owl ; 6.
lark,robin,
; d, domestic
quail,pigeon, peacock,turkey,partridge;
stork, crane,
bear, cat,
beaver, squirrel,
rat,mouse
parrot,woodpecker, cuckoo,
swallow, sparrow,
A.
/. elephant,rhinoceros,hippopotamus,
; g.
goat, ox, sheep ;
; 6.
:
penguin,
goose,
6.
fowl,
ostrich,
pelican.
32
NATURAL
SCIENCE
(7.
Reptiles:
toad, frog,turtle
python,
I"UBLIC
SCHOOLS
Quarter. Classification
Second
b.
IN
cobra.
tinued.
con-
rattlesnake,boa-constrictor,
Fishes
D.
animals
crocodile,allegator;
lizard,
a.
c.
;
of
cod,
pike, salmon,
:
mackerel, shad, shark, flying-fish,
cat-fish,trout,
herring,sardine.
oyster,snail.
II. Molluscs
clam, pearloj'^ster,
:
III. Articulates
:
lobster,craw-fish,
spider,insect (honey-bee,silk-worm,
worm,
butterfly,etc.). IV.
fly, wasp,
neal,
cochi-
Radiates
:
corals,animalcules.
Second
Physiology
Qmrter,
of
(preservation
Bones
the
Hygiene:
and
teeth);
2. Skin
1.
(itsmem-
hranes, pores, perspiration,
cleanliness)
; 3. flesh (fat,
muscles, tendons);
arteries,the
the
them)
and
heart);
5.
of blood
(veins,
Breathing (lungs,eflfect on
blood); 6. digestion (chyme, chyle, food
drink) ;
of
4. Circulation
7.
; 8.
nerves
(brain,five
Voluntary and
exercise;
9.
and
senses
habits
the
keeping the
and
Third
pressure
feet
warm
Quarter.
Proper
a
draft of air,
lungs,breathingpure
Physics:
(weights,pump,
J.O.
eflTect
(eating,drinking,
sleeping,exercise,bathing,sittingin
tight lacing,cramping
to use
involuntarymotion,
Sleep, disease, death;
improper hygienic
how
and
head
air,
cool,etc.)
1.
Gravitation
and
barometer, pendulum)
;
COURSE
2.
OP
(glue, paste, mortar, cement,
Cohesion
Capillaryattraction
etc.)
;
33
INSTRUCTION
(lamp-wick,sap,
4. Mechanical
sponge, sugar,
(level,
pulley,inclined
powers
plane, wedgei and
Heat
5.
friction).
screw"
etc.);S.
combustion, friction,effect
(sun,
mometer,
bodies, steam, ther-
on
conduction, clothing,cooking, etc.)
;
6.
refraction,
reflection,
Light (sources,
looking-glass,
microscope, prism, telescope,effect
spectacles,
on
growing bodies, photograph); 7. Electricity
ning,
(lightsealing-waxexperiments,etc.);8. Magnetism"
(mariner's compass,
size
magnet, telegraph).
Qwirter. Astronomy
Fourth
of
horse-shoe
and
:
Solar
distance(
; 2.
(some idea
1. Stars
system
(sourceof lightand heat, its size,spots);
(theirrelative
distances
Jupiter,morning
rings);c,
comets
;
e.
and
satellites or
orbits
from
the
evening
(or paths
phases of
of
planets
Venus
of
and
moon)
and
his
them) ;
planets,moons,
of
sun
d.
and
; jr. seasons
;
moon.
SIXTH
OUTLINES
First
;
b.
star ; Saturn
(number
moons
(of sun,
comets) ; /. eclipses
A.
sun
a.
;
YEAR
OP
GRADE
PHYSICAL
Quarter. Geology
of continents,
OR
GEOGRAPHY
:
Structure of laud, form
islands,mountains
and
valleys,plateaus,
plains,volcanoes,and earthquakea,
34
NATURAL
Second
and
Water
dew, fogs,rain,
tion
winds, currents, rela-
climate.
and
snow
of the
ethnography, relation
placeof
seventh
outlines
illustrated
of
atmosphere,
atmosphere.
Life
of
year
:
gravity,centre
and
(or fhysics),a"
philosophy
in
of
gy,
zoolo-
grade
familiar
and
objbcrs
its
properties: force,
forces, gravitationand
molecular
Botany,
plants,animals
or
Quarter, Matter
First
atmosphere^
abode.
natural
of
The
hail, climate, electrical
/Quarter. Organic
to their
:
winds, moisture
opticalphenomena
Fourth
Springs, rivers,
:
Quarter. Meteorology
temperature, the
men
SCHOOLS
PUBLIC
tides,waves,
ocean,
commerce
Third
and
IN
Quarter. Thb
lakes,the
to
SCIBNCB
gravity,motion,
weight, specific
action
and
m-
action,compound motion.
