{"1": {"fulltext": "MMB\\n\u00e2\u0096\u00a0iiiiiuaw.iu^\\n200 LESSONS\\nX OUTLINED X\\nUSHISTORY- GEOGRAPHY\\n-ENGLISH- GRAMMAR\\nPHYSIOLO GYAND ARITHMETIC\\nmum\\nA Specimen Outline Lesson in U. S. History\\nOutline Lesson LVII\\nMcKinley s Administration\\nThe peace we have won is not a selfish truce of arms,\\nbut one whose conditions presage good to humanity.\\nExplosion of the Maine\\nSpanish- American War:\\nDewey at Manila\\nSampson Bombards San Juan\\nSinking of the Merrimac\\nSchley Destroys Cervera s Fleet\\nStamp Tax\\nBattles of El Caney and San Juan Hill\\nPonce Surrenders to General Miles\\nManila Captured\\nAnnexation of Hawaii\\nTreaty of Peace Signed at Paris\\nPeace Conference at the Hague\\nWar with the Philippine Insurgents\\nSee Montgomery s, J/cMasters, Lee 1 s or any other recent\\nHistory of the United States.\\nHave your pupils write a brief account of the\\nSpanish-American War.\\nwsss", "height": "3730", "width": "2472", "jp2-path": "200lessonsoutlin00lind_0001.jp2"}, "2": {"fulltext": "v\\nLIBRARY OF CONGRESS,\\nChap. Copyright No\u00c2\u00bb_\\nL\u00c2\u00bbT3o5\\nShell JL_.^\\nUNITED STATES OF AMERICA.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0002.jp2"}, "3": {"fulltext": "200\\nLESSONS OUTLINED\\nU.S. HISTORY, GEOGRAPHY, ENGLISH GRAMMAR,\\nARITHMETIC and PHYSIOLOGY\\nBY\\nG. DALLAS LIND\\nAUTHOR OF BEST METHODS OF TEACHING IN COUNTRY SCHOOLS\\nCopyright, 1880, by J. E. Sherrill\\nCopyright, i8qq, by Hinds Noble\\nHINDS NOBLE, Publishers\\n4-5-6-1 2-13-14 Cooper Institute, New York City\\nSchool Books of All Publishers at One Store", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0003.jp2"}, "4": {"fulltext": "TWO COPIES RECEIVED,\\nLibrary of Congres* T^OST\\nOffice\\nRegister of Copyrights\\n53778\\nOf Interest To You\\nWe have a more thoroughly per-\\nfected system and better facilities for\\nfurnishing promptly books of all pub-\\nlishers than any other house in the\\ncountry.\\nOur business is divided into de-\\npartments, each under a superintend-\\nent, so that every detail is carefully\\nlooked after.\\nWe deal only in School and College\\nbooks, of which we carry an immense\\nstock. We are able to supply at re-\\nduced prices any schoolbook published.\\nWe issue a complete catalogue of\\nthese books, with a classified index.\\nSend for one.\\nHINDS NOBLE\\n4-5-13-14 Cooper Institute, New York City\\nSECOND COPY,", "height": "3567", "width": "2369", "jp2-path": "200lessonsoutlin00lind_0004.jp2"}, "5": {"fulltext": "PREFACE\\nThe ambitious teacher who conscientiously desires to\\naccomplish effective work will ever strive not only to fix\\nin the mind of the pupil the many facts which go to\\nmake up the sum of knowledge, but, by grouping those\\nfacts after some logical plan, to develop the pupil s\\npowers of association, so that he may himself, through\\nhabits thus acquired, become capable, as his mind matures,\\nof seeing readily the relations of things, of recalling\\nby association, wh n needed, the facts which are other-\\nwise so easily msplaced in forgetfulness, and thus\\nemploy not only his knowledge but his power of mind\\neffectively in the affairs of life.\\nAvery important means to this end is for the teacher\\nherself to have at command, when she confronts her class,\\na clear-cut general outline or plan of the topic to be taught,\\nand to leave just as clearly impressed upon the pupils\\nminds this same general plan or outline a set of pegs, as\\nit were, but symmetrically arranged, upon which to hang,\\nwhere they will ever be instantly found, the several facts,\\njust where each belongs.\\nThis book is a collection of exactly such general out-\\nlines or plans for each recitation, and will be found very\\nuseful for pupil as well as teacher, and should be in the\\nhands of both.\\nCentral Normal College, Danville, Indiana,", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0005.jp2"}, "6": {"fulltext": "Books for your Library\\n5^\\nm\\nNo Private School, High School or College Library\\nis complete without having on its shelves one or more of\\nthe following books for its students to refer to.\\nTeachers are ordering many of these books for their\\nown personal use.\\nMistakes in Teaching (Preston Papers) $1.00\\nCraig s New Common School Question Book, with Answers 1.50\\nHenry s New High School Question Book, with Answers 1.50\\nGordy s New Psychology 1.25\\nMackenzie s Manual of Ethics 1.50\\nLind s Best Methods of Teaching in Country Schools 1.25\\nPage s Theory and Practice of Teaching 1.00\\nCharacter Building (Coler) 1.00\\nA Ten Weeks Course in Elocution (Coombs) 1.25\\nCommencement Parts (Valedictories, Orations, Essays, etc.) 1.50\\nPros and Cons (Both Sides of Important Questions Discussed). 1.50\\nThree Minute Declamations for College Men 1.00\\nThree Minute Readings for College Girls 1.00\\nPieces for Prize Speaking Contests (Craig Gunnison) 1.00\\nNew Dialogues and Plays (Gunnison) 1. 50\\nClassic French-English, English-French Dictionary 2.00\\nGerman-English, English- German Dictionary 2.00\\nItalian-English, English-Italian Dictionary 2.00\\nLatin-English, English-Latin Dictionary 2.00\\nGreek-English, English-Greek Dictionary 2.00\\nHandy Spanish-English, English-Spanish Dictionary 1.00\\nItalian-English, English-Italian Dictionary 1.00\\nShortest Road to Caesar Jeff ers) 75\\nHow to Prepare for a Civil Service Examination 2.00\\nHow to Become Quick at Figures 1.00\\nLikes and Opposites (Synonyms and Antonyms) 50\\nHinds Noble s New Letter Writer 75\\nQuizzism and Its Key (South wick) 1.00\\nWe will send postpaid, subject to your approval,\\nany of the books on this list upon receipt of the price.\\nMention Books for your Library when you write us.\\nHINDS NOBLE, Publishers\\n4-5-6-J2-13-H Cooper Institute New York City", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0006.jp2"}, "7": {"fulltext": "INTRODUCTION.\\nThe true and normal method of teaching any branch\\nis by the use of topics. We need a system which will\\nstimulate the pupil to investigate subjects and train him\\nto report the matter which he has gleaned from authors\\nor from Nature itself, in a clear, logical and forcible\\nmanner, using his own language and not repeating\\nparrot-like the words of the text-book. We need to\\nteach in the school the same method of study which is\\nused by the lawyer in preparing his plea, the minister\\nin writing his sermon, the physician in investigating a\\ncritical case. To this end, the pupil must be encouraged\\nto search through many books, to investigate every\\nnook and corner for ideas and facts, and, having made\\nthem his own, to come to the class full of his subject\u00e2\u0080\u0094\\nand not of a certain author and be able to take, for\\nthe time being, the place of teacher, and present in\\nthe best possible manner, the result of his investigations.\\nThe recitation then will consist of such reports by\\nindividual pupils, of criticisms upon the matter and\\nmanner, by class and teacher and of additional matter\\nimparted bv the teacher whose wider research may", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0007.jp2"}, "8": {"fulltext": "10 INTRODUCTION.\\nenable him to throw more light upon the lesson.\\nClasses conducted in this manner, will exhibit life and\\nenthusiasm, and will make far more rapid progress\\nthan by the old question and answer system.\\nThis method is not altogether new. It is as old as\\nSocrates for he pursued this plan to a great extent, as\\nwitness the following from Montaigne:\\nI would not have the governor alone to invent and\\nspeak, but that he should also hear his pupils speak.\\nSocrates, and since him Arcesilaus, made first their\\nscholars speak, and then spoke to them.\\nOn this point also read what Burke in his treatise on\\nthe Sublime and Beautiful, says: I am convinced\\nthat the method of teaching which approaches most\\nnearly to the method of investigation is incomparablv\\nthe best since, not content with serving up a few barren\\nand lifeless truths, it leads to the stock on which they\\ngrew; it tends to set the reader [or learner] on the\\ntrack of invention, and to direct him into those paths in\\nwhich the author has made his own discoveries.\\nThe present work is not to take the place of the\\noutlines and classifications of subjects which all true\\nstudents and teachers should make out for themselves,\\nbut its chief objects are to stimulate and encourage teach-\\ners and pupils to follow this method of teaching and\\nstudying, and to economize time.\\nThe outlines are intended to be elastic enough to\\nadapt themselves to all the grades above the first\\nprimary. With ordinary pupils, say in country schools,\\neach outline will form a lesson, but if thought too long\\nthey can be divided. With more advanced pupils or\\nthose who have previously studied the subjects, the", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0008.jp2"}, "9": {"fulltext": "INTRODUCTION. 1 1\\nlessons can be made more difficult by requiring deeper\\ninvestigations and fuller reports on the separate topics,\\nor additional topics may be added by the teacher.\\nThe references in the larger type and immediately\\nfollowing the outlines are intended mainly for the ordi-\\nnary pupil, as they, it will be seen, refer to school text-\\nbooks, while those references coming next in smaller\\ntype are to more original sources of information and\\nare to be used by more advanced pupils, by the teachers,\\nand by those private students who wish a general\\ncourse of reading, or to inform themselves on some\\nparticular subject. The book is thus made a sort of\\nindex rerum and it is hoped that will prove of value\\nto students generally.\\nThe outlines will also be found valuable in schools of\\nall grades for use in daily, weekly and monthly reviews.\\nThe successful teacher of any branch will make con-\\nstant use of review lessons. Not how much, but how\\nwell, should be the motto of every true teacher. I would\\nnot be understood, however, as saying that a pupil should\\nmaster all the dry details of a subject before advancing\\nfurther, but I do mean that a pupil should first acquire\\nthe general principles and leading facts and these should\\nbe thoroughly fixed in the memory by constant reviews\\nand frequent repetition. The details of lesser impor-\\ntance can be made to crystallize around these main\\npoints and should be made a secondary object. For\\nexample, I would have a class go through the history\\nof the United States in one term, taking only the lead-\\ning events, fixing them by frequent reviews, then if a\\nsecond term followed, let them go back and take up the\\ndetails, but keeping ever the leading facts before the", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0009.jp2"}, "10": {"fulltext": "1 2 INTRODUCTION.\\npupils. This plan can be followed, to a great extent,\\nwith every branch. In arithmetic, some modification\\nmust be made, but with other branches the rule will\\nhold good.\\nDuring recent years there has been a marked tend-\\nency on the part of superintendents and school-boards\\nto provide their teachers and students with several\\nsets of histories, geographies, and other text-books.\\nThis has been easily accomplished in those States where\\ntext-books are furnished to the students free of charge\\nin some cases by purchasing enough books to equip\\none school and then causing it to exchange with the\\nother schools, in other instances by taking advantage\\nof bargains in second-hand books. There is no more\\nencouraging stimulus for teacher and students than a\\nwell-equipped school library, and this fact has already\\nbeen legally recognized in several States.\\nMany are prone to think that this system cannot be\\nemployed unless there be at the school s command a\\nlarge library, this, fortunately, is a mistaken idea. To\\nbe sure, the more complete the library, the more\\nsatisfactory the work will be but an enterprising\\nteacher with only a Barnes s and Montgomery s His-\\ntory, by arranging for all of his students to have the\\nuse of both books, can add enthusiasm to his class and\\ndevelop their faculty for reasoning, by placing on the\\nblack-board a few topics upon which the coming recita-\\ntion will be. The day for the old text-book category\\nhas passed, and in its place we must adopt such methods\\nas will most keenly sharpen the intellect and fit the\\ncoming American citizens for the duties that will fall", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0010.jp2"}, "11": {"fulltext": "INTRODUCTION. 1\\nupon them with the assumption of the prerogatives of\\nmanhood and womanhood.\\nI would insist on teachers giving preliminary drills\\nfor each lesson, explaining the outlines where necessary\\nand telling some facts drawn from their own experience\\nand observation, or give information which pupils will\\nnot be likely to find in the course of their investigations.\\nPupils should be taught how to investigate and how to\\nstudv. This the true teacher will endeavor to teach by\\npreliminary talks and drills.\\nComparatively few persons know how to read a\\nbook so as to get what they want readily. The teach-\\ner should give the proper instruction in this line, and this\\nmethod of teaching will give the pupil ample practice\\nin searching for knowledge. It will be observed that\\nreferences are not given to the exact page or part of\\nthe books where the information can be obtained. This\\nwould be doing too much for the pupil. He should\\nlearn to search for himself. The references are given\\nin order to lead him to search and not to find for him\\nwhat he should have. The practice of searching dili-\\ngently will fix the facts more firmly in his mind. The\\ngreat Teacher said to his pupils, Search the Scrip-\\ntures, for in them ye think ye have eternal life. The\\ntrue teacher of to-day, will say to his pupils, Search\\nthe books and search Nature, and you will find know-\\nledge. Solomon said, Wisdom is the principal thing,\\ntherefore get wisdom, but with all thy getting, get un-\\nderstanding. The wisdom may be obtained from\\nbooks, but the understanding is trained and developed\\nby search and studv, and by class drills under the eve\\nof a magnetic teacher.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0011.jp2"}, "12": {"fulltext": "14 INTRODUCTION.\\nThe object of this work, then, is not to give informa-\\ntion on the subjects, but to put the pupil on the track of\\nthe information, to tell him where to hunt for it, and to\\nhint to him the plan of outlining so that he can outline\\nfor himself.\\nLet the pupils copy the outlines and enlarge them by\\nmaking further sub-divisions of the main points. Let\\nthem be rearranged with reference to certain particu-\\nlars, as is suggested in Outlines II and IV in U. S. His-\\ntory. They may be divided giving to each pupil one\\nor more subjects for investigation and report. In this\\nway an important or difficult outline may be made the\\nsubject of several lessons, assigning different topics\\neach time to different pupils until all points have been\\ninvestigated by each member of the class. They may\\ncombine a number of the outlines into one general out-\\nline. This is an excellent exercise for review.\\nIt is not to be supposed that pupils will confine their\\ninvestigations to the books referred to. They should\\nbe taught to search everywhere for their information.\\nThe references here given are merely suggestive.\\nReferences are sometimes given to certain poems or\\nworks of fiction. They are in all cases productions of\\nstandard merit and if read in connection with the les-\\nsons will add a new interest both to the lesson and the\\npoem or fiction.\\nThe mottoes, quotations, and popular sayings which\\nare given in connection with some of the lessons may\\nbe madj the sources of much interesting and valuable\\ninstruction. They can be assigned as themes for essays,\\nor committed to memory and will prove suggestive of", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0012.jp2"}, "13": {"fulltext": "INTRODUCTION. 5\\nmany interesting events which may be enlarged upon\\nby the pupil or teacher.\\nA word in regard to the exponential system of out-\\nlining now being used by our most progressive Normal\\nSchools, will not be out of place here. I have not used\\nthe exponents except in a few instances, for the reason\\nthat the outlines are short and give only general heads.\\nPupils, however, should be taught to use this system in\\nmaking out lengthy outlines for review. As will be\\nseen by inspection of Outline XIII in U. S. History, the\\nlarge figures indicate the number of the subjects uncer\\na certain head and the small figures indicate the co-ordi-\\nnation and the degree of subordination. For example,\\nThe Three Wars being the general subject, King Wil-\\nlianfs War, \u00c2\u00a3)iteen Anne s War, and King Georges\\nWar are numbered i, 2, and 3, as the three divisions of\\nthe subject. The exponent, 1, before each of them\\nshows that they are subordinate and also the first de-\\ngree of subordination to the general subject. In the\\nsame manner, Cause, Attack on Schenectady, Sir Wm.\\nPhif-ps, and Peace of Ryswick are numbered 1, 2, 3, and\\n4, as being the four heads under King William s War.\\nThe exponent, 2, before each of them shows they are\\nco-ordinate and the second degree of subordination to\\nthe general subject.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0013.jp2"}, "14": {"fulltext": "Lighten\\nTeachers\\nCraig s Revised Com- $JL\\nmon School Ques- w\\ntion Book, with *j\\nAnswers, price *fp\\nSi-5o. JL\\nPage s Theory and ^s\\nPraot ce of T^ach- j|\\ning, with Ques- *f*\\ntions and An-\\nswers, price $1.00. s\\nSmith s N n w Class j|\\nf\u00c2\u00b0* Register. The *f*\\nbestof record\\ng 1 books, price 50c.\\nF 1 l\\\\AV*C Go-dy s New Pcychol- *y\\ndlJtPlN og^ with Ques-\\n\u00e2\u0080\u00a21* JL^*^^ fA tions on each Les- fl|\u00c2\u00bb\\nson, price, gr 25.\\nComposition Writing Made Easy. Five Grades, viz.- A,\\nB, C, D, E, 20c. each. All rive for 75c. *f*\\nJL Handy Pieces to Speak. Primary, 20c, Intermediate^ *$u\\nJT 20c, Advanced, 20c. All three for 50c. J\\nA New Ppeihr. 5,000 common words one should know Sf*\\n\u00e2\u0096\u00a0jjU how to spell, price 25c. g|L\\nBad English. Humiliating Breaks corrected, price\\nf* ^oc. *fT\\nJL A New Book of Dialogues. (Adapted from popular\\nauthors works. 1 Pry Inter., and Adv. PriceSi.50.\\nW Co-nmenceTient Parts. (Valedictories, Salutatories,\\nOrations, Essays. Price $1.50.\\nPros and Cons. (Both sides of live questions fully y^\\nW^ discussed.) Price $i.qo. j|\\nsp How to Punctuate Correc ly. Price 25c.\\nJ^ How to Become Quick at Figures. Price $1.00. gJL\\nWe will send above books on approval to any j\u00c2\u00ae\\nf\u00c2\u00ae earnest teacher. If you wish to keep any of them ^e\\nJU after examination remit the price if not you may $JL\\nI return them to us. *J5\\n^ft We prefer to have you see the books before you\\npurchase them. ^s\\nKindly mention your official position when you *3r\\nJL write us. $|L\\nF HINDS NOBLE, Publishers\\nSchool Books of A I Publishers at One Store\\n4=5=13=14 Cooper Institute New York City nj\\nf\u00c2\u00bb }Gr ^Cr M nCar Mir Ml? ?Gf ?C? ?G? ?ftr ^c l\u00c2\u00a3f ?0f M\u00c2\u00a3 3fif MSf J5\\nfffffffTftttTTTTtfTf", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0014.jp2"}, "15": {"fulltext": "TABLE OF CONTENTS.\\nPAGES.\\nPreface 5\\nIntroduction 7\\nHints to the Teacher 21\\nOutlines in U. S. History 22\\nHints to the Teacher 62\\nOutlines in Geography 64\\nHints to the Teacher 91\\nOutlines in Arithmetic 92\\nHints to the Teacher 115\\nOutlines in Grammar 116\\nHints to the Teacher 135\\nOutlines in Physiology 136\\nAppendix 153\\nInfinitives and Participles 155\\nProgramme for Parsing 158\\nModels for Parsing 159\\nProgramme and Models for Written and Verbal\\nAnalysis 161\\nThe Use of the Dictionary 161\\n(17)", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0015.jp2"}, "16": {"fulltext": "18 TABLE OF CONTENTS.\\nList of Words in Common Use Which are Fre-\\nquently Mispronounced 166\\nA List of Test Words in Spelling 168\\nOrder of Topics in the Study of the Natural\\nSciences 170\\nOrder of Subjects in Chemistry 171\\nTopic List for the Study of Substances in\\nChemistry 173\\nOrder of Topics in B tany 176\\nOrder of Topics in G ology 177\\nArithmetical Solutions 179\\n1. Points c 180\\n2. Model Solutions 180\\nMiscellaneous Problems 180\\nReduction of Compound Numbers 182\\nDescending 182\\nAscending 182\\nCommon Fractions 183\\nProportion 183\\nPercentage 183\\nTeaching Beginners to Read 184\\n1. The A, B, C, or Alphabet Method 185\\n2. The Drawing Method 185\\n3. The Word Building Method 186\\n4. The Phonic Methods 186\\n1. Phonetic 186\\n2. Phonotypic 187\\n3. Dictionary 187\\n5. The Word Method 188\\n6. The Object Method 189\\n7. Eclectic or Combined Method 190\\nSome Good Books for Teachers 191", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0016.jp2"}, "17": {"fulltext": "TABLE OF CONTENTS. 19\\nHistory ic I\\nFiction 192\\nScience 192\\nMiscellaneous 192\\nOutline of Outlining 193\\nNames, Mottoes, c, of the States 193", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0017.jp2"}, "18": {"fulltext": "Best Methods of Teachin;\\nin Country Schools\\nBy G. Dallas Lind\\nThis work is not the fine-spun theory of a college pro-\\nfessor, but the practical ideas of a country teacher, fresh\\nfrom the country school-room.\\nIt is not a mass of glittering generalities, but sug-\\ngestions in detail as to how to teach and manage an un-\\ngraded school, drawn from long experience and careful\\nobservations.\\n1. TV tells how the teacher should conduct himself in rela-\\ntion to his patrons and to society in general.\\n2. It tells what qualifications are necessary for a good\\nteacher.\\n3. tells how to apply for a school.\\n4. It describes in detail the most approved and appli-\\ncable methods of teaching all the branches studied in a\\ncountry school.\\n5. It gives some very practical hints about apparatus and\\nschool architecture.\\n6. It will give you new insight into your work.\\n7. TV will lead you to see and realize ??iore pleasure and\\nhappiness in your teaching than you have ever been able to get\\nout of it before.\\n8. It will give you the essential principles of practical\\nteaching.\\n9. It will tell you just what to do and how to do it, so that\\nyour work will not only be enjoyable, but profitable.\\nNo book has ever been published containing so many\\nhelpful suggestions of vital interest to Teachers of\\nCountry Schools.\\nTeachers of Town and City Schools will also derive\\nmuch benefit from reading the Chapters on the Methods\\nof Teaching. Reading, Spelling, Arithmetic Geography,\\nGenernl Hist^r r Physiology, Algebra. Natural Science,\\nMorals and Manners\\nA sample copy will be sent, postpaid, to any teacher for\\n$1.00 (regular price $1.25).\\nHINDS NOBLE, Publishers\\n4-5-6-12-13-14 Cooper Institute New York City", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0018.jp2"}, "19": {"fulltext": "LESSONS OUTLINED\\nIN\\nUnited States History, Geography, Arithmetic,\\nEnglish Grammar and Physiology.\\nOUTLINES IN U. S. HISTORY.\\nHINTS TO THE TEACHER.\\ni. Require pupils to enlarge outlines as a daily\\nexercise and combine a number of them, as suggested,\\nfor review.\\n2. Review often. Select the most important dates\\nand fix them by frequent reviews. More dates may be\\nadded according to the capacity of the class, but by all\\nmeans thoroughly fix a few of the most important.\\nReview exercises may be varied by sometimes giving\\nthe date and calling on pupils for the event and some-\\ntimes by naming the event and calling on the pupil for\\nthe date. The teacher may make out a list of names\\nof historical persons and call on pupils to tell who they\\nwere and the time in which they lived.\\n3. Have pupils read as in a reading class certain\\nportions of the narrative from their school histories.\\nCertain portions may be assigned each pupil from the\\nbook he is using. Occasionally, extracts from poems,\\n(31)", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0019.jp2"}, "20": {"fulltext": "22\\nNORMAL OUTLINES OF THE\\nworks of fiction or larger histories, may be read in the\\nclass, the teacher making the selections and assigning\\nto certain pupils the day before. This matter is to be\\nregulated, of course, by the size of the class, amount of\\ntime allotted to recitations and other circumstances.\\n4. Teach Geography in connection with History.\\nThis can best be done by drawing outline maps and\\nplacing on them historical names and dates as suggested\\nin Outline II.\\nU. S. HISTORY\\nOUTLINE I.\\nDISCOVERY OF AMERICA.\\nCan you make an egg stand on end?\\ni. Northmen. (Traditional).\\n2. Columbus.\\n1. Circumstances which prompted him to the\\neffort.\\n2. Life and character.\\n3. Difficulties to be overcome.\\n4. Ferdinand and Isabella.\\n5. The Voyage.\\n6. Land discovered give date.\\n7. Subsequent Voyages.\\n8. Columbus in Irons.\\n9. Death and Burial.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Richardson s History of Our Country; Marco Polo s Travels; Irving s Life", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0020.jp2"}, "21": {"fulltext": "COMMON SCHOOL BRANCHES. 23\\nof Columbus; Prescott s Ferdinand and Isabella; History of the Northmen, Wher 1\\nton; America Not Discovered by Columbus, R. B. Anderson. Read Longfellow s\\nSkeleton in Armor; Lowell s Columbus, and Voyage to Vinland; Whit\\ntier s Norsemen.\\nOUTLINE II.\\nSUBSEQUENT DISCOVERIES.\\nLet the pupil draw an outline map of North and\\nSouth America, including the West Indies, and write in\\nthe proper place the name of the discoverer, with the\\ndate. The pupil should give a short account of those\\ndiscoverers whose names are in italic type, and the date\\nof their discoveries.\\nThe Cabots. Prima Vista.\\nVespucci.\\nPonce de Leon. The Fountain of Immortal Youth.\\nBalboa.\\nGnjalvah.\\nMagellan\\nCortez.\\nDe Ayllon.\\nVerrazzana.\\nyames Cartier.\\nCabrillo.\\nDe Soto. The first requiems that were ever heard\\non the waters of the Mississippi.\\nLaudonniere.\\nMelendez.\\nFrobisher.\\nSir Francis Drake.\\nEspejit,", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0021.jp2"}, "22": {"fulltext": "24 NORMAL OUTLINES OF THE\\nSir Humphrey Gilbert.\\nSouthward with fleet of ice\\nSailed the corsair Death.\\nSir Walter Raleigh.\\nBartholomew Gosnold.\\nPring and Waymouth.\\nChamplain.\\nHenry Hudson.\\nMarquette and Joliet.\\nLa Salle.\\nLet the pupil write this outline, classifying the names\\naccording to their nationalities and give dates.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nAlso, Bancroft s History of U. S. Prescott s Conquest of Mexico; Wilmer s Life\\nof De Soto; Adventures and Conquests of Magellan. Read Longfellow s poem,\\nSir Humphrey Gilbert.\\nThe pupil may now write a short essay, stating the\\nclaims of each European nation to American territory,\\nand upon what discoveries their claims were based.\\nOUTLINE III.\\nTHE ABORIGINES.\\nI.\\nMound Builders.\\n2.\\nIndians.\\ni. Probable Origin.\\n2. Name.\\n3. Their numbers.\\n4. Principal Tribes.\\n5. Characteristics and Modes of Living\\n1. Personal Appearance.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0022.jp2"}, "23": {"fulltext": "COMMON SCHOOL BRANCHES.\\n25\\n2\\n3\\n4\\n5\\n6\\n7\\n8\\n9\\nio\\nDwellings.\\nMode of Hunting and Fighting.\\nTrading Money.\\nMeans of Subsistance.\\nTreatment of Women.\\nGeneral Character.\\nLanguage.\\nReligion.\\nGovernment.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nAlso, Richardson s U S. History; Baldwin s Ancient America; Pre-Historic\\nRaces in U. S., Foster; Schoolcraft s Historv and Condition of the Indian Tribes;\\nParkman s and Catlin s works on the North American Indians. Read Longfellow s\\nHiawatha; Whittier s Mogg Meg-one; Lowell s Chippewa Legend Char-\\nacteristics of Indians, and Philip of Pokanoket, in Irving s Sketch-book.\\nOUTLINE IV.\\nEARLY SETTLEMENTS.\\nWestward the Star of Empire takes its way.\\nThe places are here arranged in chronological order.\\nLet the pupil write them, arranging them according to\\nnationality; also according to their permanence or non-\\npermanence, and give dates. The names and dates\\nmay be placed on the map. See Outline II.\\nSt. Lawrence River.\\nPort Royal, S. C.\\nFt. Caroline.\\nSt. Augustine.\\nLabrador.\\nNew Foundland.\\nSanta JFe.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0023.jp2"}, "24": {"fulltext": "26 NORMAL OUTLINES OF THE\\nRoanoke.\\nRaleigh.\\nPort Roval, Nova Scotia.\\nJamestown. (Outline V).\\nQuebec.\\nNew York. (Outline VIII).\\nPlymouth. (Outline VI).\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Life of John Ribaultin Sparks s American Biography, New Series, Vol. VII;\\nRidpath s Pop. Hist. U. S. Lossing s ist Century, U. S.\\nThe pupil may now make out an outline of the his-\\ntory from 1492 until 1607, giving all points mentioned\\nhere and enlarging on them.\\nOUTLINE V.\\nJAMESTOWN.\\nHe that will not work must not eat. John Smith.\\nLondon Company.\\nCharacter of Colonists.\\nSufferings.\\nJohn Smith, Life and Character.\\n^Pocahontas.\\nStarving Time.\\nAbsence of Women.\\nSlavery Introduced.\\nIndian Massacre.\\n*The story of Pocahontas saving the life of Smith has been dis-\\nputed by some authorities.\\nSee any recent History of U. S.\\nAlso, Life of John Smith in Sparks s American Biog., Old Series, Vol. II; Ban-\\ncroft s and Ridpath s Histories, U. S.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0024.jp2"}, "25": {"fulltext": "COMMON SCHOOL BRANCHES. 27\\nOUTLINE VI.\\nPLYMOUTH.\\nThe breaking- waves dashed high\\nOn a stern and rock-bound coast.\\ni. Puritans. (Outline IV).\\ni. Origin.\\n2. Character.\\n2. The Mayflower.\\n3. The first Winter at Plymouth.\\n4. Growth and Progress of the Colony.\\n5. Government.\\n6. Relations with the Indians.\\nThese points are good themes for essays.\\nSee any recent History of U. S.\\nAlso, Bancroft s Hist, c.f U S.; Banvard s Plymouth and the Pilgrims; Palfrey s\\nHist, of New England. Read Mrs. Heman s Landing of the Pilgrims; Long-\\nfellow s Courtship of Miles Standish; The Pilgrim Fathers, by John Pierpont\\nOUTLINE VII.\\nEXTENDED COLONIZATION OF NEW ENGLAND.\\n1. Massachusetts Bay Colony.\\n1. John Endicott.\\n2. John Winthrop.\\n3. Anne Hutchinson.\\n2. Connecticut.\\n1. Thomas Hooker.\\n2. The Pequod War.\\n3. The Three Colonies.\\n4. Charter Oak.\\n3. Rhode Island.\\n1. Roger Williams.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0025.jp2"}, "26": {"fulltext": "28 NORMAL OUTLINES OF THE\\n4. Maine and New Hampshire.\\n5. Union of N. E. Colonies.\\n6. King Philip s War.\\n7. Salem Witchcraft.\\nThe Pequod War, The Charter Oak, and\\nRoger Williams are good subjects for essays.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist.\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S,\\nAlso, Ridpath s and Bancroft s Histories; Lives of Thos Hooker, Roger Williams.