{"1": {"fulltext": "f\\nI\\ni\\nGeneral Outline ol ?thl,\u00c2\u00a5j\\nROARK\\nLB\\n\u00e2\u0096\u00a0m5\\n\u00e2\u0080\u00a2^^^imiitiitiiMmaiummmmmmmtimtmattlM", "height": "3637", "width": "2399", "jp2-path": "generaloutlineof01roar_0001.jp2"}, "2": {"fulltext": "11", "height": "3444", "width": "2219", "jp2-path": "generaloutlineof01roar_0002.jp2"}, "3": {"fulltext": "", "height": "3508", "width": "2281", "jp2-path": "generaloutlineof01roar_0003.jp2"}, "4": {"fulltext": "", "height": "3469", "width": "2285", "jp2-path": "generaloutlineof01roar_0004.jp2"}, "5": {"fulltext": "", "height": "3505", "width": "2274", "jp2-path": "generaloutlineof01roar_0009.jp2"}, "6": {"fulltext": "", "height": "3478", "width": "2230", "jp2-path": "generaloutlineof01roar_0010.jp2"}, "7": {"fulltext": "A\\nGENERAL OUTLINE\\nOF\\nPEDAGOGY\\nA WORKING MANUAL\\nRURIC N. ROARK, PH. D.,\\nIt\\nDean of Department of Pedagogy, State College of Kentucky,\\nAuthor of Psychology in Education, and\\nMethod in Education.\\nLexington, Ky.\\n1900.\\nL", "height": "3508", "width": "2291", "jp2-path": "generaloutlineof01roar_0011.jp2"}, "8": {"fulltext": "TWO COPIES RECEIVED,\\nLibrary of Coifr\u00c2\u00abt%\\nOffice of tk\u00c2\u00ab\\nMAY 8 5 1900\\nReglattr of Cepyrlghtft\\n^3^\\n8EC0ND OOPY.\\n62682\\nCopyright, 1900,\\nBy R. N. ROARK.", "height": "3429", "width": "2248", "jp2-path": "generaloutlineof01roar_0012.jp2"}, "9": {"fulltext": "PREFACE.\\nThis book- is meant to be just what its sub-title implies\\n\u00e2\u0096\u00a0a working manual. It comes into print as the result of nearly two\\ndecades of actual work with teachers in the class-room, in insti-\\ntutes, and on the platform.\\nIt is designed to meet the need of the self-helping teacher,\\nwho desires some general guidance and direction and it is\\nplanned also for use by the teacher of Pedagogy in normal\\nschools and colleges.\\nThe Outline is designed to cover broadly all the themes\\nmost apt to be presented in a series of lectures or class-lessons\\nupon the subjects of educational economy and educational\\nmethod. Sufficient latitude is left for instructors and students to\\n\u00e2\u0080\u00a2give their completed outline such trend and emphasis as may\\nseem fit in view of particular local conditions.\\nIn handling the Outline in lectures or class-work it has\\nbeen found best to use each topic as a subject for full discussion\\nrequiring the students to take notes of their own to be entered,\\ntogether with all matter given by the lecturer or teacher, upon\\nthe blank pages left after each page of print. It is also strongly\\nrecommended that the teacher, using the book all the time he\\nteaches, shall make additional notes and change others already\\nmade, in the light of his actual daily experiences in the school\\nroom.\\nThe recorded results of the teacher s own thoughtful peda-\\ngogical experiments will constitute, for him, one of the best\\npossible works on the art of teaching.\\nParticular attention is requested to the references given after\\nthe main topics, and to the general bibliography at the close.\\nThese references are not exhaustive, but are all thoroughly good,\\n\u00e2\u0080\u00a2and cover the ground. Kach book and periodical named in these\\nlists should be in every library used by teachers.\\nR. N. ROARK.", "height": "3508", "width": "2272", "jp2-path": "generaloutlineof01roar_0013.jp2"}, "10": {"fulltext": "", "height": "3472", "width": "2247", "jp2-path": "generaloutlineof01roar_0014.jp2"}, "11": {"fulltext": "A General Outline of Pedagogy,\\nManagement (School Economy).\\nGeneral Refci ences\\n(i) School Management and School Methods, by Baldwin.\\nD. Appleton Co., N. Y.\\n(2) School Management, by White. American Book Co.,\\nCincinnati, O.\\n(3) Philosophy of School Management, by Tompkins.\\nGinn Co., Chicago.\\n(4) Reports of the Committees (Ten, Twelve and Fif-\\nteen) of the Nat. Ed. Association. Irwit: Shepard,\\nWinona, Minn.\\n(5) Reports of the National Educational Association.\\nSame address.\\n(6) Principles and Practice of Teaching, by Johonnot.\\nD. Appleton Co., New York City.\\n(7) Reports of the Nat. Commissioner of Education,\\nWashington, D. C.\\n(8) How to Organize and Classify a Country School.\\nW. M. Welch, 120 Monroe street, Chicago.\\n(9) School Economy, by Wickersham. Lippincott Co.,\\nPhiladelphia.\\nI2 Securing the School.\\nP The teacher s fitness.\\n1* Physical. (Is there any law on this point in this\\nState? Should there be? If so, to what effect?\\nWhy?)\\n2* Academic. (In what subjects should the teachers\\nbe proficient? What subjects other than the com-\\nmon branches .should be known W^hy", "height": "3294", "width": "2219", "jp2-path": "generaloutlineof01roar_0015.jp2"}, "12": {"fulltext": "", "height": "3468", "width": "2243", "jp2-path": "generaloutlineof01roar_0016.jp2"}, "13": {"fulltext": "", "height": "3499", "width": "2267", "jp2-path": "generaloutlineof01roar_0017.jp2"}, "14": {"fulltext": "", "height": "3477", "width": "2256", "jp2-path": "generaloutlineof01roar_0018.jp2"}, "15": {"fulltext": "(2)\\n3* Professional.\\n1^ Theoretical. (What constitutes a good course in\\ntheoretical Pedagogy?)\\n2^ Practical. (What constitutes a good course in\\npractical Pedagogy\\n4* Cultural.\\n1^ Value of the teacher s general to the teacher.\\nculture to the community.\\n2^ How may culture be acquired? (Discuss more or\\nless fully here the value of travel, society reading,\\nclubs, summer schools, institutes, etc.).\\n2^ Certification of the teacher. (See school law).\\nHow many ought there to be\\nAs to age.\\nI experience.\\n2^^ Legal requirements of applicants. J character.\\n1 ^jjg various\\nI kinds of fitness\\n1^ discussed above.\\n8* Times and manner of holding examinations. (These\\nheads should be filled out from the school law. It\\nIt is valuable to compare the laws of several States\\non these matters).\\n3\u00c2\u00ae Making application for the school.\\n1^ In person. (The best way. Why? How should it\\nbe done?)\\n2^ By letter. (The student should be required to write\\na model letter of application).\\n3^ By proxy.\\n4* Through teachers agencies. (These institutions\\nshould be fully discussed).\\n4^ Making the contract. (See school law).\\n1* Time of signing.\\n2* By whom signed\\n3^ Place of signing.\\n4 Items to be included.", "height": "3508", "width": "2269", "jp2-path": "generaloutlineof01roar_0019.jp2"}, "16": {"fulltext": "", "height": "3471", "width": "2285", "jp2-path": "generaloutlineof01roar_0020.jp2"}, "17": {"fulltext": "", "height": "3508", "width": "2281", "jp2-path": "generaloutlineof01roar_0021.jp2"}, "18": {"fulltext": "", "height": "3508", "width": "2295", "jp2-path": "generaloutlineof01roar_0022.jp2"}, "19": {"fulltext": "", "height": "3508", "width": "2252", "jp2-path": "generaloutlineof01roar_0023.jp2"}, "20": {"fulltext": "", "height": "3508", "width": "2282", "jp2-path": "generaloutlineof01roar_0024.jp2"}, "21": {"fulltext": "(3)\\nr Salary.\\n1^ Amount per month. (Should the salary be pro-\\nportioned to the grade of the certificate Should\\nschool money be derived mainly from State or\\nfrom local taxation Why\\n2\u00c2\u00ae By whom paid\\n2^ Length of school term. (The teacher should\\nalways use his utmost endeavor to secure a length-\\nening of the school term. If it be lengthened by a\\nspring subscription school this should be free).\\n3\u00c2\u00b0 Branches to be taught. (Should other than the\\ncommon branches be taught? Should other\\nthan the legally required branches be taught?\\nWhy?)\\n_, J Amount per month.\\n4^ Pupils tuition fees-if any payable.\\n5^ Employment of assistants. (Sch. L-aw).\\n6\u00c2\u00b0 Employment of a janitor. His duties.\\nT Condition of house and grounds, (The student\\nshould draw up a model contract, embodying these\\nitems, and any others that may be needful).\\n22 Taking Charge of the School.\\n1^ Securing a boarding place. (What conditions should a\\nteacher demand in a boarding place Why?)\\n2^ Visiting the parents before the term opens. (For\\nwhat purposes?)\\n3^ Inspecting the house and grounds, and seeing that they\\nare in order.\\n4^ The first day of school Temporary organization.\\n1** Opening exercises. (Devotions; talks from the\\nteacher and trustees).\\n2^ Temporary seating of pupils. (By what arrange-\\nment\\n3 Temporary classification.", "height": "3508", "width": "2237", "jp2-path": "generaloutlineof01roar_0025.jp2"}, "22": {"fulltext": "i", "height": "3508", "width": "2275", "jp2-path": "generaloutlineof01roar_0026.jp2"}, "23": {"fulltext": "", "height": "3508", "width": "2234", "jp2-path": "generaloutlineof01roar_0027.jp2"}, "24": {"fulltext": "", "height": "3508", "width": "2274", "jp2-path": "generaloutlineof01roar_0028.jp2"}, "25": {"fulltext": "(4)\\nQueries and Suggestions.\\n(i) Should the teacher be at the school house earlier on\\nthe first day than thereafter? Why?\\n(2) What should be Lhe condition of house and grounds\\nthe first day? Why?