Second
Quarter.
materials,use
Machinery, friction,
strength of
of materials
in
construction, hydrostatics
capillaryattraction,hydraulics,pneumatics,
and
acoustics.
Third
Quarter. Heat
and
ventilation
and
effects;steam
;
its sources,
cation
communi-
engine; waorming and
instruments, thermom^meteorological
ON
1.
to
METHOD
THE
The
teacher
than
she
that
only
can
be
must
do
can
the
dealt
In
is at
the
teacher
that
lessons
3.
given
it until
of
portion
the
on
No
she
quarter's
than
more
on
of
the
laid
work
been
ten
these
have
next
quarter, whether
hand
have
portion of
a
(se)
to
topics
considered
them.
given
a
ten
or
not
to
any
weekly-
begun.
should
quarter.
the
of
she
must
or
lessons
for
any
order
an
she
has
weekly
given, proceed
all been
not
advantage,
quarter
she
down
must
topics of
; but
first
work
all that
such
best
new
the
the
in
order
has
happens
are
teacher
that
to the
up
work
the
to
topics
arranged
them
more
more.
any
finds
not
are
liberty to change
proceed
three
given
any
If it
manner.
or
required
any
do
to
attempt
proper
undertake
take
can
a
to
given quarter
herself
profitably,the
with
case
that she
not
first two
herself
2.
in
consider
not
topics assigned for
the
She
quarter.
allow
must
all
over
go
TEACHING
OF
work
the
only
a
be
When
of
quarter
very
the
in
small
ON
THE
37
TEACHING
OF
METHOD
REMARKS
The
is
course
rather
than
arranged
quantity
or
with
the
first year,
gained of
the
and
again
of
of the
will
a
manner
as
subjectoccupiesin
bearingsupon
The
questionwill be
number
of
that
The
topicsunder
be
can
comparatively
to the
will vary
from
year
can
with
:
sixth
(1) A
:
teacher.
be
Why
not
as
reduce
the
the
by
selection
of
exact
teachers
moreover,
become
the
ber
num-
teacher
topics from
of them
(2) The
capacities
;
its general
investigation.
profitablydiscussed
their
to year
provincethis
the
see
the
upon
given subjectto
full enumeration
individual
topicsthat
to the
comes
actually discussed
is
answer
a
plants,learn the
of nature, and
asked
the
train
fields of
other
ject
to the sub-
again touch
the world
year
adopted,and
he
to
be
will
insight into
of
When
he
course,
such
subjectsin
his
of classification
observing powers.
year
round
come
world
studying the
of
ideas
In the fourth
botany.
deepen
only
quarter of
in each
important
pupil will
can
generaloutlines
his
very
the science
of the course,
methods
some
If
exhaustiveness.
topic is thoroughly discussed
one
to method
reference
?
a
is best left
number
by
of
teachers
it will vary
familiar
with
38
NATURAL
the
course
aud
to
have
classes.
(3)
hence
;
It
as
to
theme
a
is, moreover,
to
PLAN
is
tendency
COURSE
THE
that in the
spiralmovement,
a
years'course
seven
or
of
recurrence
Natural
the
Science,(a)
plant,(b)the animal, (c)the physicalelements,
mechanical
into
ijQUBight
which
play
that
these
again in
the
so
education
important
subjectsof
a
second
Natural
^plied
in
(forming a
and
the
force in
the fourth
much
to
are
Human
masses,
in
and
fifth
all taken
ally
scientific-
more
and
and
practical
Physiology;
and
particles,
as
'
mechanical
transition
somo
instrumentalities
developed: (a)Botany,its method
(c)motion
the
receive
acquire
Science
and
application
; (b)Zoology
course
part in the industrial
a
(2) In
course
who
shall
and
elements
primary
a
those
even
they Uve.
in which
years
so
of school
minimum
constitute
powers"
of three years ;
up
OP
topics: (1) The subjectsof
aad
age
of the
applicationonly and
in its narrow
It will be observed
ibe
keep
to
full outline
a
prevent the (verycommon)
GENERAL
same
rapid
most
unportant
teacher
the
the
variety
a
its generalbearings.
to omit
there
for
topics enough
so
subject,
SCHOOLS
PUBLIC
it is niseessaryto have
constantlybefore
treat
IN
SC'IKNC'E
powers
the
;
(d)Astronomy
grammar-school
course
ON
in
METHOD
THE
OP
Five
PhysicalGeography).
in
attendance
irillget two
sixth and
in Natural
courses
seventh
to appear
more
is
Science
clearlyin
Natural
(a) Under
the average
pupil
(3) In
Science.
years of the district school
in Natural
course
is the average
years
schools ; hence
our
39
TEACHING
the
third
a
given, in which
begin
outline the several sciences.