\\nand John Winthrop; Trumbull s Hist. Connecticut; Arnold s Hist. Rhode Island.\\nRead Longfellow s John Endicott.\\nOUTLINE VIII.\\nNEW YORK.\\ni. Under the Dutch.\\n1. Character of the Dutch Settlers.\\n2. Peter Stuyvesant.\\n2. Under the English.\\n1. Duke of York.\\n2. Name changed.\\n3. Province divided, (New Jersey).\\nWrite an essay upon the effects of the Dutch element\\non the subsequent civilization of the State of New\\nYork.\\nSee any recent History of U. S.\\nAlso, Barnes s Popular Hist. U S Histories of New York, by Smith, Dunhp an 1\\nMacauley. Read Rip Van Winkle, and The Legend of Sleepy Hollow w\\nIrving s Sketch Book.\\nOUTLINE IX.\\nVIRGINIA AND MARYLAND.\\ni. Virginia a Royal Province.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0026.jp2"}, "27": {"fulltext": "COMMON SCHOOL BRANCHES.\\n29\\nI.\\n2.\\n3-\\n4-\\nSir Wm. Berkeley.\\nNavigation Act.\\nBacon s Rebellion.\\nCustoms and Laws.\\n2. Maryland.\\ni. Lord Baltimore.\\n2. Toleration Act.\\n3. Clayborne s Rebellion.\\n4. Protestants and Catholics.\\nNote how Governor Berkeley s saying: I thank\\nGod there are no free schools nor printing-presses in\\nVirginia, expressed a condition that existed for so\\nlong a time that the public school system of Virginia\\nwas until recently severely impeded.\\nSee any recent History of U. S.\\nOUTLINE X.\\nPENNSYLVANIA AND DELAWARE.\\nI will found a colony for all mankind. Penn.\\nI. William Penn.\\n1. Previous History and Character.\\n2. Motives for coming to America.\\n3. Grant of land from Charles II.\\n4. Treaty with the Indians.\\n5. Philadelphia laid out.\\nThe Quakers.\\nPenn s Laws.\\nDelaware Settled.\\n2.\\n3-\\n4-\\nSee any recent History of U. S.\\nAlso, Dixon s Life of Wm. Penn. Read The Pennsylvania Pilgrim, by Whit-\\nher.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0027.jp2"}, "28": {"fulltext": "30 NORMAL OUTLINES OF THE\\nOUTLINE XL\\nTHE CAROLINAS.\\ni. Settlement.\\ni. Lord Clarenden.\\n2. Albemarle Colony.\\n3. Carteret Colony.\\n4. Huguenots.\\n2. Grand Model.\\n3. North and South Carolina separated.\\nSee any recent History of U. S.\\nAlso, Ramsay s Hist, of S. C, and Williamson s Hist, of N. C.\\nOUTLINE XII.\\nTHE LAST OF THE THIRTEEN.\\nIn trust for the poor.\\n1. James Oglethorpe.\\n1. Character.\\n2. His treatment of the Indians.\\n2. Character and Nationality of the Settlers.\\n3. Laws.\\n1 Slavery.\\n2. Rum.\\n3. Lands.\\n4. Wesley and Whitefield.\\n5. Trouble with the Spaniards.\\n6. A Royal Province.\\nCompare Oglethorpe and Wm. Penn. This is a good\\nsubject for an essay.\\nSee any recent History of U. S.\\nAlso, De Verge s Romance of American History; Memoirs of Oglethorpe, by\\nRobert Wright.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0028.jp2"}, "29": {"fulltext": "COMMON SCHOOL BRANCHES. 31\\nThe Colonial Period may now be reviewed from\\n1607 to 1689. Let the pupil make a complete outline\\nof the whole of this Period.\\nOUTLINE XIII.\\nTHE THREE WARS.\\nBefore studying this outline let the class take a review\\nof the discoveries of Marquette and Joliet, and La Salle\\n(Outline II).\\ni 1 King William s War.\\ni 3 Cause.\\n2 2 Attack on Schenectady.\\n3 2 Sir Wm. Phipps.\\n4 2 Peace of Ryswick.\\n2 1 Queen Anne s War.\\ni 2 Cause.\\n2 2 Attacks of the Colonists.\\ni 3 At the South.\\ni 4 St. Augustine.\\n2 3 At the North.\\ni 4 Port Royal.\\n3 2 Treaty of Utrecht.\\n3 1 King George s War.\\ni 2 Cause.\\n2 2 Louisburg.\\n3 2 Treaty of Aix la Chapelle.\\nSee any recent History of U. S.\\nAlso, Lossing- s, Bancroft s, and Ridpath s Histories, U. S.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0029.jp2"}, "30": {"fulltext": "32 NORMAL OUTLINES OF THE\\nOUTLINE XIV.\\nTHE FRENCH AND INDIAN WAR,\\nThey run They run\\ni. Cause.\\n2. Young Washington.\\n3. Ft. Du Quesne.\\n1. Braddock.\\n2. Forbes.\\n4. Acadia and Louisburg.\\n5. Ticonderoga and Crown Point.\\n6. Niagara.\\n7. Quebec.\\n1. Wolfe.\\n2. Montcalm.\\n8. Pontiac s War.\\n9. Treaty of Paris.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nAlso, Irving s Life of Washington; Bell s Hist. Canada; Parkman s Conspiracy\\nof Pontiac. Read Longfellow s Evangeline.\\nOUTLINE XV.\\nCONDITION OF THE COUNTRY.\\nIn the times preceding the Revolution there was not to be found in all New Eng-\\nland an adult, born in the country who could not read and write. Ridpath.\\n1. Claims of European Countries to Territory.\\n2. Population.\\n3. Industries.\\n1. Agriculture.\\n2. Commerce.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0030.jp2"}, "31": {"fulltext": "COMMON SCHOOL BRANCHES.\\n33\\nI.\\n2.\\n3-\\n4-\\n3. Manufactures.\\nEducation.\\nFirst Printing Press.\\nFirst Newspaper.\\nFirst College.\\nFree Schools.\\n5. Forms of Government.\\n6. Slavery.\\n7. Manners and Customs.\\n8. Great men of the period.\\nPupils can easily extend this outline by sub-dividing\\nthe general heads.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nAlso, Ridpath s Popular Hist.-U. S. Barnes s Popular Hist. U. S.\\nThe pupil may now review the whole subject from\\nT492 to the Revolution, by making out a complete out-\\nline embracing all points mentioned in the preceding\\noutlines and adding to them if thought proper. See an\\nexplanation of the Exponential System of Outlining in\\nthe Introduction.\\n1.\\nOUTLINE XVI.\\nCAUSES OF THE REVOLUTION.\\nCaesar had his Brutus, Charles I his Cromwell, and George III\\nNo taxation without representation.\\nRemote Causes.\\n1. Right of arbitrary government claimed by\\nGreat Britain and denied by the Colonies.\\n2. Influence of France.\\n3", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0031.jp2"}, "32": {"fulltext": "34 NORMAL OUTLINES OF THE\\n3. Inherited character and National disposition\\nof the Colonists.\\n4. The growth of public opinion tending to in-\\ndependence.\\n5. Personal character of George III.\\n2. Immediate Causes.\\n1. Importation Act. (See Outline ix).\\n2. Writs of Assistance.\\n3. Stamp Act.\\n4. Tax on tea, glass, c,\\n5. Quartering Act; or Mutiny Act.\\n6. Riots in New York and Boston.\\n7. Boston Tea Party; Boston Port Bill.\\nSee any recent History of U. S.\\nAlso, Ridpath s and Bancroft s Histories; Wirt s Life of Patrick Henry; Life of\\nJames Otis in Spark s American Biog. Vol. II; Sabine s Loyalists of the Revolution.\\nRead Ballad of the Boston Tea Party, by Oliver Wendell Holmes.\\nOUTLINE XVII.\\nFIRST YEAR OF THE WAR.\\nIn the name of the Great Jehovah and the Continental Congress. Etnan Allen.\\nLexington and Concord.\\nTiconderoga and Ethan Allen.\\nBunker Hill and Warren.\\nWashington and the Continental Congress.\\nQuebec, and Montgomery and Arnold.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. 01 any recent Hist, of the U. S.\\nAJso, Ridpath s and Bancroft s Histories; Life of Ethan Allen in Spark s Ameri-\\ncan Biog-.; Everett s Life of Warren; Hist, of the Siege of Boston, Frothing-ham;\\nLossing s Field Book of the Revolution. Read Paul Revere s Ride, by Longfel\\nlow; Hymn at Completion of Concord Monument, by R. W. Emerson; Warren s\\nAddress Before the Battle of Bunker Hill, by John Pieruont; Lexington, and", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0032.jp2"}, "33": {"fulltext": "COMMON SCHOOL BRANCHES. 35\\nt* Grandmother s Story of Bunker Hill Battle, by Oliver Wendell Holmes. The\\nGreen Mountain Boys, by Bryant.\\nCapt Aaron Burr stooi beside Montgomery when he fell, snatched\\nhis dead body and dragged it away from the fire of the enemy. Ar-\\nnold had sent him to bear the tidings that he -would join in the attack\\non Quebec.\\nOUTLINE XVIII.\\n76.\\nRing! ring!\\nProclaim Liberty throughout the Land, unto all the inhabitants thereof.\\nBoston Evacuated.\\nCharleston. (Sergeant Jasper).\\nIndependence.\\nLong Island. (New Jersey prison ships).\\nWashington s Retreat. (Capt. Nathan Hale).\\nCrossing the Delaware.\\nFranklin and France. (See Outline xx).\\nSee any recent History of U. S.\\nAlso, Lives of the Signers of the Declaration; Lossing s Field Book of the Revo-\\nlution; Irving s Life of Washington. Read the Declaration of Independence:\\nSeventy-Six, by Bryant.\\nOUTLINE XIX\\nTHE DARKEST HOUR OF THE REVOLUTION.\\nThese are the times that try men s souls.\\nBattle of Princeton. In the morning we will bag\\nthe fox. Cornwallis).\\nBattle of Bennington Molly Stark\\nStars and Stripes Adopted.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0033.jp2"}, "34": {"fulltext": "86 NORMAL OUTLINES OF THE\\nBattle of Brandywine. (La Fayette Pulaski).\\nBattle of Germantown. (Lydia Darrah).\\nBurgoyne s Surrender.\\nValley Forge. (Conway Cabal). If the cause is\\nadvanced, indifferent is it to me where or in what quarter\\nit happens. Washington to Patrick Henry during tin\\nCabal.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nAlso, Barnes s Popular Hist.; Ridpath s Popular Hist.; Parton s Life of Frank\\nha. Read The American Flag, by J. R. Drake.\\nOUTLINE XX.\\nFOURTH YEAR OF THE WAR.\\nStand by now, my brave grenadiers! Gen. Chan. Lee,\\nFrance to the Rescue. (See Outline xviii).\\nBattle of Monmouth. (Gen. Chas. Lee). Mollie\\nPitcher\\nD Estaing s Fleet.\\nMassacre of Wyoming.\\nSavannah. (Pulaski). (See Outline xix).\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist.\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Ridpath s and Barnes s Histories. Read Banner of Pulaski, by Longfel-\\nlow Wyoming, by Fitz Green Halleck; Gertrude of Wyoming, by Campbett,\\nOUTLINE XXI.\\nFIFTH YEAR OF THE WAR.\\n\u00e2\u0080\u00a2I have not yet begun to fight. Paul Jones.\\nI. The War at the North.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0034.jp2"}, "35": {"fulltext": "COMMON SCHOOL BRANCHES. 37\\n1. Capture of Stony Point. (Mad Anthony).\\n2. Gen. Sullivan s Expedition.\\n2. The War at the South.\\ni. Siege of Savannah. (Pulaski and Sergeant\\nJasper). (See Outlines xviii and xix).\\n3. The War on the Ocean.\\nJohn Paul Jones.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\no U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nAlso, Ridpath s Pop. Hist.; Barnes s Pop. Hist.; History of Our Country. Rich-\\nardron; Simms s, Hamilton s and Sherbourne s Life of Paul Jones; Cooper s I list.\\nof the Navy; Several fictions founded on the life of Paul Jones.\\nOUTLINE XXII.\\nTHE SIXTH YEAR OF THE WAR.\\nThe British soldier trembles\\nWhen Marion s name is told.\\nBeware your Northern laurels do not turn to Southern willows.\\nSiege of Charleston.\\nBattle of Camden. (De Kalb).\\nMarion and Sumter.\\nArnold and Andre.\\nDepreciation of the Continental Money. (Robt. Mor-\\nris).\\nBattle of King s Mountain.\\nSee any recent History of U. S.\\nAlso, Life of Marion; Winthrop and Sargent s Life and Career of Major Andre;\\nMarshall s Life of Washington. Read Song of Marion s Men, by Bryant; An-\\ndre s Request to Washington, by N. P. Willis.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0035.jp2"}, "36": {"fulltext": "38 NORMAL OUTLINES OF THE\\nOUTLINE XXIII.\\nFINAL STRUGGLE.\\nWith ii heart full of love and gratitude, I now take leave of you. Washington.\\nBattle of Cowpens.\\nThe General who never gained a battle nor never I\\nlost one.\\nBattle of Eiitaw Springs.\\nRichmond burned by Arnold.\\nYorktown. Past two o clock, and Cornwallis is\\ntaken!\\nPeace.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S,\\nAlso, Thacher s Military Journal of the Revolution; Marshall s Life of Washing-\\nton; Bancroft s Hist. U. S. Rtad Whittier s Yorktown.\\nOUTLINE XXIV.\\nAFTER THE WAR.\\nWe arc one nation to-day and thirteen to-morrow. Washington.\\ni. Condition of the Country.\\ni. Finances.\\n2. Jealousies between States.\\n2. Shay s Rebellion.\\n3. Constitution. (Articles of Confederation). (See\\nOutline xxvi).\\n4. Two Political Parties.\\n5. Emigration West.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Ridpath s and Barnes s Popular Histories; Greeley s American Conflict;\\nMadison Papers; Histories of Kentucky and Tennessee Read Articles of Confed-\\neration and The Constitution.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0036.jp2"}, "37": {"fulltext": "COMMON SCHOOL BRANCHES. 39\\nOUTLINE XXV.\\nRECAPITULATION OF REVOLUTIONARY PERIOD.\\nLet the pupil elaborate the outline by placing tk~\\nnames and dates under the proper heads,\\ni. Battles.\\ni. American Victories.\\n2. British Victories.\\n3. Indecisive.\\n2. Prominent Men.\\n1. Soldiers.\\n1. American.\\n2. British.\\n2. Statesmen.\\n1. American.\\n2. British.\\n3. Chronological Table of Events.\\nSee Baldwin s Historical Map of the Revolutionary and French and\\nIndian Wars: Battles of the Revolution, Carrinorton.\\nOUTLINE XXVI.\\nOUR GOVERNMENT.\\nE pluribus 11 num.\\ni 1 Confederate.\\ni 2 Time and Duration.\\n2 2 Code Articles of Confederation.\\nPreparation.\\nAdoption.\\nRatification.\\nPeculiarities.\\nDefects.\\n23\\n3 3\\n4 3", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0037.jp2"}, "38": {"fulltext": "40\\nNORMAL OUTLINES OF THE\\n2 1\\n3 3 National Convention.\\n13\\nBy whom Called?\\n2 3\\nObjects.\\n3 3\\nResults.\\n4 8 Political Parties.\\ni 3\\nFederalist.\\ni 4 Time and Duration.\\n2 4 Principles.\\n3 4 Supporters.\\n2 3\\nAnti-Federalist.\\nFederal.\\ni 3 Time and Duration.\\n2 2 Code Constitution.\\n1 3\\nOrigin.\\n2 3\\nObjects.\\n3 3\\nObjections.\\n4 3\\nAmendments.\\n5 3\\nAdoption.\\n6 3\\nRatification.\\n7 3\\nProvisions.\\ni 4 Departments.\\ni 5 Legislative.\\ni 6 Senate.\\n2 6 House of Reps.\\n2 5 Executive.\\ni 6 President.\\n2 6 Cabinet.\\n3 5 Judicial.\\nIt is hoped this outline will prove suggestive to the\\npupil. He may extend it by further sub-division. We\\nwould impress the necessity of a thorough study of", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0038.jp2"}, "39": {"fulltext": "COMMON SCHOOL BRANCHES. 41\\nour government, the grandest and best yet devised by\\nman.\\nSee any recent History of U. S.\\nAndrew s Manual of the Constitution; Thorpe s Government of U. S.; Schouler s\\nConstitutional Studies; Bryce s American Commonwealth; The Federalist; Hough-\\nton s Conspectus of Political Parties to 1880.\\nOUTLINE XXVII.\\nWashington s administration.\\nFirst in war, first in peace, and first in the hearts of his countrymen.\\ni. The First Cabinet.\\n1. Domestic Affairs.\\n1. Finances; National Bank.\\n2. Whisky Insurrection.\\n3. Indian Wars. Mad Anthony\\n4. Seat of Government established.\\n5. Three New States Admitted.\\n3. Foreign Affairs.\\n1. Treaty with England. (John Jay).\\n2. Spain and Algiers.\\n3. France. Citizen Genet\\n4. Political Parties.\\n5. Cotton Gin invented.\\n6. Character of Washington.\\nLet the pupil arrange the events in Chronological\\norder.\\nSee any recent History of U. S.\\nAlso, Hildreth s Hist. U. S.; Life of John Jay, by William Jay; Marshall s,\\nSpark s and Irvine s Life of Washington; Barnes s Pop. Hist. Read Washing; ton s\\nFarewell Address.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0039.jp2"}, "40": {"fulltext": "\u00c2\u00b12 NORMAL OUTLINES OF THE\\nOUTLINE XXVIII.\\nJOHN ADAMS S ADMINISTRATION.\\nMillions for defense but not one cent for tribute,\\nThe Colossus of Independence.\\nElection.\\nDifficulties with France.\\nAlien and Sedition Laws.\\nDeath of Washington.\\nLife and Character of Adams.\\n.Capital removed to Washington.\\nSee any recent History of U. S.\\nAlso, Ridpath s Pop. Hist.; Life of John Adams, by Charles Francis Adams;\\nHildreth s Hist. U. S.; Richardson s Hist, of Our Country.\\nOUTLINE XXIX.\\njefferson s administration.\\nThe Sage of Monticello.\\nElection.\\nPurchase of Louisiana.\\nThe Lewis and Clarke Expedition.\\nWar with Tripoli. (Decatur).\\nThe First Steamboat. Fulton s Folly\\nTrouble with England Again.\\ni. Right of Search.\\n2. Orders in Council.\\n3. Milan Decree.\\n4. Embargo Act.\\n7. Burr and Hamilton. (See Outline xvii).\\n8. Ohio Admitted.\\n9. Life and Character of Jefferson.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0040.jp2"}, "41": {"fulltext": "COMMON SCHOOL BRANCHES. 43\\nThe Embargo Act -was the subject of much ridicule. Its opponents\\nspelling it backward called it the O grab me Act.\\nSee any recent History of U. S.\\nAlso, Tucker s and RandalPs Life of JefFsrson; Reithmuiler s Alexander Hamil-\\nton; History of Our Country, Richardson; Parton s Lite of Aaron Burr; Lewis\\nand Clarke s Travels.\\nOUTLINE XXX.\\nmadison s administration.\\nFree Trade and Sailor s Rig-hts.\\ni. Election.\\n2. Indian Trouble.\\ni. Battle of Tippecanoe. (W. H. Harrison).\\n3. War of 1812. (See Outline xxxi).\\n1. Cause.\\n2. Public Sentiment in Regard to the War.\\n4. Louisiana and Indiana Admitted.\\n5. Life and Character of Madison.\\nSee any recent History of U. S.\\nAlso, Hildreth s Hist. U. S. History of Our Country, Richardson; Lives of the\\nPresidents; Rives s Life and Times of Madison; History of Indiana, by Goodrich\\nTuttle.\\nOUTLINE XXXI.\\nTHE WAR OF l8l2.\\nDon t give up the ship.\\nWe have met the enemy and they are ours.\\n1. Land Engagements.\\n1. Hull s Surrender.\\n2. Battle of the Thames.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0041.jp2"}, "42": {"fulltext": "44 NORMAL OUTLINES OF THE\\n3. Lundy s Lane. (Young Winfield Scott).\\n4. Washington City Captured. (Star Spangled\\nBanner).\\n5. Behind the Cotton BalesP (Andrew Jack-\\nson).\\n2. Naval Engagements.\\n1. The Constitution and The Guerriere.\\n2. The Wasp on a Frolic.\\n3. Decatur and The Macedonian.\\n4. Bainbridge and The Constitution.\\n5. The Peacock strikes Colors to The Hornet.\\n6. Capt. Lawrence and The Chesapeake.\\n7. Perry* s Victory.\\n8. MacDonough and Lake Champlain.\\n3. Peace.\\nLet the pupil arrange the events in chronological\\norder.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nAlso, Richardson s Hist, of Our Country; Headley s Second War with England;\\nCampaign of 1S12, by James Freeman Clarke; Parton s Life of Jackson; Cooper s\\nNaval Hist. U. S.; Lossing s Field Book of the War oP 1S12 J.Mackenzie s Life of\\nOliver H. Perry. Read Star Spangled Banner.\\nOUTLINE XXXII.\\nMonroe s administration,\\nThe era of good feeling.\\nElection.\\nPolitics.\\nThe Seminole Indians.\\nThe Acquisition of Florida.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0042.jp2"}, "43": {"fulltext": "COMMON SCHOOL BRANCHES. 45\\nThe Monroe Doctrine.\\nThe Missouri Compromise.\\nThe Nation s Guest.\\nThe Erie Canal.\\nFive New States.\\nLife and Character of Monroe.\\nSee any recent History of U. S.\\nAlso, Ridpath s Pop. Hist. \\\\V. H. Seward s Life of J. Q\u00c2\u00b1 Adams; Lives of the\\nPresidents.\\nOUTLINE XXXIII.\\nJ. Q. ADAMS S ADMINISTRATION.\\nThe Old Man Eloquent. The Walking Vocabulary.\\nElection.\\nDeath of Adams and Jefferson.\\nAnti-Masonry\\nFirst Steam Railway.\\nHigh Protective Tariff.\\nLife and Character of J. Q. Adams.\\nSee any recent History of U. S.\\nAlso, Barnes s Pop. Hist.; W. II. Seward s Life of John.Quincy Adams; Inger-\\nsoil s Second War with Great Britain.\\nOUTLINE XXXIV.\\nJACKSON S ADMINISTRATION FIRST TERM.\\nTo the Victors belong- the Spoils.\\nThe Union! It must and shall be preserved.\\nLiberty and Union, now and forever, one and inseparable.\\nI would rather be right than be President,\\nElection.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0043.jp2"}, "44": {"fulltext": "48 NORMAL OUTLINES OF THE\\nDeath of Monroe.\\nVeto of the U. S. Bank Bill.\\nAsiatic Cholera.\\nBlack Hawk War.\\nNullification.\\nClay s Compromise. The Great Pacificator\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hisl. of U. S.; or any recent Hist, of U. S.\\nAlso, Ridpath s Pop. Hist.; Parton s Life of Jackson; Jenkins s Lite of Calhoun;\\nSarg-ent s Life of Clay; Curtis s Life of Daniel Webster; B mvard s Life of Daniel\\nWebster. Read Webster s and Hayncs s Speeches in the famous debate.\\nOUTLINE XXXV.\\njackson s administration second term.\\nOld Hickory. 1\\nPublic Funds removed from U. S. Bank.\\nWhig Party Organized.\\nMeteoric Display.\\nSeminole War. (Osceola).\\nTwo more States Admitted.\\nDeath of Madison, Randolph and Marshall.\\nLife and Character of Jackson.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Sprague s Florida War; Barnes s Pop. Hist.; Parton s Life of Jackson;\\nCobbett s Life of Jackson. Read The Seminole s Defiance; Osceola, by A.B.\\nStreet; Osceola, by Mayne Ried; Whittier s Randolph of Roanoke.\\nOUTLINE XXXVI.\\nvan buren s administration.\\nThe first President born after the Revolution.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0044.jp2"}, "45": {"fulltext": "COMMON SCHOOL BRANCHES. 47\\nThe Cherokees removed.\\nGreat Financial Panic.\\nThe Patriot War.\\nAnti-Slavery Agitation.\\nHard Cider and Log Cabin Campaign.\\nLife and Character of Van Buren.\\nSee any recent History of U. S.\\nAlso, Public Men and Events, Sargent; Lives of th-j Presidents. Read Poem bv\\nWhittier, On Reading the Message of Gov. Ritner, of Pennsylvania, and other\\npoeme on Slavery by Whittier, Lowell and others.\\nOUTLINE XXXVII.\\nHARRISON AND TYLER S ADMINISTRATION.\\nTippecanoe and Tyler too.\\nDeath of Harrison.\\nTyler Vetoes U. S. Bank Bill.\\nAshburton- Webster Treaty.\\nThe Dorr Rebellion.\\nThree Great Inventions.\\nThree New States.\\nThe Mormons.\\nLife and Character of Harrison; of Tyler.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist.\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Ridpath s Pop. Hist.; Lives of the Presidents; Gunnison s Hist, of Mor-\\nmonism; Hyde s Mormonism; The Works of Beadle, Turner and Dixon on Mor-\\nmonism. Read N. P. Willis s Death of Harrison.\\nOUTLINE XXXVIII.\\npolk s administration,\\nFifty-four fort} or fight. All Oregon or none", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0045.jp2"}, "46": {"fulltext": "48 NORMAL OUTLINES OF THE\\nAnnexation of Texas.\\nSmithsonian Institute.\\nMexican War. (See Outline xxxix).\\nNorthern Boundary of U. S.\\nGold Discovered in California.\\nTwo more States Admitted.\\nDeath of John Quincy Adams.\\nSee any recent History of U. S.\\nAlso, L. Chase s History of the Administration of Polk; Tuthill s Hist. Cali-\\nfornia; Greenhow s History of Oregon and California; Seward s Life oV John\\nQuincy Adams; Lowell s Biglow Papers.\\nThe pupil may now outline the history of our country\\nfrom the Revolution to the Mexican War.\\nOUTLINE XXXIX.\\nTHE MEXICAN WAR.\\nGen. Taylor never surrenders.\\nA little more grape, Capt. Bragg-.\\nPalo Alto. Rough and Ready\\nResaca de la Palma.\\nMonterey.\\nThe American Path-Finder, and Gen. Kearney.\\nBuena Vista.\\nSan Juan de Ulloa.\\nCerro Gordo.\\nChurubusco and Contreras.\\nMexico and Gen. Scott.\\nResults of the War.\\nSee Schouler s Hist, of U. S. Bryant Gay s U. S. Hist.;\\nMcMaster s Hist, of U. S.; or any other recent Hist, of U. S.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0046.jp2"}, "47": {"fulltext": "COMMON SCHOOL BRANCHES. 49\\nAlso, Mansfield s and Mayer s Hist, of Mexican War; Frost s Hist, of America\\nMansfield s Life of Scott. Read The Angels of Buena Vista, by Whittier; Mon\\nterey, by Chas. F. Hoffman.\\nOUTLINE XL.\\nTAYLOR AND FILLMORE S ADMINISTRATION.\\nI have tried to do my duty. Last words of Taylor.\\nElection.\\nDeath of Taylor.\\nCalifornia Admitted.\\nOmnibus Bill. (Fugitive Slave Law).\\nFilibusters.\\nThree Great Statesmen die.\\nThe Search for Sir John Franklin.\\nLife and Character of Taylor; of Fillmore.\\nSee any recent History of U. S.\\nAlso, Ridpath s Pop. Hist; Richardson s Arctic Expedition; Powell s Life of\\nTaylor.\\nOUTLINE XLI.\\npierce s administration.\\nBleeding Kansas. Popular Sovereignty.\\nThe Crystal Palace.\\nThe Gadsden Purchase.\\nThe Know-Nothings.\\nTreaty with Japan.\\nKansas-Nebraska Bill. The Little Giant\\nRepublican Party Organized.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nAlso, Ridpath s and Barnes s Pop. Hist s.; Sheahan s Life of S. A. Douglas.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0047.jp2"}, "48": {"fulltext": "50 NORMAL OUTLINES OF THE\\nOUTLINE XLII.\\nBuchanan s administration.\\nThe Bachelor President.\\nIf any man attempts to haul down the American flag, shoot him on the spot.\\nTrouble with the Mormons.\\nThe Dred Scott Decision.\\nJohn Brown s Raid.\\nThree more States.\\nAtlantic Cable.\\nPetroleum.\\nSecession.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nAlso, Richardson s Hist, of Our Country; Barnes s Pop. Hist.; Lippincott s Bio\\ngraphical Diet. Read Whittier s John C Fremont.\\nOUTLINE XLIII.\\nLincoln s administration.\\nHonest Ahe. The Railsplitter.\\nThe Great Civil War. (See Outlines xliv to\\nxlviii).\\nEmancipation Proclamation.\\nGreenbacks.\\nTwo more States.\\nAssassination of Lincoln.\\nLife and Character of Lincoln.\\nSee any recent History of U. S.\\nAlso Mrs. Stowe s Men of Our Times; Raymond s, Barrett s, Crosby s and Hol-\\nland s Life of Abraham Lincoln; Ridpath s Pop. History. Read poem on the As-\\nsassination of Linooln, by the London Punchy quoted in Ridpath s Pop. History.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0048.jp2"}, "49": {"fulltext": "COMxUON SCHOOL BRANCHES. 51\\nOUTLINE XLIV.\\nTHE GREAT CIVIL WAR.\\nThis is a nation and not a league. Andrevj Jackson.\\ni 1 Causes.\\ni 2 Remote.\\ni 3 Different Constructions put upon the\\nConstitution.\\n2 3 Different Industrial Interests.\\n3 3 Questions growing out of Slavery.\\ni 4 Agitation of the question by\\nAbolitionists.\\n2 4 Missouri Compromise.\\n3 4 Nullification.\\n4 4 Annexation of Texas.\\n5 4 Fugitive Slave Law.\\n6 4 Kansas-Nebraska Bill\\n7 4 Dred Scott Decision.\\n8 4 John Brown s Raid.\\n4 3 Want of Intercourse between North\\nand South.\\n5 3 Publication of Sectional Books.\\n6 3 Influence of Demagogues.\\n2 2 Immediate.\\ni 3 Election of a Northern man for\\nPresident.\\n2 3 Secession of States.\\n3 3 Attack on Ft. Sumter.\\n2 1 Duration.\\n3 1 Results.\\nSee any recent History of U. S.\\n\\\\lso, Greeley s American Conflict; Hist, of the Civil War, Draper; Richardson s\\nHist, of Our Country. Read Uncle Tom s Cabin and Dred, by Mrs. Stowe.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0049.jp2"}, "50": {"fulltext": "52 NORMAL OUTLINES OF THE\\nOUTLINE XLV.\\nFIRST YEAR OF THE WAR.\\nOn to Richmond\\nSee, there s Jackson standing like a stone wall!\\nFt. Sumter Evacuated.\\nCall for 75000 men.\\nFirst Blood Shed.\\nBull Run. Skedaddle\\nThe Trent Affair.\\nSee any recent History of U. S.\\nAlso, Dabney s Life of Stonewall Jackson; Draper s American Civil War; Hcad-\\nlev s Hist, of the Rebellion.\\nRend Through Baltimore, and Scott and the Veteran, by Bayard Taylor.\\nOUTLINE XL VI.\\nSECOND YEAR OF THE WAR.\\nI propose to move immediately upon your works. U. S. Grant.\\nThe Battle of the Iron Ships.\\n1. Objective points of the Campaign.\\n1. Opening the Mississippi.\\n2. Blockade of Southern Ports.\\n3. Capture of Richmond.\\n2. Capture of Forts Henry and Doneison.\\n3. The Merrimac and the Monitor. The Yankee\\nCheese-box\\n4. Battle of Shiloh.\\n5. Capture of New Orleans.\\n6. Seven Davs s Battle.\\nJ\\n7. Battle of Antietam.\\n8. Battle of Murfreesboro.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0050.jp2"}, "51": {"fulltext": "COMMON SCHOOL BRANCHES. 53\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Mrs. Stowe s Men of Our Times; Pollard s Lost Cause; Badeau s Military\\nHist, of U. S. Grant. Read The Battle Autumn of 1S62, and Barbara Frietchie\\nby Whittier; The Washers of the Shroud, by Lowell; The Cumberland, by\\nLongfellow.\\nOUTLINE XLVIL\\nTHIRD YEAR OF THE WAR.\\nThe turning- point of the Avar.\\nWe shall nobly save, or meanly lose the last best hope of earth. Abraham Lin-\\ncoln.\\nBattle of Chancellorsville.\\nBattle of Gettysburg.\\nFall of Vicksburg.\\nConscription Riot.\\nJohn Morgan s Raid.\\nChickamauga and Chattanooga.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Headley s Hist, of the Rebellion; Badeau s Military Hist, of U. S. Grant,\\nRead, The Hive at Gettysburg, by Whittier; Gettysburg- Ode, by Bayard Tay-\\nlor.\\nOUTLINE XLVIII.\\nTHE CLOSING CONFLICTS.\\nI will fight it out on this line if it takes all summer. Grant.\\nTurn boys, turn, we are going back. Sheridan.\\nThe third Lieutenant General.\\nWilderness, Spottsylvania and Cold Harbor.\\nThe Alabama and the Kearsarge.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0051.jp2"}, "52": {"fulltext": "54 NORMAL OUTLINES OF THE\\nAtlanta Captured.\\nSheridan at Winchester.\\nMarch to the Sea.\\nLee Surrenders to Grant.\\nJefferson Davis Captured.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nAlso, Ridpath s Pop. Hist.; Draper 3 American Civil War. Read Whitticr s\\nHoward at Atlanta; Sheridan s Ride, by T. Buchanan Read.\\nOUTLINE XLIX.\\nRECAPITULATION.\\nThe pupil may elaborate as in Outline xxv. For re-\\nview he may outline the history from the Mexican War\\nto the Great Civil War.\\ni 1 Battles.\\ni 2 Federal Victories.\\n2 2 Confederate Victories.\\n3 2 Indecisive.\\n2 1 Prominent Men.\\n1 3 North.\\ni 3 Soldiers.\\ni 4 Army.\\n2 4 Navy.\\n2 3 Statesmen.\\n2 2 South.\\ni 3 Soldiers.\\ni 4 Army.\\n2 4 Navy.\\n2 s Statesmen.\\nI", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0052.jp2"}, "53": {"fulltext": "COMMON SCHOOL BRANCHES. 55\\n3 1 Cost of the War.\\ni 2 Life.\\n2 2 Treasure.\\ni 3 Bonds.\\n2 s Greenbacks.\\n3 3 Sanitary and Christian Commissions.\\nSee any recent History of U. S.\\nAlso, any history of the Great Civil War and other works which the teacher may\\nhe ahle to sug-gest. Read Lowell s Commemoration Ode; The Blue and the\\nGray.\\nOUTLINE L.\\nJohnson s administration.\\nCyrus laid the Cable.\\nAmnesty.\\n13th Amendment.\\nTrouble between the President and Congress.\\nAtlantic Cable.\\nNebraska and Alaska.\\nMaximilian and Mexico.\\nImpeachment.\\nSeceded States Readmitted.\\n14th Amendment.\\nTreaty wdth China.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nAlso, Richardson s Hist of Our Country; Congressional Globe.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0053.jp2"}, "54": {"fulltext": "56 NORMAL OUTLINES OF THE\\nOUTLINE LI.\\ngrant s administration.\\nTake care of the Civil Rights Bill. Last ivords of Sumner.\\nPacific Railroad. The golden spike\\n15th Amendment.\\nSan Domingo Affair.\\nAlabama Difficulty. Geneva Award\\nChicago Fire.\\nThe Modocs.\\nThe 38th State.\\nCentennial.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nAlso, Centennial Hist. U. S,, McCabe; Richardson s Hist, of Our Country; IFcud;\\nley s, Mansfield s and Richardson s Histories of U. S. Grant*; Parton s Life oi\\nHorace Greeley.\\nOUTLINE LIT.\\nhayes s administration.\\nlie serves his party best, who serves his country best.\\nThe Electoral Tribunal.\\nThe Louisiana Trouble.\\nThe South Carolina Trouble.\\nThe Fishery Dispute.\\nRailroad Riots.\\nResumption of Specie Payments.\\nImprovement of the Mississippi.\\nSee any recent History of U. S.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0054.jp2"}, "55": {"fulltext": "COMMON SCHOOL BRANCHES. 56a\\nOUTLINE LIII.\\nGARFIELD AND ARTHUR S ADMINISTRATION.\\nFactional disputes amongst Republicans.\\nAssassination.\\nCivil Service Reform Act.\\nStar Route Frauds.\\nEdmunds Anti-Polygamy Act.\\nChinese Immigration Forbidden.\\nNew Orleans Exposition. (Cotton Industry).