\\n(3) Should visitors be present\\n(4) What should be tlie ^enor of the teacher s opening\\ntalk?\\n(5) What classes should be called first?\\n(6) How many and what classes should be heard regularly,\\nthe first day\\n(7) How shall the other pupils be kept occupied while\\nsome are being classified\\n(8) What use should be made, the fi^rst day, of the last\\nterm s register?\\n(9) What shall be done in the absence of any record of\\nlast term s work\\n(10) On the first day the teacher has the almost undivided\\nattention of the pupils; how shall he manage to hold\\nand intensify it through the term?\\n(11) Everything must be carried through with promptness\\nand enthusiasm; let nothing drag This means a most\\ncareful planning by the teacher, beforehand, for this\\nfirst day.\\n32 Conducting the SchooL\\n1^ Permanent organization. (This should be effective by\\nthe end of the second week).\\nNote. About this time, also, the teacher should begin to\\ncollect material for the exposition at the close of the term.\\nSee forward, under Exposition.\\n1 Assignment of seats. (In what order should the\\npupils be seated Why?)\\n2* Grading and classifying the school. (See general\\nreferences given above).\\n1^ Advantages of putting the school into grades.", "height": "3507", "width": "2232", "jp2-path": "generaloutlineof01roar_0029.jp2"}, "26": {"fulltext": "", "height": "3508", "width": "2263", "jp2-path": "generaloutlineof01roar_0030.jp2"}, "27": {"fulltext": "", "height": "3502", "width": "2234", "jp2-path": "generaloutlineof01roar_0031.jp2"}, "28": {"fulltext": "4\\nf", "height": "3508", "width": "2282", "jp2-path": "generaloutlineof01roar_0032.jp2"}, "29": {"fulltext": "(5)\\n1\u00c2\u00ae Proper g^rading affords opportunity for the com-\\npletion of definite amounts of work.\\n2^ Pupils are thus enabled to make such connection\\nwith higher courses as to go forward without\\nloss of time.\\n3^ Position in a grade arouses the pupil s ambition\\nand emulation, arid thus aids in securing prompt-\\nitude, regularity, and faithful application.\\n4^ Proper grading saves the time and energy of the\\nteacher and pupils, by simplifying and correlating\\nthe work.\\n2^ Difficulties in the way of grading.\\n1 Indifference or hostility of pupils, parents, and\\nteacher.\\n2\u00c2\u00ab Ivack of books.\\n36 Irregularity of advancement of the individual\\npupil, who has been permitted or encouraged to\\nstudy only what he liked.\\n46 Irregular attendance.\\n5^ The .spring subscription school. (Why?)\\n3^ Suggestive scheme of gradation. (This is planned\\nfor the one-room rural school; it can be easily\\nmodified to apply to one of two or three rooms).\\nReferences. The Courses of Study issued by the State Offices of\\nEducation in the several States. Those of Wi-sconsin, Mis-\\nsouri, Kansas, and Virginia are especially recommended.\\nCircular of Information No. 6, 1884, Bureau of Educa-\\ntion, Washington, D. C.\\nReport of Committee of Twelve, Irwin Shepard, Winona,\\nMinnesota.\\n1^ The Grades of each Branch. There should be\\nthree divisions in the whole school primary,\\nintermediate, and advanced. In the first two are\\nthree grades each in the last, two grades.\\nV Reading. The grading should be done on the\\nbasis of the pupil s ability to read. Supple-", "height": "3508", "width": "2242", "jp2-path": "generaloutlineof01roar_0033.jp2"}, "30": {"fulltext": "", "height": "3508", "width": "2256", "jp2-path": "generaloutlineof01roar_0034.jp2"}, "31": {"fulltext": "", "height": "3505", "width": "2230", "jp2-path": "generaloutlineof01roar_0035.jp2"}, "32": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0036.jp2"}, "33": {"fulltext": "(6)\\nmentary Reading should form a most impor-\\ntant part of the work from the First Reader\\nup. No regular reader in the series should\\nbe used above the fifth grade.\\n2^ Spelling. In all the grades, Spelling should\\nbe taught in connection with all the branches.\\nNo spelling-book is needed, and no separate\\nclass in Spelling.\\n3^ Writing. Writing should constitute a part of\\nthe preparatory work in Reading in the first\\ntwo grades. There should be special exercises\\nfor the whole school from the third grade tip,\\nat least once a day.\\n4 Arithmetic.\\n18 Primary Division. No text-book. Funda-\\nmeiital operations begun in Integers and\\nFractions.\\n1^ Intermediate Division. Fractions Denomi-\\nnate Numbers Percentage begun.\\n2^ Advanced Division. Applied Percentage\\nRatio and Proportion Mensuration.\\n5 Grammar. In the primary and intermediate\\ndivisions, Grammar should be incidental to\\nReading and Language work. The text-book\\nmay be used in the highest grade, or in the\\ntwo highest.\\n6^ Physiology. It would be better to use no\\ntext-book at all, but to give the instruction by\\ninformal talks to the whole school. A text-\\nbook may be used and completed in the sev-\\nenth grade.\\nV Nature-Study. (See Roark s Method in Edu-\\ncation, p. 140). This work should be com-\\nbined with the out-door Geography (see below)\\nand should be carried through all grades with-\\nout a text-book, once or twice a week. In the", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0037.jp2"}, "34": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0038.jp2"}, "35": {"fulltext": "", "height": "3508", "width": "2227", "jp2-path": "generaloutlineof01roar_0039.jp2"}, "36": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0040.jp2"}, "37": {"fulltext": "(7)\\nprimary and intermediate divisions the work\\nshould be mainly observational in the ad-\\nvanced division some expoimental exercises\\nmay be introduced.\\n8 Geography. In the Primary Divisio-i. and in\\nthe first two grades of the Intermediate, the\\nwork should be done in connection with nature,\\nstudy. (See above).\\nThe text-book may be introduced in the sixth\\ngrade, and completed, as a separate studj in\\nit and the seventh.\\n9 History.\\n1^ In the Primary Divison. Oral instruction\\nonce or twice a week.\\n2^ The Intermediate Division. Stories from\\nhistory may be read by the pupils, using\\nsuch books as Eggleston s First Book in\\nAmerican History, and Stories of Great\\nAmericans for Little Americans.\\n3\u00c2\u00ae In the Advanced Division. A text-book of\\nU. S. Hist, should be taken up in the seventh\\ngrade, and continued, in connection vvith\\nstate history or general history, in the eighth\\ngrade.\\n10^ Civics. The instruction should be oral, once a\\nweek from the fourth grade to the seventh,\\ninclusive. The text book may be used in the\\nhighest grade. In the last two grades there\\nshould be much illustration of the subject\\nfrom current events.\\n11 Language Work.\\n1^ Oral.\\n1^ In the Primary and Intermediate Divis-\\nions. Informal conversations between\\nteacher and pupils. Committing to mem-", "height": "3498", "width": "2194", "jp2-path": "generaloutlineof01roar_0041.jp2"}, "38": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0042.jp2"}, "39": {"fulltext": "", "height": "3505", "width": "2223", "jp2-path": "generaloutlineof01roar_0043.jp2"}, "40": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0044.jp2"}, "41": {"fulltext": "(8)\\nory and recitation of suitable choice selec-\\ntions.\\n2^ In the Advanced Division. The same\\nwork should be continued, and debating\\nshould be introduced.\\n2^ Written.\\nV In the Primary and Intermediate Divis-\\nions. There should be constant practice\\nin writing, copying sentences, writing\\noriginal sentences, and writing of short\\ncompositions upon the simplest themes.\\n2^ In the Advanced Division. Practice in\\nwriting compositions should be continued\\nand some work should be done in text-\\nbook rhetoric.\\n2\u00c2\u00ab The Studies of each Grade.\\n1^ Grade I. Chart Grade: 4 to 6 recitations\\ndaily; 5 to 8 mins. to a recitation.\\n1^ Reading from chart or primer; writing;\\nspelling twice daily.\\n2^ Arithmetic. Counting; Reading and writ-\\ning figures; fundamental operations to 10\\nonce daily.\\n3^ Geography and Nature-Study. Out- door,\\nobjective, oral instruction once weekly, or\\nless often.\\n4^ History and Civics. Simple stories, told\\nand read, with illustrations drawn from\\nevery-day experiences once weekly, or\\noftener.\\n5^ Language. Conversations, with special ref-\\nerence to securing fluency on the part of the\\npupil. Incidental correction of errors of\\npronunciation, enunciation, and syntax.\\nThe student should be required to fill out in detail the other\\ngrades, after the same manner as shown in 1^ and 8^ This will", "height": "3508", "width": "2223", "jp2-path": "generaloutlineof01roar_0045.jp2"}, "42": {"fulltext": "", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0046.jp2"}, "43": {"fulltext": "", "height": "3481", "width": "2194", "jp2-path": "generaloutlineof01roar_0047.jp2"}, "44": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0048.jp2"}, "45": {"fulltext": "be an excelleni drill, even when the teacher must follow a course\\nlaid down by the State.