{"1": {"fulltext": "", "height": "2620", "width": "1747", "jp2-path": "outlineoftownshi01indi_0001.jp2"}, "2": {"fulltext": "", "height": "2620", "width": "1747", "jp2-path": "outlineoftownshi01indi_0002.jp2"}, "3": {"fulltext": "LB 1753\\n16\\n1900 TE OF INDIANA\\nCopy 1\\nOutline\\nof\\nTowns\\nh\\nip\\nInst it\\nu\\nt e\\nWork\\nTogether ^v i t h Programs for\\nArbor and Bird Day, t. he\\nAnnouncements for the Teachers\\nand Young People s Reading\\nCircles and Program of Reci\\ntations and Study.\\nIssued by the\\nDepartment of Public Instruction\\nF RAN K L JON US\\nState Superintendent of Public Instruction\\n1900\\nWM. e BURFORB PRINT, IND PkS.", "height": "3199", "width": "1747", "jp2-path": "outlineoftownshi01indi_0003.jp2"}, "4": {"fulltext": "", "height": "3179", "width": "1690", "jp2-path": "outlineoftownshi01indi_0004.jp2"}, "5": {"fulltext": "STATE OF INDIANA.\\nOUTLINE\\nTownship Institute Work,\\nTogether with Pfograms for Arbor and Bird Day, the\\nAnnouncements for the Teachers* and Young\\nPeqple^s Reading Circles, and Program\\nof Recitations and Study,\\nISSUED BY THE\\nDEPARTMENT OP- PUBLIC INSTRUCTION.\\nFRANK L. JONES,\\nState Superintendent of Public Instruction.\\n1900.\\nWM. B. BURB^RD, PBIMTBB. INDIAKAPOUS.", "height": "3194", "width": "1716", "jp2-path": "outlineoftownshi01indi_0005.jp2"}, "6": {"fulltext": "vn\\nu\\nStuta.", "height": "3189", "width": "1576", "jp2-path": "outlineoftownshi01indi_0006.jp2"}, "7": {"fulltext": "INTRODUCTION.\\nThe law provides that the County Superintendent shall\\nhold one preliminary institute in each township in his\\ncounty, before the opening of the schools for any year, for\\nthe purpose of helping the teachers in the organization of\\ntheir schools and giving any other needed assistance; but\\ninstead of holding such preliminary institute in each town-\\nship, he may hold a joint institute for two or more adjoin-\\ning school corporations.\\nThe joint preliminary institute is recommended for the\\nlarge counties in order that the County Superintendent may\\nbe able to attend all the meetings without unduly prolong-\\ning the work.\\nAll duties for the preliminary institute should be as-\\nsigned early by the County Superintendent, that the teach-\\ners may have sufficient time to make preparation.\\nIt is recommended that the Trustee, with the advice and\\nconcurrence of the County Superintendent, appoint for the\\nyear an experienced and competent teacher to serve as\\nTownship Principal, whose duty it shall be to take entire\\ncharge of the institute work in the absence of the County\\nSuperintendent, serve as Chairman of the Program Com-\\nmittee, and carry out the instructions of the Superintend-\\nent and Trustee.\\nIn preparing the following programs effort is made to\\nfollow as nearly as possible the plans of the old outlines.\\nWe believe that the Township Institute is one of the strong-\\nest features in our school system, and that radical changes,\\nif thought necessary, would tend to weaken rather than\\nstrengthen the work.\\nCarrying out the statement in the preface of last year s\\noutline, we this year present six outlines in school hygiene\\n-3-", "height": "3194", "width": "1716", "jp2-path": "outlineoftownshi01indi_0007.jp2"}, "8": {"fulltext": "and related subjects. These are subjects that in the last\\nfew years have received much attention. Teachers, school\\nboards and trustees are interested and are making much\\nprogress in them. The National Educational Association\\nhas offered $1,200 in prizes for essays on School Hygiene.\\nSince the subjects are considered of so much importance by\\nthe best educators, every teacher and school official in In-\\ndiana should make a careful study of the outlines pre-\\nsented.