\\nCivil Service Reform and Immigration are excellent\\nsubjects for spirited debates or essays. Indeed a de-\\nbate in the place of the history recitation will not only\\nbe very instructive, but also add enthusiasm and variety\\nto the study.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nOUTLINE LIV.\\nCLEVELAND S ADMINISTRATION\\nMugwumps.\\nDeath of Gen. Ulysses S. Grant.\\nStripes and Anarchist Riots.\\nPresidential Succession Act.\\nDissolution of the Mormon Church.\\nVeto of Dependent Pension Bill.\\nAustralian Ballot.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist\\nof U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0055.jp2"}, "56": {"fulltext": "56b normal outlines of the\\nOUTLINE LV.\\nHARRISON S ADMINISTRATION.\\nI look hopefully to the continuance of our protective system.\\nOpening of Oklahoma.\\nSherman Silver Act.\\nAdmission of New States.\\nHomestead Troubles.\\nAmnesty to the Mormons.\\nAdvent of the Populists.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S.; or any recent Hist, of U. S.\\nOUTLINE LVI.\\nCLEVELAND S ADMINISTRATION.\\nPanic of 1893.\\nRepeal of Sherman Act.\\nBehring Sea Trouble.\\nCoxey s Army.\\nPullman Strike.\\nWorld s Columbian Exposition.\\nIncome Tax.\\nDevelopment of the South.\\nVenezuela Controversy.\\nAdmission of Utah.\\nSilver 16 to 1.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S.; Lee s School Hist, of U. S. or any recent Hist, of the U. S.", "height": "3553", "width": "2371", "jp2-path": "200lessonsoutlin00lind_0056.jp2"}, "57": {"fulltext": "COMMON SCHOOL BRANCHES. 57\\nOUTLINE LVII.\\nMcKinley s Administration.\\nThe peace we have won is not a selfish truce of arms, but one whose conditions\\npresage good to humanity.\\nThe Dingley Tariff.\\nRevolution in Cuba.\\nDemands made on Spain by the United States.\\nDe Lome Insult.\\nExplosion of the Maine.\\nSpanisJi- American War:\\nDewey at Manila.\\nSampson bombards San Juan.\\nSinking of the Merrimac.\\nSchley destroys Cervera s Fleet.\\nStamp Tax.\\nEl Caney and San Juan Hill.\\nPonce Surrenders to Gen. Miles.\\nManila Captured.\\nAnnexation of Hawaii.\\nTreaty of Peace signed at Paris.\\nPeace Conference at The Hague.\\nWar with the Philippine Insurgents.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of the U. S.\\nHave your pupils write a brief account of the Span-\\nish-American War.", "height": "3452", "width": "2415", "jp2-path": "200lessonsoutlin00lind_0057.jp2"}, "58": {"fulltext": "58\\nNORMAL OUTLINES OF THE\\nThe pupil may now outline the history from the\\nCivil War to the Spanish-American War.\\nOUTLINE LVIII.\\nOUR PRESIDENTS.\\nNo.\\nNames,\\nParty. jT e k m s.\\nFrom To.\\nState from\\nwhich\\nElected.\\nBirth. Death.\\nwhen where, when where.\\nRemarks,\\nThe pupil will readily see how the above table may\\nbe filled out. The greater number of the points may\\nbe obtained from the ordinary text-books.\\nOUTLINE LIX.\\nOUR EMINENT CHARACTERS.\\nStatesmen. Soldiers. Inventors. Artists. Poets. Authors. Scientists.\\nThe names of the persons, whether men or women,\\nshould be placed under the proper heads, and the time\\nin which they lived may be indicated by arranging in\\ngroups or by dates written after the names.\\nSee Montgomery s Leading Facts in U. S. Hist.; McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nAlso, Mrs. Stowe s Men of Our Times; Parton s Famous Americans of Recent\\nTimes; Lippincott s Biographical Dictionary,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0058.jp2"}, "59": {"fulltext": "COMMON SCHOOL BRANCHES.\\nOUTLINE LX.\\nWARS.\\n59\\ncr\\nz\\no\\n_Z\\nNames.\\nParties\\nEngaged.\\nTime.\\nCauses.\\nResults.\\na\\nz\\no\\n_l\\no\\no\\noc\\nUl\\nz\\ncr\\nz\\ne\\nUJ\\nE\\nU-\\na.\\n-i\\nO\\nof\\nz\\no\\na.\\nLU\\ns\\n10\\nz\\n0-\\n05\\nIt will be observed that the above table when filled", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0059.jp2"}, "60": {"fulltext": "60 NORMAL OUTLINES OF THE\\nout will not have an exact chronological arrangement.\\nThe pupil may prepare a chronological table of the\\nWars, giving the principal battles and dates.\\nOUTLINE LXI.\\nTHE STATES.\\nTo be filled out by the pupil.\\nNo.\\nNames. Settled.\\nI \\\\V hen. I Where, j By Whom.\\nAdmitted. I Area. I Origin of Name.\\nSee Montgomery s Leading Facts in U. S. Hist. McMaster s Hist,\\nof U. S. Lee s School Hist, of U. S. or any recent Hist, of U. S.\\nOUTLINE LXII.\\nACQUISITION OF TERRITORY.\\nOriginal Territory.\\nLouisiana Purchase.\\nFlorida Purchase.\\nOregon.\\nTexas, California, c.\\nAlaska.\\nHawaii, Philippine Islands, Puerto Rico, c.\\nSee any recent History of U. S.\\nOUTLINE LXIII.\\nCONTEMPORANEOUS HISTORY.\\nLet the pupil name the principal events in U. S. His-\\ntory nearly corresponding in time to those here given", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0060.jp2"}, "61": {"fulltext": "COMMON SCHOOL BRANCHES. 61\\nFifteenth Century:\\nPrinting Invented.\\nCivil Wars in England.\\nSixteenth Century:\\nThe Reformation Begins.\\nRevolution in England.\\nQueen Elizabeth Begins to Reign.\\nChurch of England Established.\\nSeventeenth Century:\\nShakespeare died.\\nMilton died.\\nPeter the Great and Charles XII of Sweden,\\nLouis XIV.\\nHouse of Stuart.\\nEighteenth Century:\\nFrederic William. I.\\nHouse of Hanover.\\nGeorge III.\\nNineteenth Century:\\nFrench Revolution.\\nNapoleon I.\\nAustrian Empire Founded.\\nQueen Victoria Begins to Reign.\\nCorn and Navigation Laws repealed.\\nWars with the Chinese and the Afghans.\\nWars with the Zulus and the Boers.\\nIrish Land Bill passed.\\nRebellion in Alexandria and the Soudan.\\nDefeat of the Home Rule Bill.\\nPassage of the Coercion Act.\\nWar with the Boers.\\nSee Myers General History; Fisher s Outlines of Universal Hist.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0061.jp2"}, "62": {"fulltext": "LESSONS OUTLINED\\nIN\\nUnited States History, Geography, Arithmetic,\\nEnglish Grammar and Physiology.\\nOUTLINES IN GEOGRAPHY.\\nHINTS TO THE TEACHER.\\nT. Map drawing should form a part of every lesson,\\nbut should not be made a hobby. Require pupils to\\ndraw a small portion of a map each day. The maps\\nshould be drawn on paper with lead pencil. Cheap\\nbook paper such as is used for printing newspapers, or\\ntea paper used for wrapping goods will answer very\\nwell. Sized or writing paper should never be used.\\nThe papers should be preserved and as the pupils pro-\\nceed with the subject their maps will develop gradually\\nunder the eye and instruction of the teacher. (See\\nOutline of Cartography in Normal Question Book).\\n2. Outline I is to show what points should be\\nbrought out in the first recitations of a beginning class\\nand is intended only for primary pupils and as a train-\\ning lesson in Methods of Teaching. Drill thoroughly\\nuntil pupils comprehend the ideas of direction and the\\nuse of a map. Illustrate the shape of the earth by a\\nglobe or some spherical object.\\n3. The study of Geography should begin with the\\nstudy of the localities near home, but a thorough study\\n(62)", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0062.jp2"}, "63": {"fulltext": "COMMON SCHOOL BRANCHES. 63\\nof any country can not be made until the pupil is ac\\nquainted with certain general terms and has some idea\\nof the size, shape and structure of the earth. For this\\nreason the first lessons we have outlined are of this\\ncharacter, but right along with these the pupil should\\nbe taught a knowledge of home Geography by a series\\nof lessons on map drawing. After the pupil has learned\\nto map the school-room and school-yard and adjoining\\nfarms or the town or village in which he lives, he may\\nproceed to a map of the county, dividing into townships\\nand showing towns, villages, streams and other objects\\nof interest. From this he may proceed to draw a map\\nof his own state. A little work of this kind every day\\nin connection with the lessons here outlined, will afford\\nvariety and interest and at the same time teach a valua-\\nble knowledge of local Geography.\\n4. It will be seen that there are many ways in which\\nthe subjects of Geographical study may be outlined. I\\nhave adopted no uniform plan but have constructed\\neach outline according to such a plan as seemed best\\nadapted to the case in hand. It is hoped the outline will\\nprove suggestive to the teacher and that he will lead\\nhis pupils into the habit of outlining and classifying\\nevery subject which they may study.\\n5. It will be observed that many of the outlines give\\ninformation which the pupil should be able to give from\\nmemory. In such cases the teacher should write the\\nmain heads on the board and by questions draw out of\\nthe class the sub-divisions, which may be written down\\nas stated by the pupils.\\n6. The special outlines, or those following No. xix,\\nare intended mainly for reviews and for advanced class-", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0063.jp2"}, "64": {"fulltext": "64 NORMAL OUTLINES OF THE\\nes. Particular attention should be paid to the Geogra-\\nphy of our own country. In the study of foreign coun-\\ntries, only the main facts need be noted.\\nGEOGRAPHY\\nOUTLINE I.\\nINTRODUCTORY.\\ni. Draw Map of School-Room,\\ni. Mark the Objects.\\n2. Draw Map of Play Ground,\\ni. Mark the Objects.\\n3. Direction.\\n1. Cardinal and Semi-cardinal Points.\\n1. How Found.\\n2. How Shown on Map.\\n4. Draw Map of a Farm or Town.\\n1. Mark the Divisions.\\n2. Mark the Objects.\\n5. Shape of the Earth.\\n6. Definition of Geography.\\nIt may be necessary to make two or more lessons of\\nthis outline.\\nOUTLINE II.\\nTHE LAND.\\nI 1 Natural Divisions.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0064.jp2"}, "65": {"fulltext": "COMMON SCHOOL BRANCHES bD\\nI 2 According to Size.\\ni 3 Continents.\\n2 3 Islands.\\n2 2 According to Contour.\\ni 3 Capes.\\n2 3 Peninsulas.\\n3 3 Isthmuses.\\n3 2 According to Relief.\\ni 3 Lowlands.\\ni 4 Plains.\\n2 4 Valleys.\\n2 3 Highlands.\\ni 4 Plateaus.\\n2 4 Mountains.\\n2 1 Political Divisions.\\nThe definitions of the terms of the outline will form\\nthe matter of the recitation. Advanced pupils should\\nextend the outline by writing in the proper places, the\\nfollowing terms: Prairies, llanos, pampas, steppes,\\ndeserts, ravines, defiles, canyons, mountain chains, vol-\\ncanoes, basins, watersheds; states, empires, kingdoms,\\nprincipalities, provinces, c, and be able to define each.\\nOUTLINE III.\\nTHE WATER.\\ni l Oceanic Waters.\\ni 2 Oceans.\\n2 2 Seas.\\n3 3 Gulfs.\\n5", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0065.jp2"}, "66": {"fulltext": "66 NORMAL OUTLINES OF THB\\n4 2 Bays.\\n5 2 Straits.\\ni 3 Sounds.\\n2 3 Channels.\\n2 1 Inland Waters.\\ni 3 Rivers.\\nI s Main Streams.\\n2 3 Tributaries.\\n2 2 Lakes.\\nLet this outline be extended, bringing in the terms,\\ninlets, coves, harbors, fiords, roadsteads, brooks, creeks,\\nrivulets, springs, c.\\ni 1\\nOUTLINE IV.\\nGEOGRAPHICAL POSITION.\\nCircles.\\ni 2 Kinds.\\ni 3\\nGreat.\\ni 4 Equator.\\n2 4 Meridians.\\n3 4 Ecliptic.\\n2 3\\nSmall.\\nl 4 Parallels.\\nDegrees.\\ni 3 Length.\\nClimatic or Fixed Circles.\\ni 6 Arctic Circle.\\n2 6 Tropic of Cancer.\\n3 6 Tropic of Capricorn.\\n4 6 Antarctic Circle", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0066.jp2"}, "67": {"fulltext": "COMMON SCHOOL BRANCHES. 67\\n2 3 Division.\\n3 3 Uses.\\n3 2 Uses.\\ni 3 Determine Position Latitude and\\nLongitude.\\n2 3 Mark Zones and Hemispheres.\\nThe teacher should, by use of globe, explain that in\\norder to locate any place on the earth s surface we\\nmust have certain fixed points from which to reckon.\\nTeach map drawing by use of parallels and meridians.\\nOUTLINE V.\\nCLIMATE.\\ni 1 In Regard to Heat.\\nModified by\\ni 2 Latitude.\\n2 2 Altitude.\\n3 2 Prevailing Winds.\\n4 2 Length of Day.\\n5 2 Ocean Currents.\\n6 2 Mountain Ranges.\\n7 2 Proximity to Large Bodies of Water.\\n8 2 Character of Soil.\\n9 2 Slope of Land.\\n2 1 In Regard to Moisture.\\nModified by\\nI 2 Prevailing Winds.\\n2 2 Mountains.\\n3 2 Forests.\\n4 2 Cultivation/of the Soil.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0067.jp2"}, "68": {"fulltext": "68 NORMAL OUTLINES OF THE\\n5 2 Heat.\\n6 3 Proximity to Large Bodies of Water.\\n3 1 In Regard to Winds.\\nModified by\\ni 2 Heat.\\n2 2 Rotation of the Earth.\\n3 3 Land and Water.\\n4 1 Seasons.\\nSee any recent School Geography.\\nRead Longfellow s Rain in Summer.\\nOUTLINE VI.\\nTHE WORLD.\\n1. Hemispheres.\\ni. Eastern.\\n2. Western.\\n3. Northern.\\n4. Southern.\\n5. Land.\\n6. Water.\\n2. Grand Divisions.\\n1. Europe.\\n2. Asia.\\n3. Africa. _ f Old World.\\n4. Australia.]\\nv North America. AT tt 7 ,1\\ni o a. a New World.\\n0. bouth America, j\\n3. Proportion of Land and Water.\\nGive map drill. Compare the grand divisions in size,\\ndirection of mountain chains, length of rivers, coast lines,\\nc.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0068.jp2"}, "69": {"fulltext": "COMMON SCHOOL BRANCHES. 69\\nOUTLINE VII.\\nNATURAL PRODUCTIONS.\\ni. Mineral.\\nKinds.\\nDistribution.\\n2. Vegetable.\\nKinds.\\nDistribution.\\n3. iVnimal.\\nKinds.\\nDistribution.\\nLet the pupil enlarge this outline, by enumerating\\nsome of the principal kinds and stating how they are\\ndistributed over the earth. Particular attention should\\nbe paid to the definitions of the three leading terms.\\nOUTLINE VIII.\\nRACES OF MEN.\\nRaces.\\nPhysical Characters.\\nColor. I Features. 1 Hair. I Beard.\\nRepresentative Types. I Numbers.\\nThe teacher will readily understand that the pupil\\nshould be required to fill out the table and be able to\\ndiscuss all the points mentioned.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0069.jp2"}, "70": {"fulltext": "TO NORMAL OUTLINES OF THE\\nOUTLINE IX.\\nOCCUPATIONS OF MEN.\\ni. Industries.\\ni. Agriculture.\\n2. Lumbering.\\n3. Mining.\\n4. Manufacturing.\\n5. Navigation.\\n6. Fishing.\\n7. Commerce.\\n8. Transportation.\\n2. Professions.\\n1. Law.\\n2. Medicine.\\n3. Ministry.\\n4. Teaching.\\n5. Journalism.\\n6. Politics.\\nThe definition and explanation of these terms will\\nconstitute the recitation for a beginning class. A class\\nthat has been over the subject may state in what states\\nor countries these different industries prevail.\\nRead Songs of Labor, bv Whittier.\\nOUTLINE X.\\nSTATES OF SOCIETY.\\ni 1 In Regard to Education.\\ni 2 Savage.\\n22. Half-Civilized.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0070.jp2"}, "71": {"fulltext": "COMMON SCHOOL BRANCHES. 71\\n3 1\\n3 3\\nCivilized.\\nIn Regard to Religion.\\ni 2\\nPolytheistic.\\ni 3 Brahminism.\\n2 3 Buddhism.\\n3 3 Fetichism.\\n2 2\\nMonotheistic.\\ni 3 Mohammedan.\\n2 3 Jewish.\\n3 3 Christian.\\nIn\\nRegard to Government.\\ni 2\\nMonarchical.\\ni 3 Absolute.\\n2 3 Limited.\\n2 2\\nRepublican.\\nSee Frye s Complete Geography; Natural Advanced Geography;\\nalso any recent Encyclopaedia.\\nThe preceding outlines may be combined into one\\ngeneral outline for review.\\nOUTLINE XL\\nGENERAL VIEW OF NORTH AMERICA.\\nDivisions.\\ni 3 Natural. (See Outline ii).\\n2 2 Political.\\ni 3 Names.\\n2 3 Comparative Size.\\n3 3 Position.\\ni 4 Boundaries.\\n2 4 Latitude and Longitude.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0071.jp2"}, "72": {"fulltext": "72 NORMAL OUTLINES OF THE\\n2 1 Waters. (See Outline iii).\\n3 1 Size. Compare it with the other Grand Divis-\\nions.\\ni\\n2\\n3\\n4\\n5\\n6\\n7\\n8\\n9\\nio\\nii\\n12\\n1 3\\nOUTLINE XII.\\nGENERAL VIEW OF THE U. S.\\nPosition. (See Outline xi).\\nExtent.\\nPolitical Divisions.\\nGeneral Surface.\\nCoast Line.\\nNatural Resources.\\nIndustries.\\nPopulation.\\nCapital.\\nChief Cities.\\nGovernment.\\nEducation and Religion.\\nMiscellaneous.\\nSee any recent School Geography\\nOUTLINE XIII.\\nTHE PUPIL S OWN STATE.\\ni 1 Position.\\ni 3 Latitude and Longitude.\\n2 2 Boundaries.\\ni 3 Natural.\\n2 s Artificial.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0072.jp2"}, "73": {"fulltext": "COMMON SCHOOL BRANCHES. 73\\n2 1 Ou line.\\ni 2 Regular.\\n2 2 Irregular.\\n3 1 Extent.\\ni 2 Definite.\\ni 3 Length.\\n2 3 Breadth.\\n3 3 Area.\\n2 2 Comparative.\\n4 1 Surface.\\ni 2 General Character.\\ni 3 Level.\\n2 3 Undulating.\\n3 3 Mountainous.\\n2 3 Mountains.\\ni 3 Systems.\\n2 3 Ranges.\\n3 3 Detached.\\n3 2 Valley s, Plains, Plateaus, Prairies.\\n4 4 Watersheds, Slope, Drainage.\\n5 2 Natural Curiosities and Scenery.\\n5 1 Lakes.\\ni 2 Kinds. (See Outline xx).\\n6 l Rivers.\\ni 2 Systems.\\n2 2 Main Streams.\\n3 2 Tributaries.\\n4 2 Length.\\n7 l Coast Line.\\ni 2 Projections.\\ni 3 Peninsulas.\\n2 3 Capes.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0073.jp2"}, "74": {"fulltext": "74\\nNORMAL OUTLINES OF THE\\n2 2 Indentations.\\ni 3 Gulfs.\\n2 3 Bays.\\n3 3 Inlets, c.\\n3 2 Adjacent Islands.\\n8 1 Climate. (See Outline v).\\n9 1 Natural Advantages.\\ni 2 Land.\\ni 3 Surface.\\ni 4 Soil.\\n2 4 Forests, Grasses, c.\\n3 4 Game.\\n2 3 Interior.\\ni 4 Precious Metals.\\nOrdinary Metals.\\nBuilding Material.\\n4 4 Miscellaneous Minerals. (See\\nOutline xxvi).\\nWater.\\ni 3 Fish.\\nio\\n2 4\\no4\\n2 3\\no3\\nWater Power.\\nNavigation and Transportation.\\nWater Supply.\\nHarbors.\\n5 3 _\\nIndustries.\\ni 2 Agriculture.\\ni 3 Crops.\\n2 3 Domestic Animals.\\n2 2 Manufacturing.\\ni 3 Articles Produced.\\ni 4 Kinds.\\n2 4 Value.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0074.jp2"}, "75": {"fulltext": "COMMON SCHOOL BRANCHES. 75\\n2 3 Location of Factories.\\n2 Mining.\\ni 3 Minerals Found.\\n2 3 Mines.\\ni 4 Location.\\n2 4 What Extent Worked.\\n2 Lumbering.\\n5 2 Fisheries.\\n6 3 Commerce.\\ni 3 Exports.\\n2 s Imports.\\n3 s Means of Transportation.\\nn 1 Internal Improvements.\\ni 2 Railroads.\\n2 2 Canals.\\n3 2 Public Buildings, Bridges, c.\\n12 1 Education.\\ni 2 Higher Institutions.\\ni 3 Universities and Colleges.\\n2 3 Schools of Law, Medicine and Theo-\\nlogy.\\n3 3 Normal Schools.\\n4 3 Business Institutes.\\n2 2 Common and High Schools.\\ni 3 Number of Pupils.\\n2 3 Name of State Supt.\\n3 3 Name of Supt. of Pupil s own County.\\n13 l Government.\\ni 2 Departments.\\ni 3 Legislative.\\ni 4 How Divided.\\n2 4 Time of Election of Members.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0075.jp2"}, "76": {"fulltext": "76 NORMAL OUTLINES OF THE\\n3 4 Session of Legislature.\\n2 3 Executive.\\ni 4 Term of Governor and Time of\\nElection.\\n2 4 Name of Present Governor.\\n3 3 Judiciary.\\n2 2 Officials.\\ni 3 State.\\n2 3 County.\\n3 3. City.\\n4 3 Township.\\n14 1 Counties.\\ni 2 Number in State.\\n2 2 One in which Pupil Resides.\\n15 1 History.\\ni 2 Early History.\\n1 3 Colonial.\\n2 3 Territorial.\\n3 3 Date of Admission-\\n2 2 Later History.\\n3 2 Distinguished Men.\\n16 1 Population.\\ni 2 At Present Time.\\n2 2 Increase m Population.\\n17 1 Cities and Towns.\\nCapital.\\nLargest City.\\nPopulation.\\nDescription.\\n18 1 Miscellaneous Items.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0076.jp2"}, "77": {"fulltext": "COMMON SCHOOL BRANCHES. 7\\nThis Outline may require several lessons. We would\\nimpress the importance of a thorough study of the pu-\\npil s own state and of his immediate locality.\\nSee any recent School Geography.\\nOUTLINE XIV.\\nGENERAL TOPIC LIST FOR ANY STATE IN THE UNION.\\nI. Position.\\ni. Latitude and Longitude.\\n2. Boundaries.\\nSize.\\nMountains and Surface Generally.\\nRivers and Lakes.\\nCoast Line\\nClimate.\\nProductions.\\ni. Animal.\\n2. Vegetable.\\n3. Mineral.\\n8. Occupations.\\n9. Capital and Largest City.\\n10. Other Cities and Places of Interest.\\n11. History.\\n12. Population.\\n13. Miscellaneous.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0077.jp2"}, "78": {"fulltext": "78 NORMAL OUTLINES OF THE\\nOUTLINE XV.\\nGENERAL VIEW OF EUROPE.\\nI 1 Position.\\ni 2 Boundaries.\\n2 2 Latitude.\\ni 3 Northern Limit.\\n2 3 Southern Limit.\\n3 2 Longitude.\\ni 3 Eastern Limit.\\n2 3 Western Limit.\\n2 1 Extent.\\ni 2 Length.\\n2 2 Breadth.\\n3 2 Area.\\n3 1 General Surface.\\n4 1 Principal Rivers and Lakes.\\n5 1 Coast Line. (See Outline xiii).\\ni 2 Indentations.\\n2 2 Projections.\\n6 1 Climate.\\n7 1 Resources.\\n8 1 Political Divisions.\\n9 1 Chief Cities.\\nio 1 Population.\\nOUTLINE XVI.\\nGENERAL TOPIC LIST FOR ANY COUNTRY OF EUROPE.\\ni. Position.\\n2. Size. Compare with States of U. S.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0078.jp2"}, "79": {"fulltext": "COMMON SCHOOL BRANCHES. 79\\n3. Mountains and Surface Generally.\\n4. Rivers and Lakes.\\n5. Climate.\\n6. Productions.\\n1. Animal.\\n2. Vegetable.\\n3. Mineral.\\n7. Occupations.\\n8. Capital and Largest City.\\n9. Other Cities.\\n10. Government\\n11. Education.\\n12. Religion.\\n13. Races.\\n14. Language Spoken.\\n15. Natural Curiosities and Scenery.\\n16. Works of Art, Noted Buildings, c.\\n17. History.\\n1. Principal Events, Battles, c.\\n2. Present Ruler.\\nOUTLINE XVII.\\nGENERAL VIEW OF ASIA.\\nPosition.\\ni 2 Boundaries.\\n2 2 Latitude.\\ni 3 Northern Limit.\\n2 3 Southern Limit.\\n3 2 Longitude.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0079.jp2"}, "80": {"fulltext": "8C NORMAL OUTLINES OF THE\\ni 3 Eastern Limit.\\n2 C Western Limit.\\n2 Extent.\\ni 2 Length.\\n2 2 Breadth.\\n3 2 Area.\\n3 1 Surface.\\ni 2 Elevation.\\n2 2 Mountain Systems.\\n3 2 Plateaus.\\n4 1 Principal Rivers and Lakes.\\n5 1 Coast Line.\\ni 2 Indentations.\\n2 2 Projections.\\nClimate.\\nResources.\\nPolitical Divisons.\\nChief Cities.\\nPopulation.\\n6*\\n7 1\\n8 1\\n9 1\\nio 1\\nOUTLINE XVIII.\\nGENERAL TOPIC LIST FOR ANY COUNTRY OF ASIA.\\nPosition.\\nSize. Compare with States of U. S.\\nGeneral Surface.\\nRivers and Lakes.\\nClimate.\\nProductions.\\n1. Animal.\\n2. Vegetable.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0080.jp2"}, "81": {"fulltext": "COMMON SCHOOL BRANCHES.\\n81\\n7\\n8\\n9\\nio\\nii\\n12\\n13\\n3. Mineral.\\nOccupations.\\nCapital and Largest City.\\nGovernment, Education and Religion.\\nRaces.\\nLanguages.\\nCuriosities.\\nMiscellaneous.\\nAfrica, Australia and South America may be studied\\nby any of the outlines which the teacher may choose.\\nOUTLINE XIX.\\nLAKES.\\nI.\\nDefinition.\\n2.\\n3-\\nOrigin.\\nClasses.\\n1. As to Character of Water.\\n2. As to Outlets and Inlets.\\n4-\\n5-\\nElevation and Depth.\\nUses.\\n6.\\nPrincipal Lakes of the World.\\n1. As to Commercial Importance\\n2. As to Elevation.\\n3. As to Depth.\\n4. As to Beauty of Scenery.\\n5. As to Any other Peculiarity.\\n6. Of Each Grand Division.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0081.jp2"}, "82": {"fulltext": "82 NORMAL OUTLINES OF THE\\nOUTLINE XX.\\nRIVERS.\\ni 1 Definition.\\n2 1 Origin.\\n3 1 Classes.\\ni 2 Main Streams.\\n2*. Tributaries. R^er System.\\n4 1 Divisions.\\ni 2 Source.\\n2 2 Channel.\\ni 3 Upper Course.\\n2 3 Middle Course,\\n3 3 Lower Course.\\n3 2 Mouth.\\ni 3 Modifications.\\ni 4 Estuary.\\n2 4 Delta.\\n5 1 Basin.\\n6 1 Rapids and Waterfalls.\\n7 1 Inundations.\\n8 1 Quantity of Water Discharged.\\n9 1 Erosive and Transporting Power.\\nio 1 Principal River Systems of the World.\\nu 1 Uses.\\nSome of the above points are capable of further\\ndivision.\\nSee Houston s New Physical Geography; Maury s Physical Geog-\\nraphy; or any other recent Physical Geography.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0082.jp2"}, "83": {"fulltext": "COMMON SCHOOL BRANCHES. 83\\nOUTLINE XXI.\\nMOUNTAINS.\\ni. Definition.\\n2. Origin.\\n3. Principal Mountain Systems of the World.\\n1. As to Height of Single Peaks.\\n2. As to Length of Ranges.\\n3. As to Beautiful Scenery.\\n4. In each Grand Division.\\nThe pupil should be able to define and discuss the\\nterms: orology, axis, mountain knot, trend, flexure,\\nfracture, pass, crest, valley and hill.\\nOUTLINE XXII.\\nVOLCANOES.\\ni. Definition.\\n2. Origin.\\n3. Classes.\\n1. Active.\\n2. Extinct.\\n4. Distribution and Numbers.\\n5. Eruptions.\\n1. Explosive.\\n2. Quiet.\\n3. Material Ejected.\\n6. Volcanic Phenomena.\\n1. Fields of Fire.\\n2. Solfataras.\\n3. Mud Volcanoes.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0083.jp2"}, "84": {"fulltext": "84 NORMAL OUTLINES OF THE\\n4. Submarine Volcanoes.\\n5. Geysers and Hot Springs.\\n7. Principal Volcanoes of the World.\\nSee any recent Physical Geography; also Geology.\\nOUTLINE XXIII.\\nISLANDS.\\nI 1\\nDefinition.\\nol\\nOrigin.\\n3 1\\nClasses.\\ni 2 Continental.\\ni 3 Position.\\n2 3 Size.\\n2 2 Oceanic.\\ni 3 Classes.\\ni 4 High=\\n=Volcanic\\n2 4 Low=\\n=Coral.\\n2 3 Position.\\n3 3 Structure.\\n4 3 Size.\\n4 1 Distribution.\\n5 1 Principal Islands of the World.\\ni 2 As to Size.\\n2 2 As to Importance.\\n3 2 As to Elevation Above Sea.\\n4 2 As to any other Peculiarity.\\nThe class may discuss the terms, archipelago, atoll,\\nbarrier reef, fringing reef, lagoon, polyp, c.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0084.jp2"}, "85": {"fulltext": "COMMON SCHOOL BRANCHES. 85\\nOUTLINE XXIV.\\nVEGETABLE LIFE.\\nI 1 Conditions Requisite.\\n2 1 Distribution.\\nt 2 According to Climate.\\ni 3 Horizontal.\\n2 3 Vertical.\\n2 2 According to Physiognomy.\\nForms of Ferns, Palms, Myrtles, Grass-\\nes, Lilies, c.\\n3 1 Kinds of Plants.\\ni 2 According to Use.\\ni 3 Flood Pants.\\n2 3 Plants which furnish clothing and\\nshelter.\\n3 3 Plants which furnish medicines.\\n4 3 Plants which furnish dyes, oils, gums,\\nresins, condiments, narcotics, c.\\n2 2 According to Botanical Character.\\nSee any recent Physical Geography; also Geology.\\nOUTLINE XXV.\\nANIMAL LIFE.\\nConditions Requisite.\\nDistribution.\\ni 2 According to Climate.\\ni. Horizontal.\\n2. Vertical.\\n2 2 According to Zoological Character.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0085.jp2"}, "86": {"fulltext": "86 NORMAL OUTLINES OF THE\\n3 1 Wild Animals.\\ni 2 Principal Characteristic Animals of each\\nGrand Division.\\ni. Furnishing Food.\\n2. Furnishing Clothing, Shelter, c.\\n2 2 Principal Animals of each Climatic Zone.\\n4 1 Domestic Animals.\\ni 2 Furnishing Food.\\n2 2 Furnishing Clothing and Shelter.\\nF\u00e2\u0080\u0094\\nOUTLINE\\nXXVI.\\nTHE MINERAL\\nKINGDOM\\ni*. Metals.\\ni 2\\nPrecious.\\n1 3. Gold.\\n2 3 Silver.\\n3 3 Platinum.\\n22.\\nOrdinary.\\ni 3 Iron.\\n2 3 Copper.\\n3 3 Lead.\\n4 3 Zinc.\\n5 3 Tin.\\n6 3 Nickel.\\n2 1 Building Material.\\nT 2\\nSandstone.\\n2 2\\nMarble.\\n3 2\\nGranite.\\n4 2\\nSlate.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0086.jp2"}, "87": {"fulltext": "COMMON SOJOOL BRANCHES. 87\\n5 2 Limestone.\\n62. Sand.\\n72. Clay.\\n8 2 Gravel.\\n3 Miscellaneous Minerals.\\ni 2 Coal.\\n2 2 Petroleum.\\n3 2 Plumbago.\\n4 2 Salt.\\n2 Mineral Paints.\\nThe above minerals may be discussed separately in\\nthe following order:\\n1. Where found. Mention States or Countries\\nwhere most abundant.\\n2. Properties.\\n3. Uses.\\nOUTLINE XXVII.\\nTHE SEA.\\nDivisions.\\ni 2 Oceans.\\ni 3 Size.\\n2 3 Basins. Of each,\\n3 3 Depth.\\nMovements.\\ni 2 Waves.\\nI 3 Causes.\\n2 3 Extent.\\n2 2 Tides.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0087.jp2"}, "88": {"fulltext": "88 NORMAL OUTLINES OF THE\\n13.\\nCauses.\\n2 3\\nRecurrence.\\n3 3\\nDirection.\\nCurrents.\\ni 3\\nCauses.\\n2 3\\nKinds.\\ni 4 Equatorial,\\n2 4 Polar.\\n3 4 Return.\\n3 3\\nInfluence on\\nClimate.\\nRead Coleridge s Ancient Mariner; Byron s Apostrophe to the\\nOcean.\\nOUTLINE XXVIII.\\nTHE ATMOSPHERE.\\nI 1 Properties and Composition.\\n2 l Movements.\\ni 2 Constant Winds Trade Winds.\\ni 3 Causes.\\n2 3 Directions.\\n2 2 Periodical Winds.\\ni 3 Monsoons.\\n2 3 Land and Sea Breezes.\\n3 3 Local Land Winds.\\ni 4 Sirocco.\\n2 4 Khamsin.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0088.jp2"}, "89": {"fulltext": "COMMON SCHOOL BRANCHES. 8 J\\n3 4 Simoom.\\n4 4 Etesian Winds.\\n4 Northers of Texas, c.\\n3 2 Variable Winds.\\n4 3 Storms.\\ni 3 Hurricanes.\\n2 3 Cyclones.\\n3 3 Tornadoes.\\n4 3 Water Spouts.\\n3 1 Humidity.\\ni 3 Causes.\\n2 2 Condensation.\\ni 3 Clouds.\\n2 3 Rain.\\n3 3 Snow.\\n4 3 Hail.\\n5 3 Fog.\\n6 3 Dew.\\n7 3 Frost.\\n4 1 Calms.\\nSee any recent Physical Geography; also Natural Philosophy.\\nThere are many other points which might be dis-\\ncussed with profit in a Geography class. The teacher\\nwill find the preceding outlines suggestive of work in\\nthis line. If time and the condition of his class admit\\nhe may outline other subjects in a manner similar to the\\nforegoing, and have his class discuss them.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0089.jp2"}, "90": {"fulltext": "90 NORMAL OUTLINES OF THE\\nGENERAL REFERENCES.\\nF rye s Complete Geography.\\nNatural Advanced Geography.\\nBarnes s Complete Geography.\\nWarren s Physical Geography.\\nMaury s Manual of Geography.\\nDavis Physical Geography.\\nTarr s Elementary Physical Geography.\\nHouston s New Physical Geography.\\nMaury s Physical Geography.\\nLongman s School Geography.\\nRitter s Comparative Geography.\\nGuyot s Earth and Man.\\nReclus The Earth.\\nDana s New Text-Book of Geology.\\nLe Conte s Elements of Geology.\\nWinchell s Walks and Talks in Geological Fields.\\nGray s How Plants Grow.\\nHartwig s Polar and Tropical Worlds.\\nWaldo s Elements of Meteorology.\\nDana s Manual of Mineralogy and Petrography.\\nHumboldt s Cosmos.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0090.jp2"}, "91": {"fulltext": "LESSONS OUTLINED\\nIN\\nUnited States History, Geography, Arithmetic,\\nEnglish Grammar and Physiology.\\nOUTLINES IN ARITHMETIC.\\nHINTS TO THE TEACHER.\\n1. Mental and written arithmetic should be taught\\ntogether. Both oral and written exercises should form\\na part of each recitation.\\n2. I would impress on the teacher the importance of\\nfurnishing plenty of examples for the pupils to solve.\\nThe ordinary text-books do not contain enough. The\\nteacher should write examples on the board, either of\\nhis own composition or such as he may select from\\nother text-books. There have recently been published\\ntwo works, Baird s Graded Work, and Prince s by\\nGrades, which we can recommend to the teacher, as\\nfurnishing several thousand examples embracing all\\nthe subjects usually treated in Arithmetic.\\n3. Always go over the points of the next outline as\\na preliminary drill. Many of the outlines require more\\nthan one lesson. The teacher must use his own judg-\\nment in regard to this as well as to any parts which may\\nbe omitted or as to additional matter which he may wish\\n(9i", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0091.jp2"}, "92": {"fulltext": "92 NORMAL OUTLINES OF THE\\nto insert. The teacher should always adapt himself to\\nthe circumstances of the case and not blindly follow\\ntext-books.\\n4. The general order of the outlines though not\\nprecisely logical, was aimed to be natural, taking easi-\\nest parts first, proceeding from the simple to the com-\\nplex.\\n5. A few model solutions are given at the close, as\\nsuggestions to the teacher.\\nARITHMETIC.\\nOUTLINE I.\\n1. Drills in adding orally, small numbers, using ob-\\njects if necessary.\\n2. Drills in adding columns of single digits on slate\\nand blackboard.\\n3. Place figures in horizontal rows using the signs,\\n-f and\\n4. First principles of notation and numeration.