\\nThe work of the seventh grade will be hardest to plan theo-\\nretically that of the fi*-st and second, hardest to work out in\\nthe school room.\\n8 Grade VIII. 4 recitations daily 15 to 30\\nminutes to a recitation.\\n1^ Reading. Reading of the best literature,\\nwith weekly or twice a week discussions of\\nwhat has been read. The class should be\\nhandled purely as a literature class.\\n2^ Arithmetic. Mensuration a general re-\\nview, with numerous applied problems.\\n3^ Geography. No separate class at pliea\\nGeography in history and in general read-\\ning, especially in the current events\\nexercises.\\n4^ History. U. S. History with State or Gen-\\neral. History.\\n5^ Civics. Use of a simple, clear text-book.\\nStudy of theory and practice of national and\\nState governments.\\n6^ Language Elementary Rhetoric, with prac-\\ntice in composition, alternated with work in\\ntechnical Grammar. Forensic exercises once\\na week or once in two weeks.\\nNotes. The discussion should bring out clearly the differ-\\nence between grading and classifying.\\nIn putting any scheme of gradation into practical effect, the\\nteacher should study carefully how he can save time by combin-\\ning two or more grades in certain studies, and by combining or\\ncorrelating studies. The following references on correlation will\\nbe found very suggestive\\nHerbart and the Herbartians, by De Garmo. Charles\\nScribner s Sons, New York City.\\nReport of the National Educational Association for 1890,", "height": "3507", "width": "2194", "jp2-path": "generaloutlineof01roar_0049.jp2"}, "46": {"fulltext": "", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0050.jp2"}, "47": {"fulltext": "", "height": "3481", "width": "2194", "jp2-path": "generaloutlineof01roar_0051.jp2"}, "48": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0052.jp2"}, "49": {"fulltext": "(lo)\\np. 200. Irwin Shepard, Winona, Minn.\\nReport of the Committee of Fifteen. Same address.\\nRein s Outlines of Pedagogy. E. ly. Kellogg Co.,\\nNew York City.\\nReport of the Commissioner of Education for 1893-4,\\nVnl. I. Washington, D. C.\\nEducational Reviev Vols. IX. X, XI.\\nReading should be used as tlie chief basis of grading the\\nschool, but it should be checked up by Arithmetic.\\nA pupil, therefore, who is poor in Reading or Arithmetic\\nshould be placed in the grade corresponding to his degree of\\nadvancement in these, even if he be quite advanced in some\\nother subjects. (Why?)\\nNo cross-grading sliould be allowed. With patience and\\npersistence any apparent need for it can be overcome.\\n3 Daily program.\\n1^ Principles and suggestions.\\n1^ A program should show times for study as well\\nas times for recitation.\\n2^ No lessons should be assigned for home study\\nbelow the fourth grade. (Why?)\\n3^ The youngest pupils should be heard in recita-\\ntion first of a morning the most advanced,\\nnext. (Why?)", "height": "3489", "width": "2223", "jp2-path": "generaloutlineof01roar_0053.jp2"}, "50": {"fulltext": "", "height": "3508", "width": "2285", "jp2-path": "generaloutlineof01roar_0054.jp2"}, "51": {"fulltext": "", "height": "3441", "width": "2127", "jp2-path": "generaloutlineof01roar_0055.jp2"}, "52": {"fulltext": "", "height": "3536", "width": "2261", "jp2-path": "generaloutlineof01roar_0056.jp2"}, "53": {"fulltext": "V\\nbe\\noj a;\\nQ c4 p^ p:^ ^K\\nt- U w\\n\u00e2\u0096\u00a07-; -H -t^\\nan\\no tuo\\n45\\nO\\n5\\nOJ\\no\\nJ3\\n4-(\\n2:,\\nCJ\\no\\n\u00e2\u0080\u00a2H\\ne\\nu\\ncr\\no\\na\\n-r,\\nOJ\\n(1^\\nXi\\nn\\nt;\\nO\\nJ2\\nO\\nS\\nrt\\no\\nrfl\\no\\nN4\\nw\\nn\\nfil\\n.S2\\ni\\n\u00e2\u0096\u00a0_^\\n[fi\\n3\\no:", "height": "3506", "width": "2194", "jp2-path": "generaloutlineof01roar_0057.jp2"}, "54": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0058.jp2"}, "55": {"fulltext": "", "height": "3417", "width": "2194", "jp2-path": "generaloutlineof01roar_0059.jp2"}, "56": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0060.jp2"}, "57": {"fulltext": "(12)\\n2^ School Government. In addition to the references\\ngiven on the first page, the teacher is directed to the\\nfollowing New York Teachers Monograph No. 7,\\nNew York City. Abbott s Gentle Measures in the Man-\\nagement of the Young Harper Bros., New York Citj\\nDemocratic Government in the School, by Ray Public\\nSchool Publishing Co., Bloomington, 111. The Review\\nof Reviews, Vol. 20, p. 673, New York City.\\n1* Principles and Suggestions.\\n1 There should be few, if any, set rules. (Why\\n2^ Love and sympathy lie at the basis of all success-\\nful school government.\\n3^ No pupil will behave better than the teacher.\\n4^ The teacher must have absolute se//-co?ifrol and be\\ninflexibly Jzcsf.\\n5^ All pupils should be treated as ladies and gentle-\\nmen until they prove themselves otherwise.\\n6^ Never punish by assigning lesson-tasks.\\n7^ When punishment is needed, let it be sure and\\nprompt. (Here there should be a full discussion\\nof punishments, including the subject of pupil\\nself-government\\n2* Special cases of discipline.\\n1^ In room management. (Here there should be a\\nfull discussion of the be.st methods of dismissing\\nand calling school, dismissing and calling classes,\\nuse of signal bells, militarN marching, c.).\\n2^ In play-ground management.\\n1^ The teacher on the play-ground. (Why should\\nthe teacher be on the play-ground Should he\\ntake part in the games Why Should he\\ndirect the sports? Why? Refer to Mann s\\nSchool Recreations and Amusements Ameri-\\ncan Book Co., Cincinnati, O.).\\n2^ Games and sports to be prohibited.\\n1 Those requiring streyigth only.", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0061.jp2"}, "58": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0062.jp2"}, "59": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0063.jp2"}, "60": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0064.jp2"}, "61": {"fulltext": "(^3)\\n2^ Those endangering life or limb.\\n3^ that cultivate the gambling instinct.\\n4^ that permit unwise mingling of boys\\nand girls.\\n3^ Games and sports to be encouraged.\\nRefer to Games for Schools and Gymnasia,\\nby Schaeffer Freidenker Pub. Co. Milwaukee,\\nWis. School Recreations and Amusements, by\\nMann American Book Co.\\n1 Those requiring skill as well as strength.\\n2 which best develop the lungs and all\\nthe muscles.\\n3^ Those which involve cultivation of social\\namenities between the pupils. (A general reg-\\nulation may be made that the front of the\\nschool grounds belongs to boys and girls\\nalike one side of the grounds to girls alone,\\nthe other to boys alone. If this be adhered\\nto, most problems of intermingling of boys\\nand girls will settle themselves. Much may\\nbe done at the lunch- hour to cultivate the\\nsocial courtesies).\\n4^ The play-ground and the neighborhood.\\n1 Prevention of trespassing by pupils.\\n2^ Go as far as you like, so you are in place at\\nthe end of the recess. (Is this a safe rule?)\\n3^ On the road to and from school. (The legal re\\nsponsibilities of the teacher for conduct of pupils\\non the road should be fully discussed).\\nl** Fighting.\\n2^ Trespassing.\\n8\u00c2\u00ae lyoitering.\\n(What shall be done in each case?)\\nSources and occasions of disorder.\\n1^ Physical.\\n1^ Uncomfortable seats.", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0065.jp2"}, "62": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0066.jp2"}, "63": {"fulltext": "", "height": "3508", "width": "2108", "jp2-path": "generaloutlineof01roar_0067.jp2"}, "64": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0068.jp2"}, "65": {"fulltext": "4)\\n2^ Poor healing and ventilating.\\n3^ Uncomfortable clothing.\\n4^ Dirty, littered floor.\\n5^ Ugly surroundings in r^ouse and grounds.\\n(Why?)\\n6^ The water-bucket, when kept in the room.\\n(Why?)\\n2^ Psychical.\\n1^ Lack of interest and enthusiasm on the part of\\nthe teacher.\\n2^ Failure to follow the program.\\n3^ Public punishment of pupils.\\n4^ Rasping voice of the teacher.\\n56 Nervous or fidgety manner of the teacher.\\n4* Helps to good order. (See School Management,\\nby White; American Book Co.\\nV Physical.\\n1^ Handsome, well-kept grounds and building.\\n(The students should be required to describe the\\nbest attainoMe country school- yard and building)\\n2^ Proper heating and ventilating. (The best\\nmodes of heating the placing of the stove, if\\none is used and the simplest effective means of\\nventilatirj should be discussed. The teacher\\nshould clearly understand what degree of heat,\\namount of moisture, and number of cubic feet\\nof fresh air are required for health).\\n3\u00c2\u00ae Proper seating. (Single or double desks Seats\\nand desks connected or separate? Adjustable\\ndesks and seats. Nothing about either with a\\nhinge on it. Why? Ink-wells, waste-holders,\\nc.).