\\nFor 1900-1901 the following scheme of work is presented i\\nThe two books in the Teachers Beading Circle will be\\nstudied during the forenoon sessions throughout the seven\\ninstitutes.\\nThe afternoon sessions will be devoted to the study of\\nhygiene, history, Arbor and Bird Day programs, Reading\\nCircle work, etc.\\nBelieving implicitly in the value of the Township Insti-\\ntute as an agency in the education of the teachers of the\\nState, and in its power in the advancement of our educa-\\ntional system, we hope that every teacher in Indiana will\\nenter into the spirit of the work with the determination to\\nmake the institute a success.\\nWe sincerely hope that your work for the year may be\\npleasant and profitable.\\nVery truly,\\nFRANK L. JONES,\\nState Superintendent of Public Instruction.\\nMay 28, 1900.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0008.jp2"}, "9": {"fulltext": "LAW CONCERNING TOWNSHIP\\nINSTITUTES,\\n192. School Law. Township Institutes. At least\\none Saturday in each month during which the public\\nschools may be in progress shall be devoted to township\\ninstitutes, or model schools for the improvement of teach-\\ners and two Saturdays may be appropriated, at the discre-\\ntion of the Township Trustee of any township. Such in-\\nstitute shall be presided over by a teacher, or other person,\\ndesignated by the Trustee of the township. The Township\\nTrustee shall specify, in a written contract with each\\nteacher, that such teacher shall attend the full session of\\neach institute contemplated herein, or forfeit one day s\\nwages for every day s absence therefrom, unless such absence\\nshall be occasioned by sickness, or such other reason as\\nmay be approved by the Township Trustee, and for each\\nday s attendance at such institute each teacher shall receive\\nthe same wages as for one day s teaching: Provided, That\\nno teacher shall receive such wages unless he or she shall\\nattend the full session of such institute and perform the\\nduty or duties assigned.", "height": "3194", "width": "1649", "jp2-path": "outlineoftownshi01indi_0009.jp2"}, "10": {"fulltext": "FIRST (PRELIMINARY) INSTITUTE.\\nPROGRAM.\\n9 30. Opening Exercises.\\nKoll call and organization of Institute.\\n1. James Talks on Life s Ideals.\\nKecitation.\\nMusic.\\n2. Bates Talks on the Study of Literature.\\n12:00. NOON.\\n1 00. Music.\\n3. History.\\n4. Eound-Table talks.\\nNote. Inasmuch as the Preliminary Institute partake^\\nof the nature of general suggestions and recommendation^\\nrelative to the next term of school, it is recommended that,\\nfor the benefit of the inexperienced teachers the entire after-i\\nnoon session be given to informal round-table discussions\\nof some such subjects as the following, led by the countji\\nsuperintendent:\\n1. The First Day in School.\\n2. Opening and Organization of the School.\\n3. Classification of Pupils.\\n4. Program and other topics found under School Or-\\nganization and School Management, pp. 15-18. It ig\\nnot expected that any Institute will discuss all of the topics\\nsuggested, but only those that are considered most helpful\\nfor the teacher of this Institute.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0010.jp2"}, "11": {"fulltext": "LIFE S IDEALS AND TALKS ON PSYCHOLOGY.\\nIn studying this book the teachers of Indiana have before\\nthem a valuable and interesting subject of investigation.\\nSome of the positions taken are new, and in the old ones\\nthe fresh and attractive settings given by the author render\\nthem practically new. Even if the teachers do not concur\\nin all of the views held, great benefit will arise from the\\nthoughtful study of them. It is sometimes more valuable\\nto give a candid examination to opinions different from\\nthose held by the one studying than it is to give attention\\nto positions in entire harmony with one s thought.