\\n1. Show that the value of a figure depends upon\\nthe place it occupies.\\n2. Teach the use of the cipher.\\n3. Drill in reading and writing numbers up to\\nthousands.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0092.jp2"}, "93": {"fulltext": "COMMON SCHOOL BRANCHES. 93\\nOUTLINE II.\\n1. Further drills in addition with examples of two\\nor more columns, explaining the process of carrying.\\n2. Further drills in notation and numeration, teach-\\ning the places and periods up to millions.\\n3. Subtraction.\\n1. By use of objects.\\n2. Orally using small numbers.\\n3. On slate and black-board using only num-\\nbers where each digit of the minuend is\\nlarger than the corresponding digit of the\\nsubtrahend.\\n4. Use of sign\\nOUTLINE III.\\n1. Drills in reading and writing numbers.\\n2. Subtraction with the process of borrowing.\\n3. Exercises in addition.\\n4. Subtraction proven by addition.\\n5. Examples combining addition and subtraction.\\n6. Roman system of notation, explained and illus-\\ntrated.\\n7. Define unit, number, notation, numeration, addi-\\ntion, subtraction, minuend, subtrahend, remainder.\\nOUTLINE IV.\\nMULTIPLICATION.\\nI. By use of objects or marks on blackboard show", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0093.jp2"}, "94": {"fulltext": "94 NORMAL OUTLINES OF THE\\nthat multiplication is a short method of making many\\nadditions of the same number.\\n2. Oral drill in multiplying small numbers.\\n3. Slate and blackboard work using sign X and by\\nplacing numbers under each other.\\n4. Examples where the multiplier is a single digit\\nand the process of carrying taught.\\n5. Oral and written drills until the multiplication\\ntable is learned.\\nOUTLINE V.\\n1. Examples where the multiplier contains more\\nthan one digit.\\n2. Oral drill with examples involving addition, sub-\\ntraction and multiplication.\\n3. Written exercises with examples involving addi-\\ntion, subtraction and multiplication.\\n4. Further exercises in notation and numeration.\\nOUTLINE VI.\\nDIVISION.\\n1. Illustrate by objects.\\n2. Oral drill with small numbers.\\n3. Written exercises with examples where the divis-\\nor is a single digit and is contained an even number of\\ntime in each digit of the dividend.\\n4. Examples in short division, teaching the process\\nof carrying, the divisor not to exceed 9.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0094.jp2"}, "95": {"fulltext": "COMMON SCHOOL BRANCHES. 95\\n5. Show that division is a process of making many\\nsubtractions of the same number.\\n6. Examples, using the sign -5-.\\nOUTLINE VII.\\n1. Examples in long division.\\n2. Division proven by multiplication.\\n3. Multiplication proven by division.\\n4. Define multiplier, multiplicand, -product, divisor,\\ndividend, quotient.\\n5. Miscellaneous examples in the fundamental rules.\\nSee that pupils thoroughly understand the processes\\nof addition, subtraction, multiplication and division and\\ncan readily write and read any number, before proceed-\\ning further.\\nOUTLINE VIII.\\nU. S. MONEY.\\ni. Give examples in writing and reading numbers\\ninvolving dollars, cents and mills. The table of U. S.\\nmoney will be learned in a few minutes drill.\\n2. Explain use of separatrix and show that reduc-\\ntion from a higher to a lower or vice versa can be ac-\\naccomplished merely by change of the separatrix.\\n3. Coins of U. S.\\n1. Denominations.\\n2. Composition.\\n3. Weights.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0095.jp2"}, "96": {"fulltext": "96 NORMAL OUTLINES OF THE\\n4. Paper Money.\\n1. Real Nature.\\n2. Uses.\\n3. Denominations.\\nSee Robinson s New Practical Arith. Ray s New Practical Arith.\\nor any other Common School Arithmetic recently published.\\nOUTLINE IX.\\n1. Examples in addition, subtraction, multiplication\\nand division of U. S. Money.\\n2. Impress the importance of the separatrix. Show\\nthat the denominations increase or decrease in a tenfold\\nratio as in simple numbers.\\n3. Explain the use of the mill.\\nBeginning classes may spend four or five days work-\\ning examples in U. S. Money. The exercise will be a\\ngood drill to secure fluency in the fundamental process-\\nes.\\nOUTLINE X.\\nmerchant s bills.\\n1. Explain meaning and use.\\n2. Require pupils to copy on slate and blackboard\\nall the examples given under this head in the books,\\npaying particular attention to neatness and accuracy in\\nuse of capitals, spelling and punctuation.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0096.jp2"}, "97": {"fulltext": "COMMON SCHOOL BRANCHES. 97\\n3. Let the teacher write Bills on the board, giving\\nthe names of merchants and farmers or business men\\nin the neighborhood.\\n5. Require advanced pupils to write out Bills.\\nThe above exercises are very practical and profitable\\nand too much importance can not be attached to them.\\nOUTLINE XL\\nDRY MEASURE.\\ni. Use.\\n2. Denominations.\\n3. Standard Un t.\\n4. Weight of a bushel of different articles.\\n5. Reduction. Require an analysis of examples.\\nDo not require pupils to commit tables to memory,\\nbut let them be learned by use.\\nOUTLINE XII.\\nLIQUID MEASURE.\\ni. Use.\\n2. Denominations.\\n3. Standard Unit.\\n4. Examples in Reduction.\\nIn the same manner outline and study, Avoirdupois\\nWeight, Troy Weight and Apothecaries Weight. The\\nother tables are omitted until fractions are studied.\\n7", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0097.jp2"}, "98": {"fulltext": "98 NORMAL OUTLINES OF THE\\nOUTLINE XIII.\\nCOMPOUND NUMBERS.\\nAddition.\\nSubtraction.\\nMultiplication.\\nDivision.\\nMake as many lessons as are necessary to secure\\nreadiness and a thorough understanding of the princi-\\nples involved. Pay particular attention to neatness and\\narrangement of work, the proper use of abbreviations,\\nproper spelling and punctuation.\\nOUTLINE\\nXIV\\nDefinitions of\\ni. Unit.\\n2. Integer.\\n3. Divisor.\\n4. Factor.\\n5. Prime Number.\\n6. Composite Number.\\n7. Even Number.\\n8. Odd Number.\\n9. Multiple.\\nDo not require the definitions of these terms to be\\ncommitted to memory but let the pupil write the defi-\\nnitions on the slate and illustrate each by examples.\\nThe teacher should give a preliminary drill, going over\\nthe definitions with the class and illustrating each on\\nthe board.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0098.jp2"}, "99": {"fulltext": "COMMON SCHOOL BRANCHES. 99\\nOUTLINE XV.\\nFACTORING.\\n1. Definition.\\n2. Prime Factors defined.\\n3. Principles and Process.\\n4. Examples.\\nCancellation.\\nBy numerous examples and by class drill, pupils will\\nbecome familiar with the meaning of the terms used in\\nthis and the preceding outline.\\nOUTLINE XVI.\\nGREATEST COMMON DIVISOR.\\nI.\\nDefinition.\\n2.\\nIllustration.\\n3-\\nPrinciples.\\n4-\\nMethods.\\n1. By Factors.\\n2. By Continual Division.\\n5-\\nExamples.\\nOUTLINE XVII.\\nLEAST COMMON MULTIPLE.\\n1.\\nDefinition.\\n2.\\nIllustration.\\n3-\\nPrinciples.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0099.jp2"}, "100": {"fulltext": "100 NORMAL OUTLINES OF THE\\n4. Methods.\\n5. Examples.\\nOUTLINE XVIII.\\nGENERAL REVIEW.\\n1. Select Examples in\\n1. Combinations of the fundamental rules.\\n2. Compound Numbers.\\n3. Cancellation.\\n2. Questions on tables and definitions.\\n3. Assign topics to individual pupils for report.\\nOUTLINE XIX\\nFRACTIONS.\\nI 1\\nDefinition and Illustration.\\n2 1\\nClasses.\\ni 2 Common.\\n13.\\nDefinition.\\n2 3\\nHow Expressed.\\n1 4 Orally.\\n2 4 Written.\\n3 3\\nTerms.\\n1 4 Numerator=Dividend.\\n2 4 Denominator =Divisor.\\n4 3\\nKinds.\\n1 4 Proper.\\n2 4 Improper.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0100.jp2"}, "101": {"fulltext": "COMMON SCHOOL BRANCHES. 101\\n3 4 Simple.\\n4 4 Complex.\\n5 4 Compound.\\n6 4 Mixed.\\n2 3 Decimal. (See Outline xxiv).\\nObserve directions given under Outline xiv.\\nOUTLINE XX.\\nREDUCTION OF FRACTIONS.\\ni 1 Definition.\\n2 1 Cases.\\ni 2 Case I. To higher or lower terms.\\ni 3 Process.\\n2 3 Rule.\\n3 3 Principle.\\n2 s Case II. Mixed numbers or integers to\\nimproper fractions.\\ni 3 Process.\\n2 3 Rule.\\n3 3 Analysis.\\n3 2 Case III. Improper fractions to integers\\nor mixed numbers.\\ni 3 Process.\\n2 3 Rule.\\n3 3 Analysis.\\n4 2 Case IV. Dissimilar fractions to similar\\nfractions.\\ni 3 Having a common denominator.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0101.jp2"}, "102": {"fulltext": "102 NORMAL OUTLINES OF THE\\n2 3 Having the least common denomina-\\ntor.\\n3 3 Processes.\\n4 3 Rules.\\n5 3 Principles.\\nSee any Common School Arithmetic recently published.\\nOUTLINE XXI.\\ni. Addition of Fractions.\\ni. Definition.\\n2. Principles.\\n3. Process.\\n4. Rule.\\n2. Subtraction of Fractions.\\n1. Definition.\\n2. Principles.\\n3. Process.\\n4. Rule.\\n3. Problems combining Addition and Subtraction.\\nOUTLINE XXII.\\n1. Multiplication of Fractions.\\n1. Case I.\\nOne Factor a Fraction.\\n2. Case II.\\n1. Both Factors Fractions.\\n2. Compound Fractions Reduced to Simple\\nones.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0102.jp2"}, "103": {"fulltext": "COMMON SCHOOL BRANCHES. 103\\n3. Processes.\\n4. Rules.\\n5. Analysis.\\n2, Division of Fractions.\\n1. Case I.\\nThe Divisor an Integer.\\n2. Case II.\\nThe Divisor a Fraction.\\n1. First Method.\\nInverting the Divisor.\\n2. Second Method.\\nReducing to Similar Fractions.\\n3. Processes.\\n4. Rules.\\n5. Analysis.\\nSee any Common School Arithmetic recently published.\\nOUTLINE XXIII.\\nMEASURES.\\nOf Extension.\\ni 2 Lines and Arcs.\\ni 3 Linear Measure.\\n2 3 Circular Measure.\\n2 2 Surfaces.\\ni 3 Square Measure.\\n3 2 Capacity.\\ni 3 Cubic Measure.\\n2 3 Wood Measure.\\n3 3 Dry Measure. See outlines xi and\\n4 3 Liquid Measure, j xii.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0103.jp2"}, "104": {"fulltext": "104 NORMAL OUTLINES OF THE\\n2 1 Of Duration.\\ni 2 Time Measure.\\nStudy as in Outlines xi and xii. Examples involving\\nfractions may be given. See that pupils have clear\\nideas in regard to measures. If possible, have objects\\nto illustrate each unit of measure. Require pupils to\\ntake dimensions of school-house, play grounds, objects\\nin the school-room, c, and give many practical exam-\\nples in reduction, addition, subtraction, multiplication\\nand division of Compound Numbers.\\nOUTLINE XXIV.\\nDECIMAL FRACTIONS.\\ni. Definition.\\n2. Notation and Numeration.\\ni. Show the relation between Integers and\\nDecimals.\\n2. Terms employed.\\ni. Decimal Point.\\nDecimal Unit.\\nDecimal Scale.\\nPure Decimal.\\nMixed Decimal.\\nComplex Decimal.\\n3. Impress the importance of the Decimal Point.\\n4. Examples in reading and writing Decimals.\\n3. Addition, Subtraction, Multiplication and Divis-\\nion of Decimals.\\n4. Decimal Compound Numbers.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0104.jp2"}, "105": {"fulltext": "COMMON SCHOOL BRANCHES. 105\\n5. Compare U. S. Money with Decimals.\\nImpress the importance of the Decimal Point.\\nSee Robinson s New Practical Arith. Ray s New Practical Arith.\\nor any other Common School Arithmetic recently published.\\nOUTLINE XXV.\\nPERCENTAGE.\\ni. Definition.\\n2. Terms employed.\\n1. Percentage.\\nBase.\\nRate.\\nAmount.\\nDifference.\\n3. Symbols.\\n4. Cases.\\n1. Quantities given.\\n2. Quantities required. In each.\\n3. Formula. J\\n5. General Rule.\\no. Applications. (See Outlines following).\\nPupils need thorough drill in Percentage. See that\\nthey have clear ideas of -per cent, and other terms em-\\nployed.\\nSee any Common School Arithmetic recently published; also\\nOutline of Percentage in Normal Question Book.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0105.jp2"}, "106": {"fulltext": "106 NORMAL OUTLINES OF THE\\nOUTLINE XXVI.\\nINTEREST.\\ni. Definition.\\n2. Terms employed.\\n3. Process of finding Interest for one year.\\n4. any time.\\n1. Methods.\\n1. By Aliquot Parts.\\n2. Six per cent. Method.\\n3. Other Methods.\\n5. Promissory Notes. (See Outline xxxiv).\\nPupils may be exercised in writing promissory notes\\nand calculating the interest on them. The different\\nkinds of notes will be studied further along.\\nOUTLINE XXVIL\\nPROFIT AND LOSS.\\ni. Definitions.\\n2. Terms employed.\\n3. Processes=Processes in Percentage.\\n1. Cost=Base.\\n2. Rate per cent.=Rate.\\n3. Gain or Loss=Percentage.\\n4. Selling Price when above cost\u00e2\u0080\u0094 Amount.\\n5. Selling Price when below cost=Difference.\\nOUTLINE XXVIII.\\nCOMMISSION.\\ni, Terms employed.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0106.jp2"}, "107": {"fulltext": "COMMON SCHOOL BRANCHES. 107\\ni. Commission.\\n2. Agent or Commission Merchant.\\n3. Consignment.\\n4. Consignor.\\n5. Consignee.\\n6. Net Proceeds.\\n2. Processes=Processes in Percentage.\\n1. Sales or Sum Invested=Base.\\n2. Rate per cent.=Rate.\\n3. Commission=Percentage.\\n4. Purchase Price and Commission=Amount.\\nNet Proceeds\u00e2\u0080\u0094 Difference.\\nOUTLINE XXIX.\\nTAXES.\\n1. General Taxes.\\n1. Terms employed.\\n1. Real Estate.\\n2. Personal Property.\\n3. Tax.\\n1. Property.\\n2. Poll.\\n4. Assessor.\\n5. Assessor s Roll.\\n6. Assessor s Table.\\n2. Duties or Customs.\\n1. Terms employed.\\n1. Specific Duty.\\n2. Ad Valorem Duty.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0107.jp2"}, "108": {"fulltext": "108\\nNORMAL OUTLINES OF THE\\n3. Tare.\\n4. Leakage and Breakage.\\n5. Draft.\\n6. Gross Weight and Net Weight.\\n3. Internal Revenue.\\n4. Process=Processes in Percentage.\\n1. Valuation=Base.\\n2. Rate=Rate.\\n3. Tax=Percentage.\\nOUTLINE XXX.\\nCAPITAL AND STOCK.\\ni. Terms employed.\\n1. Capital.\\n2. Capital Stock.\\n3. Company.\\n4. Corporation.\\n5. Charter.\\n6. Par, Discount and Premium.\\n7. Shares.\\n8. Certificate of Stock.\\nDividend.\\nInstallment.\\nBonds.\\nAssessment.\\nCoupon.\\n2.\\n9\\n10\\n12\\n13\\nH\\nProcesses=Processes in Percentage.\\n1. Par Value=Base,\\n2. Rate of Premium or Discount=Rate.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0108.jp2"}, "109": {"fulltext": "COMMON SCHOOL BRANCHES. 109\\n3. Premium or Discount=Percentage.\\n4. Market Value=Amt. or Difference.\\nOUTLINE XXXI.\\nINSURANCE.\\ni. Kinds.\\n1. Fire.\\n2. Marine.\\n3. Health and Accident.\\n4. Life.\\n2. Terms employed.\\n1. Valuation.\\n2. Premium.\\n3. Policy.\\n4. Insurance Company.\\n3. Processes=Processes in Percentage.\\n1. Valuation=Base.\\n2. Premium=Percentage.\\n3. Rate of Premium=Rate.\\nOUTLINE XXXII.\\nPROBLEMS IN INTEREST.\\ni. Processes\u00e2\u0080\u0094 Processes in Percentage.\\n1. Principal=Base.\\n2. Rate per cent, per annum X time in years:\\nRate.\\n3. Interest=Percentage.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0109.jp2"}, "110": {"fulltext": "110 NORMAL OUTLINES OF THE\\nOUTLINE XXXIII.\\nDISCOUNT.\\n1. With regard to Time.\\nTrue Discount.\\ni. Terms employed,\\ni. Discount.\\n2. Face.\\n3. Present Worth or Proceeds.\\n2. Processes\u00e2\u0080\u0094 Processes in Percentage.\\n1. Present Worth=Base,\\n2. Rate per cent, per annum X time in\\nyears=Ratio.\\n3. Discount=Percentage.\\n2. Without regard to Time.\\nCommercial Discount.\\n1. Invoice price or face\u00e2\u0080\u0094 Base.\\n2. Rate per cent. ofT=Rate.\\n3. Commercial Discount\u00e2\u0080\u0094 Percentage.\\nOUTLINE XXXIV.\\nBANKING.\\ni. Promissory Notes.\\n1. Forms.\\n2. Kinds.\\n3. Terms Employed.\\n1. Maker or Drawer.\\n2. Indorser.\\n3. Holder.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0110.jp2"}, "111": {"fulltext": "COMMON SCHOOL BRANCHES. Ill\\n2.\\n4-\\n5-\\n6.\\n7-\\nPayee.\\nDays of Grace.\\nMaturity.\\nProtest.\\n8.\\nFace.\\n9-\\nProceeds.\\nBanks.\\ni.\\nKinds.\\n2.\\nUses.\\nBank Discount.\\ni.\\nProcesses=Processes in Percentage.\\ni.\\n2.\\nFace=Base or Principal.\\nInterest on face of note for given\\ntime at\\ngiven rate is the bank discount and\u00e2\u0080\u0094\\nPercentage.\\n3-\\nProceeds=Difference.\\n4-\\nTime in years X rate per annum:\\n=Rate.\\nPartial Payments, Compound and Annual Interest\\nmay be brought in anywhere after Percentage, at the\\noption of the teacher. Average or Equation of Pay-\\nments, and Exchange are not of general practical im-\\nportance and may be omitted entirely in many schools.\\nFrench s Common School Arithmetic is here recom-\\nmended as especially valuable as a text-book in all\\noperations in Percentage.\\nOUTLINE XXXV.\\nRATIO.\\n1. Definition and Illustration.\\n2. Terms.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0111.jp2"}, "112": {"fulltext": "112 NORMAL OUTLINES OF THE\\n1. Antecedent. i\\nr^ Couplet.\\n2. Consequent. J r\\n3. Sign.\\n4. How expressed.\\nPrinciples.\\nOUTLINE XXXVI\\nPROPORTION,,\\nI.\\nDefinition.\\n2.\\nKinds.\\n1 Direct.\\n1. oimple. T\\nr Inverse\\n3-\\n2. Compound.\\nTerms employed.\\n1. Extremes.\\n2. Means.\\n4-\\n5-\\nSign.\\nPrinciple.\\nSee any Common School Arithmetic recently published.\\nOUTLINE XXXVII.\\nPARTNERSHIP.\\ni. Terms employed.\\n1. Partnership, or Company.\\n2. Firm or House.\\n3. Partner.\\n4. Profits.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0112.jp2"}, "113": {"fulltext": "COMMON SCHOOL BRANCHES. 113\\n2\\n5. Assessments.\\n6. Capital.\\nKinds.\\nSimple.\\nCompound.\\n3. Principle.\\nOUTLINE XXXIX.\\n1. Involution.\\n2. Evolution.\\n1. Terms employed.\\n1. Root.\\n2. Radical.\\n3. Perfect Power.\\n4. Imperfect Power.\\n2. Square Root.\\n1. Rule and Demonstration.\\n2. Applications.\\n1. Finding sides of right-angled tri-\\nangle.\\n2. Similar Figures.\\n3. Cube Root and Applications.\\nLongitude and Time being very difficult for pupils to\\nunderstand has been deferred until this period. It\\nshould now be taught, the points being made clear by\\nthe use of globe and diagrams on blackboard. The\\nsubjects of Mensuration, Geometrical and Arithmetical\\nProgression mav next be introduced if thought advisa-\\n8", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0113.jp2"}, "114": {"fulltext": "Hi NORMAL OUTLINES OF THE\\nble. The Metric System and some of the elementary\\nprinciples of Bookkeeping may also follow.\\nAs a work of general reference, see Brook s Philoso-\\nphy of Arithmetic.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0114.jp2"}, "115": {"fulltext": "LESSONS OUTLINED\\nIN\\nUnited States History, Geography, Arithmetic,\\nEnglish Grammar and Physiology.\\nOUTLINES IN GRAMMAR.\\nHINTS TO THE TEACHER.\\n1. The importance of written exercises in studying\\nGrammar can not be overestimated. Slates, blackboard\\nand paper with pen and ink may all be used to advan-\\ntage in a Grammar class. The advantages of written\\nlessons may be enumerated as follows: i. The pupils\\nwill be more likely to prepare all the work assigned.\\n7. They will take greater pains with their work. 3.\\nThey will have more employment. 4. They will cul-\\ntivate accuracy of thought and definiteness of expres-\\nsion. 5. They will improve rapidly in reading, pen-\\nmanship, spelling, punctuation, use of capitals and\\nacquire general business habits. 6. They will be bet-\\nter prepared for composition writing.\\n2. Slates may be used mainly for beginning classes,\\nbut an occasional lesson may be assigned to be written\\non paper with pen and ink. With advanced classes\\nthe latter plan should be pursued altogether. Pupils\\nwill do well to provide themselves with blank books\\nlike Normal Teacher Blank Parsing Book. This\\nlittle book is arranged with special reference to the\\n(115)", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0115.jp2"}, "116": {"fulltext": "116 NORMAL OUTLINES OF THE\\nwants of a Grammar class, having been prepared by a\\npractical and successful teacher of Grammar. Its cost\\nis but a trifle more than so much blank paper.\\n3. Written exercises of some kind should be assign-\\ned at every lesson. The teacher must use his own\\njudgment in regard to assigning written work. It will\\nconsist of exercises in analysis, parsing, sentence mak-\\ning, essays, c.\\n4. It was not thought necessary to outline all the\\nsubjects usually treated in text-books on Grammar. If\\nthe teacher wishes to teach other subjects it is hoped\\noutlines here presented will prove suggestive of further\\nwork in that line.\\n5. The pupils should be required to combine the\\noutlines as suggested in another part of this work.\\n6. Some system of diagramming should be used and\\na regular form for parsing and analysis adopted. (See\\nAppendix).\\nGRAMMAR.\\nOUTLINE I.\\nTHE SENTENCE.\\ni. Development.\\n1. By associating words which have no conneo\\nand noting result.\\n2. By associating words which have a connec-\\ntion and noting result.\\n2. Definition.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0116.jp2"}, "117": {"fulltext": "COMMON SCHOOL BRANCHES. 117\\n3. Exercises in making sentences.\\n4. Principal Parts.\\nD i Illustrate and Define.\\n2. Predicate, j\\n5. Analysis by stating subject and predicate and giv-\\ning reasons why.\\n6. Exercise in writing a number of predicates to a\\ngiven subject and vice versa.\\nSee any English Grammar recently published.\\nOUTLINE II.\\nTHE NOUN.\\ni. Definition.\\n2. Classes.\\n1. Proper.\\n2. Common.\\n1. Class.\\n2. Abstract.\\n3. Collective.\\n4. Verbal.\\n3. Properties.\\n1. Person.\\n2. Number.\\n3. Gender.\\n4. Case.\\nIn this and the following general outlines of the parts\\nof speech, the lesson should consist in finding the defi-\\nnitions of the terms given, with examples under each;\\nalso, with exercises in pointing out the parts of speech", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0117.jp2"}, "118": {"fulltext": "118 NORMAL OUTLINES OF THE\\nfrom any piece of composition, and in written exercises\\nin making sentences and analyzing them according to\\nOutline I. The pupil should not be expected to give\\ndefinitions from memory until he has made further ad-\\nvances.\\nOUTLINE III.\\nTHE PRONOUN.\\ni. Definition.\\n2. Classes.\\ni. Personal.\\n2. Relative.\\n3. Interrogative.\\n3. Properties.\\n1. Person.\\n2. Number.\\n3. Gender.\\n4. Case.\\nSee any English Grammar recently published.\\nOUTLINE IV.\\nTHE ADJECTIVE\\n1. Definition.\\n2. Classes.\\n1. Descriptive.\\n1. Common.\\n2. Proper,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0118.jp2"}, "119": {"fulltext": "COMMON SCHOOL BRANCHES. 119\\n3. Participial.\\n2. Definitive.\\n1. Articles.\\n1. Definite.\\n2. Indefinite.\\n2. Pronominal.\\n1. Demonstratives.\\n2. Distributives.\\n3. Indefinites.\\n3. Numeral.\\n1. Cardinal.\\n2. Ordinal.\\n3. Multiplicative.\\n3. Modifications.\\n1. Number.\\n2. Comparison.\\nSee any English Grammar recently published.\\nOUTLINE V.\\nTHE VERB.\\ni. Definition.\\n2. Classes.\\n1. As to Form.\\n1. Regular.\\n2. Irregular.\\n3. Defective.\\n4. Redundant.\\n2. As to Use.\\n1. Transitive.\\n2. Intransitive.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0119.jp2"}, "120": {"fulltext": "120\\nNORMAL OUTLINES OF THE\\nModifications.\\nStyle.\\nVoice.\\nMode.\\nTense.\\nPerson.\\nNumber.\\nSee any English Grammar recently published.\\nOUTLINE VI.\\nTHE ADVERB.\\ni. Definition.\\n2. Classes.\\ni. Time.\\nPlace.\\nCause.\\nManner.\\nDegree.\\nComparison.\\ni.\\nOUTLINE VII.\\nrp, r, P f Definition and Peculiarities\\nI he Conmnction, V c u\\nTU T J or each.\\n1 he Interjection.\\n2. Drill in use of Capitals and Punctuation.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0120.jp2"}, "121": {"fulltext": "COMMON SCHOOL BRANCHES. 121\\nOUTLINE VIII.\\nCLASSES OF NOUNS.\\n1. Proper Nouns.\\ni. Must begin with capital letters.\\n2. Two or more words taken together as one.\\n3. Meaning not considered.\\n4. May become common when assume a mean-\\ning.\\n2. Common Nouns.\\nt. Classes.\\n1. Class.\\n2. Abstract. r- i\\n3. Collective, f Define each.\\n4. Verbal.\\n2. May become proper.\\n3. Do not usually begin with a capital letter.\\n4. Admit of definition.\\nLet the pupil be required in this and the following\\noutlines to give definitions of all terms which are re-\\npeated from former outlines. See note under Outline\\niL\\nSee any English Grammar recently published.\\nOUTLINE IX.\\nPERSON OF NOUNS.\\ni. First.\\n1. Belongs to persons only, or things personified.\\n2. Constructions.\\n1. Apposition with pronoun of first person.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0121.jp2"}, "122": {"fulltext": "122 NORMAL OUTLINES OF THE\\n2. Nom. absolute by inscription.\\n2. Second.\\ni. Belongs to persons only or things personified.\\n2. Constructions.\\ni. In apposition with pronoun of the second\\nperson,\\n2. Nom. absolute by direct address.\\n3. Third.\\n1. Belongs to persons or things.\\n2. Constructions.\\nIn all constructions except:\\n1. Nom. absolute by direct address.\\n2. By apposition with first personal\\npronoun.\\n3. By inscription.\\nThe subordinate points may be omitted until the pu-\\npil has studied case.\\nOUTLINE X.\\nNUMBER OF NOUNS.\\nSingular.\\ni 2 Some nouns only in singular.\\n2 2 Proper nouns, usually, only in singular.\\nPlural.\\ni 2 How formed.\\ni 3 Regularly.\\ni 4 When 5 only added.\\n2 4 ^s added.\\n3 4 y changed to ies.\\n4 4 ovfe changed to ves.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0122.jp2"}, "123": {"fulltext": "COMMON SCHOOL BRANCHES. 123\\n5 4 Compound words.\\n6 4 Compound terms.\\ni 3 Irregularly.\\n3 3 Plural of foreign words.\\n4 3 Plural of letters, signs, c.\\n2 3 Some nouns in plural only.\\n3 2 Some nouns with two plurals having dif-\\nferent meanings.\\nSee any English Grammar recently published.\\nOUTLINE XL\\nGENDER OF NOUNS.\\n1. Masculine. w\\ny W ords corresponding in each.\\n2. reminine. j r\\n3. Common.\\n4. Neuter.\\n1. Collective nouns when objects are taken as a\\nunit.\\n2. Inferior animals and children.\\n3. Become masc. or fern, by personification.\\n5. Modes of distinguishing sex.\\n1. By different words.\\n2. By different terminations.\\n3. By prefixes and suffixes.\\nOUTLINE XII.\\nCASE OF NOUNS.\\ni. Nominative.\\n1. Dependent.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0123.jp2"}, "124": {"fulltext": "124 NORMAL OUTLINES OF THE\\ni. Subject of finite verb.\\n2. In the predicate.\\n3. In apposition with noun or pronoun.\\n4. In apposition with a sentence.\\n2. Absolute.\\n1. By direct address.\\n2. By exclamation.\\n3. By inscription.\\n4. By pleonasm.\\n5. With a participle.\\n2. Possessive.\\n1. Constructions.\\n1. Limiting a noun of different signification\\n2. Limiting a noun of same signification.\\n2. How formed.\\n1. In singular.\\n2. In plural.\\n3. Objective.\\n1. Constructions.\\n1. Regular.\\n1. Object of transitive verb.\\n2. Object of preposition.\\n3. Subject of an infinitive.\\n4. In the predicate.\\n5. In apposition.\\n2. By enallage.\\n2. Remarks.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0124.jp2"}, "125": {"fulltext": "COMMON SCHOOL BRANCHES. 12f\\nOUTLINE XIII.\\nTHE PRONOUN.\\ni. Antecedent.\\n2. Classes.\\ni. Personal,\\ni. Simple.\\n2. Compound.\\n2. Relative.\\ni. Simple.\\nHow used.\\n2. Compound.\\nHow formed.\\n3. Double.\\nCharacteristics.\\n3. Possessive.\\n4. Interrogative.\\nSubsequent.\\n3. Properties.\\n4. Declension.\\nSee any English Grammar recently published.\\nOUTLINE XIV.\\nCLASSES OF VERBS.\\n1. With respect to form.\\n1. Regular.\\n2. Irregular.\\n3. Defective.\\n4. Redundant.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0125.jp2"}, "126": {"fulltext": "126 NORMAL OUTLINES OF TKrv\\n2. With respect to use.\\n1. Transitive.\\ni. Sometimes used without an object.\\n2. Object generally placed after it.\\n2. Intransitive.\\ni. May govern an object of kindred mean-\\ning.\\n2. To be the only pure copula.\\nOUTLINE XV.\\nPROPERTIES OF VERBS.\\n1. Style.\\n1. Ordinary.\\n2. Solemn.\\n3. Emphatic.\\n4. Progressive.\\n2. Voice.\\n1. Active.\\n2. Passive.\\n3. Mode.\\n1. Finite.\\n1. Indicative.\\n2. Potential. (Signs).\\n3. Subjunctive. (Signs).\\n4. Imperative.\\n2. Infinite.\\n1. Infinitive.\\n2. Participial.\\na. Tense.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0126.jp2"}, "127": {"fulltext": "COMMON SCHOOL BRANCHES. 127\\n1. Simple.\\ni. Past.\\n2. Present.\\n3. Future.\\n2. Perfect.\\n1. Present Perfect.\\n2. Past Perfect.\\n3. Future Perfect.\\nPerson and Number.\\nOUTLINE XVI.\\n1. Principal Parts of the verb.\\n2. Auxiliaries.\\n3. Conjugation.\\n4. Infinitives and Participles.\\nSee any English Grammar recently published; also, Appendix to\\nthis volume.\\nI would advise teachers to make a special study of\\nInfinitives and Participles, as being the most difficult and\\nleast understood of any part of technical Grammar.\\nOUTLINE XVII.\\nCLASSES OF SENTENCES.\\nI. As to Structure.\\n1. Simple.\\n2. Complete.\\n3. Abridged.\\n4. Complex.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0127.jp2"}, "128": {"fulltext": "123 NORMAL OUTLINES OF THE\\n5. Principal.\\n6. Subordinate.\\n7. Compound.\\n8. Partial Compound.\\n9. Leading.\\n10. Co-ordinate.\\n2. As to nature of the Proposition.\\n1. Declarative.\\n2. Imperative.\\n3. Interrogative.\\n4. Exclamatory.\\nSee any English Grammar recently published.\\nOUTLINE XVIII.\\nELEMENTS OF SENTENCES.\\ni. As to Relative Importance.\\n1. Principal.\\n1. Subject.\\n2. Predicate.\\n1. Attribute.\\n2. Copula.\\n2. Subordinate.\\n2. As to Structure.\\n1. Simple.\\n2. Complex.\\n3. Compound.\\n3. As to Relation.\\n1. Adjective.\\n2. Adverbial.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0128.jp2"}, "129": {"fulltext": "COMMON SCHOOL BRANCHES. 129\\n3. Objective.\\nAs to base.\\n1. First Class \u00e2\u0080\u0094one whose base is a single word.\\n2. Second Class=one whose base is a preposi-\\ntion and its object.\\n3. Third Class =one whose base is a subordi-\\nnate sentence.\\nOUTLINE XIX.\\n1. Connectives.\\n1. Co-ordinate.\\n2. Subordinate.\\n2. Analysis by Diagrams.\\n1. Simple sentences, Elements of first and sec-\\nond classes.\\n2. Complex sentences, Elements of the third\\nclass.\\n3. Compound Sentences, Compound Elements.\\n4. Partial Compound Sentences.\\n5. Sentences containing Double Relatives, Ex-\\npletives and Independent Forms.\\n6. Sentences containing second and third class\\nObjective Elements.\\n3. Verbal Analysis, in the same order.\\nOUTLINE XX.\\nFALSE SYNTAX.\\nErrors arising from:\\n9", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0129.jp2"}, "130": {"fulltext": "130 NORMAL OUTLINES OF THE\\ni. Use of Words with wrong meaning.\\n2. Use of Improper Forms.\\ni. A for an or vice versa.\\nThe for a or vice versa.\\nThou for those, this here for this, c.\\nHow before that.\\nWill for shall and would for shotild.\\nAdjectives for adverbs and vice versa.\\nDifferent kinds of pronouns in the same con-\\nstruction.\\n8. Indicative for the subjunctive.\\n9. Tense forms not in harmony with other parts\\nof the sentence.\\n10. Using perfect participle to express past time.\\nUse of Unnecessary Words.\\n1. Double comparatives and superlatives.\\n2. Use of two negatives to express negation.\\n3. Miscellaneous use of unnecessary words.\\nOmission of necessary words.\\n1. Words necessary to complete the sense.\\n2. Words necessary to denote emphatic distinc-\\ntion.\\n3. Omitting the subjects of declarative senten-\\nces.\\nImproper Arrangement.\\n1. Separating modifying words or phrases from\\nthe parts which they modify.