History
organic
or
nature:
Geology,Meteorology,Botany, Zoology,Ethnology.
(b) Under
motion, machinery, molecular
and
force
Philosophy,or Physics : Matter,
Natural
involving their application.
instrumentis
/4. In teachingNatural
importance to
select
objectsor phenomena
by
of the
reason
chief
not
that
types of
are
attributes
at the
do, for instance,to select
to
properties
object with
an
nor
familiar.
5.
objectin
an
not
the
fest
mani-
It would
manner.
were
which
time
same
well
which
the
developed,
pupils were
not
^
Every
io draw
be illustrated
all of the
to the other
common
obvious
most
largeclass
a
manifest
they
est
great-
facts ; i.e.,
typicalobjectsor
and
of the clftss,
in the
them
it is of the
Science
fact that
propertiesor
individuals
forces and
out
leading him
lesson should
the
be
given in
perceptive powers
to reflect
on
what
such
a
of the
he sees,
or
way
as
pupil by
to
analyze
40
objectbefore him.
the
it is true
"although
It
PUBLIC
think
is,at firstthought,strange
The
sees.
and
(analysis)
frequentare
What
"
:
form
movements
What
effect
or
6. How
to
beforehand
fixingin
conduct
the
on
mind
your
bring up, just what
give
marked
subjectof
to
as
same
object or
and
cause
"
(a) Prepare yourself
the lesson of the
week,
definitions and
illustrations you
down
in
is the
most
on
:
the
subjectsyou will
written
blackboard
have
process ?
exactly what
out
oral lessons ;
words
lesson
draw
or
or
a
end ?
a
of this
relation
thi*
separateactions
processes
and
means
questionsmost
stages in
others, whether
to
to
as
the
What
the steps or
What
(classification)?
phenomenon
of
one
has
or properties
qualities
objects and
other
is
process
hence
the same) ?
object(exhibiting
The
are
classification,
and, secondly,
tracingcausal relations ;
will
of observation
^that powers
"
he
what
upon
division
or
SCHOOLS
strengthenedonly by teaching the pupil to
be
to
of
IN
SCIENCE
NATURAL
of the
it should
class.
the
form
valuable
be
written
All
of
a
must
be
synopsis.
appliancein.
the technical
discussed,the classification of the knowledge
brought
out
illustrative
in the
and, whenever
recitation,
drawings,
to select passages
from
(b) Pains
the
should
reference
book
possible^
be
or
takea
front
ON
books
other
read
(d) But
same,
to describe
habits
a
good
of
they
of
the
by
scientific
subjectis
should
have
laid
be
(a) In
the
of Nature
hints
use
teacher
to burden
not
phrases
of
XXI
ing
arous-
at
must
pupil
the
time, nor
a
to
loose
the
using only
lacks
ordinary life,which
of
the
ReferenceBooks.
firstcourse,
should
as
First quarter :
Child^s
for the most
as
to be
are
of the
Study
same
Second
book.
and
use
Hooker's
chapters of
available.
the
extending through
be followed
to method
of the first ten
to
a
them
care
gained
such
Part
Book
part, with
study of Calkins's Primary Object Lessons.
make
on
heard,
(e) Great
seventh,sixth and fifthgrades,Hooker's
can
the
precision.
to
Grade.
bring
encourage
and
seen
oppositeerror
7. How
such
of such
should
of it and
language,
vocabulary
common
the
experience,encouraging
technical
too many
fall into the
explanation and
reflection,
enabling the pupilto acquire
command
betaken
with
their
what
with
stress
sion,
discus-
subjectunder
it,the teacher
of
more
appeal to
41
TEACHING
Whenever
to allow
as
class
objects illustrative
in real
direct
the
to
(c)
conversation,
nature
OF
illustrative of the
to be
a
METHOD
THE
from
Seventh
portions
I.
as
you
quarter: Chapters
Third
a
xi
quarter: Chapters
42
NATURAL
to
JLXU
Fourth
xxviL
Sixth
XXXIII.
to
vin
Fourth
XXV.