\\n4^ Drinking facilities. (What kind of vessel should\\nwater be kept in Where should it be kept\\nWhy? What sort of drinking vessels shall be\\nused", "height": "3441", "width": "2194", "jp2-path": "generaloutlineof01roar_0069.jp2"}, "66": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0070.jp2"}, "67": {"fulltext": "", "height": "3425", "width": "2194", "jp2-path": "generaloutlineof01roar_0071.jp2"}, "68": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0072.jp2"}, "69": {"fulltext": "(15)\\n2^ Psychical.\\n1^ Aesthetic surroundings in the room. (Discuss\\nthe vahie of properly tinted walls, pictures,\\nflowers, books, c. For material for school-\\nroom decoration, address Perry Pictures Co.,\\nMaiden, Mass.).\\n2^ The teacher s smoothly directed activity, energy,\\nand enthusiasm.\\n3^ A carefully made, carefully followed program.\\nThe best recipe for good order is, Something\\nfor each one to do at a certain time, and each\\none doing it at that time.\\n4^ A proud feeling of ownership of the school by\\nthe pupils an esprit de corps.\\n5^ The human voice, properly used, is one of the\\nbest possible means of control in the school-room.\\n6^ The personal appearance of the teacher in quiet,\\ndignified bearing and dress, is also a potent aid\\nin control.\\n6^ The teacher s firmness, self-co7itrol, and impar-\\ntiality.\\n7^ Full and accurate scholarship on the part of the\\nteacher.\\n8^ Methods of entertainment and instruction by\\nother means than regular class-work.\\nV Opening exercises. (Rightly used, these can\\nbe made one of the most potent means of\\nsecuring regular and prompt attendance,\\narousing an abiding interest in school-work,\\nand giving instruction not easily to be had\\nin any other way).\\n1^ General principles and suggestions.\\nThe opening exercises should both enter-\\ntain and instruct. They should be so\\nconducted as to stimulate all right in-\\nterests.", "height": "3441", "width": "2194", "jp2-path": "generaloutlineof01roar_0073.jp2"}, "70": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0074.jp2"}, "71": {"fulltext": "", "height": "3425", "width": "2096", "jp2-path": "generaloutlineof01roar_0075.jp2"}, "72": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0076.jp2"}, "73": {"fulltext": "(i6)\\n2^ The patrons should be encouraged to at-\\ntend.\\n3^ Various persons in the community should\\nbe called on occasionally for a song, a\\npiece of instrumental music, an interest-\\ning talk, or an exhibition of photographs\\nof interesting places, c. In such ways\\nmay the school and the community be\\nmore closely correlated.\\n4^ Talks upon manners, hygienic living,\\nethical conduct, the value of culture, c.,\\nshould be frequent features of these exer-\\ncises.\\n2^ Suggestive (general) program for Monday\\nmorning,\\n(i) Song.\\n(2) Devotions.\\n(3) Music.\\n(4) Report of the news of the preceding\\nweek, given by pupils of Grade VIII.\\n(One may report the political news of\\nU. S.; another, foreign political news;\\nanother, scientific progress another,\\neducational news, c.\\n(5) The teacher adds a few words of\\ncomment, bespeaks good work for the\\nweek beginning, makes such general\\nannouncements as may be necessary,\\nand closes the exercises.\\n2 Observance of special days.\\n1*^ The celebration of special days arbor day^\\nbird day, birthdays of statesmen, writers,\\ninventors, discoverers, scientists, is grow-\\ning deservedly popular. Such celebration\\nmay be made of great service.", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0077.jp2"}, "74": {"fulltext": "", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0078.jp2"}, "75": {"fulltext": "", "height": "3449", "width": "2194", "jp2-path": "generaloutlineof01roar_0079.jp2"}, "76": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0080.jp2"}, "77": {"fulltext": "7)\\n2^ Suggestive program for Bird Daj\\nP Display of pictures of birds. (Pictures\\nmay be had, in natural colors, very\\ncheaply, from A. W. Mumford, Chicago,\\n111., publisher of Birds and All Nature).\\n2^ Reading by the teacher with comments\\nof the State lav7 relative to the killing\\nof birds.\\n3^ Reading, by an advanced pupil, of An\\nEarly Blue-bird, from Thompson s Po-\\nems (published by Floughton, Mifflin\\nCo., Boston Mass.\\n4^ Recitation by smaller pupil.\\n5^ Singing of an appropriate song.\\nThe following references are given from which the teacher\\nmay obtain additional helps and hints on opening exercises and\\nobservance of special days\\nMorning Exercises and School Recreations, by Mickens.\\nH. R. Pattengill, Lansing, Mich.\\nSpecial Day Exercises, same address.\\nSchool Recreations and Amusements, by Mann. Am.\\nBook Co.\\nSchool Interests and Duties, by King, same address.\\nBible Readings for Schools, by Schaeffer. Am. Book Co.\\nEntertainments. (See p. 6 of Catalog of March Bros.,\\nLebanon, Ohio).\\nUnder same head see also catalog of E. L. Kellogg Co.,\\nNew York City, and catUogs of other publishers.\\n42 Closing the School: (See references just above).\\n1^ General suggestions.\\n1^ The work should increase progressively in difl culty\\nand amount from the first to the last day; there shoud\\nbe no letting down toward the close.\\n2* The last day of school should be the fullest, best,\\nday of all. (See below under 2^).", "height": "3508", "width": "2162", "jp2-path": "generaloutlineof01roar_0081.jp2"}, "78": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0082.jp2"}, "79": {"fulltext": "", "height": "3425", "width": "2086", "jp2-path": "generaloutlineof01roar_0083.jp2"}, "80": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0084.jp2"}, "81": {"fulltext": "(18)\\n8^ The public should be urged to attend the last day s\\nexercises.\\nSpecial features.\\n1* Exhibitions. (The best modern theory and prac-\\ntice are against the old-fashioned school exhibition.\\nWhy? If one is given it should be made to bring in\\nmoney for the use of the school).\\n2* Expositions. (Why are these better than exhi-\\nbitions?) Refer to Holbrook s New Method, C. K.\\nHamilton, I^ebanon, Ohio.\\nV Purpo.ses.\\n1\u00c2\u00ae To show as far possible the actual work done\\nand improvement made by each pupil during the\\nterm.\\n2^ To enlarge and dignify the work of the school.\\n3^ To enlist and make permanent the interest of\\nthe community in the school.\\n2^ Material.\\n1^ Sources.\\nV Outlines in all subjects, especially History,\\nGeography, Civics, Physiology.\\n2 Diagrams and analyses in Grammar.\\n3^ Written language work.\\n4^ Spelling lists, in written spelling.\\n5^ Penma7iship specimens.\\nDrawings, made in all subjects, but especially\\nin language and nature-study.\\nV Maps, made in Geog. and Hist.\\n8^ Collections.\\n1^ Botanical Plants, bark, buds, leaves, flow-\\ners, fruits, seeds.\\n2^ Geological Rock-forms, clays, sand, soil,\\nfossils, ores.\\n3^ Zoological. Cocoons, insects, c.", "height": "3495", "width": "2161", "jp2-path": "generaloutlineof01roar_0085.jp2"}, "82": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0086.jp2"}, "83": {"fulltext": "", "height": "3409", "width": "2078", "jp2-path": "generaloutlineof01roar_0087.jp2"}, "84": {"fulltext": "", "height": "3508", "width": "2236", "jp2-path": "generaloutlineof01roar_0088.jp2"}, "85": {"fulltext": "(19)\\n9 Apparatus. Simple pieces made by the ptipils\\nto illustrate elementary physics.\\n10^ Hand-work in clay-modeling, wood-carving,\\nc.\\n2^ Collection of material. Written work in all sub-\\njects, maps, drawings, c should be handed in\\nby the pupils regularly, beginning the second or\\nthird week of school, as a part of their required\\nlesson-duties. All specimens should be kept by\\nthe teacher, or under his direction, each pupil s\\nwork being kept to itself, carefully labeled.\\nAll work should show clearly by whom prepared^\\nwhen prepared, and hoiv prepared. See the\\nNew Method above referred to.\\n3\u00c2\u00ae Display of material Exposition Day. The\\naccumulated material of each pupil should, as\\nfar as possible, be arranged to itself on desk or\\ntable, in such order as to show that pupil s pro-\\ngress throughout the term. Maps, drawings,\\nherbarium sheets, c., may be hung on the\\nwalls.\\nThe pupils should be drilled beforehand how to\\nexplain to visitors the work and its arrangement.\\n4* The Last Day. The last day should be marked\\nby the successful carrying out of a carefully planned,\\ncarefully prepared program, consisting of music,\\nrecitations, essays, a debate, and an address from the\\nteacher or som.e other fit person. The exercises of\\nthe pupils should have been well led up to by their\\nforensic work throughout the term, and should con-\\nstitute an exposition of that work.\\n62 The Teacher^ the School, and the Community; their\\ninterrelations. This is a broad and inexhaustible topic,\\nand may be discussed, as time allows, under the following\\ngeneral sub-heads\\nP IvCgal duties of the teacher.", "height": "3508", "width": "2156", "jp2-path": "generaloutlineof01roar_0089.jp2"}, "86": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0090.jp2"}, "87": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0091.jp2"}, "88": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0092.jp2"}, "89": {"fulltext": "(20)\\n2^ Duties of the teacher to school and community, not\\nrequired by law.