\\n2. Choice or arrangement of words subversive\\nof clearness, precision and elegance.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0130.jp2"}, "131": {"fulltext": "COMMON SCHOOL BRANCHES. 131\\nExamples under each of the above heads may be\\nwritten on the board or pointed out in the text-books\\nand pupils be required to correct them.\\nSee any English Grammar recently published.\\nOUTLINE XXI.\\ni. Elementary Sounds.\\ni. How represented.\\n2. Number.\\n3. Classes.\\n1. Vowels or Vocals.\\n1. Single Vowels, j g \u00c2\u00a3J*\\n2. Diphthongs.\\n3. Digraphs.\\n4. Trigraphs.\\n2. Consonants.\\n1. Subvocals.\\n2. Aspirates.\\n2. Letters.\\n1. Use.\\n2. Forms.\\n3. Rules for Capital Letters.\\n4. Rules for Italics and Small Capitals.\\n3. Syllables.\\n4. Words.\\n1. Classes.\\n1. As to number of Syllables.\\n1. Monosyllables.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0131.jp2"}, "132": {"fulltext": "132\\nNORMAL OUTLINES OF THE\\n2.\\n2.\\nDissyllables.\\n3=\\nTrisyllables.\\n4-\\nPolysyllables.\\nAs to Derivation.\\nI.\\nPrimitive.\\n2.\\nDerivative.\\ni. Root.\\n2. Affixes.\\nPrefixes.\\n1 Suffixes.\\nAs to Composition.\\ni. Simple.\\n2. Compound.\\nAs to Meaning and Use.\\nOUTLINE XXII.\\nPUNCTUATION.\\ni. Use.\\nPrincipal Marks.\\ni. Comma.\\n2. Semicolon.\\nColon.\\nPeriod.\\nInterrogation Point.\\nExclamation Point.\\nDash.\\nCurves.\\nBrackets.\\nPrincipal rules for use\\nof each.\\n3. Other marks used in writing.\\nThe matter of punctuation should, indeed, be observ-\\ned in all written work, at least the principal marks used,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0132.jp2"}, "133": {"fulltext": "COMMON SCHOOL BRANCHES. 133\\nbut the subject is presented here for more thorough\\nconnected study.\\nOUTLINE XXIII.\\nFIGURES\\nl\u00c2\u00bb Of Orthography.\\n2. Of Etymology.\\n3. Of Syntax.\\n4. Of Rhetoric.\\nLet the pupils fill out the outline.\\nSee any English Grammar recently published.\\nOUTLINE XXIV.\\nVERSIFICATION.\\n1 Verses.\\n1. Poetical line or Verse.\\n2. Couplet.\\n3. Triplet.\\n4. Stanza.\\n5. Rhyme.\\n6. Blank Verse.\\n2. Feet.\\n1. Accent.\\n2. Kinds.\\n3. Poetic Pauses.\\n4. Poetic License.\\nLet the above points be illustrated by examples from\\nthe School Readers.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0133.jp2"}, "134": {"fulltext": "134 NORMAL OUTLINES OF THE\\nGENERAL REFERENCES.\\nGoold Brown s Grammar of English Grammar.\\nReed and Kellogg s Higher Lessons in English.\\nWhitney-Lockwood s English Grammar.\\nMaxwell s Advanced English Grammar.\\nHyde s Language Lessons.\\nMeiklejohn s English Language.\\nSwinton s New Word Analysis.\\nWebb s Manual of Etymology.\\nIrish s Grammar and Analysis.\\nGreene s Analysis of the English Language.\\nRaub s Hints and Helps in English Grammar.\\nHinds Noble s How to Punctuate Correctly.\\nCrabb s English Synonyms.\\nHinds Noble s Synonyms and Autonyms.\\nSuplee s Trench on the Study of Words.\\nPainter s Introduction to American Literature,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0134.jp2"}, "135": {"fulltext": "LESSONS OUTLINED\\nIN\\nUnited States History, Geography, Arithmetic,\\nEnglish Grammar and Physiology.\\nOUTLINES IN PHYSIOLOGY.\\nHINTS TO THE TEACHER.\\ni. No subject is more susceptible of being success-\\nfully taught by the use of outlines, than Physiology\\nThe divisions of the subject are easily classified and are\\nmade much easier of remembrance and comprehension\\nwhen presented in a classified form.\\n2. The main points should be thoroughly learned\\nand minor points allowed to gradually crystallize around\\nthem. The whole subject may be gone over in one\\nterm, getting thoroughly the leading facts and as much\\nof the detail as possible. A subsequent course of in-\\nstruction will then necessarilv embrace more of the\\ndetail and tend more thoroughly to fix the leading\\npoints.\\n3. The first outline given embraces the main divis-\\nions of the whole subject. It should be taken as the\\nbasis of a complete outline which the pupils should be\\nrequired to elaborate as they go along from day to dav,\\nand at close of term will present the subject both in\\ngeneral and detail.\\n(135)", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0135.jp2"}, "136": {"fulltext": "136 NORMAL OUTLINES OF THE\\n4. Practical illustrations should be used whenever\\npossible. The eye, larynx and internal organs of a\\nhog, sheep or calf being nearly of the same size and\\nstructure as the human organs should be used to illus-\\ntrate the anatomy of the human body. The animal\\npart of bone can be shown by immersing in dilute sul-\\nphuric or hydrochloric acid and the mineral part by\\nburning in the fire. The true teacher will find these\\nhints sufficient.\\nPHYSIOLOGY.\\nOUTLINE I.\\nGENERAL VIEW\\nExistence.\\ni 1 Mind.\\n2 1 Mater.\\ni 2 Inorganic.\\n2 2 Organic.\\ni 3 Vegetable.\\nAnimal.\\ni 4 Protozoans.\\n2 4 Radiates.\\n3 4 Mollusks.\\n4 4 Articulates.\\n5 4 Vertebrates.\\ni 5 Mammalia.\\n1 6 Bimana.\\ni 7 Man.\\nI 8 Natures.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0136.jp2"}, "137": {"fulltext": "COMMON SCHOOL BRANCHES.\\n137\\n[i 9 Spiritual.\\n2 9 Physical.\\ni 10 Systems.\\ni 1\\nOsseous.\\n2 11\\nMuscular.\\n3 11\\nDigestive.\\n4\\n5 11\\n7 n\\nCirculatory.\\nRespiratory.\\nSecretory.\\nNervous.\\nk^^\\nSpecial Sense\\nOUTLINE II.\\nDIVISIONS OF THE OSSEOUS SYSTEM.\\ni 1 Head.\\ni 2 Location.\\n2 3 Divisions.\\nt 3 Cranium.\\n2 3 Face.\\n2 l Trunk.\\ni 2 Location.\\n2 2 Divisions.\\ni 3 Thorax.\\n2 3 Spinal Column.\\n3 3 Pelvis.\\n3 1 Extremities.\\ni 2 Upper.\\n2 2 Lower.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0137.jp2"}, "138": {"fulltext": "138 NORMAL OUTLINES OF THE\\nLet the pupil complete this outline by writing the\\nnames of the bones, arranging them under the general\\nheads of single bones and bones in pairs and be able to\\ndescribe the principal bones according to the following\\norder: i. Location. 2. Form. 3. Peculiarities:\\n4. Articulations.\\nOUTLINE III.\\nARTICULATIONS.\\ni 1 Kinds.\\ni 2 Synarthosis or Immovable.\\ni 3 Sutura.\\ni 4 Sutura Vera.\\ni 5 Dentata.\\n2 5 Serrata.\\n2 4 Sutura Notha.\\ni 5 Squamosa.\\n2 5 Harmonia.\\n2 3 Schindylesis.\\n3 3 Gomphosis.\\n2 2 Amphiarthrosis or Mixed.\\n3 2 Diarthrosis or Movable.\\ni 3 Arthrodia or Gliding.\\n2 3 Enarthrosis or Ball and Socket.\\n3 3 Ginglymus or Hinge.\\n4 3 Diarthrosis rotatorius or Pivot.\\n2 1 Movements.\\ni 2 Gliding.\\n2 2 Angular.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0138.jp2"}, "139": {"fulltext": "COMMON SCHOOL BRANCHES. 139\\n3 2 Circumduction.\\n4 2 Rotation.\\nThe teacher should define the terms not understood\\nby the class and have pupils give examples under each\\nhead. The terms may all be found in Webster s\\nInternational: Funk Wagnall s also Century Dic-\\ntionary.\\nOUTLINE IV.\\nSTRUCTURE OF BONES.\\ni. Mechanical.\\ni. Compact Structure.\\n2. Cancellated\\n3. Periosteum.\\n4. Marrow.\\n5. Vessels.\\n2. Microscopical.\\n1. Haversian Canals.\\n2. Canaliculi.\\n3. Lacunae.\\n3. Chemical.\\n1. Organic Matter.\\n1. Gelatine.\\n2. Blood Vessels.\\n2. Inorganic Matter.\\n1. Phosphate of Lime.\\n2. Carbonate\\n3. Fluoride of Calcium.\\n4. Phosphate of Magnesia", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0139.jp2"}, "140": {"fulltext": "140 NORMAL OUTLINES OF THE\\n5. Chloride of Sodium.\\n4. Change of matter in old age and in disease\\n5. Hygienic Inferences.\\nSee any recent work on Physiology and Hygiene; also Gray s\\nAnatomy.\\nOUTLINE V.\\nDIVISIONS OF THE MUSCULAR SYSTEM.\\ni. Head and Face.\\nRegions or Groups.\\n2. Trunk.\\n1. Neck.\\nTho a 1 divide into Regions or Groups.\\n4. Abdomen. J\\n3. Extremities.\\nPP i Divide as above.\\n2. Lower.\\nThe pupil should be able to describe the most impor-\\ntant muscles in the following order:\\n1. Origin. 2. Insertion. 3. Relations. 4. Ac-\\ntions.\\nSee any recent work on Physiology and Hygiene; also Gray s\\nAnatomy.\\nOUTLINE VI.\\nSTRUCTURE OF THE MUSCLES.\\ni. Mechanical.\\n1. Divisions.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0140.jp2"}, "141": {"fulltext": "COMMON SCHOOL BRANCHES. 141\\nI. Fascicles or Bundles.\\ni. Fasciculi or Little Bundles,\\ni. Ultimate Fibres.\\n2. Investments.\\n2. Microscopic.\\ni. Divisions.\\ni. Fibrils.\\nI. Fibrillar.\\n2. Investment.\\n3. Chemical.\\n1. Composition.\\n4. Organic or Voluntary.\\nInorganic or Involuntary.\\n6. Hygienic Inferences.\\nSee any recent work on Physiology and Hygiene; also Gray s\\nAnatomy.\\nOUTLINE VII.\\nORGANS OF DIGESTION.\\n1. Alimentary Canal.\\n1. Mouth.\\n2. Pharynx.\\n3. (Esophagus.\\n4. Stomach.\\n5. Small Intestine.\\n1. Duodenum.\\n2. Jejunum.\\n3. Ileum.\\n6. Large Intestine.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0141.jp2"}, "142": {"fulltext": "142 NORMAL OUTLINES OF THE\\ni. Caecum.\\n2. Colon.\\n3. Rectum.\\n2. Accessory Organs.\\n1. Teeth.\\n2. Tongue.\\n3. Glands.\\n1. Salivary.\\n1. Parotid.\\n2. Submaxillary.\\n3. Sublingual.\\n2. Liver.\\n3. Pancreas.\\n4. Spleen.\\nOUTLINE VIII.\\nPROCESSES OF DIGESTION.\\ni. Fluids Used.\\n1.\\nSaliva.\\n2.\\nGastric Juice.\\n3-\\nBile.\\n4-\\nPancreatic Fluid.\\n5-\\nIntestinal Fluid.\\n2. Actions.\\n1.\\nMastication.\\n2.\\nInsalivation\\n3-\\nDeglutition.\\n4-\\nChymiflcation.\\n5-\\nChyliflcation.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0142.jp2"}, "143": {"fulltext": "COMMON SCHOOL BRANCHES. 143\\n3. Prepare for.\\n1. Absorption.\\n2. Assimilation.\\n4. Time Required.\\n5. Remarks.\\nSee Steele s Hygienic Physiology; Blaisdell s Our Bodies; or any\\nother recent Physiology and Hygiene.\\nOUTLINE IX.\\nHYGIENE OF DIGESTION.\\ni. Food.\\ni. Why needed.\\n2. Quantity.\\n3. Kinds.\\n1. Nitrogenous.\\n2. Carbonaceous.\\n3. Mineral.\\n2. Stimulants.\\n3. Exercise.\\n4. Temperature.\\n5. Drinks.\\n6. Periodicity of stomach s action.\\nThere are many other points which might profitably\\nbe discussed under the above head.\\nSee Steele s Hygienic Physiology; Blaisdell s Our Bodies; or any\\nother recent Physiology and Hygiene.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0143.jp2"}, "144": {"fulltext": "144\\nNORMAL OUTLINES OF THE\\nOUTLINE X.\\nTHE CIRCULATORY SYSTEM.\\n21.\\n3 1\\n2 3\\no3\\nOrgans.\\ni 2 Heart.\\ni 3 Parts.\\ni 4 Pericardium.\\n2 4 Endocardium.\\n3 4 Auricles.\\nVentricles.\\nValves.\\nStructure.\\nFunction.\\nArteries.\\ni 3 Divisions.\\ni 4 Aorta and its Principal Divisions.\\n2 3 Structure.\\ni 4 Coats.\\n3 3 Function.\\nVeins.\\nPrincipal Divisions.\\nStructure.\\n3 a Function.\\n4 2 Capillaries.\\nFunctions. Trace the Blood in the round of\\nthe Circulation.\\nLymphatic System.\\ni 3\\n2 3\\n3", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0144.jp2"}, "145": {"fulltext": "COMMON SCHOOL BRANCHES. 145\\nOUTLINE XL\\nTHE SKIN.\\ni 1 Parts.\\nI 2 Epidermis or Cuticle.\\ni 3 Superficial Layer.\\n2 3 Rete Mucosum.\\n2 2 Derma or Cutis Vera.\\ni 3 Papilla.\\n2 3 Corium.\\n3 8 Subcutaneous Cellular Tissue.\\ni 3 Fibrous Tissue.\\n2 3 Fat Cells.\\n2 1 Functions.\\nI 2 Excretion.\\n2 2 Absorption.\\n3 2 Protection.\\n3 1 Appendages.\\ni 2 Nails.\\n2 2 Hair.\\n3 2 Sebaceous Glands.\\n4 2 Sudoriferous Glands.\\nOUTLINE XII.\\nRESPIRATORY SYSTEM.\\ni 1 Organs.\\ni 2 Lungs.\\ni 3 Bronchia.\\n2 3 Air Vesicles.\\n10", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0145.jp2"}, "146": {"fulltext": "146 NORMAL OUTLINES OF THE\\n3 3 Parenchyma.\\n4 3 Divisions of Pulmonary Artery and\\nVeins.\\n5 3 Pleura.\\n2 2 Trachea.\\n3 2 Diaphragm, Ribs and Muscles.\\nD Inspiration.\\n2 1 Respiration. r\\nr Expiration.\\ni 2 Actions.\\n2 2 Results.\\n3 1 Hygienic Inferences.\\ni 2 Evils of Tight Lacing.\\n2 2 Positions in Sitting, c.\\n3 2 Ventilation.\\nParticular attention should be paid to ventilation and\\nthe Hygiene of the Respiratory System generally.\\nThis outline should make several lessons.\\nSee any recent Physiology and Hygiene.\\nOUTLINE XIII.\\nSECRETORY SYSTEM.\\nOrgans.\\ni 2 Membranes.\\ni 3 Serous Membranes.\\n2 3 Mucous Membranes.\\n3 3 Skin.\\n2 2 Glands.\\ni 3 Liver.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0146.jp2"}, "147": {"fulltext": "COMMON SCHOOL BRANCHES.\\n147\\n2 3\\n3 3\\n4 3\\nKidneys.\\nSalivary.\\nLachrymal.\\n5 3\\nGastric.\\n6 3\\nPancreas.\\n7 3\\nIntestinal.\\nMateria\\nIs.\\ni 2\\nSecretions.\\ni 3\\nBile.\\n2 3\\nSaliva.\\n3 3\\nGastric Juic\\n4 3\\nTears.\\n5 3\\nMucus, c.\\n2 2\\nEx\\ncretions.\\nHygieni\\nc Inferences.\\n3\\nBy the study of this outline the pupil will see the\\nclose relation which exists between the different sys-\\ntems, it being impossible to isolate them, such is their\\ninter-relation and dependence upon each other. This will\\nmake an excellent review lesson, bringing in, as it does,\\norgans which have been noticed in the foregoing out-\\nlines. The following topics may be assigned as lessons\\nto be treated in any way designated by the teacher:\\nNutrition, Growth and Repair, Animal Heat, The Phil-\\nosophy of Taking Cold. It will be seen that their\\ndiscussion will require a knowledge of what has been\\npreviously studied.\\nSee Steele s Hygienic Physiology; Blaisdell s Our Bodies; or any\\nother recent Physiology and Hygiene.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0147.jp2"}, "148": {"fulltext": "148 NORMAL OUTLINES OF THfi\\nOUTLINE XIV.\\nTHE NERVOUS SYSTEM.\\nI 1\\nDivisions.\\ni 2 Cerebro-Spinal.\\ni 3\\nBrain.\\ni 4 Cerebrum.\\n2 4 Cerebellum.\\n3 4 Ventricles.\\n4 4 Membranes.\\ni 5 Dura Mater.\\n2 5 Arachnoid.\\n3 5 Pia Mater.\\n2 3\\nMedulla Oblongata.\\n3 3\\nPons Varolii.\\n4 3\\nSpinal Cord and Branches\\n5 3\\nCranial Nerves.\\n2 2 Sym\\npathetic.\\ni 3\\nGanglia.\\n2 3\\nPlexuses.\\n2 1\\nStructure\\nof Nerves.\\n3 1\\nFunctions\\n4 l Hygienic Inferences.\\nSee any recent work on Physiology and Hygiene; also Gray s\\nAnatomy.\\nOUTLINE XV.\\nTHE EYE.\\nI. Parts.\\ni. Tunics.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0148.jp2"}, "149": {"fulltext": "COMMON SCHOOL BRANCHES. 149\\nist Sclerotic and Cornea.\\n2nd= Choroid, Iris and Ciliary Processes.\\n3rd Retina.\\n2. Humors.\\n1. Aqueous.\\n2. Crystalline Lens and Capsule.\\n2.\\nAppendages.\\n1 Muscles.\\n2. Conjunctiva.\\n3. Eyebrows.\\n4. Eyelids.\\n5. Lachrymal Apparatus.\\n3-\\nStructure of each part.\\n4-\\nFunctions\\n5-\\nVision.\\n6. Hygienic Inferences.\\nSee any recent work on Physiology and Hygiene; also Gray s\\nAnatomy.\\nOUTLINE XVI.\\nTHE EAR.\\ni. Parts.\\n1. External Ear.\\ni. Pinna or Auricle.\\n2. Meatus Auditorius.\\n2. Middle Ear or Tympanum.\\n1. Membrani Tympani.\\n2. Eustachian Tube.\\n3. Ossicles.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0149.jp2"}, "150": {"fulltext": "150 NORMAL OUTLINES OF THE\\ni. Malleus.\\n2. Incus.\\n3. Stapes.\\n3. Internal Ear or Labyrinth.\\n1. Vestibule.\\n2. Semicircular Canals.\\n3. Cochlea.\\n2. Structure of each part.\\n3. Functions\\n4. Hygienic Inferences.\\nSee Steele s Hygienic Physiology; Blaisdell s Our Bodies; or any\\nother recent work on Physiology and Hygiene.\\nOUTLINE XVII.\\nTHE ORGANS OF SPEECH.\\ni 1 The Larynx.\\ni 2 Parts.\\ni 3 Cartilages.\\ni 4 Thyroid.\\n2 4\\n3 4\\n4\\nCricoid.\\nArytenoid.\\n4*. Cornicula Laryngis.\\n5 4 Cuneiform.\\n6 4 Epiglottis.\\n2 3 Ligaments.\\n3 3 Vocal Cords.\\n4 3 Muscles.\\nStructure and uses of each part.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0150.jp2"}, "151": {"fulltext": "COMMON SCHOOL BRANCHES. 151\\n2 1 Accessory Organs.\\ni 2 Tongue.\\nTeeth.\\nLips.\\nPharynx.\\nUvula.\\nNasal Passages.\\n3 i Hygienic Inferences.\\n2 2\\n3 2\\n4 2\\n5 2\\n62\\nSee Gray s Anatomy.\\nOUTLINE XVIII.\\nTOUCH, TASTE AND SMELL.\\n1. Organs.\\n2. Functions.\\n3- Hygiene.\\nIf the hints at the beginning of this chapter have been\\nobserved the pupil will, by this time, have a pretty ex-\\ntensive outline of the Anatomy, Physiology and Hy-\\ngiene of the Human System.\\nThe teacher and pupil will find by consulting differ-\\nent authors that many points will be made much clear-\\ner than if one author alone is studied. We give below\\na list of works valuable for general reference, some of\\nthem being text-books for the use of common schools,\\nwhile others are much more extensive.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0151.jp2"}, "152": {"fulltext": "152 NORMAL OUTLINES OF THE\\nGENERAL REFERENCES.\\nGray s Anatomy.\\nMartin s Human Body.\\nDalton s Physiology.\\nHutchison s Physiology and Hygiene.\\nKirke s Physiology.\\nWalker s Anatomy, Physiology and Hygiene,\\nBlaisdell s Our Bodies and How We Live.\\nTracy s Outlines of Physiology.\\nOverton s Applied Physiology.\\nFoster s Physiology.\\nStowell s Simple Experiments in Physiology,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0152.jp2"}, "153": {"fulltext": "APPENDIX.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0153.jp2"}, "154": {"fulltext": "", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0154.jp2"}, "155": {"fulltext": "SOME HELPFUL SUGGESTIONS\\nFOR TEACHERS.\\nAPPENDIX.\\nINFINITIVES AND PARTICIPLES.\\nInfinitives and participles generally cause the stu-\\ndent of any language much difficulty.\\nThis is due to the fact that by their use an abridged\\nform of construction is secured, and in order to under-\\nstand this, one must thoroughly know the rules un-\\nderlying their usage.\\nThe following outline with examples will show the\\ndifferent constructions which both infinitives and parti-\\nciples may have. The infinitive is given in the first ex-\\nample and the participle in the second.\\ni l Construction of a JYbun,\\ni 2 In Nominative Case.\\ni 3 Subject of finite verb.\\ni 4 To steal is base.\\n2 4 Playing checkers is a waste of\\ntime.\\n2 3 In the predicate.\\ni 4 To obey is to enjoy.\\n2 4 Preaching is not always teaching.\\n3 3 In apposition.\\ni 4 With a word.\\n(1553", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0155.jp2"}, "156": {"fulltext": "156 APPENDIX.\\n1 5 The /ask, to sweep the floor\\nwas imposed.\\n2 5 The feat, walking a rope\\nwas one of great difficul-\\nJ\\n2 4 With a phrase.\\nl 5 To shuffle off this mortal\\ncoil, to cease, is not so\\npleasant.\\n2 5 To gain by mean acts, cheat-\\ning, is contemptible.\\n2 s In Objective Case.\\nI 3 Object of finite verb.\\ni 4 I desire to sleep.\\n2 4 I will commence plowing to-\\nmorrow.\\n2 3 The infinitive may be the object of a\\nparticiple.\\ni 4 I came here desiring to attend\\nschool.\\n3 3 The subject of an infinitive.*\\ni 4 He thought it [to be] wrong to\\nsteal.\\n2 4 He thought reading history to\\nbe a valuable exercise.\\n4 3 The object of a preposition.\\ni 4 They were about to depart.\\n2 4 After working so hard you\\nshould rest.\\nSee any recent English Grammar.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0156.jp2"}, "157": {"fulltext": "1\\\\.\\nAPPENDIX. 157\\no 2 In Absolute Case.\\ni 3 By pleonasm.\\ni 4 To be, or not to be, that is the\\nquestion.\\n2 4 Loving or not loving, that is the\\nquestion.\\n2 3 With a participle.\\ni 4 To whisker, having been forbid-\\nden, the room was quiet.\\n2 4 Fighting, having ceased, peace\\nwas made.\\n3 3 In apposition.\\ni 4 Delightful task! to rear the ten-\\nder thought.\\n2 4 Lazy man! lounging in the\\nshade.\\n4 3 By exclamation.\\ni 4 To drown/ O, what a horrid\\nthought\\n2 4 Dying! I can not think of it\\nConstruction of an Adjective.\\nI 2 Limiting a noun directly.\\ni 3 Now is the time to plant corn.\\n2 3 The man standing in the door is my\\nbrother.\\n2 2 In the predicate.\\ni 3 The property is to be sold.\\n2 3 He seemed not well instructed.\\n3 2 Limiting a pronoun.\\ni 3 She appears to be coming.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0157.jp2"}, "158": {"fulltext": "158 APPENDIX.\\n2 3 He, having given his decision turned\\naway.\\n3 1 Construction of an Adverb.\\ni 2 Modifying a verb.\\ni 3 They ran to help him out.\\n2 3 Four and twenty happy boys\\nCame bounding out of school. Hood.\\n2 s Modifying an adjective.\\ni 3 The teacher was anxious to secure a\\nsituation.\\n2 3\\n3 2 Modifying an adverb.\\ni 3 He labored enough to deserve praise.\\n2 3\\nPROGRAMME FOR PARSING.\\nNoun. Species. Class. Sub-class. Person. Num-\\nber. Gender. Case. Construction. Rule.\\n-r, e r^\\\\ As to Use.\\nPronoun. Species. Class. A\\nv As to Structure.\\nSub-class. Antecedent. Agreement. Person. Num-\\nber. Gender. Rule. Case. Construction. Rule.\\nVerb. Species. Class. A j T lm /n i\\nr As to Use. (Principal\\nparts). Voice. Mood. Tense. Person. Number.\\nAgreement. Rule.\\nAdjective. Species. Class. Sub-class. Compari-\\nson. Construction. Rule.\\nAdverb. Species. Class. Construction. Rule.\\n*Constructions of participles corresponding to infinitive seem to\\nbe wanting 1", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0158.jp2"}, "159": {"fulltext": "APPENDIX. 159\\nPreposition. Species. Class. Construction.\\nRule.\\nConjunction. Species. Class. Construction.\\nRule.\\nInterjection. Species. Construction. Rule.\\nMODELS FOR PARSING.\\nThe Noun.\\n1. The boy goes to school. Boy, n., com., class,\\n3rd, sing., masc, nom., subj. of goes. R.\\n2. Virtue is its own reward. Reward, n., com.,\\nabst., 3rd, sing., neut., nom. in the predicate. R.\\n3. Bruce, the merchant has failed. Merchant, n.,\\ncom., class., 3rd, sing., masc, nom., in apposition with\\nBruce. R.\\n4. The goods were bought at HalPs, the merchant.\\nHall s, n., prop., 3rd, sing., masc, poss., limits\\nstore R.\\nMerchant, n., com., 3rd, sing., masc, poss., in ap-\\nposition with Hall s. R.\\n5. She broke the dishes. Dishes, n., com., 3rd,\\nplu., neut., obj., object of broke. R.\\n6. He was a captain in the army. Army, n.,\\ncom., col., 3rd, sing., masc, obj. object of prep. in. R.\\n7. He finds the distribution to be difficult. Distri-\\nbution, n., com., verbal, 3rd, sing., neut., objc, subj. of\\nthe inf. to be. R.\\n8. Girls, come here. Girls, n., com., class, plu.,\\nfern., absolute by direct address. R.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0159.jp2"}, "160": {"fulltext": "160 APPENDIX.\\nThe Pronoun.\\ni. She gave me a new book. She, pron., pers.,\\nsimp., 3rd, sing., fern., agreeing with antec. the person\\nspoken of. R. Nom., subj. of gave. R.\\n2. May his name pass into oblivion. His, pron.,\\npers., simp., 3rd, sing., masc, agreeing with antec. the\\nperson spoken of. R. Poss., limits name. R.\\n3. Whatever is, is right. Whatever, equivalent\\nto the thing whichever. Thing, the antec. part, n., com\\n3rd, sing., neut., nom., subj. of the second is. R.\\nWhichever, the rel. part, pron., rel., comp., 3rd, sing.,\\nneut., agreeing with antec. thing. R. Nom., subj. of\\nthe first is. R.\\nThe Verb.\\n1. He -preached a sermon. Preached, v., reg.,\\ntrans., act. indie, past, 3rd, sing., agreeing with its subj.\\nhe. R.\\n2. They were sought earnestly. Were sought, v.,\\nirreg., trans., (seek, sought, sought,) pass., indie, past,\\n3rd, plu., agreeing with its subj. they. R.\\n3. Playing ball is a pleasant amusement. Play-\\ning, v., reg., intrans., act., participial, pres., construction\\nof a noun, subj. of is. R.\\n4. To sleep is refreshing. To sleep, v., irreg.,\\nintrans., (sleep, slept, slept,) act., infin., pres., having con-\\nstruction of a noun subj. of is. R.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0160.jp2"}, "161": {"fulltext": "APPENDIX. 161\\nThe Adjective.\\ni. Bright and joyful is the morn. Bright, adj.,\\ndescrip., com., (bright, brighter, brightest,) limits\\nmorn. R.\\nThe Adverb.\\nHe walks rafidly. Rapidly, adv. of manner,\\n(rapidly, more rapidly, most rapidly,) modifies walks.\\nR.\\nThe Preposition.\\nThe flag floats in the breeze. In, prep., simp.,\\nshows the relation of breeze to floats. R.\\nThe Conjunction.\\nThe scheme was a failure because it was not well\\nplanned.\\nBecause, conj., subord., connects the sentences,\\nThe scheme was a failure and it was not well\\nplanned. R.\\nThe Interjection.\\nHark! did you not hear it? Hark, interjec, has\\nno grammatical relation. R.\\nPROGRAMME, AND MODELS FOR WRITTEN AND VER-\\nBAL ANALYSIS.\\n[Taken from the Normal Teacher Parsing Book by permission].\\nProgram.\\ni. Read the sentence.\\nII", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0161.jp2"}, "162": {"fulltext": "162 APPENDIX.\\nf Simple.\\nAs to structure Complex.\\nDescribe the sentenced Compound.\\nf Declarative.\\nAs to proposition -r\\nr r I Exclamatory.\\nInterrogative.\\n3. Give the complex subject.\\n4. Give the simple subject.\\n5. Point out its modifiers and\\nI Simple.\\nf As to structure -j Complex.\\nCompound.\\n6. Describe them^ C Adjective.\\nAs to relation J ^dyerbial.\\nj Objective.\\nSubjective.\\nI\\n7. Give the base of modifiers and\\n8. Describe its modifiers as in 6.\\n9. Give the complex predicate.\\n10. Give the simple predicate and\\n11. Describe its modifiers as in 6.\\n12. Continue as in 7 and 8 of the subject.\\nDIAGRAMMING.\\nExplanation: A is used to subordinate a single\\nelement. A is used to subordinate two or more\\nelements. A tie I or I is used to connect the subject\\nand predicate of a principal or subordinate sentence. A\\nvinculum with a half brace is used to direct to a\\nparticular part of an element, or to combine two or\\nmore words ordinarily modified separately. A word\\nwhich performs two offices is underscored. Conjunc-\\ntions and independent elements are enclosed in paren-\\ntheses. Use the capitals as they are in the sentence\\nwithout regard to the position in the diagram. The", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0162.jp2"}, "163": {"fulltext": "APPENDIX.\\n163\\nnumber of the sentence should be placed before the\\ndiagram.\\ni. A woman quite apt in drawing could easily have captivated the\\n\u00e2\u0096\u00a0t-res of that multitude.\\nA quite\\nwoman -s apt -j\\nin drawing\\ni. L easily\\ncould have captivated the\\ne es I of multitude that\\n2. He who runs may read.\\nf who\\n2. fHe\\n(^runs\\nrnay read.\\n3. Straws swim upon the surface but pearls lie upon the bottom.\\nf Straws\\n(^swim I upon surface the;\\n(but)\\nf pearls\\nlie I upon bottom the.\\n4.. He is not unmindful of his own interests.\\nHe\\nis unmindful I of interests\\nL- (not\\nhis\\nown.\\nVerbal Analysis of Sentence JVo. 1.\\nA woman quite apt at drawing could easily have\\ncaptivated the eyes of that multitude, is a simp. dec.\\nsent., of which a woman quite apt at drawing is the\\ncomplex subj., of which woman is the simp, subj.,\\nmod. first by a, a simp. adj. el. of the 1st cl.\\nsecondly by quite apt at drawing, a compl. adj.\\nel. of the 1st cl., of which apt, the base, is mod. by\\nquite, a simp. adv. el. of the 1st cl. also, by at\\ndrawing, a simp. adv. el. of 2d cl.; of which sentence\\nwould easily have captivated the eyes of that multi-", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0163.jp2"}, "164": {"fulltext": "164: APPENDIX.\\ntude is the compl. pred., of which would have capti-\\nvated is the simp, pred., mod. by easily, a simp. adv.\\nel. of ist cl. also, by the eyes of that multitude, a\\ncompl. obj. el. of ist cl., of which eyes, the base, is\\nmod. by the, a simp. adj. el. of ist cl.; also, by ol\\nthat multitude, a compl. adj. el. of 2nd cl., of which of\\nmultitude, is the base, of which multitude, the noun\\nof the base, is mod. by that, a simp. adj. el. of ist cl.\\nVerbal Analysis of Sentence JVo. 2.\\nHe who runs may read is a compl. dec. sent., of\\nwhich he who runs is the compl. subj., of which he\\nis the simp. subj. mod. by who runs, a simp. adj. el.\\nof the 3d cl. It is also a simp. decl. subor. sent., of\\nwhich who is the connective and simple subj., unmod.,\\nand runs is the simp, pred., unmod. of which prin-\\ncipal sentence may read is the simp. pred. unmod.\\nVei bal Analysis of Sentence No. j.\\nStraws swim upon the surface; but pearls lie upon\\nthe bottom is a compound decl. sent, of which straws\\nswim upon the surface, the leading member, is a sim-\\nple decl. sentence, of which straws is the simp. subj.\\nunmod. of which sentence also swim upon the sur-\\nface is the compl. pred., of which swim is the simp,\\npred., mod. by upon the surface a compl. adv. el. of\\nthe 2nd cl., of which upon surface is the base, of\\nwhich surface, the noun of the base is mod. by the\\na simp. adj. el. of the ist cl.\\nBut pearls lie upon the bottom, th co-ordinate\\nmember, is a simple decl. sent., of which but is the\\nco-or. connective and pearls the simp, subj*, unmod.;", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0164.jp2"}, "165": {"fulltext": "APPENDIX. 165\\nof which sentence also lie upon the bottom is the\\ncompl. pred., of which lie is the simp, pred., mod. by\\nupon the bottom, a compl. adv. el. of the 2nd cl. cf\\nwhich upon bottom is the base, of which bottom\\nthe noun of the base, is mod. by the, a simpl. adj. el.\\nof the ist cl.\\nTHE USE OF THE DICTIONARY.\\nAn Unabridged Dictionary should be in every school-\\nroom and one should belong to every man or woman\\nwho pretends to teach. But there are many teachers\\nand others who own dictionaries and yet make but lit-\\ntle use of them. The Unabridged is a whole library\\nin itself. Not only does it give some information in al-\\nmost every science and art but all disputes in regard to\\nspelling, pronunciation, abbreviations and many other\\npoints may be settled by recourse to its pages. It is\\nindeed astonishing how many words in constant daily\\nuse are mispronounced by persons who make preten-\\nsion to learning, to say nothing of the errors in this re-\\ngard which are committed by the great mass who do\\nnot pretend to scholarship. The teacher should make\\nit a rule to read with the dictionary by his side and con-\\nsult it in every case of doubt. Even in many cases\\nwhere he has no doubts he will find that he has always\\nhad a wrong pronunciation or a wrong idea of the\\nmeaning of a word. Much can be learned by consult-\\ning the dictionary for the common Anglo-Saxon words\\nwhich we use in every day life. Not only does an\\nUnabridged settle the spelling, pronunciation and mean-\\ning of words but it gives their derivation, shows us how", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0165.jp2"}, "166": {"fulltext": "166 APPENDIX.\\nthey originated and in a great many cases gives exam-\\nples of their use by the great writers of different ages.\\nA half hour spent each day in looking through an\\nUnabridged Webster or Worcester will richly repay\\nany one. A vast deal of practical and interesting in-\\nformation will be thus casually picked up.\\nOn the following pages are given a number of words\\nwhich may be used in various ways in the school-room.\\nSelections may be made from them for spelling lessons\\nand lessons in pronunciation. It is hoped they will\\nprove suggestive to the teacher and lead him into a\\nsearch of the great fountain head from which they are\\ntaken. In all cases Webster has been taken as the\\nstandard. It was thought best not to indicate the pro-\\nnunciation or syllabication as it will be better for the\\npupil to consult the dictionary.\\nI would recommend that teachers read carefully the\\nhistory of the English language as given in the first\\npart of Webster s Unabridged. Also notice the infor-\\nmation given under Noted Names of Fiction, c.