Fifth
Third
FirH
seventh
grade; pp.
in the
sixth
and
the
401
to
the
be
will be of
same
400, will be
of
of
xi
to
Fourth
xxxi.
studied
x
to
Calkins's
xxxv.
to 431
grade ; and
pp. 339
Object
in
the
great service
book, pp. 139
to
equal service
in
fifthffrade.
(b) In
Botany
the
for
Fourth
made
the
and
Jourth
be
to
to
to
xxxni.
quarter: Chapters
50, should
to
to
xxvi
quarter: Chapters xix
15
Lessons, pp.
ters
quarter: Chap-
quarter: Chapters xix
Secovd
xxxii
to
xxiz
quarter: Chapters i
III.
quarter : Chapters
190
Seccxnd
quarter: Chapters
Part
xvin.
II.
Third
Grade.
Hooker's
SCHOOLS
quarter: Chaptersi
First
Part
xvin.
PUBLIC
quarter: Chapters
Grade.
of Hooker's
to VII
IN
SCIENCE
on
second
third
should
lessons
grades,^oumans's First Book
be studied
given
for
in
GradeJ
Only
account
of lack
of the most
extending through the
course,
method
the
a
few
Third
Grade.
will
furnish
(pp.
70
facts
First
selections
of time, but
SkJid fourth quartersof the Fourth
and
material
firstquarter of the
suggestive order.
Physical Geography
and
in
to
can
be
these should
For
second,third
Grade, Warren's
scripti
declassification,
78,
new
quarter: Warren's
edition).
Physical
44
NATURAL
SCIENCE
phases should
be
PUBLIC
IN
required
the
others.
Arithmetic, History, and
will
son
occasionallyfurnish
In
9.
and
connection
Grammar
carried
on
of the
lessons
body
study
or
etc.; Sdf Wants
his
10.
and
of
material
The
should
outlines
science
or
of
study
man
as^
Science
;
conditioned
as
of
these
mineral
and
;
of
;
bo
nature
of
Natural
man
M,
in
race^
food, clothings
to
the
world,
01, Language
Sth, States
of
occupations; 7thy
should
Coiripositions
lessons,on
be short
pupil'sown
11.
study
structure
or
and
Society;
ment
Govern-
8th, Religions.
to the oral
should
MAN
relation
6th, Employments
;
of
necessities
animal, vegetable,and
its divisions
one
surroundings, climate,
and
the
to
study
of
les-
Reading
the
thet
Geography, History^
under
comes
development by
shelter,and
the
Physiology,
; this
to
out.
oral lessons.
let
Ethnology,
a
the
parallelto
weekly
embrace:
with
than
more
references
provinces here mapped
more
a
subjectof Geography
will
This
pupils.
of the
apply to
SCHOOLS
and
the
to the
be
written
subsequent
topics discussed.
point,and
They
always
in the
words.
Resume.
To
name
once
more
in
a
brief
THE
ON
the cardinal
'manner
(a) Take
for any
distractinghis
(b) Never
take
and
up
be discussed
can
topic that
a
illustrate
will tend to confuse
quarter, whether
then
to the
(d) Relieve
all
adapted
to
do
little
topicsof
the hour's
drawing
out
the
work
your
the
by
to
the
make
to
subject
enlighten.
of
much
a
given
in it ; proceed
quarter.
much
as
variety
explainingsomething
your
pupils; secondly
manner
scholars
^
the
experience
alreadypossess
subject; thirdly exhibitingthe
visible
jects
ob-
,
which
you
illustrate the
notice
capacity of
which
or
the next
in conversational
information
or
unable
are
the work
on
possible: firsts
reading and
the
ly
thorough-
phases of
rather than
weeks
you
you
clearlyas
so
it ; avoid
(c)Spend only ten
on
as
down
of attention,
power
pupil understand
and
stantly
con-
overburdening the pupil'smemory
without
as
mind
topicslaid
of the
many
given quarter
explain
45
TEACHING
:
only so
up
OP
points to l)e kept in
the teacher
by
ihat
METHOD
and
name
or
the
lesson, and
the
pupils have
brought
requiringthe pupils
to
to
properties,
qualities,
parts,and
attributes ; fourthlynever
y
omitting
to
show
by
a
46
NATURAL
Bynopsis
in
lesson,
(e)
Require
their
treated
own
in
its
the
PUBLIC
what
classification
short
the
above
IN
blackboard
the
on
the
pupils
in
80IXNCB
grade,
language
oral
kssons.
has
and
weekly
fifth
SCHOOLS
their
discussed
been
relation.
compositions
in
which
ideas
of
they
on
the
the
express
subjects
H3
."?
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UNIVERaTY
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