\\n3^ Legal duties of community to the school and the\\nteacher.\\n4^ Duties of the community not required by law.\\n5^ Improved modes of electing trustees, and of certificat-\\ning and electing teachers.\\n6^ Ideal organization of schools into township, county, and\\nstate systems.\\n7^ Mutual relations and helpfulness of home, school, pul-\\npit, Sunday school, libraries, c. The following refer-\\nences are indicated\\nSchool and Society, by Dewey. Chicago Univ. Press.\\nSocial Phases of Education, by Dutton. The Macmil-\\nlan Co., New York City.\\nThi Social Mind and Education, by Vincent. Same\\npublishers.\\nReport of the Committee of Twelve. Irwin Shepard,\\nWinona, Minn.\\nIndexed references to the sub-heads given above, or\\nsimilar ones, in the Reports of the Nat. Ed. Associa-\\ntion. Same address.\\nIndexed references to these sub-heads in the Reports\\nof the Commissioner of Education, Washington, D. C.\\nMethodology.\\nGeneral referejices\\nMethod in Education, by Roark. Am. Book Co., Cin-\\ncinnati, Ohio.\\nNormal Methods of Teaching, by Brooks. Sower Co.,\\nPhiladelphia.\\nA Manual of Pedagogics, by Putnam. Silver, Burdett\\nCo Boston.\\nWay marks for Teachers, by Arnold. Same address.\\nA Primer of Pedagogy, by Putnam. H. R. Pattengill,\\nLansing, Mich.", "height": "3505", "width": "2155", "jp2-path": "generaloutlineof01roar_0093.jp2"}, "90": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0094.jp2"}, "91": {"fulltext": "", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0095.jp2"}, "92": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0096.jp2"}, "93": {"fulltext": "(21)\\nThe Institutes of Education, by Laurie p. 179. Mac-\\nmillan Co., New York City.\\nThe Philosophy of Teaching, by Tompkins. Ginn Co.\\nChicago.\\nQuiucy Methods, by Patridge. E. ly. Kellogg Co.,\\nNew York City.\\nStui.ies in Pedagogy, by Morgan. Same address.\\nGeneral Method, by McMurry. Public School Pub. Co.,\\nBloomington, III.\\nSpecial Methods in the various branches. Same address.\\nPsychology Applied to Education, by Compayre. D. C.\\nHeath Co., Chicago.\\nEssentials of Method, by De Garmo. Same address.\\nMethods of Mind Training, by Aiken. Am. Book Co.\\nManual of Object Teaching, by Calkins. Same address.\\nPsychology Applied to the Art of Teaching, by Baldwin.\\nD. Appleton Co., New York City.\\nElements Df Pedagogy, by White. Am. Book Co.\\nTalks on Teaching, by Parker. E. E. Kellogg Co.,\\nNew York City.\\n12 Psychology as the Basis of Method.\\nReferences\\nPsychology in Education, by Roark. American Book\\nCo., Cincinnati, O.\\nElementary Psychology and Education, by Baldwin.\\nD. Appleton Co., New York City.\\nPsychology Applied to the Art of Teaching, by Bald-\\nwin. Same address.\\nThe Study of Children, by Warner. MacMillan Co.,\\nNew York City.\\nMental Faculty, by Warner. Same address.\\nThe Study of the Child, by Taylor. D. Appleton\\nCo., New York City.\\nProceedings of the Illinois Society for Child-Study.\\nA. W. Mumford, Chicago.", "height": "3508", "width": "2165", "jp2-path": "generaloutlineof01roar_0097.jp2"}, "94": {"fulltext": "", "height": "3508", "width": "2165", "jp2-path": "generaloutlineof01roar_0098.jp2"}, "95": {"fulltext": "", "height": "3497", "width": "2194", "jp2-path": "generaloutlineof01roar_0099.jp2"}, "96": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0100.jp2"}, "97": {"fulltext": "(2 2)\\nPsychologic Fouu lations of Education, by Harris.\\nAppleton Co., New York City.\\nBrief outline of Educational Psychology.\\n1^ Conditions of mind action.\\n1 Physical conditions.\\n25 Psychical conditions.\\n1 The state of consciousness.\\n2^ Attention. (Def.; Importance; how secured).\\n1^ Involuntary.\\n2 Voluntary.\\n3^ Expectant.\\n3^ Habit. (Def.; Value; kinds to form; how\\nformed).\\n2^ Powers of the mind.\\n1-^ The intellect.\\n1^ The senses.\\n2^ Memory.\\n3*^ Judgment.\\n4^ Imagination.\\n2^ The feelings.\\n1^ Love.\\n2^ Sympathy.\\n3^ Ambition.\\n4^ Desire of approbation.\\n5^ Curiosity.\\n6^ Conscience.\\nThe importance of these as motives should be\\nfully discus.sed).\\n8^ The will. (Will should be discussed in relation to\\nmotives and character).\\n3* Operations of the mind.\\n1^ Acquisition through senses and memory.\\n2 Assimilation through judgment and imagination.\\n3^ Expression\u00e2\u0080\u0094 through language and conduct.\\n(For full discussion of these, see Roark s Psychol-\\nogy in Education., p. 155 and following).", "height": "3508", "width": "2147", "jp2-path": "generaloutlineof01roar_0101.jp2"}, "98": {"fulltext": "", "height": "3536", "width": "2194", "jp2-path": "generaloutlineof01roar_0102.jp2"}, "99": {"fulltext": "", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0103.jp2"}, "100": {"fulltext": "", "height": "3537", "width": "2165", "jp2-path": "generaloutlineof01roar_0104.jp2"}, "101": {"fulltext": "(23)\\n2^ Classification of school studies and exercises on the\\nbasis of Psychology. (See Roark s Psych, in Ed.^ p.\\n258\\n1^ As to mental powers cultivated.\\nNature-study and Geog.\\n1-^ For sense-observation. J gJ^ J^^t work in all\\n1 Physiology. [branches.\\nDrawing, clay modelings.\\nThe fiindainental facts in all\\n2-^ For memory. J ^eog- [branches.\\nPhysiol.\\n[Spelling.\\n{Arithmetic.\\nTechnical Gram^\\nNature-study \u00e2\u0080\u0094the why and\\nhow of common things.\\nr Geography.\\n4^ For imagination. History.\\n(Literature.\\nr Nature- study fcuriosity).\\n5^ For the feelings. Reading and Literature.\\nBiography and History.\\n6 For the will the same as for the feelings.\\nThe student should rearrange these, making a list of the\\nstudies first, and placing after each the faculties cultivated by\\nit. A list should be made, also, of the studies that cultivate\\nthe greatest number of faculties.\\n2^ As to operations of the mind exercised.\\n1 Acquisitional studies answering the questions\\nwhat, when, who, where.\\n2^ Assimilational answering the questions why\\nand how\\n3^ Expressional those cultivating language, manual\\nskill, and character as shown in conduct.\\nThe student should make out the list of studies and exer-\\ncises under each of these heads. (Refer to Roark s Method in\\nEdtuation, p. 96). Studies may also be classified as idilitarian\\ndisciplinary, and cultural.", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0105.jp2"}, "102": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0106.jp2"}, "103": {"fulltext": "", "height": "3462", "width": "2121", "jp2-path": "generaloutlineof01roar_0107.jp2"}, "104": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0108.jp2"}, "105": {"fulltext": "(24)\\n22 General Principles of Teaching.\\nReferences\\nRoark s Method in Education, p. 22,\\nRoark s Psychology in Education, p. 265.\\nWhite s Elements of Pedagogy, p. 97.\\nBaldwin s Psychology Applied to the Art of Teaching,\\nChap. 28.\\nParker s Talks on Teaching. E. E. Kellogg Co.,\\nNew York.\\nRein s Outlines of Pedagogy, p. 100. Same address.\\nDe Garmo s Herbart and the Herbartians, pp. 130, 141.\\nPrinciples and Practice of Teaching, by Johonnot.\\nAppleton Co. New York City.\\n1^ The processes of teaching should conform to the order\\nand laws of individual growth.\\n2^ All the powers of the body and all the faculties of the\\nmind must be developed, and trained to proper func-\\ntioning.\\n3^ The work and contents of the learner s mind must be\\nbrought to adequate expression.\\n4^ All teaching must keep in contact with the learner s\\ninterests.\\n5^ Practical application should be made of the things\\nlearned.\\n8^ Method of the Lesson.\\nRefer to\\nRoark s Method in Education, p. 40.\\nThe Method of the Recitation, by McMurry.\\nSee indexes of the references under Methodology,\\nabove.\\n1^ Assigning the lesson designating a definite portion of\\nsubject matter to be acquired and assimilated. (Discuss\\nfully the length of the lessons; preliminary drill;\\npage and topic methods of assigning lessons, c.).\\n2^ Preparation of the lesson.", "height": "3508", "width": "2168", "jp2-path": "generaloutlineof01roar_0109.jp2"}, "106": {"fulltext": "", "height": "3497", "width": "2194", "jp2-path": "generaloutlineof01roar_0110.jp2"}, "107": {"fulltext": "", "height": "3441", "width": "2194", "jp2-path": "generaloutlineof01roar_0111.jp2"}, "108": {"fulltext": "", "height": "3508", "width": "2221", "jp2-path": "generaloutlineof01roar_0112.jp2"}, "109": {"fulltext": "(^5)\\n1* On the part of the teacher. (What preparation\\nshould the teacher make, day by day, for conducting\\nrecitations?)\\n2^ On the part of the pupil acquiring and assimilating\\nthe matter assigned. (Discuss the best time of pre-\\nparing lessons, and the best way of preparing them.\\nOne of the teacher s most important functions is to\\nshow his pupils how to study\\n3^ Recitation of the lesson expressing the facts acquired\\nand the results of their assimilation.