\\nThe latest editions give a biographical dictionary which\\nis valuable and should be frequently consulted.\\nLIST OF WORDS IN COMMON USE WHICH ARE FREQUENT-\\nLY MISPRONOUNCED.\\nThe pupil should consult the dictionary.\\nacclimate\\napricot\\nbarouche\\nadult\\nArabic\\nbecause\\nagain\\nAsia\\nBeelzebub\\namour\\naspirant\\nblackguard\\nabdomen\\nay or aye\\n(ye s\\nbombast", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0166.jp2"}, "167": {"fulltext": "APPENDIX.\\n167\\nacorn\\naye (always)\\nbitumen\\nalgebra\\napparatus\\nbedstead\\nallopatny\\naudacious\\nbronchitis\\nalpaca\\napostle\\nbleat\\nalternate\\nasked\\nbouquet\\namateur\\nancient\\nbomb\\namenable\\nallies\\nbellows\\narctic\\nacoustics\\ncamphor\\nantipodes\\nbade\\ncarbine\\ncaret\\ncommiserate\\ndeaf\\nCaribbean\\ncommunist\\ndefalcate\\ncartridge\\ncompromise\\nDanish\\ncassimere\\ncomrade\\ndeficit\\ncayenne\\nconcave\\ndemonstrate\\nchastisement\\ncomparable\\ndiverse\\nchemise\\nconspiracy\\nDoric\\nclandestine\\nconvex\\nducat\\nclapboard\\ncreek\\nductile\\ncleanly (adj\\nadv covetous\\ndisputant\\ncombatant\\ncontrary\\ndiphtheria\\ncoupon\\ncursed (adj)\\ndiscern\\ndisdain\\nepizootic\\ngratis\\ndisheveled\\nfacade\\ngreasy\\ndrama\\nFebruary\\ngrisly\\ndepot\\nfinance\\nguillotine\\ndecorous\\nflorid\\ngymnasium\\ndecade\\nfortress\\nhearth\\nelm\\nfraternize\\nheroine\\nenervate\\nfulcrum\\nhorizon\\nenfranchise\\nforgery\\nhydropathy\\nequipage\\nfratricide\\nhygiene (n)", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0167.jp2"}, "168": {"fulltext": "168\\nAPPENDIX.\\nEuropean\\nfuchsia\\nhygeian (ady\\nerysipelas\\ngallant (adj n vj\\nhypochondriac\\nexemplary\\ngaseous\\nhostile\\nere\\ngiraffe\\nidea\\nignoramus\\njuvenile\\nlilac\\nillustrate\\njewsharp\\nmatron\\nimpetus\\nkettle\\nmaritime\\nimpotence\\nlaboratory\\nmassacre\\nIndian\\nlatent\\nmemoir\\nindustry\\nlamentable\\nmercantile\\ninveigle\\nlenient\\nmuseum\\nirreparable\\nlibertine\\nmustache\\ninquiry\\nlyceum\\nnasal\\ninterested\\nleisure\\nnational\\njaundice\\nlegend\\nnegro\\njugular\\nlapel\\nnewspaper\\nnomenclature\\npincers\\nreveille\\nobesity\\nprairie\\nrevocable;\\nonce\\npreface\\nrid\\nopponent\\npretty\\nrinse\\npalm\\nquinine\\nsaline\\nPalestine\\nquoit\\nsacrament\\npartridge\\nrational\\nsaucy\\npatriot\\nrecess\\nsausage\\npatron\\nradish\\nseine\\npedagogy\\nrecollect\\nservile\\nphaston\\nrecreation\\nsleek\\nphosphorus\\nreptile\\nslough\\npiano\\nrespite\\nsteady\\nstrychnine\\ntreble\\nweapoii\\nsubtile\\ntremendous\\nviolent", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0168.jp2"}, "169": {"fulltext": "APPENDIX.\\nsubtle\\ntrow\\nwrestle\\nswarthy\\ntruths\\nwristband\\ntassel\\numbrella\\nyouths\\ntedious\\nunderneath\\nzenith\\ntepid\\nusage\\nzoology\\ntiny\\nvicar\\nzouave\\n169\\nA LIST OF TEST WORDS IN SPELLING.\\n[Words marked with a have more than one allowable spelling 1\\nmalign\\nguager\\nhemorrhage\\ncalk\\nSadducee\\nhieroglyphics\\nheresy\\nsuspicion\\nponiard\\nsubpoena\\npommel\\nphthisic\\nphthisicky\\nisosceles\\nzeros\\nstilettoes\\nvolcanoes\\nnonpareil\\ndiseresis\\nwoefully\\ndyeing\\ncachinnation\\nsaccharine\\nsingeing\\nmarigenous\\nKosciusko\\nmnemonics\\nindelible\\nipecacuanha\\ndeleble\\nbouquet\\nidiosyncrasy\\nkerosene\\ndaguerreotype\\nMendelssohn\\ncontrol\\nunroll\\ntherapeutics\\nsibylline\\nmimicking\\npharmaceutical\\nhirsute\\nusufructuary\\nlilies\\nvacillating\\nchenille\\npneumonia\\npleurisy\\ncupola\\nmignonette\\nsurcingle\\neleemosynary\\nguaiacum\\ndemurrer\\nasafoetida\\nGibraltar\\nAlleghany\\npsychology\\nmileage*\\nfilibuster*\\nvacillating\\nweasels\\nmeasles\\nallegeable\\nmortgageor*\\nheroes", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0169.jp2"}, "170": {"fulltext": "170 APPENDIX.\\nsobriquet crystallize gneiss\\niconoclast gases homeopathy\\nORDER OF TOPICS IN THE STUDY OF THE NATURAL,\\nSCIENCES.\\nThe logical order, or that generally given in text-\\nbooks, is not always the best order for a class to pur-\\nsue in studying. For example, if I were teaching a\\nclass in Chemistry instead of spending several weeks\\nin the first part of the text-book studying the nomen-\\nclature, theory and principles, I would assign as a first\\nlesson one of the elements, the one which is taken as a\\nstandard of comparison, Hydrogen and require the pu-\\npils to find out all they could about it. They would\\nlearn much from their books in regard to its history,\\nproperties and uses but would not of course understand\\nthe symbol, atomic weight, molecular weight, equiva-\\nlence, c, but here would be a natural curiosity excited\\nand these points would be learned incidentally with\\nmuch more readiness than if studied alone. Several\\npupils are then assigned the duty of preparing Hy-\\ndrogen for the next recitation. This they would do un-\\nder the eye and instruction of the teacher. Its proper-\\nties would be further investigated and new ideas gained\\nin regard to theory and nomenclature and thus the\\nlessons would proceed taking tangible and practical\\npoints at each recitation and learning the theory and\\nnomenclature in the most natural way, that is, by using\\nthem in connection with the substances themselves.\\nChemistry studied in this manner will be better under-\\nstood in ten weeks drill than in forty weeks of blind", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0170.jp2"}, "171": {"fulltext": "APPENDIX. 171\\nadherence to the text-book with the teacher perform-\\ning the experiments and the class looking on and ad-\\nmiring. The same principles will hold good in the\\nstudy of Geology and Botany. The order of subjects\\nis not so important in Natural Philosophy, but the\\nstatement in regard to the pupils performing the ex-\\nperiments must be considered.\\nI here give lists of topics for a term of eleven weeks\\nin Chemistry, Botany and Geology. They may be ex-\\npanded by the teacher and outlined in full by the pupil.\\nChemistry.\\ni. Hydrogen, History, Properties and Uses.\\n2. Hydrogen, Preparation and Theory.\\n3. Oxygen, History, Properties and Uses.\\n4. Oxygen, Preparation and Theory.\\n5. Water, Properties and Constitution.\\n6. Nitrogen, History, Properties and Uses.\\n7. Air, Properties and Constitution.\\n8. Chlorine.\\n9. Phosphorus.\\n10. Sulphur.\\n11. Sodium and Potassium.\\n12. Acids, Bases and Salts.\\n13. Oxides and Acids of Nitrogen.\\n14. Oxides and Acids of Sulphur.\\n15. Oxides and Acids of Phosphorus.\\n16. Hydrochloric Acid.\\n17. Ammonia.\\n18. Carbon.\\n19. Oxides and Acids of Carbon.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0171.jp2"}, "172": {"fulltext": "172 APPENDIX.\\n20.\\nIron and its Compounds.\\n21.\\nCopper and its Compounds.\\n22.\\nHydro-carbons.\\n23-\\nLimestone.\\n24.\\nCommon Salt.\\n25-\\nThe Precious Metals.\\n26.\\nBoron and Compounds.\\n27.\\nArsenic and Compounds.\\n28.\\nGlass making.\\n29.\\nSoap making.\\n3\u00c2\u00b0-\\nThe Chemistry of Combustion and Decay.\\nThe elements which have not yet been studied will\\nappea:\\nr in the following lessons:\\n3 1\\nThe Sulphur Group.\\n32.\\nThe Chlorine Group.\\n33-\\nThe Nitrogen Group.\\n34-\\nThe Carbon Group.\\n35-\\nThe Electro-positive Elements.\\nThe Alkali Metals.\\n37-\\nThe Dyad Metals.\\n38.\\nThe Triad Metals.\\n39-\\nThe Hexad Metals.\\n40.\\nStarch and Sugar.\\n41.\\nAlcohol.\\n42.\\nOrganic Acids.\\n43-\\nFermentation.\\n44.\\nAlbuminous Substances.\\n45-\\nSoils and Manures.\\n46.\\nOils and Fats.\\n47-\\nInfluence of Light and Heat.\\n48. Spectrum Analysis.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0172.jp2"}, "173": {"fulltext": "APPENDIX. 173\\n49. Photographing.\\n50. Review Principles of Chemical Notation.\\n51. Electrolysis and Galvanizing.\\n52. Analysis.\\nThe true teacher will readily understand how to di-\\nrect the pupils in their investigations of the above topics.\\nIt is to be borne in mind that every lesson should be ac-\\ncompanied by experiments performed by the pupils, and\\nthat in connection with each lesson the laws and theo-\\nries of chemical combinations are to be discussed.\\nTopic List for the Study of Substances in Chemistry.\\ni 1 Names.\\ni 2 Common.\\n2 2 Chemical.\\n3 2 Symbolic.\\n2 1 History.\\ni 2 First Discovered.\\ni 3 When.\\n2 3 Where.\\n3 3 By Whom.\\n4 3 Under What Circumstances.\\n2 2 First Accurately Determined.\\n(Same subordinates as above).\\n3 1 Distribution.\\ni 2 Found Native.\\n2 2 Combined or Associated with What.\\n3 3 Geological Relations.\\n4 1 Properties.\\ni 2 As to the Forces.\\ni 3 Gravitation,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0173.jp2"}, "174": {"fulltext": "174 APPENDIX.\\ni 4 Specific Gravity.\\ni 5 Compared with Water.\\n2 5 Compared with Air.\\n2 s Light.\\ni 4 Transmission.\\ni 5 Transparent.\\n2 5 Translucent.\\n3 5 Opaque.\\n2 4 Reflection.\\n3 4 Refraction.\\n3 3 Heat.\\ni 4 Condition.\\ni K Solid.\\n2 5 Liquid.\\n3 5 Gaseous.\\n2 4 Fixed Points.\\ni 5 Boiling.\\n2 5 Freezing.\\n3 5 Melting.\\n3 4 Conduction.\\n4 4 Specific Heat.\\n4 3 Electricity.\\ni 4 Electrolysis.\\n2 4 Conduction.\\n5 s Chemism.\\ni 4 Range of Affinity.\\n2 4 Intensity of Affinity.\\n3 4 (Catalysis).\\n4 4 Atomicity or Equivalence.\\n5 4 Atomic Weight.\\n6 4 (Molecular Weight).", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0174.jp2"}, "175": {"fulltext": "APPENDIX. 175\\n2 2 As to Life.\\ni 3 Beneficial.\\n2 3 Neutral.\\n3 3 Poisonous.\\n3 2 As to Structure.\\ni 3 Crystalline.\\ni 4 System.\\nJ\\n2 4 (Dimorphous).\\n3 4 (Isomorphous).\\n2 3 Amorphous.\\n3 3 (Allotropic Forms).\\n4 2 As to the Senses.\\ni 3 Color.\\n2 3 Odor.\\n3 3 Taste.\\n4 3 Texture.\\n5 1 Uses.\\ni 2 In Nature.\\n2 2 In the Arts.\\n3 2 In Medicine.\\n4 2 In Laboratory.\\n\u00e2\u0096\u00a06 1 Preparation.\\n7 1 Tests.\\n8 l Miscellaneous Observations.\\nThough mainly intended for the study of the simple\\nelements the above topic list may be used for com-\\npounds also. It will be seen that a thorough know-\\nledge of an element can be obtained by this manner of\\nstudy and any text-book may be used by the pupil. It\\nwill also afford opportunity to discuss general and fun-\\ndamental principles in an incidental manner.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0175.jp2"}, "176": {"fulltext": "176 APPENDIX.\\nSee Avery s, Steele s, Shepard s, Storer and Lindsay s, Williams\\nand Remsen s school text-books of Chemistry. Also Fowne s,\\nAttfield s, Bloxam s, Fresenius Richter s, Roscoe s, Wurtz s, and\\nother larger works.\\nBotany.\\ni. General Outline of Organic Existence. Primary\\nDivisions of Vegetable Kingdom. Definition of\\nSpecies.\\n2. Parts of the Flower. The class should be pro-\\nvided with specimens of a typical flower and the parts\\noutlined on blackboard and names learned.\\n3. Analysis commenced. Show how to use the\\nKey to the orders. Consult Glossary and text and\\nlearn the technical terms as they are needed in analysis.\\nPart of each subsequent recitation should be devoted\\nto analysis, the teacher and class using the Key with\\nthe plant and flower before them. Divide class into\\nsections and appoint leaders for each, these sections in\\nturn to make excursions to woods and fields, collecting\\nand analyzing specimens.\\n4. Development from the Seed.\\n5. Stages and Terms of Plant Life.\\n6. Growth of Plants from Buds.\\n7. Roots, their Forms, Uses, c.\\n8. Stems and Branches.\\n9. Leaves.\\n10. Plan of the Flower.\\n11. Inflorescence.\\n12. Calyx and Corolla.\\n13. Stamens and Pistils.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0176.jp2"}, "177": {"fulltext": "APPENDIX. 177\\n14. The .Fruit.\\n15. Reproduction.\\n16. Vegetable Tissue.\\n17. Structure of Root, Stem and Leaves.\\n18. The Food of Plants.\\n19. Chemical Constitution of Plants.\\n20. Circulation and Absorption.\\n21. Products of Plants valuable to Man.\\n22. Curiosities of Vegetation.\\n23. Classification, Different Systems.\\n24. Geographical Distribution of Plants.\\nI have here given only a few lessons. The teacher\\nmay add to them as he thinks proper. Do not expect\\na class to memorize the numerous technical terms nor\\nsuppose that in a few weeks study they will be familiar\\nwith the details of the subject. This is not greatly to\\nbe desired were it even possible, but in six weeks pro-\\nper drill any ordinary pupil should be able with the aid\\nof a book to analyze and find out the names of nearly\\nall ordinary plants except, perhaps, grasses and ferns\\nwhich require particular study.\\nIt is desirable that the class should all have the same\\ntext-book for convenience in using the Key to Analy-\\nsis. Those who wish to make a special study of Bot-\\nany should possess both Gray s and Wood s Manuals.\\nLindley s Introduction to Botany is a valuable work en\\nthe Structure of Plants. Wood s Botanist and Florist\\nis a handy volume for class use.\\nGeology.\\n1. General Discussion of Historic Geology with\\n12", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0177.jp2"}, "178": {"fulltext": "178 APPENDIX.\\nClassification of the Rocks into Cenozoic, Mesozoic,\\nPaleozoic and Eozoic Times with their subdivisions,\\n2. General Divisions of the Animal and Vegetable\\nKingdoms and Definitions of Paleontology and Geolo-\\ngy-\\n3. Classification of the Rocks according to mode cf\\nformation as Sedimentary, Igneous and Metamorphic.\\n4. Some of the Principal and Proximate Elements\\nwhich enter into the Composition of Rocks as Oxygen,\\nCarbon, Silicon, Quartz, Clay, Mica, Feldspar, c.\\n5. Sedimentary Rocks, Formation, Structure and\\nComposition.\\n6. Igneous Rocks, Formation, Structure and Com-\\nposition.\\n7. Metamorphic Rocks, Formation, Structure and\\nComposition.\\n8. Classification of Rocks as to Structure into\\nStratified and Unstratified with discussion of Laminatior,\\nFaults, Joints, Folds, Concretions, Veins, Dykes, c.\\n9. Eozoic Time, Divisions, Location, Kinds of\\nRock and Fossils.\\n10. Paleozoic Time, Silurian Age, same subordi-\\nnates as above.\\n11. Paleozoic Time, Devonian Age, same as above.\\n12. Paleozoic Time, Carboniferous Age, same as\\nabove.\\n13. Mesozoic Time.\\n14. Cenozoic Time.\\n15. Glacial Action and Drift.\\n16. Terrace Epoch and Origin of Lakes and Prai-\\nries.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0178.jp2"}, "179": {"fulltext": "APPENDIX. 179\\n17. Fossils of the Post Tertiary.\\n18. Age of Man.\\n19. Nebular Hypothesis and Evolution.\\nThe above lessons may be so divided as to extend\\nover a three month s course if necessary, or they may\\nbe discussed in as many days as there are lessons, thus\\ngetting the general principles which may be more thor-\\noughly studied afterwards. The class should be or-\\nganized into sections for field study. A good cabinet\\nof specimens is desirable but it can not take the\\nplace of actual search by the student in the fields.\\nSee Steele s Fourteen Weeks in Geology Tennev s Geo-\\nlogy Dana s Text-Book of Geology. Also, Dana s Manual of Geo-\\nlogy Dana s Manual of Mineralogy Winchell s Sketches of Crea-\\nlion Lyell s Elements of Geology Geological Sketches, Agassiz.\\nARITHMETICAL SOLUTIONS.\\n[Contributed by J. E. Sherrill.]\\nAll teaching should have for its object the develop-\\nment of correct modes of reasoning and expression. It\\nis not sufficient that pupils have some idea of the bran-\\nches studied or subjects discussed, but they should have\\nin their minds, a clear idea which they are able to ex\\npress with ease and cogency to others. This power is\\nof inestimable value. The principles of correct reason-\\ning are universal, and can be learned as readily in Ar-\\nithmetic as in any of the higher branches of Mathema-\\ntics. When once learned, they are learned forever, and\\nthe progress of the pupil ever after becomes a matter\\nof ease and pleasure.\\nThe principles may be exhibited under the following:", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0179.jp2"}, "180": {"fulltext": "180 APPENDIX.\\nPoints.\\n1. i. Penmanship; 2. Spelling; 3. Capitalization;\\n4. Punctuation; 5. Neatness of figure 6. Form; 7.\\nGeneral business-like appearance. All of these points\\nshould be looked after with great care, at every recita-\\ntion.\\nII. Processes, i. Leading Sic ps. (1) The state-\\nment of the problem; (2) The solution proper; (3)\\nThe conclusion.\\n2. Subordinate Steps. (1) Numbering equations;\\n(2) Using proper signs; (3) Preliminary remarks;\\n(4) Logical arrangement of equations.\\n2. Model Solutions.\\nAs an illustration of the foregoing remarks we pre-\\nsent a few solutions designed to indicate correct princi*\\npits of reasoning as learned from Arithmetic.\\nMiscellaneous Problems.\\nI. A man bought at one time, 200 acres of land;\\nat another, 300; at another, 250; at another, 420; sub-\\nsequently he sold, at one time 400 acres, and at another,\\n150; how much had he remaining?\\n1. 2004-300-1-250+420\u00e2\u0080\u00941170= the amount\\nof land purchased.\\n2. 400 -4-150 550=^ amount sold.\\n3. 1 1 70 5 50 =620 the number of acres re-\\nmaining.\\nIII. The man had 620 acres remaining.\\nI. What will 7 cords of wood cost at $6 a cord?\\ntt j 1. 1 cord $6.\\n1 2. 7 cords 7X$6=$42.\\nII.\\ni", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0180.jp2"}, "181": {"fulltext": "APPENDIX. 181\\nIII. 7 cords of wood will cost $42 at $6 a cord.\\nI. A merchant sold in one year 1800 yards of calico\\nat 20 cts. a yard; 125 yards of muslin at 12 cts. a yard,\\nand 1200 yards of tape at 16-J cents a. yard; how much\\ndid it all amount to?\\n1. 1800 yds. of calico 20 cts. $360.00\\n2. 125 yds. of muslin 12 cts. 15.00\\nII. 3. t 200 yds. of tape i6f cts.= 200.00\\nI $575 x\\nIII. Total receipts are $575.00.\\nI. If 1 yd. of cloth cost $2, what will 20 yds. cost?\\njj i 1. The cost of f i yd. $2.\\n2. The cost of 20 yds. 20 x $2 $40.\\nIII. If 1 yd. of cloth cost $2, 20 yds. will cost\\n$40.\\nIn analysis, the sign x is always read times, and\\nnever multiplied by.\\nExplanation: The cost of 20 yds. of cloth 20 times\\n$2 $40. This makes the $2 the multiplicand; the 20,\\nwhen repeated, an abstract number the multiplier:\\nand the product is of the same kind as the multiplicand.\\nIn the above problem the reasoning is from one to\\nmany. In the following the reasoning is from many to\\none:\\nI. The cost of 20 yds. of cloth is $100, what is the\\nthe cost of 1 yd.?\\n1. The cost of 20 yds. of cloth $100.\\nII. 2. The cost of 1 yd. of cloth of $100=\\n$5-\\nIIF. If 20 yds. of cloth cost $100, 1 vd. will cost\\n$5-", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0181.jp2"}, "182": {"fulltext": "182\\nAPPENDIX.\\nII.\\nReduction of Compound Numbers.\\n(a) Descending.\\nProblem\\nI. Reduce 2 yd., 2 ft., 7 in. to inches.\\n1. In 1 yd. there are 3 ft.\\n2. In 2 yd. there are 2 times 3 ft., which are\\n6 ft.\\n3. 6ft. 2 ft. 8 ft.\\n4. In 1 ft. there are 12 inches.\\n5. In 8 ft. there are 8 times 12 in, which ar e 96\\nin.\\n6. 96 in. 7 in. 103 in.\\nIII. Therefore, in 2 yd. 2 ft. 7 in., there are 103 in.\\n(b) Ascending.\\nProblem\\nI. Reduce 25591 gr. to lb Troy.\\n1. 24 gr.=i pwt.\\n2. In 25591 gr. there are as many pwt. as 24\\ngr. are contained times in 25591 gr.,\\nwhich are 1066 times with 7 gr. remain-\\ning.\\n20 pwt.=i oz.\\nIn 1066 pwt. there are as many oz. as 20\\npwt. are contained times in 1066 pwt.,\\nwhich are 53 times with 6 pwt. remain-\\ning.\\n12 oz.= ft).\\nIn 53 oz. there are as many ft), as t 2 oz.\\nis contained times in 53 oz., which are 4\\ntimes with 5 oz. remaining.\\nTherefore, in 25591 gr. there are 4 ft). 5 oz. 6\\nII.\\n3\\n5-\\n6.\\nIII.\\npwt. 7 gr. Troy.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0182.jp2"}, "183": {"fulltext": "APPENDIX.\\nCommon Fractions.\\n183\\nI. 8-|\\n-+6f=r\\ni. 6=1. c. m. of denominators.\\n2 *=3-6\\nII.\\n3- 1=4-6.\\n4- 3- 6 +4- 6 =7-6=if\\n5. 84-6=14.\\n,6. i 4 +i|=i 5\\nIII. 8j+6|=isf\\nProportion.\\nI. If 15 men mow 11 A. in 5 days, how many men\\nwill mow 33 A. in 9 days?\\nr 1. 15 men 11 A. 5 days.\\n2. men? 33 A. 9 days.\\nII. h{ 3. 15 men, X 5X33\\n(cancelling)=25 men.\\n1 11 X9\\nIII. 25 men can mow 33 A. in 9 days.\\nProblems in Percentage.\\n100% is the unit.\\nI. Required 10 of $200.\\n1. 100% =$200.\\nII. 2. I %=I IOO of $200=$2.00.\\n3. I0%=I0X$2.00=$20.\\nIII. 10% of $200 is $20.\\nI. $50 are how many f of $500?\\n1. $500=100%.\\nII. 2. $1.00=1\u00e2\u0080\u0094 500 of 100% =1\u00e2\u0080\u00945%.\\n(3. $5o=5oXi-5%=50 5^ 10%.\\nIII. $50 are 10% of $500.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0183.jp2"}, "184": {"fulltext": "18i\\nAPPENDIX.\\nI.\\nII. i\\nIII.\\nI.\\nII.\\nIII.\\nI.\\nII. i\\n$500 are 20% of how many dollars?\\n1. ioo%=required number of dollars,\\n2. 20 ^=$500.\\n3. i^=i 20 of $5oor=$25.\\nI 4. IOO%=IOOX$25=$2,500.\\n$500 are 20% of $2,500.\\n$400 are 20% less than what?\\nf 1. 100 f =ihe number.\\nI 2. IOO%-20%=8o%.\\n3. 80% =$400.\\n4. 1 f =1 \u00e2\u0080\u009480 of $400=^5.\\n5. 100 100 X $5 =$500.\\n$400 are 20% less than $500.\\n$600 are 20% more than what?\\n1. 100% the number.\\n100%+20%:=i20%.\\n1 20%\u00e2\u0080\u0094 $600.\\n2.\\n3-\\n4-\\n5-\\n1 =1 1 20 of $6oo=$5.\\n100 =100 x $5=$5oo.\\nIII. $600 are 20% more than $500.\\nThe solutions of these problems explain all the cases\\nin Percentage. The problems taken are easy, yet the\\nsame analysis will answer, no matter how complex the\\nstatement. If the pupil thoroughly understands these\\nsolutions he will be able to solve any problem in per-\\ncentage or any of its applications.\\nTEACHING BEGINNERS TO READ.\\nThat young teachers may not be ignorant of the\\nmethods in vogue for teaching the alphabet and giving\\nchildren a start in the art of reading, I present an out-\\nline of those methods which have been the most popular\\namong teachers.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0184.jp2"}, "185": {"fulltext": "APPENDIX. 185\\ni. The A, B, C, or Alphabet Method.\\n1. Explanation.\\nAs this method consists simply in teaching the names\\nof the letters and combining them into words and is the\\none which has been until within a few years the only\\nmethod in use, it needs no further explanation.\\n2. Advantages.\\nAs the letters must sooner or later be learned, it\\nwould seem that this method is not altogether irration-\\nal. Nearly all of us w r ho have attained the age of man\\nhood were taught in this way.\\n3. Objections.\\nAs the names of the letters do not always represent\\ntheir sounds and consequently do not form any guide to\\nthe pronunciation of the words, and as the child can\\nnot see the use of these arbitrary marks which do not\\nconvey to his mind any ideas whatever, the method\\nseems to be very imperfect. It is apt to produce halt-\\ning, drawling readers.\\n2. The Drawing Method.\\n1. Explanation.\\nThe object of this method is to fix on the mind the\\nform of the letters and this it seeks to do by bringing\\ninto requisition the hand to assist the eye. The letters\\nare made by the child with pencil or chalk.\\n2. Advantages.\\nThis method as far as teaching the alphabet is con-\\ncerned, has decided advantages over the A, B, C, meth-\\nod as it not only furnishes occupation to the child but, a", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0185.jp2"}, "186": {"fulltext": "186 APPENDIX.\\npowerful aid in fixing the forms of the letters in the\\nmind is added when the child actually makes the let-\\nters.\\n3. Objections.\\nThe same objections may be made as are made to\\nthe A, B, C, method. It teaches only the names and\\nforms of the letters and not their powers.\\nj. The Word-Building Method.\\n1. Explanation.\\nBy this method the teacher begins with one letter of\\nthe alphabet as O or I and by prefixing or affixing new\\nletters forms simple words. The child is taught to pro-\\nnounce the word and then the letters that compose it.\\n2. Advantages.\\nThis method has its advantages from the fact that\\nonly one letter is learned at one time and the child can\\nsee the use of the letters in building words which rep-\\nresent to him ideas.\\n3 Objections.\\nAs the powers of the letters are not learned, or only\\nas the child grasps them by hearing the sound of the\\nword, it would seem that yet the real point is not\\nreached.\\nThe Phonic Methods.\\n1. Kinds.\\n1. The Phonetic.\\n1. Explanation.\\nBy this method the sounds of the letters are taught\\nbefore their names. As there are only 26 letters in the", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0186.jp2"}, "187": {"fulltext": "APPENDIX. 187\\nalphabet and about 40 sounds this method provides\\ncharacters to represent all the sounds. The common\\nletters are used to denote one sound and the other sounds\\nare represented by modified forms of the letters.\\n2. The Phonotypic.\\n1. Explanation.\\nThis method provides a character for each sound in\\nthe language. It differs but little from the Phonetic.\\n3. The Dictionary Method.\\n1. Explanation.\\nThis is simply a form of the Phonic Method where\\nthe sounds of the letters are indicated by the diacritical\\nmarks used in the dictionaries. These marks are to\\nbe learned and associated with the sounds which they\\nrepresent.\\n2. Advantages.\\nThe advantages of teaching the sounds of the letters\\nfirst, seem obvious as it is by the sounds that words\\nare made, the name of the letter having nothing what-\\never to do with its use in a word. For example, the\\nword cat would be se-a-te, were the sounds of the let-\\nters not considered. It is claimed that the child having\\nonce learned the sounds can pronounce any word print-\\ned in the phonic style without assistance and that they\\nwill soon learn the names and forms of the common let-\\nters without much aid from the teacher.\\n3. Objections.\\nThere are many serious objections to a phonic meth-\\nod. (1.) The new characters used to represent the\\nsounds are just as arbitrary and unintelligible to the", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0187.jp2"}, "188": {"fulltext": "188 APPENDIX.\\nchild as the common letters, besides there are so many\\nmore of them. (2.) It is a difficult matter to get a child\\nto give the sound of a letter alone. He has been accus-\\ntomed from infancy to pronouncing words where the\\nsounds are associated and these words represent to his\\nmind ideas. For example when a child says, dog his\\nmind at once grasps the conception of a dog and he\\nknows what is meant, but now require him to give the\\nsound of o in dog and he gets no idea whatever. It is\\nperfect nonsense to him. So it would seem that the\\nphonic methods are as arbitrary as the letter methods.\\n(3.) The propriety of teaching children a number of ar-\\nbitrary signs which they will have no use for in after\\nlife is at least questionable.\\n5. The Word Method.\\n1. Explanation.\\nBy this method a number of words are taught as\\nwholes without reference to the letters. The child\\nlearns to know the word by its form and he is drilled in\\nnaming words until he can call a great number of them\\nat sight. He is thus taught to read before he knows a\\nsingle letter. The letters are then learned by analyzing\\nthe word showing their component parts.\\n2. Advantages.\\nAs words are signs of ideas and as pupils have already\\nsome ideas it would seem that this is a rational method.\\nThe association of the idea which the word represents\\nwith the form of the word would tend to fix the form\\nin the mind and by putting words together in the proper\\nconnection the pupil can get several ideas and connect", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0188.jp2"}, "189": {"fulltext": "APPENDIX. 189\\nthem in his mind. He will thus see the use of learning\\nwords and will take an interest in them. The work of\\nseparating the words into their component letters being\\nof an analytic nature is not difficult for the child.\\n3. Objections.\\nA word is not a simple form. It is complex and\\nmany words are very similar in their form, consequently\\nit is sometimes difficult for a child to distinguish words\\nreadily at sight. The word forms, it is true, a picture\\nto the mind somewhat as a picture of a landscape and\\nthe eye can take it in as a whole without taking cogni-\\nzance of the individual objects, yet it is true that if the\\nobjects are individually considered the whole is more\\nreadily grasped.\\n6. The Object Method.\\n1. Explanation.\\nThis is only a form of the Word Method, the words\\nto be learned being first represented by objects or pic-\\ntures of objects and the children are taught to distin-\\nguish between the name of the object, the picture of the\\nobject and the object itself.\\n2. Advantages.\\nThere are some peculiar advantages in this method.\\nThe child can more readily see the use of words and\\nopportunity is given for varying the monotony of the\\nrecitation. Object instruction will always form a part\\nof the true teacher s work.\\n3. Objections.\\nThe same objections offered against the Word Meth-\\nod hold good here.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0189.jp2"}, "190": {"fulltext": "190 APPENDIX.\\nJ. The Eclectic 07 Combined Method.\\n1. Explanation.\\nThis is simply a choosing the best from all the meth-\\nods given above and combining them in one system of\\ninstruction. I have given an explanation of it in my\\nwork on Methods of Teaching in Country Schools, p.\\n74. The teacher will understand how to use this sys-\\ntem if he carefully notes the advantages and objections\\nI have made to the foregoing methods. I will here give\\nsome points which will aid the beginner in forming his\\nplans:\\n1. Show the children some familiar object as a box.\\n2. Ask questions about it.\\n3. Ask them to give its name.\\n4. Show them a picture of a box.\\n5. Print the word box on the blackboard or show\\nthem the word in the book or on a chart.\\n6. Teach the distinction between the box, the-pictiirt\\nof the box, and the word, box.\\n7. Require the children to pronounce the word\\nslowly so as to somewhat isolate the sounds of the let-\\nters.\\n8. Give the names of the letters in the word. Print\\nthem or show them standing by themselves and require\\nthe children to find the letters from among a number of\\nother letters.\\n9. Take away the first letter and show them the\\npicture of an ox. Tell them the word represents an ox.\\nDrill in the same manner as above on the sounds and\\nnames of the letters.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0190.jp2"}, "191": {"fulltext": "APPENDIX. 191\\n10. Add another letter as f, making the word fox\\nand drill in a similar manner.\\nii. At first use only words of two or three letters\\nand always such words as represent objects.\\n12. As soon as a number of words are learned, com-\\nbine them into easv sentences. It will be necessary,\\nhowever, to learn a few words which are not the names\\nof objects before sentences can be made.\\n13. Proceed in this manner until all the letters are\\nlearned. The sounds of the letters will be learned to\\na great extent though the child may not be able to is-\\nolate them. He will learn to see the use of the sound\\nin the word and this is what should be desired.