\\nIt is not at all probable that the teachers of Indiana will\\nfully agree with the advice given on page 222 Prepare\\ny^ourself in the subjects so well that it shall be always on\\ntap; then in the class-room trust your spontaneity and\\nfling away all further care.\\nThere is certainly no objection to this ample preparation\\nupon the subject. It may be fairly questioned, however,\\nsvhether even such full preparation will render unnecessary\\n3areful daily preparation. The expression quoted peems to\\nissume that knowledge only is the aim of education, and\\n:hat the process in education is what is sometimes spoken\\n)f as the pouring-in process.\\nThere may also be some question as to whether it is\\nlelpful to assume the passive attitude to the full extent\\n\u00e2\u0080\u00a2ecommended in Mrs. H. W. Smith s book referred to on\\nage 202. On page 30 of The Christian s Secret of a\\nlappy Life, Mrs. Smith says: By a step of faith we\\n)ut ourselves into the hands of the Divine Potter; by a\\nradual process He makes us into a vessel unto His own\\n:onor. Throughout the whole of Mrs. Smith s illustra-\\nions the human being is likened to the piece of clay lying\\nassive under the potter s hand. Such a view may well be\\naought to be too oriental. The same objection, namely,\\nlat the degree of passivity is too great, may also be held\\n^ncerning the book referred to on page 224. It is alto-\\n^ther probable, also, that questions will arise concerning\\nle individualistic philosophy mentioned on page v of\\nle preface. On this page the author says, There is no", "height": "3194", "width": "1716", "jp2-path": "outlineoftownshi01indi_0011.jp2"}, "12": {"fulltext": "point of view absolutely public and universal. Accordi\\nto the doctrine announced in this quotation, is the aeserti\\nitself universal?\\nUnder the thought that such an arrangement will aid\\ninterpreting the author s spirit, the chapters on Some\\nLife s Ideals, extending from pages 199 to 301, are pi\\nsented in the outline before the chapters containing t\\nTalks to Teachers on Psychology, extending from page\\nto page 196.\\nThe outlines have been made somewhat fall. This is n\\nwith a view of having each thought of the outline studie\\nbut rather that there may be opportunity for selection.\\nThe Gospel of Kelaxation (pp. 199-228). Books i\\nferred to in the chapter\\n1. The Christian s Secret of a Happy Life, 1\\nMrs. H. W. Smith.\\n2. Power Through Kepose, by Anna P. Call.\\n3. As a Matter of Course, by Anna P. Call.\\n4. The Practice of the Presence of God, the Be\\nKuler of a Holy Life, by Brother Lawrence.\\n1. Bead the chapter as a whole.\\n2. Examine the following suggestions in the outline\\na. The true ideal, serenity, dignity and repose\\nthought, language and action; relaxatio\\nb. The contrasting American ideal. (See p\\n208-211. Read also The Kestless Ener^\\nof the American People, by Ian Maclare\\nNorth American Eeview, October, 1899.)\\n(1) The cause, (pp. 212-213).\\n(2) Are inadequate preparation for tl\\nwork, and an under-estimation i\\nits difficulty, additional causes?\\n(3) The remedy\u00e2\u0080\u0094the inculcation of\\nlove for low voices, c^lm, harmon,\\ndignity, ease, through imitatio\\n(pp. 216-219); and through phj\\nsical training (pp. 204-205\\nthrough the adoption of sue\\nideals as those suggested in Th\\nV Christian s Secret of a Happ", "height": "3189", "width": "1596", "jp2-path": "outlineoftownshi01indi_0012.jp2"}, "13": {"fulltext": "9\\nLife, Power Through Eepose,\\nAs a Matter of Course, The\\nPractice of the Presence of God\\n(pp. 202-218; 224-227); through\\nthe merely general preparation for\\nteaching a lesson, or for passing an\\nexamination, (pp. 222-223.)