\\n1^ Purposes of the recitation.\\n2* Modes of conducting a recitation.\\n(Under these heads should be discussed the difference\\nbetween conducting a recitation and hearing a lesson\\nthe respective advantages of the question and an-\\nswer, and topic methods the modes of questioning\\nthe purposes of drills, reviews and examinations,\\nand how to attain these purposes).\\n42 Methods in the Several Branches.\\n1^ In reading.\\n1* In primary classes.\\nP Aims in view.\\n1^ To convert the child s ear vocabulary into an eye\\nvocabulary.\\n2^ To train the child to facility in recognizing\\nwords of familiar meaning on the printed page.\\n3^ To interest the child in getting thought from\\nthe printed page.\\n2^ Means and methods.\\n1^ The means are charts, primers, the teacher s\\nwriting on the black-board.\\nExcellent books to use with beginners are Our\\nLittle Book for Little Folks, Am. Book Co.;\\nThe Baldwin Primer, same company.\\n2\u00c2\u00ae Any method is good that puts the child to read-", "height": "3477", "width": "2143", "jp2-path": "generaloutlineof01roar_0113.jp2"}, "110": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0114.jp2"}, "111": {"fulltext": "", "height": "3449", "width": "2052", "jp2-path": "generaloutlineof01roar_0115.jp2"}, "112": {"fulltext": "f^", "height": "3533", "width": "2221", "jp2-path": "generaloutlineof01roar_0116.jp2"}, "113": {"fulltext": "(26)\\ning at o)ice, and wastes no time in teaching the\\nalphabet.\\n2* In intermediate and advanced classes.\\n1^ Aims in view.\\n1\u00c2\u00ae To secure facility in the mechanics of reading\\nready calling of words, correct pronunciation,\\nand clear enunciation, with proper tone and\\ninflection.\\n2 To lay the foundation of a lasting love of good\\nliterature.\\n2^ Means used. Any good series of readers, with\\nplenty of good s^ipplevicntary reading matter com-\\nplete literary masterpieces suited to the advance-\\nment of the several grades.\\nThe following are suggested as excellent for sup-\\nplementary reading:\\nThe American Book Company s Famous I/itera-\\nture, and Historical Readers; D. C. Heath\\nCompany s Heart of Oak books, Chicago;\\nHoughton, Mifflin Co. s Riverside Literature\\nfor children, Boston.\\nAny series of Readers, different from the ones in\\nregular use, will make excellent supplementary\\nmatter.\\n3^ Methods There need be no Reader of the\\nseries used above the fourth, and no regular read-\\ning class. The emphasis should be laid now\\nupon the cultivation of a taste for good literature.\\nClasses from the sixth grade up may meet twice a\\nweek to discuss the literature read meanwhile.\\nThe boy or girl who loves good literature, and\\nhas access to it, is well within the safety zone.\\n2^ In spelling.\\n1* Aims in view.\\n1^ To give facility in the acquisition of word forms", "height": "3508", "width": "2142", "jp2-path": "generaloutlineof01roar_0117.jp2"}, "114": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0118.jp2"}, "115": {"fulltext": "", "height": "3463", "width": "2146", "jp2-path": "generaloutlineof01roar_0119.jp2"}, "116": {"fulltext": "", "height": "3508", "width": "2221", "jp2-path": "generaloutlineof01roar_0120.jp2"}, "117": {"fulltext": "(27)\\nthrough the eye. English spelling cannot be learned\\nthrough the ear.\\n2^ To cultivate habits of correct pronunciation and\\nclear enunciation.\\n1^ Means and methods.\\n1^ The writing of words should go along with the\\nreading of them, from the first.\\n2^ There need be no separate spelling classes and no\\nspelling book used below the seventh grade.\\n3^ Make every class a spelling-class, every book a\\nspelling-book.\\n4^ There should be more zvritfen than oral spelling\\nthe first should be taught that the pupil may learn\\nto spell; the second, that he may learn to pro-\\nnounce and enounce.\\n5^ All written work should be closely criticised as to\\nspelling.\\n5^ There should be much use of the dictionary in\\nthe last two grades, with special reference to\\ndiacriticals.\\nIn writing.\\n1* Use a vertical system.\\n2* Require special practice at stated periods every day.\\n8* Insist upon good writing in all written exercises.\\ni See New York Teachers Mono-\\nIn Arithmetic. graph, Dec. 99.\\nReport of the Com. of Ten.\\n1^ In primary classes.\\nP Aims in view.\\n1^ To secure facility in reading and writing figures.\\n2^ To secure some power and skill in making easy\\nnumber combinations.\\n3\u00c2\u00ae To make clear the fact that place gives value to\\na figure.\\n2^ Means and methods.\\n1^ Drill, objectively, in counting, and in the read-", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0121.jp2"}, "118": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0122.jp2"}, "119": {"fulltext": "", "height": "3489", "width": "2125", "jp2-path": "generaloutlineof01roar_0123.jp2"}, "120": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0124.jp2"}, "121": {"fulltext": "(28)\\ning and writing of figures, from the first week\\nof school.\\n2^ Incidentally combine number work with other\\nexercises.\\n3^ Fully exemplify all new operations by means of\\nobjects.\\n4^ Make it objectively clear that ten units make one\\nten ten tens one hundred, c.\\n2* In intermediate and advanced classes.\\n1^ Aims in view.\\n1\u00c2\u00ae To secure clearness and accuracy of arithmetical\\nthinking.\\n2^ To secure accuracy and rapidity in arithmetical\\noperations training judgment.\\n3^ To give usable instruction in the arithmetic of\\ncommon life.\\nWhen practicable, to give some idea of abstract\\nquantity relations to introduce a little algebra.\\n2^ Apparatus.\\n1^ U. S. money of familiar denominations.\\n2^ Instruments of measurement foot-rules, yard-\\nsticks pints, quarts, pecks, c. ounce, pound,\\nscales or balances.\\n3^ Card-board figures, made by teacher and pupils,\\nto illustrate solid measure\\n4^ Blank checks, drafts, notes, c\\n3^ Methods and suggestions.\\n1^ Use objects until a process is learned then dis-\\ncard them.\\n2*^ Have the pupils build the various tables them-\\nGclvcs in addition, subtraction, multiplication,\\ndenominate numbers, c.\\n3^ Drill upon the tables until rapid and correct u.?e\\nof them becomes automatic,\\n4 Drill, DniLi. upon the fundamental opcral:o:i3", "height": "3502", "width": "2194", "jp2-path": "generaloutlineof01roar_0125.jp2"}, "122": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0126.jp2"}, "123": {"fulltext": "", "height": "3449", "width": "2194", "jp2-path": "generaloutlineof01roar_0127.jp2"}, "124": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0128.jp2"}, "125": {"fulltext": "(29)\\ntill quickness and accuracy become automatic.\\n5\u00c2\u00ae Pay no attention to rules in the book; have the\\npupils generalize the rules from the processes of\\nsolution.\\n6\u00c2\u00ae Give for practice many problems not found in\\nthe text used.\\n7^ Have the pupils 7nake and solve many practical\\nproblems.\\n8^ Fearlessly omit a large mass of irrelevant and\\nuseless matter from the course shown in the\\naverage text-book.\\nNote:-7- ideal arithmetic will have neither rules nor\\nanswers in it.\\n9^ Train to quickness of discrimination between the\\nterms grajited and the terms required in each\\nproblem. Cultivate clearness of analytic pro-\\ncesses of solution.\\n5^ In Grammar.\\n1 In primary classes.\\n1^ The aim is to secure fluency and correctness in the\\nuse of language.\\n2^ The means and methods are found mainly in the\\ninformal talks between teacher and pupils on all\\nthemes, especially in nature-study and oral history.\\nThere should be incidental correction of the pupil s\\n.syntactical errors in speech and writing.\\n2* In intermediate and advanced classes.\\n1^ Technical grammar should not be studied below\\nthe highest two grades.\\n2^ The main object should be training in the art of\\ncorrect use of language.\\n3^ Illustrations of grammatical forms and usages\\nshould be constantly drawn from all printed matter\\nin use, especially the readers.\\n4^ All written work done by pupils should be criti-\\ncised i syntax.", "height": "3508", "width": "2097", "jp2-path": "generaloutlineof01roar_0129.jp2"}, "126": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0130.jp2"}, "127": {"fulltext": "", "height": "3505", "width": "2194", "jp2-path": "generaloutlineof01roar_0131.jp2"}, "128": {"fulltext": "", "height": "3508", "width": "2157", "jp2-path": "generaloutlineof01roar_0132.jp2"}, "129": {"fulltext": "i3o)\\n5^ It is not wise to dispense with formal analysis and\\nparsing.\\nIn Geography.\\nReferences\\nlyong s Home Geography. American Book Co.\\nNew York Teachers Monograph, June, 99.\\nHow to Study Geography, by Parker. D. Appleton\\nCo New York City.\\nReports of the Committees of Ten, and Fifteen. Irwin\\nShepard, Winona, Minn.\\nSee Catalog of March Bros., Lebanon, O., for Geog-\\nraphy Helps.\\n1* In primary classes.\\nP Aims in view.