\\n14. Encourage the children to draw the letters with\\npencil and chalk.\\nI have not space here to discuss this subject further,\\nbut it is hoped enough has been given to stimulate the\\nyoung teacher to an investigation of the subject for him-\\nself. To excite investigation is one of the prime ob-\\njects of the present work.\\nSOME GOOD BOOKS FOR TEACHERS.\\nI shall not pretend to give anything like a complete\\nlist of works nor prescribe any general course of read-\\ning but propose simply to mention a few books, which\\nfrom my own knowledge, I can heartily commend, and\\nwhich I have not already mentioned in this work.\\nHistory. Macaulay s History of England; Froude s\\nHistory of England Dickens Child s History of Eng-\\nland Yonge s Young Folks History of England", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0191.jp2"}, "192": {"fulltext": "192 APPENDIX.\\nGardiner s Student s England Myers Mediaeval and\\nModern History; Momrrsen s History of the Roman\\nEmpire Taylor s Germany Oman s Greece Fiske s\\nThe Discovery of America; Barnes s Popular U. S.\\nHistory; Prescott s Conquest of Mexico; Fiske s\\nBrief History of the Nations.\\nFiction Hawthorne s Marble Faun, and Scarlet Let-\\nter; Eggleston s Hoosier School-Master; Dickens\\nDavid Copperfield, and Nicholas Nickleby Walter\\nScott s Ivanhoe, and Rob Roy; Mrs. Stowe s Uncle\\nTom s Cabin Churchill s Richard Carvel Caskoden s\\nWhen Knighthood Was in Flower; Lew Wallace s\\nBen Hur Dr. Weir Mitchell s Hugh Wynne Sewall s\\nBlack Beauty.\\nScience The Popular Science Monthly Tyndall s\\nForms of Water, and Fragments of Science Ames\\nTheory of Physics Ganot-Atkinson s Physics Fiske s\\nA Century of Science; Steele s Popular Chemistry\\nRemsen s Inorganic Chemistry Todd s New Astron-\\nomy Smith s New Astronomy; Thompson s Elec-\\ntricity and Magnetism.\\nMiscellaneous Ruskin s Sesame and Lilies Car-\\nlyle s Heroes and Hero Worship Macaulay s Essays;\\nLow s English Literature Emerson s Essays Spen-\\ncer s Education; Gordy s New Psychology; Gordy s\\nNew Pedagogy; Mackenzie s Manual of Ethics; Re-\\nview of Reviews The Literary Digest Page s\\nTheory and Practice of Teaching.\\nThe teacher should cultivate an .acquaintance with\\nShakespeare, Milton, Byron, Burns, Moore, Shelley,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0192.jp2"}, "193": {"fulltext": "APPENDIX. 193\\nPope, Goldsmith, Tennyson, Lowell, Longfellow,\\nWhittier, Holmes and others of the great poets of the\\nEnglish Language.\\nAN OUTLINE OF OUTLINiNG.\\nIt seems appropriate m this book of Outlines that a\\nsystematic presentation or the Science (It certainly is a\\nscience), of Outlining be given. It must be borne in\\nmind that an Outline and a Classification are not exactly\\nthe same. A Classification is a logical arrangement of\\nthe divisions of a subject. As examples of Classifica-\\ntions take the divisions of Organic Existence into Ani-\\nmal and Vegetable and each of these into Classes, Sub-\\nclasses, Orders, and so on down to Species, Varieties,\\nand Individuals. An Outline need not necessarily be\\nlogical. Terms which have no connection whatever\\nmay be co-ordinated or ranked together. An Outline\\nis something like the framework of a building or the\\nskeleton of an animal with this difference, the parts need\\nnot all be closely connected. Wherever possible, how-\\never, a logical arrangement should be made. Every\\nClassification is an Outline but every Outline is not a\\nClassification.\\nDefinition.\\nTerms Used.\\nIndex Figures*\\nOrdinal index.\\nCoordinal Index.\\nRank Letter.\\nRank Sign,\\nBrace.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0193.jp2"}, "194": {"fulltext": "194 appendix-\\nSystems.\\nNumeral.\\nExponential.\\nFigure.\\nRoman NumeraL\\nLetter.\\nLatin Letter.\\nGreek Letter.\\nSign.\\nBrace.\\nPosition.\\nTabular.\\nTypogi aph ic.\\nComposite.\\nParts.\\nDefinition.\\nDivision.\\nPartition.\\nComparison ana Contract*\\nNarration.\\nDescription.\\nAmplification.\\nExamples.\\nUses.\\nAs an Aid to Thorough Investigation.\\nAs an Aid to Literary Composition.\\nA few words of explanation are necessary. It wiL\\nbe observed that I have given three varieties of the Nu-\\nmeral System. The Exponential has been explained", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0194.jp2"}, "195": {"fulltext": "APPENDIX. 195\\nin the Introduction of this work (See p. 13). By the\\nOrdinal Index is meant the small figure or exponent, by\\nthe Coordinal Index is meant the large figure used with\\nthe exponent. In the Figure variety of the Numeral\\nSystem exponents are not used, position alone showing\\ncoordination and subordination. As an example of the\\nFigure System see Outline III, p. 24. It is used where\\nthe outlines are short. In the Roman Numeral Sys-\\ntem, Roman Numerals are used in place of figures. In\\nthe Letter System, Latin and Greek letters are used in-\\nstead of figures. In the Sign System, stars dag-\\ngers (ft), c, are used as indexes. As an example\\nsee Gray s Botany. The Brace System requires no\\nexplanation. In the Position System the ordination and\\ncoordination are indicated by position. It is used only\\nwhere there are few sub-heads. Sometimes the coor-\\ndination and subordination are distinguished by differ-\\nent fonts of type. This we may call the Typographic\\nSystem. It is represented in the above outline. As an\\nexample of the Tabular System see Outline VIII, p. 69.\\nThe Composite System is that w r here more than one, or\\nall the systems are combined.\\nWhen we take a general term as Man for the subject\\nof an outline, the different classes into which the human\\nrace can be divided would be called Divisions. If we\\ntake a particular individual we may divide him into\\nparts. This would be called Partition. If w T e compare\\nor contrast a man with some other animal, that would\\nbe called Comparison and Contrast. The other terms\\nare sufficiently obvious. See any good text-book of\\nRhetoric.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0195.jp2"}, "196": {"fulltext": "196 APPENDIX.\\nNAMES, MOTTOES, C, OF THE STATES.\\nAlabama, So named for its principal river. The In-\\ndians gave this stream the name Al-a-ba-ma, meaning\\nhere we rest to denote their satisfaction with its cli-\\nmate and landscape. Motto, Here we rest.\\nArkansas. From the river of that name. The name\\nis derived from Kansas, (q. v.) and the French prefix,\\narc, a bow. Motto, Regnant populi, The people\\nrule. Popularly called the Bear State.\\nCalifornia. The name was given to the peninsula\\ncalled Old California, by Cortez in 1535. It is suppos-\\ned to be taken from an old Spanish romance in which\\nan imaginary island of that name is described as abound-\\ning in gold. Motto, Eureka I have found it. Some-\\ntimes called the Golden State.\\nConnecticut. Named from the river of that name\\nwhich means in the Indian language, The long river.\\nMotto: ni transtulit Sustinet, He who brought us\\nover sustains us. Popularly called, The Nutmeg\\nState, Land of Steady Habits, Freestone State\\nand Blue Law State.\\nColorado. From the river 01 that name. It is prob-\\nably derived from the Spanish and means colored.\\nMotto, JVtl sine nummc, Nothing without God.\\nPopularly called The Centennial State.\\nDelaware, Named from Thomas West, Lord de la\\nWare who visited the bay of that name in 1610 and\\ndied while there on his vessel. Motto, Liberty and In-\\ndependence. Popular names, The Blue Hen, Dia-\\nmond State. The people are popularly called Musk-\\nrats.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0196.jp2"}, "197": {"fulltext": "APPENDIX. 197\\nFlorida. Named by the discoverer Ponce de Leon\\nfrom the Spanish name for Easter Sunday, the day on\\nwhich he made the discovery. The word jlorida in\\nSpanish means flowery. Motto, In God is our trust. 7\\nGeorgia. Named in honor of George II of England.\\nMotto, Wisdom, Justice and Moderation.\\nIllinois. From the Indian, lllini, men, and the French\\nsuffix 01$, together meaning tribe of men. The state was\\nnamed from the tribe of Indians bearing that name.\\nMotto, State Sovereignty, National Union. Popu-\\nlarly called The Sucker State.\\nIndiana. From the word Indian and suggested by\\nits numerous Indian population when first settled.\\nCalled The Hoosier State.\\nIowa. The derivation of the name is variously given.\\nOne is that it is from an Indian word meaning this is\\nthe land, or the Beautiful Land, another that it is\\na French form of an Indian word and means The\\ndrowsy, or The sleepy ones. Motto, Our Lib-\\nerties we prize and our rights we will maintain. Pop-\\nular name, The Hawk-Eve State.\\nKansas. From the river of that name which is said\\nto mean in the Indian language, Smoky water, also\\nsaid to mean Good potato. Motto, Ad astra -per\\naspera, To the Stars through difficulties.\\nKentucky. The Indian word means At the head of\\na river. Motto, United we stand, divided we fall.\\nPopularly called the Blue Grass State. The Indians\\ntermed it The dark and bloociv rround it beinof the\\nbattle ground of the northern and southern tribes. The\\npeople are sometimes called Corn Crackers.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0197.jp2"}, "198": {"fulltext": "198 APPENDIX.\\nLouisiana. Named for Louis XIV of France. Mot-\\nto, Justice, Union and Confidence. Called The\\nCreole. State.\\nMaine. From a province of that name in France.\\nMotto, Dingo, I direct. Is called The Pine Tree\\nState.\\nMaryland. Named after Henrietta Maria, queen of\\nCharles I of England. Motto, Crcscitc et midtiplicanii\\nm, Increase and multiply.\\nMassachusetts. Named from an Indii n word, mean-\\ning About the great hills. M re, Erse -petit placi-\\ndam sab libertate quictam, By the sword she seeks\\nplacid rest in liberty, or mere freely, Conquers a\\npeace. Sometimes called The Old Bay State.\\nMichigan. The name is said to be from the Indian\\nlanguage meaning Great Lake, also given as mean-\\ning a Weir for fish. Motto, Tuebor, I will defend,\\nand Si quc ris pcnmsiddm amcenam circumspicc, If\\nyou seek a pleasant peninsula, look around. Popular-\\nly called The Wolverine State.\\nMinnesota. Indian name, meaning Whitish water,\\nCloudy water. Motto, LEloilc du JVord, The\\nStar of the North.\\nMissouri. Named from the river of that name which\\nmeans in Indian, Muddy water. Motto, Salus popuh\\nsuprema lex esto, Let the will of the people be the su-\\npreme law. The people are sometimes called\\nPukes.\\nMississippi. Named from the great river which\\nmeans in Indian Father of Waters, or Great and\\nlong river.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0198.jp2"}, "199": {"fulltext": "APPENDIX. 109\\nNebraska. Indian name of one of its rivers meaning\\nShallow water or Broad and low. Motto,\\nEquality before the law.\\nJVeiv Hampshire. Named from the county of Hamp-\\nshire in England. Popularly known as The Old\\nGranite State.\\nNew ycrsey. Named from the Island of Jersey on\\nthe coast of England. Motto, Liberty and Independ-\\nence. People are called Clam Catchers.\\nJVezv York. Named from the Duke of York. Mot-\\nto, Excelsior Higher. Called the Empire State.\\nNorth Carolina. Named for Charles IX of France.\\nIt is called The Old North State, and the Turpen-\\ntine State.\\nNevada. Named from a Spanish word, meaning\\nSnowy, first applied to its mountains. Motto, Volcns\\net Polens, Willing and able. Sometimes called The\\nSilver State.\\nOhio. From the river which forms its southern boun-\\ndary, the word in the Indian language meaning, Beau-\\ntiful. Motto, Imferiam imferio, An Empire in an\\nEmpire. Familiary known as The Buckeye State.\\nOregon. Said to be from the Spanish word, ore-\\ngano, wild marjoram, which grows abundantly on the\\nPacific coast. Another account says it means River\\nof the West. Motto, Aits volat profriis, She flies\\nwith her own wings.\\nPennsylvania. Name means, Penn s woods. Mot-\\nto, Virtue, Liberty, and Independence. It is called\\nThe Kevstone State.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0199.jp2"}, "200": {"fulltext": "200 APPENDIX.\\nRhode Island. Named from the island of Rhodes in\\nthe Mediterranean Sea. Motto, Hope. Popularly\\nknown as Little Rhody.\\nSouth Carolina. Derivation of the name, same as\\nNorth Carolina, q. v. Motto, Animus o-pibiisque -par at i,\\nReady in will and deed. Popular name, Palmetto\\nState.\\nTennessee. Indian name meaning River of the Big\\nBend. Motto, Agriculture, Commerce. Popularly\\ncalled, The Big Bend State.\\nTexas. A Mexican name, meaning unknown. Call-\\ned the Lone Star State.\\nVermont. From the French, Verd Mont Green\\nMountain. Motto, Freedom and Unity. Called\\nthe Green Mountain State.\\nVirginia. From Elizabeth of England who was\\nknown as the Virgin Queen. Motto, Sic semper tyr-\\nanms, So always with tyrants. It is called The Old\\nDominion and The Mother of Presidents.\\nWest Virginia. Motto, Montani semper liber i, Moun-\\ntaineers are always free.\\nWisconsin. The Indian name of one of her rivers,\\nmeaning Wild rushing channel. Motto, Civilitatus\\nsuccessit barbarum, The civilized man succeeds the\\nbarbarian. Popularly known as The Badger State.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0200.jp2"}, "201": {"fulltext": "Hinds Noble s\\nPublications\\nCooper Institute\\nNew York", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0201.jp2"}, "202": {"fulltext": "Songs of All the Colleges. Illuminated cloth cover. $1.50.\\nCommencement Parts. Efforts for all occasions. Orations,\\naddresses, valedictories, salutatories, class poems, class mottoes,\\nafter-dinner speeches, flag days national\\nholidays, class-day exercises. Models for\\nevery possible occasion in high-schrol and\\ncollege career, everyone of th j efforts\\nbeing what some fellow has stood on his\\nfeet and actually delivered on a similar\\noccasion not what the compiler would say\\nif he should happen to be calltd on for an\\nivy song or a response to a toast, or what\\nnot but what the fellow himself, when his\\nturn came, did say $1.50.\\nNew Dialogues and Plays. Life-like\\nepisodes from popular authors like Steven-\\nson, Crawford, Mark Twain, Dickens,\\nScott, in the form of simple plays, with\\nevery detail explained as to dress, make-\\nup, utensils, furniture, etc., for school-room\\nor parlor. $1.50.\\nCollege Men s 3-Minute Declamations.\\nUp-to-date selections from live men like Chauncey Depew, Hewitt,\\nGladstone, Cleveland, President Eliot (Harvard) and Carter\\n(Williams) and others. New material with vitality in it for prize\\nspeaking. Very popular. $1.00.\\nCollege Maids 3-Minute Readings. Up- to date recitations\\nfrom living men and women. On the plan of the popular College\\nMen s Declamations, and on the same high plane. $1.00.\\nPieces fox Prize Speaking Contests. $1.25.\\nAcme Declamation Book. Single pieces and dialogues. For\\nboys and girls of all ages; all occasions. Paper, 30 cts; cloth, 50 cts.\\nHandy Pieces to Speak. Single pieces and dialogues. Primary,\\n2octs.: Intermediate, 20Cts.; Advanced, 20 cts. All three for sods.\\nPros and Cons. Complete debates of the affirmative and nega-\\ntive of the stirring questions of the day. A de-\\ncided hit. This is another book invaluable not\\nonly to high-school and college students, but\\nalso to every other person who aspires to con-\\nverse engagingly on the topics of the day. Our\\nforeign policy, the currency, the tariff, immi-\\ngration, high license, woman suffrage, penny\\npostage, transportation, trusts, department\\nstores, municipal ownership of franchises,\\ngovernment control of telegraph. Both sides of\\nthese and many other questions completely de-\\nbated Directions for organizing and conduct-\\ning a debating society, with by-laws and par-\\nliamentary rules. $1.50.\\nNew Parliamentary Manual. By\\nH. C. Davis, compiler of Commencement\\nParts. 75 cents. Nearly Ready.\\nTen Weeks Course in Elocution. With\\nnumerous selections for illustration and practice. $1.25.\\nFenno s Science and Art of Elocution. $1.25.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0202.jp2"}, "203": {"fulltext": "What Shall I Do 50 profitable occupations. $1.00.\\nSongs of All th? Colleges. Illuminated cloth cover. $1.50.\\nCharacter Building. Inspiring suggestions. $i.oo.\\nMistakes of Teachers corrected by common sense (the famous\\nPreston Papers). Solves difficulties not explained in text-books\\nwhich daily perplex the conscientious teacher. $1.00.\\nBest Methods of Teaching in Country Schools (Lind s). $1.25.\\nPage s Theory and Practice of Teaching. With Questions\\nand Answers. Paper, 50 CtS. Cloth, $1.00.\\nPsychology Simplified for Teachers. Gordy s well-known\\nNew Psychology. Familiar talks to teachers and parents on\\nthe successful teaching: and rearing of the young. With Ques-\\ntions on each Lesson. $1.25. Iwenty-ninth thousand\\n20O Lessons Outlined in Arithmetic, Geography, Grammar,\\nU. S. History, Physiology. $1.25.\\nThe Perceptionalist. Hamilton s Mental Science, rev. ed. $2.\\nSmith s New Class Register. The best of record books. 50 cts.\\nLikes and Opposites. Synonyms and their Opposites. 50 cts.\\nLetter Writing. Newhandy rules forcorrectcorrespondence. 75c.\\nPunctuation. Hinds Noble s new Manual. Paper, 25 cts.\\nNew Speller. Hinds Noble s new graded lists of 5000 words\\nwhich one must know how to spell. 25 CtS.\\nCraig s COMMON SCHOOL Questions with Answers. $1.50.\\nHenry s HIGH SCHOOL Questions with Answers. $1.50.\\nSherrill s New Normal Questions with Answers. $1.50.\\nQuizzism and its Key (Southwick). $1.00.\\nMoritz 1000 Questions. For Entrance Examinations N. Y.\\nHigh Schools, Normal Coll C 11. of City of N. Y., St. Francis\\nXavier Coll., West Point, Annapolis, and Civil Service. 30 Cts.\\nAnswers to same. 50 cents.\\nRecent Entrance Examination Questions. For the New York\\nNormal College, the College of the City of New York, St. Francis\\nXavier s College, Columbia College, the High Schools, Regents\\nExam s. West Point, Annapolis, and the Civil Service. 30 cents.\\nAnswers to same. 50 cents.\\nHow to Prepare for a Civil Service Examination, with recent\\nExamination Questions and the Answers. 560 pages, $2.00.\\nAbridged Edition, without questions and ans7vers. 50 cents.\\nHow to Become Quick at Figures. Enlarged Edition. $1.00.\\nBad English. Humiliating Breaks corrected. 30 cts.\\nCommon Errors in writing and speaking. 50 cents.\\nComposition Writing Made Easy. Very successful. Five\\nGrades, viz.: A, B, C. D, E. 20 cts. each. All Jive for 75 cts.\\n1000 Composition Subjects. 25 cents.\\nU. S. Constitution in German, French, and English, parallel\\ncolumns, with explanatory marginal Notes. Cloth, 50c paper, 25c.\\nBookkeeping Blanks at 30 cts. per set. Five Blank-Books to\\nthe set. Adapted for use with any text-book Elementary, Prac-\\ntical, or Common School Used everywhere.\u00e2\u0080\u0094 Price, 30 cts. per set.\\nLessons on Morals (Dewey). 75 cents.\\nLessons on Manners (Dewey). 75 cents.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0203.jp2"}, "204": {"fulltext": "Dictionaries The Classic Series. Half morocco, $2.00 each.\\nEspecially planned for students and teachers in colleges, and\\nhigh schools. Up to the times in point of contents, authoritative\\nwhile modern as regards scholarship, instantly accessible in re-\\nspect to arrangement, of best quality as to typography and paper,\\nand in a binding at once elegant and durable. Size 8x5^ inches.\\nFrench-English and English-French Dictionary, 1122 pages.\\nGerman-English and Eng.-Ger. Dictionary, 1112 pages.\\nItalian-English and English-Italian Diet., 1187 pages.\\nLatin-English and English-Latin Dictionary, 941 pages.\\nGreek-English and English-( reek Diet., 1056 pages.\\nEnglish-Greek Dictionary. Price $1 00.\\nDictionaries The Handy Series. Scholarship modern and\\naccurate; and really beautiful print. Pocket edition.\\nSpanish-English and English-Spanish, 474 pages, $1.00.\\nItalian- English and English-Italian, 428 pages, $i.co.\\nNew-Testament Lexicon. Entirely new, and up to-date. $1.00.\\nContains a fine presentation of the Synonyms of the Greek\\nTestament, with hints on discriminating usage.\\nLiddell Scott s Abridged Greek Lexicon, $1.20.\\nWhite s Latin-English Dictionary, $1.20.\\nWhite s English-Latin Dictionary, $1.20.\\nWhite s Latin-English and Eng.-Lat. Diet., $2.25.\\nCompletely Parsed Caesar, Book I. Each page bears inter-\\nlinear translation, literal translation, parsing, grammatical refer-\\nences. All at a glance without turning a leaf. $1 50.\\nCaesar s Idioms. Complete, with English equivalents. 25 cts.\\nCicero s Idioms. As found in Cicero s Orations. 25 cents.\\nShortest Road to Caesar. Successful elem. Latin method. 75Cts.\\nHossfeld Methods: Spanish, Italian, German, French, $1.00\\neach. Keys for each, 35 cts. Letter Writer for each, $1.00 each.\\nGerman Texts, With Footnotes and Vocabulary Wilhelm\\nTell, Jungfrau von Orleans, Maria Stuart, Neffe als Onkel, Minna\\nv. Barnhelm, Nathan der Weise, Emilia Galotti, Hermann und\\nDorothea. Eight volumes, 50 Cts. each.\\nBrooks Historia Sacra, with ist Latin Lessons. Revised,\\nwith Vocabulary. Price 50 cents. This justly popular volume,\\nbesides the Epitome Historiae Sacrae, the Notes, and the Vocabu-\\nlary, contains 100 pages of elementary Latin Lessons, making it\\npracticable for the teacher, without recourse to any other book,\\nto carry the pupil quickly and in easy steps over the ground pre-\\nparatory to a profitable reading of the Epitome Historiae Sacrae.\\nBrooks First Lessons in Greek, with Lexicon. Revised\\nEdition. Coveiing sufficient ground to enable the student to\\nread the New Testament in the Greek. Price 50 Cts.\\nBrooks New Virgil s^neid, with Lexicon. Revised Edition.\\nNotes, Metrical Index, Map, Questions for Examinations, $1.50.\\nBrOOks New Ovid s Metamorphoses, with Lexicon. Expur-\\ngated and adapted for mixed classes. With Questions. $1.50.\\nHinds Noble s Hebrew Grammar, $1.00.\\nSongs of All the Colleges. Illuminated cloth cover. $1 50.\\nWho s Who in Mythology iooo mythological characters\\nbriefly described. 75 cents.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0204.jp2"}, "205": {"fulltext": "CRAIG S COMMON SCHOOL QUESTION BOOK\\n{Over 7gp y ooo copies sold)\\nOver 10,000 teachers have secured their certificate\\nwith its aid. County examiners use it because it is so\\nauthoritative. Students find it of great assistance in pre-\\nparing for their Entrance Examinations to the High\\nSchools. Teachers use it for review work. The \\\\ook\\ncontains over 8,500 questions and answers on\\nU, S. History Geography-\\nReading Pedagogy\\nGrammar Algebra\\nPhysiology Civil Government\\nArithmetic Orthography\\nIn order that this book may find its way into the\\nhands of every hard-working Teacher, we offer the\\nfollowing special club rates Price for single copies,\\n$1.50; two copies, $1.20; three copies, $1.15; four\\ncopies, $1.10 five copies, $1.00. Transportation prepaid.\\nHENRY S HIGH SCHOOL QUESTION BOOK\\n(Over 60,000 copies sold)\\nThis bock is the most up-to-date practical aid I have\\never seen. The questions on Mathematics, History, and\\nthe Sciences are full of helpful suggestions. Every pro-\\ngressive teacher should possess a copy. It contains\\nquestions and answers on the following subjects\\nGeneral History Chemistry\\nEnglish Literature Zoology\\nPhilosophy Astronomy\\nRhetoric Geometry\\nPolitical Economy Physics\\nThis is one of the most iielpful books for High School\\nteachers that has ever been published. It has helped\\nmany a student to successfully pass his College Entrance\\nExamination. Price, $1.50.\\nHINDS NOBLE\\n4-5-J3-J4 Cooper Institute New York City\\nSchool Books of A 11 Publishers at One Store", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0205.jp2"}, "206": {"fulltext": "Pros and Cons\\nThe Affirmative and the Negative of the Questions Of The Day\\nin the form of\\nComplete Debates\\ncloth\u00e2\u0080\u0094 Price $1.50 Postpaid\u00e2\u0080\u0094 twelvemo\\nSomething new, something practical, something up-to-date.\\nA book that exactly fits into these last years of this wonderful\\nlast decade of the passing century.\\nBesides giving complete directions for the organization and\\nthe conduct of Debating Societies in accordance with parliamen\\ntary procedure, this book in many of its debates presents the\\nspeakers as actually addressing their hearers from the floor,\\neach speaker in turn with his arguments the first speakers\\nfor the affirmative and the negative in turn then the second\\nspeakers in turn in some cases, the third speakers and then\\nthe summing up by the leaders.\\nThe array of arguments thus marshalled constitutes an intelli-\\ngent and intelligible statement of every principle and every fact\\naffecting the questions debated, thus providing not only an ex-\\nhaustive study of each question enabling a thorough mastery of it\\nfor knowledge sake, but also furnishing a thoroughly instructive\\nand decidedly lively and entertaining program for an evening s\\npleasure and profit.\\nAmong the important topics discussed are the following\\nGovernment Control, Immigration.\\nOur Foreign Policy. The License Question.\\nThe Tariff. The Suffrage.\\nThe Currency Question. Postage.\\nTransportation. Our Commercial Policy.\\nAnd many others.\\nThere is also a list of questions suitable for debate, several of\\nwhich are briefly outlined to assist the student to prepare and to\\ndeliver his own effort.\\nEssays and orations, many of them suitable for commencement\\nparts, Salutatory and Valedictory addresses, supplement the debates,\\nthe whole providing for the student at college and the high school\\nscholar, the parent at home, and the man of affairs, just that equip-\\nment that one needs not only for thinking out the questions that every-\\nbody is talking about, but for arguing them in a convincing snanner.\\nHINDS NOBLE, Publishers\\n4-5-J3-J4 Cooper Institute New York City\\nSchoolbooks of all publishers it one sto*\u00e2\u0080\u0094", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0206.jp2"}, "207": {"fulltext": "Sbcrrills\\nflew normal Question Book\\nRevised and Enlarged\\n5\\\\2 Pages Price, $!*50\\nThe chief purpose of the New Normal Question Book\\nis that of preparing teachers for examinations. The\\nquestions are so arranged as to bring out the vital and\\ndifficult points of each subject. New Questions and\\nAnswers on Psychology and Pedagogy, also some Test\\nProblems in Arithmetic, have been added.\\nThe Questions and Answers are by no means the all-\\nimportant features of the book. The Appendix of Out-\\nlines on Map Drawing, Percentage, Analysis in Grammar,\\nTheory and Practice of Teacl/ng, Topic Lists and hints\\nand suggestions on various other subjects, such as the\\npreparation of manuscripts and rules and regulations to\\nbe observed during examinations, must prove a mine\\nof treasure to the teacher.\\nThe book contains Questions and Answers on the fol\\nlowing subjects:\\nArithmetic Civil Government\\nGrammar English and American Literature\\nReading Psychology and Pedagogy\\nUnited States History Theory and Practice of Teaching\\nPhysiology Orthography\\nPhysical Geography Test Problems\\nMathematical Geography Penmanship\\nPolitical Geography Parliamentary Rules\\nIn order that the New Normal Question Book may\\nfind its way into the hands of every teacher and every\\nschool, we offer these special Club rates for introduction:\\nSingle copies, $1.50; two copies, $2.50; three copies,\\n$3.50; four copies, $4.25; six copies, $6.00. Transpor-\\ntation at our expense. Cash must accompany the order.\\nWe want one good agent in every county in the United\\nStates to sell these books. Write for our special terms to\\nagents. Mention this advertisement.\\nNearly one hundred thousand copies have been sold\\nHINDS NOBLE, Publishers\\n4-5-J3-I4 Cooper Institute New York City\\nSchool Books of All Publishers at One Store", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0207.jp2"}, "208": {"fulltext": "Character Building\\nBy C S. Coler, M. S.\\nCloth, Price, $1.00\\nWhat we want to appear in character, we\\nmust put into our schools. If, as teachers and\\nparents, we permit selfishness, dishonesty, and\\nsham in children, we need not be surprised if we\\nsee these things in society and in the world.\\nFrom the Author s Preface.\\nContents\\nI. Aims in Character Building\\nII. Psychology of Character Building\\nIII. Ethics of Character Building\\nIV. Methods in Character Building\\nV. Growth in Character\\nVI. Habit, In Relation to Character Building\\nVII. Study, In Relation to Character Building\\nVIII. Education, In Relation to Character Building\\nIX. The Parent, In Relation to Character Building\\nX. Character and American Citizenship\\nXI. Inspiring Thoughts and Helps\\nThe following subjects have been carefully\\nconsidered by the author Discipline, Acquisi-\\ntion, Assimilation, Appreciation, Aspiration, Ex-\\npression, Consciousness, Will Power, Conscience,\\nDuty, Methods of Teaching, Habit, and Moral\\nInstruction.\\nSeveral teachers have ordered copies for their\\npupils others have used it as a text-book in the\\nclass-room. One teacher ordered twenty-four\\ncopies to present to her graduating class.\\nDr. IV. H. Scott, Professor of Ethics and Psychology in\\nOhio State University, Columbus, O., in commenting upon\\nthe merits of the book, writes: il Your book on Character\\nBuildi7?g is inspiring. I do not see how an intelligent young\\nperson can read it without being lifted into the realm of\\nhigher ideas and noble purposes. Every teacher will find it\\nfull of help.\\nHINDS NOBLE, Publishers\\n4-5-6-J2-J3-J4 Cooper Institute New York City\\nSchool B j ~As of All Publishers at One Store", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0208.jp2"}, "209": {"fulltext": "A New Speller\\n5,000 COMMON WORDS\\nONE SHOULD KNOW HOW TO SPELL\\nPrice, 25 Cents\\nContents\\nWords Met in General Reading and Used in Ordinary\\nConversation\\nWords of Similar Pronunciation, but of Different Spell-\\ning and Meaning\\nWords often Confounded either in Spelling, Pronuncia-\\ntion or Meaning\\nWords Spelled the Same, but Differently Accented\\nTerminations often Confounded\\nRules for Correct Spelling\\nRules for Capitalization\\nRules for Punctuation\\nWords used in Business\\nGeneral Abbreviations\\nProper Names\\nTable of Diacritical Marks, etc.\\nIn cases of introduction we will deliver this book\\nat 20^ discount=20 cents net per copy and will take\\nin exchange Spellers in use and make reasonable allow-\\nance for them. Ask us questions.\\nHINDS k NOBLE, Publishers\\n4-5-1 3-14 Cooper Institute New York City\\nSample copy will be sent for inspection if desired.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0209.jp2"}, "210": {"fulltext": "Specimen page from Likes and Opposites. Price $.50,\\n20 LIKES AND OPPOSITES.\\nANT. tad, befriend, cover, defend,\\nprotect, resist, shelter, shield, sup-\\nport, sustain, uphold, withstand.\\nattack, n. syn. aggression,\\nassault, encroachment, in-\\ncursion, infringement, intru-\\nsion, invasion, onset, on-\\nslaught, trespass.\\nant. defense, repulsion, resistance,\\nretreat, submission, surrender.\\nattain. syn. accomplish,\\nachieve, acquire, arrive at,\\ncompass, earn, gain, get,\\ngrasp, master, obtain, pro-\\ncure, reach, secure, win.\\nant. abandon, fail, forfeit, give up,\\nlet go, lose, miss.\\nattainment. syn. accom-\\nplishments,acquirements, in-\\nformation, progress, wisdom.\\nant. genius, inspiration, intuition.\\nattempt, v., see endeavor, v.\\nattempt, see endeavor, n.\\nattend. syn. accompany,\\ncare, consort, follow, heed,\\nimply, involve, listen, mind,\\nnotice, observe, serve, wait\\non.\\nAnt. abandon, desert, disregard, ex-\\nclude, forsake, leave, neutralize,\\nwander.\\nattendant, see accessory.\\nattention, syn.: care, circum-\\nspection, consideration, heed,\\nindustry, notice,observation,\\nregard, study, vigilance,\\nwatchfulness.\\nant.: absence, abstraction, careless-\\nness, disregard, distraction, inad-\\nvertence, indifference, remission.\\nattestation, see testimony.\\nattire, see dress.\\nattitude, syn. pose, position,\\nposture.\\nattract. SYN, allure, charm,\\ndispose, draw, entice, fasci-\\nnate, incline, induce, influ-\\nence, invite, prompt, tempt.\\nant. alienate, deter, disincline, es-\\ntrange, indispose, repel.\\nattraction, see love.\\nattractive, syn. alluring,\\nagreeable, amiable, beauti-\\nful, captivating, charming,\\nengaging, enticing, fasci-\\nnating, interesting, inviting,\\npleasant, tempting, winning.\\nant. deformed, deterring, disagree-\\nable, forbidding, loathsome, re-\\npugnant, repulsive, ugly, unattract-\\nive, uninteresting.\\nattribute, v. syn. ascribe,\\nassign, associate, charge,\\nconnect, impute, refer.\\nant.: deny, disconnect, dissociate\\nseparate, sever, sunder.\\nattribute, n. syn. property,\\nquality.\\nant. being, essence, nature, sub-\\nstance.\\naudacity, syn.: boldness, ef-\\nfrontery, hardihood, rash-\\nness, Recklessness, temerity.\\nant.: calculation, caution, diffidence,\\nforesight, forethought, inadventur-\\nousness, self-preservation, timidity.\\naugment, syn.: add, amplify,\\nbroaden, dilate, enlarge, ex-\\npand,extend,increase,stretch\\nout, swell.\\nant.: contract, curtail, diminish,\\nlessen, narrow, reduce, restrict.\\naugur, syn. betoken, bode,\\ndivine, forebode, foretell,\\nportend, predict, presage,\\nprognosticate, prophesy.\\nant. assure, calculate, demonstrate,\\ndetermine, establish, insure, make\\nsure, prove, settle, warrant.\\naugust, syn,; awful, dignified*\\nSample copy will be sent for inspection if desired.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0210.jp2"}, "211": {"fulltext": "AText=Book on Le tter= Writing\\ncloth 75 cents Postpaid\u00e2\u0080\u0094 165 pages\\nBelieving that the social and business career of\\nour youth demands that as much attention should be\\nbestowed upon Letter-Writing in our schools, as\\nupon Grammar, Orthography, Penmanship, and\\nother elementary studies, we have published a text-\\nbook showing the correct structure, composition, and\\nuses of the various kinds of letters, including busi-\\nness letters. There have been added classified lists\\nof abbreviations, foreign words and phrases most fre-\\nquently used and important postal information.\\nOur endeavor has been not only to produce just the book to\\nguide the youth and the adult in social correspondence and the\\nbusiness man in commercial letter-writing, but also to provide ..he\\nteacher with a text-book that can with confidence be placed in the\\nhands of the pupils, boys and girls, to be studied by them like a\\ntext- book on any other subject for class recitations. That our\\nbook has been carefully planned for this purpose, and the matter\\nconveniently arranged for class-room work, the following list of\\nthe contents bears evidence\\nPart I. \u00e2\u0080\u0094Letters, Notes, and Postal Cards.\\nKIND3 OF LETTERS. Social, Domestic, Introductory; Business,\\nPersonal, Official Miscellaneous; Public, or Open. Postal Cards.\\nSTRUCTURE OF LETTERS. Materials; The Heading. The Intro-\\nduction, The Body, The Conclusion, Folding, The Superscrip-\\ntion, The Stamp. Tvpe-writer Correspondence.\\nTHE RHETORIC OF LETTERS. General Principles, Special Ap-\\nplications. Style and Specimens of Social Letters; of Business\\nLetters of Notes.\\nPart II \u00e2\u0080\u0094Orthography and Punctuation.\\nRULES. For Forming Derivatives, etc.; For Capitals; For Punctua-\\ntion Special Rules.\\nPart III.\u00e2\u0080\u0094 Miscellaneous.\\nClassified Abbreviations Foreign Words, Phrases; Postal In-\\nformation.\\nTo teachers we will send postpaid at 20% discount one examination copy\\nwith a view to introduction, if this leaflet is enclosed with the order.\\nHINDS NOBLE, Publishers of\\nHow to Punctuate Correctly, Price 25c.\\nLikes and Opposites (Synonyms and Antonyms), Price 50c.\\nComposition Writing Made Easy, Price 75c.\\nBad English, Price 30c.\\n4-5-13-14 Cooper Institute, New York City.,\\nSchoolbooks of all publishers at one store.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0211.jp2"}, "212": {"fulltext": "Who s Who in Mythology?\\nEmbarrassing, isn t it, when we run across Iht\\nname of some god or goddess, in the daily paper, or\\nin a poem, not to know? Or perhaps one just fails to\\nenjoy perfectly a beautiful painting or engraving or\\npiece of statuary, because ignorant of the myth implied.\\nAnd how one s memory is piqued when one can t\\nrecall the story, though once familiar How the\\nmatter sticks in the mind, pestering us until it all\\ncomes back to us and then we re annoyed to think\\nwe couldn t recall the connection on the instant, and\\nwe wish there were some way to be saved all the\\npother.\\nWell, there is a way\\nJust have at hand a convenient little book that\\ngives the name of every god and goddess, or hero\\nwhose name is ever likely to be broached. Not a\\ntome, with encyclopaedic fullness of description No\\nBut just an alphabetical list, as it were, for ready\\nreference, enabling one to find and locate the person-\\nage instanter; and quite enough description to enable\\none to connect with the story just enough to rescue\\none from seeming so distressingly ignorant, as if one\\nhad never even heard of Pallas, or Aphrodite, or\\nThalia, or Ariadne. Can you tell as many, say, as\\nfour different but quite familiar names of Minerva?\\nJust such a book is published by the undersigned.\\nThe title of it is\\n1000 MYTHOLOGICAL CHARACTERS\\nBRIEFLY DESCRIBED\\nIt is neatly bound in cloth is smallish, and of\\nconvenient shape. And tis not so very high-priced\\nonly\\nSEVENTY-FIVE CENTS POSTPAID\\nHINDS NOBLE, Publishers of\\nCommencement Parts. $1.50\\nPros and Cons. Complete Debates. Both Sides. $1.50\\nPieces for Prize Speaking Contests. $1.25\\n4^5-6424344 Cooper Institute New York City\\nSchoolbooks 0/ all publishers at one store", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0212.jp2"}, "213": {"fulltext": "WHAT\\nSHALL\\nI\\nDO\\nV\\nPRICE 1.O0\\nFIFTY PROFITABLE OCCUPATIONS", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0213.jp2"}, "214": {"fulltext": "Lt%i\\nm\\n1$ on\\nAdapted\\nmanners\\nto\\nGramma?^ Schools,\\nHigh Schools\\nand Academies\\nBy Julia M. Dewey\\nAuthor oi\\nHow to Teach Manners and Ethics for\\nHome and School.\\nCloth,\\nj6o p\\nages.\\nPrice, yj cents.\\nList of Contents\\nLesson\\nI-\\n-Manners in\\nGeneral.\\nLesson\\nII-\\n-Manners at\\nHome.\\nLesson\\nIII-\\n-Manners at\\nSchool.\\nLesson\\nIV-\\n-Manners on\\nthe Street.\\nLesson\\nV-\\n-Manners at\\nthe Table.\\nLesson\\nVI-\\n-Manners in\\nSociety.\\nLesson\\nVII-\\n-Manners at\\nChurch.\\nLesson\\nVIII-\\n-Manners Toward the Aged.\\nLesson\\nIX-\\n-Manners at Places of Amusement.\\nLesson\\nX-\\n-Manners in\\nTraveling.\\nLesson\\nXI-\\n-Manners in\\nPlaces of Business.\\nLesson\\nXII-\\n-Manners in\\nGifts.\\nMaking and Receiving\\nLesson\\nXIII-\\n-Manners in\\nBorrowing,\\nLesson\\nXIV-\\n-Manners in\\nCorrespondence.\\nPrice for introduction, bo cents.\\nManners in exchange, and maki\\nthem.\\nHinds Noble,\\nWill take other works on\\na generous allowance for\\nPublishers\\n4-5-6- J 2- 3- 4 Cooper Institute\\nNew York City", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0214.jp2"}, "215": {"fulltext": "Ce$$on$ on morals\\nAdapted to\\nGrammar Schools, High Schools\\nand Academies\\nBy Julia M* Dewey\\nAuthor of How to Teach Manners and Ethics for\\nHome an t d School.\\nCloth, 304 pages.\\nPrice, J j cents.\\nList of Contents\\nLesson I The Study of\\nMorals.\\nLesson II Duties to\\nthe Body.\\nLesson III Cleanli-\\nness.\\nLesson IV Dress and\\nSurroundings.\\nLesson V E x e r c i s e,\\nRecreation, etc.\\nLesson VI Industry.\\nLesson VII Economy.\\nLesson VIII Honesty.\\nLesson IX Truthful-\\nness.\\nLesson X Time.\\nLesson XI Order.\\nLesson XII Courage.\\nLesson XIII Love.\\nLesson XIV Benevo-\\nlence.\\nLesson XV F orgive-\\nn e ss.\\nLesson XVI Kindness.\\nLesson XVII Kind-\\nness to Animals.\\nLesson XVIII Friends\\nLesson XIX The\\nHome.\\nLesson XX The School\\nLesson XXI The Com-\\nmunity.\\nLesson XXII \u00e2\u0080\u0094The\\nState.\\nLesson XXIII \u00e2\u0080\u0094Self\\nCulture.\\nLesson XXIV Nature.\\nLesson XXV\u00e2\u0080\u0094 Art\\nLesson XXVI Reading\\nPrice /or introduction, to cents. Will take other ivorks on\\nMorals in exchange, a?id make a generous allowance for them.\\nHinds Noble, Publishers\\n4-5-6-12-13-14 Cooper Institute New York City", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0215.jp2"}, "216": {"fulltext": "H Cen Weeks Course in elocution\\nBy J. V. Coombs, formerly Professor of English Literature and\\nElocution in Eureka College, Eureka, III. Assisted by Virgil A.\\nPinki.ey, Principal of the Department of Elocution in School of Music,\\nCincinnati, Ohio. Revised and Enlarged by C. H. Harne, Irofessor\\nof Elocution and Reading in Salina Normal University, Salina, Kan-\\nsas. Cloth, 415 Pages. Price, $1.25.\\nMany good books on the Theory of Elocution have\\nbeen published choice selections are plentiful, but very\\nfew authors have combined, with the Essentials of Elocu-\\ntion, a good variety of proper exercises for practice. In\\nPart I, the author has briefly outlined the best way to teach\\na beginner to read. Part II contains a full discussion of\\nDictionary Work, the value of which cannot be over-\\nestimated. Part III contains helpful suggestions to\\nTeachers of Elocution. Part IV (the largest and most\\nimportant part) contains a thorough discussion of the\\nElements of Elocution, each principle being carefully\\nconsidered. Part V comprises a splendid collection of\\nHumorous, Dramatic and Oratorical selections for prac-\\ntice the whole being an ideal work for teachers to use\\nwith classes which have only a brief period of time to\\ndevote to the subject.\\nThe chapters devoted to Elocution have been so\\ndivided that they can be easily completed by a class in\\nten weeks time as follows\\n1st Week, Outline of Elocution\\n2d Week. Respiration and Breathing\\n3rd Week. Physical Culture (Calisthenics)\\n4th Week. Articulation\\n5th Week. Orthoepy (Pronunciation)\\n6th Week. Vocal Culture\\n7th Week. Qualities of the Voice\\n8th Week. The Art of Vocal Expression\\n9th Week. Gesture\\nJOth Week. Gesture\\nA great variety of selections, Humorous, Dramatic\\nand Oratorical, illustrating the various principles studied,\\nimmediately follow the Lessons. These are to be used to\\ntest the work that is done by the class from week to week.\\nSample copies will be furnished to Teachers of Elocution and\\nclasses supplied at $1.00.\\nHINDS NOBLE, Publishers\\n4-5-642-J3-U Cooper Institute New York City\\nSchool Books of All Publishers at One Store", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0216.jp2"}, "217": {"fulltext": "PIECES FOR\\nPRIZE-SPEAKING\\nCONTESTS\\nA collection of over one hun-\\ndred pieces which have taken\\nprizes in prize-speaking contests.\\nCloth, 448 pages. Price, $1.25.\\nPUBLISHED BY\\nHINDS NOBLE\\n4-5-6- X 2- J 3- J 4 Cooper Institute, New York City", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0217.jp2"}, "218": {"fulltext": "Fenno s Science and Art of Elocution\\nI\\nRow to Read and Speak\\nTheory and Practice Combined\\nThe Science and Art of Elocution. Embracing\\na comprehensive and systematic series of exer-\\ncises for gesture, calisthenics and the cultivation\\nof the voice, together with a collection of nearly\\n150 Literary Gems for Reading and Speaking.\\nArranged in four parts and designed to be used as\\na text-book in the class room and for private study,\\nas well as for the use of Readers and Speakers\\ngenerally. By Frank S. Fenno, A.M., F.S.Sc,\\ngraduate of The National School of Elocution\\nand Oratory, compiler of Fenno s Favorites for\\nReading and Speaking, author of The Chart\\nof Elocution, Lectures on Elocution, etc., etc.\\nPrice, $1.25.\\nDesigned to be Used as a Text-book\\nand for Private Study\\nHINDS NOBLE, Publishers\\n4-5-6- J 2- 3- J4 Cooper Institute New York Qty\\nSchool Books of A l 1 Publishers at One Store", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0218.jp2"}, "219": {"fulltext": "Commencement Parts.\\ncloth Price $1.50 Postpaid twelvemo\\nHere is a book full of the real thing, and con-\\ntaining nothing but the real thing!\\nThe models here every one a complete address\\nare not composed by the compiler to show what\\nhe would say if he should happen to be called on for\\na class poem, or an ivy song a valedictory, or an\\noration a response to a toast, an essay, a recitation, or\\nwhat-not. Not at all! But every one of the efforts\\nin this book is real in the sense that it is what some\\none did do on the particular occasion when he actu-\\nally had to stand up and speak. This entitles them\\nto be designated models in a genuine sense.\\nIf you are called upon, for any occasion (no\\nmatter what) during your whole high-school or college\\ncareer, and wish a model to show how some one else\\nhas risen to a similar opportunity, we think you will\\ndiscover by a glance at the list of contents of Com-\\nmencement Parts some illustration of exactly what\\nyou require. Note also the lists of class mottoes,\\nsubjects for orations, essays, themes, toasts, etc.\\nBesides the above we publish also the following, of interest to\\nthose who have to appear in public on the stage. And we can t\\nthink of any effort throughout one s whole career that is not\\nprovided for from the little tot s first curt sy, and along through\\nthe school and college years, to the debate of important civic\\nproblems by the adult before his fellow citizens\\nPros and Cons. Both sides of live questions. $1.50.\\nPlayable Plays. For school and parlor. $1.50.\\nCollege Men s Three-Minute Declamations. $1.00.\\nCollege Maids Three-Minute Readings. $1.00.\\nPieces for Prize-Speaking Contests. $1.00.\\nAcme Declamation Book. Paper, 30c. Cloth, 50c.\\nHandy Pieces to Speak. 108 on separate cards. 50c.\\ntist of Contents of any or all of above free on request if you mention\\nthis ad.\\nHINDS NCBLE, Publishers,\\n4-S-I3-I4 Cooper Institute, XT. T. City,\\nSctoolbooks Qf all publishers at one store*", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0219.jp2"}, "220": {"fulltext": "Contents of Commencement Parts/\\n1. Introduction to Commencement Parts.\\n2. The Orator and the Cration.\\n[a) The Orator.\\n(b) The Oration.\\nr) The Farts of the Oration.\\n3* Commencement Parts.\\nA Latin Salutatory. De Nostro Cum Aliis Civitatibus\\nAgendi Modo.\\n{2) Orations.\\n{a) American Ideals.\\nb) Culture and Service.\\nc) Education as Related to Civic Prosperity.\\nId) Hebraism and Culture.\\n\\\\e) Marc Antony.\\nIf) Modern Knighthood.\\n[gS The Negro and the South.\\nIn) The Decisive Battle of the Rebellion.\\nit) The University and True Patriotism.\\nThe Discipline of Life and Character.\\n(k) The Liberalistic Temper.\\nThe Spirit that Should Animate.\\n(m) Reverence Due from the Old to the Young,\\nfy) Appropriate Subjects for the Oration (1-136).\\n[4) Valedictories.\\n(a) Perdurct atque Yaleat (Latin).\\n(b) Service.\\nc) For a Dental College.\\n(d) For a College.\\n(e) For a School.\\n(f) For a College.\\n(g) Good Day.\\nLIBERALISM.\\n(3) Mixed Valedictory and Oration Catholicity.\\n4t Class Day Exercises.\\nIntroduction.\\n\\\\z) Class Poems.\\n(a) O Years You Have Vanished,\\n(b) The Breath of the Spirit.\\n(c) Home.\\n(d) A Vision.\\nAlma Mater.\\nPresident s Address.\\n[4) Salutatory.\\n6\\nfc\\nn", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0220.jp2"}, "221": {"fulltext": "4. Class Day Exercises {continued).\\n(j) Dux s Speech.\\n(6) Ivy Oration.\\n(7) Class Song.\\nIvy Oration.\\n(9) Class Will.\\n(10) Ivy Oration.\\n(77) Ivy Poem.\\n(12) Ivy Song.\\n(/j) Class Oration The Old and New.\\n(14) Washington s Birthday Oration.\\n(75) Presentation Oration.\\n(76) Class Oration Abraham Lincoln.\\n(77) Class Mottoes (1-42).\\n5. The Composition and Essay.\\n(7) Introductory Suggestions.\\n(a) Model Outline of Composition.\\nModel Outline of Essay.\\n(c) Brief Essay.\\n(.2) Compositions.\\n(a) Autumn.\\n(6) What Makes the Sky Blue\\n(c) The Beauties of Nature.\\n(d) Winter Leaves.\\n(j) Essays.\\nBeatrice. (Character Study.)\\n(b) Independent Character. (Descriptive.)\\nU) Ruskin s Ethics of the Dust. (Critical.)\\n(d) Edward Rowl and Sill. (Literary.)\\n(e) Intellectual Improvement, an Aid to the Im-\\nagination. (Philosophical Disputation.)\\nThe Survival of the Fittest in Literature.\\n(Literary Discussion.)\\n(g-) Una. (Analytical.)\\n(A) Thomas Chatterton. (Prize College Essay.)\\n(z) Kipling s Religion. (Literary.)\\nj) The Reaction Against the Classic?. (Colloquy.\\n(k) Memory s Message. (Dedicatory.)\\nManual Training and Intellectual Develop-\\nment. (Normal School Prize Essay.)\\n(m) True Nobility. (A College Prize Essay.)\\nSubjects for Composition.\\n(a) Narrative (1-35).\\n(i Descriptive (1-55).\\n(j) Themes for Essays (1-53).", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0221.jp2"}, "222": {"fulltext": "6* After-Dinner Speaking,\\n(i) Introductory Suggestiors.\\nAn Address of Welcome at an Alumni Dinner (la\\nHon^r of ihe College President).\\n^3) Response to a Toast, Yale and Princeton.\\n(J) Respor.se to a Toast, The Puritan and the Dutcn-\\nmaa.\\n(5) Response to a Toast, The Plain People.\\n(6) Response to a Toast, Woman.\\n(7) Response to a Toast, A Business Man s Political\\nObligations.\\n(c?) Response to a Toast, The Sovereignty of the United\\nStates.\\n(9) Response to a Toast, Recollection the Strongest In-\\nfluence.\\n(to) Response to a Toast, The Future of the Nation. 1\\nf An After-Dinner Story.\\n\\\\i2) A List of Toasts (1-40).\\n7. Fla^ Day.\\nIntroduction.\\n(3) Recitation for a Roy or Girl.\\n(j) Recitation Our Country.\\nRecitation The Stars and Stripes,\\n(5) Address\u00e2\u0080\u0094 Old Glory.\\n(6) Address The Voice of the Flag.\\n8. Words of tae National Airs.\\nColumbia, the Gem of the Ocean.\\n(2) Hail Columbia.\\n(j) America.\\nThe Star-Spangled Banner.\\n(j) Our Flag is There.\\n9. Speeches for National Holidays.\\nIndependence Day Address.\\n(2) Lift up Your Hearts. (Fourth of July.)\\n(j) Lincoln the Immortal. (Lincoln s Birthday.)\\n{4) Washington s Birthday Address.\\n(5) Washington s Birthday.\\n(6) Tree Planting. (A Poem for Arbor Day.)\\n(7) Decoration Day Address.\\nMemorial Day Ode Our Honored Dead.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0222.jp2"}, "223": {"fulltext": "fO. Occasional Addresses,\\nReligious.\\nz) Growth. An Address before a Christian\\nEndeavor Convention.\\n(b) To be Kings among Men. A Chapel Ad-\\ndress by a College President.\\nfc) The Culture of the Imagination. Address be-\\nfore a Young Men s Christian Association.\\n(2) Political.\\n(a J The Cross of War. Delivered in the Con-\\ngress of the United States.\\n(b) Heroes of the Maine Disaster. Delivered\\nto the National House cf Representatives.\\n(j) Social.\\n(a) The Obligations cf Wealth. A Washington s\\nBirthday Address.\\n(J An Address to Northern and Southern Vet-\\nerans at Chickamauga.\\n(b) An Address before the Order cf Elks.\\n(c\\\\ A Poem for a Silver Wedding.\\n(d) An Address at the Dedication of a Memorial\\nTablet.\\nr) Presentation of a Flag to a Regiment Depart-\\ning for War.\\n(_/ Presentation Address to a Foreman by a\\nWorkman.\\nEducational.\\n(a) The Higher Education. An Address before\\na Body of Educators.\\n(b) Dedication of a School Building. An Address\\nof Welcome.\\n(c) Wealth and Progress. An Address at the\\nDedication of a Public Building.\\n(d) An Address on Presenting the Keys of a New\\nSchool Building.\\n(e) An Address to a School Graduating Class by\\na Teacher.\\nRemarks to a Graduating Class of Your.g\\nLadies by a Visitor.\\n(jf) An Address to a Graduating Class of Nurses.\\n(Ji) Address to a School Graduating Class by a\\nClergyman.\\nDedication of a Public Library.\\nAddress to a Graduating Class by a Financier.\\n(i) Address before an Educational Convention.\\nForeign Inlluence upon American UnL\\nversiiy Life,", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0223.jp2"}, "224": {"fulltext": "}Q* Occasional Addresses {continued).\\nSuccess in Life. An Address before a Busi-\\nness College.\\n(m) Address before a College Graduating Class.\\n(n) Inaugural Address of a President of a Uni-\\nversity.\\n(o) An Address on Receiving the Degree of\\nDoctor of Laws from a University.\\n(f) The Presiding Officer s Address at a College\\nDebate.\\n(q) The Influence of the Great Teacher. An\\nAddress before College Alumni.\\n(r) Response of a College Professor to a Compli-\\nmentary Resolution,\\n(f) Festival Days.\\n(a) A Thanksgiving Speech.\\nb A Thanksgiving Day Address.\\n(c) An Exercise Around the Christmas Tree.\\n(d) A Mock Menu for a March Banquet.\\n(e) A Banquet Menu.\\nA Thanksgiving Song.\\n(6) Miscellaneous Abstracts.\\nz) At the Dedication of a Hall of Science and\\nArt.\\nResponse to a Toast, Noblesse Oblige.\\n(Phi Beta Kappa Banquet.)\\nGrand Army Speech.\\nIf you re looking for a piece to speak\\nwe don t know of any kind of effort, from the school-\\nboy s recitation or the schoolgirl s reading, and\\nalong through the whole school and college career, down\\nto the response to toasts at the last class dinner,\\nthat is not provided for among\\nCommencement Parts, including efforts for all other\\noccasions. $1.50.\\nPros and Cons. Both sides of live questions. $1.50.\\nNew Dialogues and Plays. For school and parlor. $1.50.\\nCollege Men s Three-Minute Declamations. $1.00.\\nCollege Maids 1 Three-Minute Readings. $1.00.\\nPieces for Prize-Speaking Contests. $1.00.\\nAcme Declamation Book. Paper, 30c. Cloth, 50c.\\nHandy Pieces to Speak. ig8 on separate carus. 50c.\\nList of Contents of any or all of above free on request\\nHINDS NOBLE, Publishers,\\n4-5-I3-U Cooper Institute, New York City.\\nSchoolbooks of all publishers at one storr.", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0224.jp2"}, "225": {"fulltext": "NEW DIALOGUES AND PLAYS\\nPRIMARY\u00e2\u0080\u0094 INTERMEDIATE\u00e2\u0080\u0094 ADVANCED\\nAdapted from the popular works of well-known authors by\\nBINNEY GUNNISON\\nInstructor in the School of Expression, Boston;\\nformerly Instructor in Elocution in Worcester Acad-\\nemy and in the Brooklyn Polytechnic Institute.\\nCloth, 650 Pages Price, $1.50\\nToo many books of dialogues have been published with-\\nout any particular reference to actual performance on plat-\\nform or stage. There are no suggestions of stage business\\nthe characters neither enter nor leave while the dialogue\\nprogresses, no one apparently moves or feels emotion. Noth-\\ning is said at the beginning of the dialogue to show the situa-\\ntion of the characters no hints are given as to the part\\nabout to be played. In plays, as ordinarily printed, there is\\nvery little to show either character or situation all must be\\nfound out by a thorough study of the play. This may be\\nwell for the careful student, but the average amateur has no\\ntime, and often only little inclination, to peruse a whole play\\nor a whole novel in order to play a little part in an enter-\\ntainment.\\nPerhaps the strongest feature of our book is the carefully\\nprepared introduction to each dialogue. Not only are the\\ncharacters all named in order of importance, but the charac-\\nteristics, the costumes, the relation of one to another, age,\\nsize, etc., are all mentioned. Most important of all is what\\nis called the Situation. Here the facts necessary to a\\nclear comprehension of the dialogue following are given\\nvery concisely, very briefly, but, it is hoped, adequately for\\nthe purpose in hand. The story previous to the opening of\\nthe dialogue is related the condition of the characters at\\nthe beginning of the scene is stated the setting of the pla.-\\nform is carefully described.\\nThere has been no book of dialogues published containing\\nso much of absolutely new material adapied from the best\\nliterature and gathered from the most recent sources this\\nfeature will be especially appreciated.\\nMay we send you a copy for inspection subject to your\\napproval\\nHINDS NOBLE\\nPublishers of 3-Minute Declamations for College Men\\n3-Minute Readings for College Girls, Handy Pieces to Speak\\nAcme Declamation Book, Pros Cons (Complete Debates)\\nCommencement Parts (Orations, Essays, Addresses), Pieces for Prize\\nSpeaking Contests (in press).\\n4-5-13-J4 Cooper Institute New York City", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0225.jp2"}, "226": {"fulltext": "SCHOOL BOOKS\\nof all publishers, new and second-hand. Send\\nfor Catalogue,\\nDICTIONARIES\\nFrench, German, Latin, Greek, Italian, and\\nSpanish. Prices, $1.00 to $2.00.\\nEXAMINATION QUESTIONS WITH\\nANSWERS\\nRecent College Entrance Examination Questions\\nwith Answers (in press), $1.50. A Question\\nBook on Common School and High School\\nSubjects with Answers, $1.50. 1001 Questions\\nand Answers (11 kinds), 50c. Recent Civil\\nService Examination Questions with Answers,\\n$2\u00c2\u00ab00* A Book Containing Original Valedictories,\\nSalutatories, Orations, Essays, Compositions, etc.,\\n$1.50.\\nTRANSLATIONS\\nLiteral and Interlinear, 144 Volumes. Prices,\\n50 cents and $1.50.\\nHELPS FOR TEACHERS\\nMistakes in Teaching How to Correct Them,\\nby Miss Preston s Assistant, $1.00. Composition\\nWriting Made Easy, 75c. New Dialogues and\\nPlays, $1.50. A New Speller, 25c. Page s\\nTheory and Practice of Teaching with Questions\\nand Answers, 50c. German Texts with Vocabu-\\nlaries, 50c. Completely Parsed Caesar, Book I.\\n(in press), $1.50. How to Become Quick at\\nFigures, $1.00. Gordy s New Psychology, $1.25.\\nA Text Book on Letter Writing, 75c. How to\\nPunctuate Correctly, 25c. A Book of Synonyms\\nand Antonyms, 50c Debates (Both Sides of\\nLive Questions Fully Discussed), $1.50. A New\\nSpeaker, $1.00. Teachers Class Register, 50c.\\nHINDS NOBLE, Publishers\\nNever too busy to answer questions\\n4-5-13-14 Cooper Institute New York ^tv", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0226.jp2"}, "227": {"fulltext": "", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0227.jp2"}, "228": {"fulltext": "", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0228.jp2"}, "229": {"fulltext": "", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0229.jp2"}, "230": {"fulltext": "IAN 30 1900", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0230.jp2"}, "231": {"fulltext": "", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0231.jp2"}, "232": {"fulltext": "", "height": "3452", "width": "2219", "jp2-path": "200lessonsoutlin00lind_0232.jp2"}, "233": {"fulltext": "mistakes in teaching\\nHow to correct them. No book has ever\\nbeen published containing more helpful sug-\\ngestions to teachers than the Preston\\nPapers by Miss Preston s assistant. Our\\nprice to teachers is 80 cents regular price\\n$1.00). No money need be sent until you\\nhave received the book and approved of it.\\nAmong the topics discussed are\\nHow to Preserve Order in the School-Room.\\nHow to Secure and Retain Attention.\\nHow to Manage Unruly Pupils.\\nShould a Pupil Ever Be Punished?\\nIs Prize Giving a Good Plan\\nHow to Prevent Whispering.\\nHow to Teach Manners.\\nA Cure for Laziness and Selfishness.\\nHow to Conduct a Recitation.\\nHow to Teach Geography and History.\\nHow to Teach Arithmetic and English Grammar.\\nHow to Teach Penmanship and Physiology.\\nHow to Teach Spelling and Reading.\\nHow to Conduct Examination sand Review Work.\\nNature Work and Manual Training.\\nWe want to place a copy in the hands of\\nevery one who is engaged in teaching or\\nis intending to teach, particularly Normal\\nStudents. We desire to introduce it into\\nevery Teachers Reading Circle. After read-\\ning the book, you will want to help us. May\\nwe send you a sample copy on-approval\\nHINDS NOBLE, Publishers,\\n4-5-13- 14 Cooper Institute New York City;", "height": "3452", "width": "2219", "jp2-path": "200lessonsoutlin00lind_0233.jp2"}, "234": {"fulltext": "Psychology a$ an HiA in teaching\\nf\u00c2\u00a3* t\u00c2\u00a3*\\nThat scientific teaching is impossible without a\\nknowledge of Psychology is no longer a debated\\nquestion. But there is an important question in this\\nconnection which has not yet been answered WHAT\\nBOOK shall the hundreds of thousands of earnest\\nteachers study who have not had the advantages of a\\ncollege training?\\n1. Do they need a book which they can understand-\u00e2\u0080\u0094\\na book whose apt illustrations bring abstract truths\\nwithin the range of universal comprehension\\n2. Do they need a book which makes it clear that\\nthere are questions which it does not attempt to\\nanswer, questions that no elementary text-book can\\nhope to answer, and which will thus stimulate them to\\nfurther study and further investigation\\n3. Do they need a book which is constantly raising\\nquestions about their minds and the minds of their\\npupils a book which will make them students of their\\nown minds and the minds of their pupils in spite of\\nthemselves?\\n4. Do they need a book which is itself from beginning\\nto end a perfect sample of the inductive method of\\nteaching, beginning with the simple and the known\\nand going to the complex and unknown\\n5 Do they need a book which thousands of teachers\\nhave declared was the first to interest them in the\\nstudy of mind?\\nIf so, there is one book that will fully satisfy their\\nneeds. That book is Gordy s New Psychology.\\nIf you wish to see for yourself whether it possesses\\nall of these characteristics send for a copy. It will cost\\nyou nothing if you do not like it. If you wish to keep\\nit the price is $1.25.\\nHINDS NOBLE\\n4-5-J3-J4 Cooper Institute New York Otv", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0234.jp2"}, "235": {"fulltext": "", "height": "3468", "width": "2309", "jp2-path": "200lessonsoutlin00lind_0235.jp2"}, "236": {"fulltext": "", "height": "3680", "width": "2301", "jp2-path": "200lessonsoutlin00lind_0236.jp2"}}