\\nl6 To familiarize the pupils with forms of land and\\nwater, and with geographical terms.\\n26 To correlate other forms of nature-study with\\ngeography.\\n8^ To gather into the pupils minds the elements\\nout of which they may later build a concept of\\nthe earth-whole.\\n2^ Means and methods.\\n1^ The work should consist mainly of outdoor\\nwalks and talks by teacher and pupils, in which\\nhills, valleys, streams; the action of water, ice,\\nwind; the formation of soil, and the growth of\\nplants all form the matter of instruction\\n2^ The use of the sand-pile and the mould-board\\nshould be frequent.\\n3^ In the highest grade of the Primary Division,\\nthe use of maps may be begun.\\n2* In intermediate classes the work should be based on\\nthe use of one text-book and a small globe; there is\\nno need of two text books in geography. In connec-\\ntion with the study of the text-book there should be", "height": "3508", "width": "2093", "jp2-path": "generaloutlineof01roar_0133.jp2"}, "130": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0134.jp2"}, "131": {"fulltext": "", "height": "3457", "width": "2099", "jp2-path": "generaloutlineof01roar_0135.jp2"}, "132": {"fulltext": "", "height": "3508", "width": "2157", "jp2-path": "generaloutlineof01roar_0136.jp2"}, "133": {"fulltext": "(31)\\nas much geographical reading as possible See Geo-\\ngraphical Readers. Am. Book Co.)\\nZ^ In advanced classes.\\n1^ The aim is fo apply the geography already learned,\\nin the learning of history and more geography.\\n2^ The method is to dispense with a text-book, except\\nfor reference, and to use history and current\\nevents, (see below), as the basis of geography\\nteaching. Make it a rule to localize on tlie map\\nevery event read of. In reporting news, have pupils\\npoint out on the map the place of each piece of\\nnews reported.\\nBooks and articles of travel and description should\\nbe used for example, Lummis Some Strange\\nCorners of Our Country.\\n3^ Apparatus simple globes, wall-maps, railway fold-\\ners, descriptive advertising pamphlets of resorts\\nand summer and winter tours. The teacher should\\naccumulate an abundant supply of pict7ires for\\ngeography work.\\n7^ United States History.\\nReferences\\nMethods in History, by Mace. Ginn Co.\\nHow to Teach and Study History, by Hinsdale. Apple-\\nton Co., New York City.\\nMethods of Teaching and Studying History. D. C.\\nHeath Co. Chicago.\\nMethod in Education, by Roark. Am. Book Co.\\n1* In primary classes.\\n1^ Aims in view.\\nl6 To arouse an interest leading to patriotism.\\n26 To aid the growth of character.\\n36 To impart elementary essential facts regarding\\nthe growth of this country.\\n2^ Means and methods.\\n1^ Biographical stories. (See Eggleston s Stories", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0137.jp2"}, "134": {"fulltext": "", "height": "3485", "width": "2157", "jp2-path": "generaloutlineof01roar_0138.jp2"}, "135": {"fulltext": "", "height": "3433", "width": "2078", "jp2-path": "generaloutlineof01roar_0139.jp2"}, "136": {"fulltext": "", "height": "3508", "width": "2117", "jp2-path": "generaloutlineof01roar_0140.jp2"}, "137": {"fulltext": "(32)\\nof Great Americans for I,ittle Americans, and\\nStories of American lyife and Adventure,\\nAmerican Book Co. Also, Colerick s Adven-\\ntures of Pioneer Children, Robt. Clarke Co.,\\nCincinnati, O.\\n2^ Stories of great events.\\n2^ In intermediate and advanced classes.\\n1^ Aims in view.\\n1^ To intensify and broaden the results indicated\\naoove.\\n2^ To cultivate civic pride and quicken civic con-\\nscience.\\n3^ To impart valuable facts, and to cultivate the\\njudgment through assimilation of these facts.\\n2^ Means and methods.\\nl6 Kvery event taught should be clearly localized\\nby the pupils on a map.\\n2^ The pupils should, as a part of the regular work\\nin this subject, draw historical maps, illustrating\\nthe courses of discoverers and explorers, the\\ngrowth of territory, the movements of armies,\\nc. Ordinary geographical outline maps, to\\nbe had very cheaply of any publisher, are excel-\\nlent for this purpose.\\n36 There should be a good deal of collateral read-\\ning, investigation of original documents, c.\\nSee Old South Leaflets, Old South Meeting\\nHouse, Boston.\\n[Source Book of American Hist., by Hart. Mac-\\nMillan Co. New York City.\\nCaldwell s American History Studies. J. H.\\nMiller, Lincoln, Nebraska.\\n46 The pupils should be led to inquire into the\\ncauses and results of historical occurrences.\\nNote: The last intermediate grade and the advanced divi-\\nsion should be combined in current events work for the bene-", "height": "3501", "width": "2157", "jp2-path": "generaloutlineof01roar_0141.jp2"}, "138": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0142.jp2"}, "139": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0143.jp2"}, "140": {"fulltext": "", "height": "3508", "width": "2221", "jp2-path": "generaloutlineof01roar_0144.jp2"}, "141": {"fulltext": "I\\n(33)\\niff, not only of their own classes, but of the whole school.\\n(Roark s Method in Education, p. 209). The following pub-\\nlications are heartily recommended for use in these exercises:\\nFor the teacher and advanced pupils\\nThe American Monthly Review of Reviews, N. Y. City.\\nSelf-Culture, Akron, Ohio.\\nCurrent History, Current Hist. Co., Boston.\\nThe Pathfinder, Washington, D. C.\\nThe Great Round World, New York City.\\nEducational Independent, Edinboro, Pa.\\nFor the pupils\\nThe Week s Current, E. O. Vaile, Chicago, 111.\\nOur Times, E. L. Kellogg, New York City.\\nTimely Topics, H. R. Pattengill, Lansing, Mich.\\nFor work in history, as well as in geography, the\\nteacher should accumulate a good supply of pictures. See\\nRoark s Method in Education, pp. 186, 193 and the cata-\\nlog of March Bros., Lebanon, Ohio.\\n8^ In Physiology.\\n1* In primary and intermediate classes.\\n1^ Aims in view.\\nIs To, put the pupils in the right way of living\\n(eating, drinking, sleeping, bathing, exercising)\\nhygienically\\n2^ To give them elementary facts of anatomy and\\nphysiology.\\n2^ Means and methods.\\nl6 Helpful, informal talks by the teacher, with\\nillustrations drawn from the daily habits of the\\npupil.\\n2^ Lessons illustrated from the structure and move-\\nments of the pupils own bodies, and from such\\nmaterials (bones, muscles, tendons, c.) as the\\nbutcher s shop or the dinner basket affords.\\n2* In advanced classes.\\nV Some simple text-book should be mastered.\\n*r\u00c2\u00a9.", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0145.jp2"}, "142": {"fulltext": "t", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0146.jp2"}, "143": {"fulltext": "", "height": "3465", "width": "2194", "jp2-path": "generaloutlineof01roar_0147.jp2"}, "144": {"fulltext": "", "height": "3536", "width": "2194", "jp2-path": "generaloutlineof01roar_0148.jp2"}, "145": {"fulltext": "(34)\\n2^ Especial emphasis should be laid on the forma-\\ntion of sound physical habits.\\n3 Much attention should be given to emergency\\ndrills i. e., on what to do (and practice in\\ndoing it) in case of accidents, such as cuts,\\nbiirns, sprained or broken limbs, strangling, chok-\\ning, c.\\n9^ In Civics.\\n1* In primary and intermediate classes.\\n1^ Aims in view.\\n1^ To instill the idea of law and its necessity.\\n2^ To give some notion of the duties and privileges\\nof one who lives among his fellows.\\n8^ To teach the necessity and rightfulness of obedi-\\nence to authority.\\n2\u00c2\u00ae Means and methods. (See Roark s Meth. in Kd.,\\nP- 215).\\nI* Informal but clear and simple talks by the\\nteacher upon the most obvious and familiar evi-\\ndences of the social organization the teacher,\\nthe trustees (how elected, c.); policemen, the\\nsheriff, taxes, the court-house, c.\\n2^ Making clear the duties of the pupils as citizens\\nof the home, the school, the community, the\\nstate. Here will be discussed not only what the\\nadult citizen owes his community, but what\\nchildre7i can do and should do to make the home,\\nthe school, and the community better places in\\nwhich to live and grow. Civic leagues may\\nbe form.ed to help keep streets and roads clean,\\nto set trees along the way-side, c., c.\\n2* In advanced classes.\\n1^ Aims in view.\\n1^ To strengthen what was gained from the lower-\\ngrade work.\\n2*^ To give the pupils some knowledge of the", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0149.jp2"}, "146": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0150.jp2"}, "147": {"fulltext": "", "height": "3441", "width": "2109", "jp2-path": "generaloutlineof01roar_0151.jp2"}, "148": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0152.jp2"}, "149": {"fulltext": "(35)\\nbranches of the federal and state governments^\\nand of the functions of each branch.\\n36 To give them some knowledge of the actual\\nmachinery of practical citizenship.\\n4^ To inculcate real patriotism\\n2^ Means and methods.\\nl6 Some clear, simple text -book should be mastered.\\n2 5 The forms of bills, writs, ballots, c., should be\\nused in illustrating the proper topics.\\n\u00c2\u00a76 When possible, pupils should visit and observe\\nthe work of legislative bodies and courts.\\n46 Much illustrative material may be drawn from\\npolitical campaigns and elections.\\n56 Model conventions, campaigns, and elections may\\nbe held by the pupils, under the teacher s in-\\nstruction.\\n66 The study in advanced classes should be con-\\nstantly illu.strated from current happenings.\\nThe references given above for current his-\\ntory will serve well for this also.\\n10^ In language work.\\nReferences\\nRoark s Psychology in Education, p. 230. Am. Book Co.\\nRoark s Method in Education, p. 282. Same company.\\nTeaching the Language Arts, by Hinsdale. D. Appleton\\nCo., New York City.\\n1* Oral.\\n1^ In primary and intermediate classes.\\nIfi Aims in view.\\n1^ To cultivate thought and feeling as precedent\\nto expression.\\n2^ To secure fluencv, ease, and correctness of\\noral expression.\\n3^ To intensify impression through expression.\\n4^ To begin a training in the ready use of a\\nmost valuable tool.", "height": "3506", "width": "2194", "jp2-path": "generaloutlineof01roar_0153.jp2"}, "150": {"fulltext": "", "height": "3537", "width": "2194", "jp2-path": "generaloutlineof01roar_0154.jp2"}, "151": {"fulltext": "", "height": "3457", "width": "2099", "jp2-path": "generaloutlineof01roar_0155.jp2"}, "152": {"fulltext": "", "height": "3508", "width": "2157", "jp2-path": "generaloutlineof01roar_0156.jp2"}, "153": {"fulltext": "(36)\\n26 Means and methods.\\n1^ Conversations between teacher and pupils upon\\nany subjects in which the pupils may be got\\nto feel an interest.\\n2^ The reading lessons, and the work in nature-\\nstudy, geog-aphy, hi.story and current events\\nare especially usable in these conversations.\\n3^ The stories told or read by the teacher should\\nbe reproduced by the pupils. This reproduc-\\ntion should be in the pupils own language.\\n4^ Selections from choice literature Memory\\nGems should be committed to memory and\\nrecited by the pupils. (Address March Bros.,\\nLebanon, Ohio, and H. R Pattengill, Lansing,\\nMich., for matter suitable to 3^ and 4\\n2* In advanced classes Forensics. (Roark s Method\\nin Education, p. 318).\\n1^ The aims are the same as in the lower grades.\\n2^ Means and methods.\\n1^ Readir.g and declamation of choice literature,\\ncontinued.\\n2^ Debating.\\nV Discussions, once or twice a month, of live\\ntopics in history and civics, as a part of the\\nregular class work.\\n2^ Formal debates, in the Forensic Club\\n(see note below) once in two weeks or\\noftener.\\nNote: The teacher should organize, out of the advanced\\npupils of his school and the active young people in the commu-\\nnity, a Forensic Club, which shall meet regularly and do\\nearnest work. Such an organization can be made a point of\\nmost vital contact between school and community and a means\\nof great good to both.", "height": "3498", "width": "2194", "jp2-path": "generaloutlineof01roar_0157.jp2"}, "154": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0158.jp2"}, "155": {"fulltext": "", "height": "3504", "width": "2194", "jp2-path": "generaloutlineof01roar_0159.jp2"}, "156": {"fulltext": "", "height": "3508", "width": "2125", "jp2-path": "generaloutlineof01roar_0160.jp2"}, "157": {"fulltext": "(37)\\nRefer to Briefs for Debate. I^ongmans, Green\\nCo., New York City.\\nPros and Cons, by Craig. Hinds Noble, New\\nYork City.\\n1 Written.\\n1^ Aims in view- the same as those indicated above,\\nexcept that the exercises are in ziritten expression.\\n2^ Means and methods. (See Training in the L,an-\\nguage Arts, by Hin.sdale.\\nl6 In the lower grades, the exercises should con-\\nsist largely of written reproductions of matter\\ntold or read to the pupils, or read by them.\\nThere may be some original narration or des-\\ncription.\\n2^ In the upper grades, the work may be based on\\nthe information gained in history, geography\\nand literature.\\n3 5 Punctuation, spelling, and paragraphing should\\nbe so drilled upon as to be largely aiitoviatic by\\nthe time the pupil enters the sixth grade.\\nNote. Expression^oral and written is an art, and facility\\nin an art can be acquired only by doing.\\n11^ In nature- study.\\nReferences:\\nNature-Study in the Elementary Schools, by Wilson.\\nMacMillan Co., New York City.\\nSpecial Method in Science, by McMurry. Pub. School\\nPublishing Co., Bloomington, 111.\\nSee catalog of Am. Book Co., for Nature Study.\\nPrimer of Scientific Knowledge, and First Steps in Sci-\\nentific Knowledge, by Paul Bert. lyippincott Co.,\\nPhiladelphia.\\nObject lycssons. Longmans, Green Co., N. Y. City.\\nNature-Study and Related Subjects. W. S. Jackman,\\nChicago, 111.", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0161.jp2"}, "158": {"fulltext": "", "height": "3537", "width": "2165", "jp2-path": "generaloutlineof01roar_0162.jp2"}, "159": {"fulltext": "", "height": "3497", "width": "2135", "jp2-path": "generaloutlineof01roar_0163.jp2"}, "160": {"fulltext": "", "height": "3535", "width": "2157", "jp2-path": "generaloutlineof01roar_0164.jp2"}, "161": {"fulltext": "Nature-Study Leaflets, by Hodge. Clark University,\\nWorcester, Mass.\\n1^ Aims in view.\\n1^ To cultivate the power of sense observation.\\n2^ To encourage the acquisition of useful facts.\\n3^ To train the judgment through investigation of\\nthe why and how.\\n4^ To show that comvion things are not co7n7non-place\\nbut are most interesting.\\n5^ To cultivate the aesthetic and the ethical natures.\\n2* Suggestions.\\n1^ The chief difficulty is that the teacher is ignorant\\nof, and indifferent to, nature.\\n2^ The simplest phenomena, the commonest things,\\nshould be used as the basis of the work.\\n3^ Ask what is it and what is its use, in the\\nlower grades why and how in upper grades.\\n4^ Encourage the collection and preservation of\\nspecimens, and the making of simple apparatus\\nfor illustrating elementary physics.\\n5^ The work, to be worth anything, should be done\\nmainly out-doors, by the pupils themselves, and\\nwithotct a text-book.\\nGeneral Bibliography (selected)\\nEssay on Education, by Spencer. D. Appleton\\nCo., New York City.\\nPractical Hints for Teachers, by Howland. Same\\naddress.\\nPrinciples of Education Practically Applied, by\\nGreenwood. Same address.\\nEocke on Education. (Any supply house).\\nElements of Pedagogy, by White. Am. Book Co.,\\nCincinnati, O.\\nSpirit of the New Education, by Hopkins. Eee\\nShepard, Boston.", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0165.jp2"}, "162": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0166.jp2"}, "163": {"fulltext": "", "height": "3508", "width": "2138", "jp2-path": "generaloutlineof01roar_0167.jp2"}, "164": {"fulltext": "", "height": "3497", "width": "2194", "jp2-path": "generaloutlineof01roar_0168.jp2"}, "165": {"fulltext": "(39)\\nTalks on Pedagogics, by Parker. E. L,. Kellogg\\nCo., New York City.\\nPrinciples of Education, by MacVicar. Ginn\\nCo., Chicago.\\nThe International Education Series. D. Appleton\\nCo., New York City.\\nPage on Teaching. Am. Book Co., Cincinnati, O.\\nThe Preston Papers. Hinds Noble, N. Y. City.\\nCharacter Building, by Coler. Same address.\\nThe Educational Review, New York City.\\nHome and School Education, Blocmington, 111.\\nThe Inland Educator, Terre Haute, Ind.\\nThe Journal of Pedagogy, Syracuse, N. Y.\\nEducational papers, published by E. L. Kellogg\\nCo., New York City.\\nNew England Journal o. Education, Boston.\\nThe Pedagogical Seminary, Worcester, Mass.\\nThe Elementary School Record, Univ. of Chicago.\\nSchool Sanitation and Decoration, D. C. Heath\\nCo., Chicago.\\nBibliography of Education, by Monroe. D. Apple-\\nton Co., New York City.", "height": "3508", "width": "2104", "jp2-path": "generaloutlineof01roar_0169.jp2"}, "166": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0170.jp2"}, "167": {"fulltext": "", "height": "3505", "width": "2140", "jp2-path": "generaloutlineof01roar_0171.jp2"}, "168": {"fulltext": "", "height": "3536", "width": "2194", "jp2-path": "generaloutlineof01roar_0172.jp2"}, "169": {"fulltext": "", "height": "3508", "width": "2085", "jp2-path": "generaloutlineof01roar_0173.jp2"}, "170": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0174.jp2"}, "171": {"fulltext": "", "height": "3500", "width": "2194", "jp2-path": "generaloutlineof01roar_0175.jp2"}, "172": {"fulltext": "", "height": "3508", "width": "2234", "jp2-path": "generaloutlineof01roar_0176.jp2"}, "173": {"fulltext": "", "height": "3508", "width": "2194", "jp2-path": "generaloutlineof01roar_0177.jp2"}, "174": {"fulltext": "", "height": "3508", "width": "2235", "jp2-path": "generaloutlineof01roar_0178.jp2"}, "175": {"fulltext": "", "height": "3508", "width": "2224", "jp2-path": "generaloutlineof01roar_0183.jp2"}, "176": {"fulltext": "", "height": "3623", "width": "2442", "jp2-path": "generaloutlineof01roar_0184.jp2"}}