\\na. The psychological princi-\\nples underlying the rem-\\nedy the emotions, the\\ndirect outgrowth of bodi-\\nly changes (pp. 199-200\\npp. 202-211); strong feel-\\ning or reflection about\\none s planned activities\\ntends to inhibit them,\\n(pp. 219-220.)\\nc. Suggestions and questions on the author s\\npresentation.\\n(1) Observe that the author s discussion\\nreveals an important defect in\\nAmerican life, and one or more\\nappropriate remedies. (pp. 205-\\n218, at the bottom; and pp. 219-220.)\\n(2) Note carefully the organization of\\nthe chapter.\\n(3) Consider the degree of discrimination\\nin regard to the inhibitive in-\\nfluence of reflection\u00e2\u0080\u0094 (pp. 220-221);\\nthe special preparation of lessons\\n(p. 222); preparation for examina-\\ntion (p. 223). It is to be noticed,\\nin regard to the advice concerning\\nexaminations, that the author rec-\\nommends the book to be thrown\\naway only the day before the ex-\\namination Fling away the book\\nthe day before. (p. 223.)\\n)o the spirit and language of the chapter encourage the\\nobjectional American ideal somewhat", "height": "3189", "width": "1596", "jp2-path": "outlineoftownshi01indi_0013.jp2"}, "14": {"fulltext": "10\\nTALKS ON THE STUDY OF LITEKATUEE.\\nNote.\u00e2\u0080\u0094 The largest service which this book can be to the\\nteachers of Indiana is to be merely suggestive as a guide\\nto intelligent reading of good literature. The service, how-\\never, must be large if the teacher will read only the illus-\\ntrative examples which the author has cited in confirmation\\nof his doctrine.\\nI. The Study of Chapters I and II.\\na. Chapter I. What Literature Is.\\n1. Literature is one of the fine arts and must\\nbe defined in the light of the general prin\\nciples of art.\\n2. The process of definition is the process oi\\nbecoming conscious both of the thing de\\nfined and of the nature of the one defining\\n3. Art is a method of expression, and the par-\\nticular art is determined by the nature of\\nthe material required for expression.\\n4. Art has its origin in the desire for sympathy\\ni. e., in the desire for oneness of life.\\n5. Explain how the desire for a friend is the\\nfirst element in art,\\n6. Show by illustrative example how art is the\\nembodiment of emotion in permanen\\nform and in a masterly fashion.\\n7. Discuss the origin of poetry in the light of 6\\nNote. Any discussion of the origin of the\\nEpic will be helpful. (See introduction to\\nGummere s Old English Ballads. Ginn c\\nCo.)\\n8. Emotion is the material with which art\\ndeals,\\na. It must be genuine. (Note illustration\\non page 11.)\\n6. It must be impersonal. (How about\\nbiography?)\\nc. It must be universal in application.\\nd. It must be wholesome and moral.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0014.jp2"}, "15": {"fulltext": "11\\n9; Distinguish between sentiment and senti-\\nmentality.^\\n10. How does sincerity tend to enforce unity in\\nliterary composition (Pages 16 and 17.)\\n11. How does inconsistency in character draw-\\ning show lack of sincerity?\\n12. Note the superficial and insincere life in\\nEngland in the eighteenth century and\\nnote the literature it produced. (See Les-\\nlie Stephen s English Thought in the\\nEighteenth Century.)\\n13. The nature of the art of any people or any\\nage grows directly out of the nature of the\\nlife of the people or age.\\nb. Chapter II. Literary Expression.\\n1. Sincerity of life and genuineness of emotion\\nare not enough adequate expression must\\nfollow else there is no art,\\n2. The chief difference between the artist and\\nother persons is the ability to adequately\\nexpress emotion by the use of certain con-\\nventions. And the arts vary as conven-\\ntions vary.\\n3. Expressions must be\\na. Adequate.\\nb. Subordinate.\\n4. Show how good literary style is essential in\\nliterary art.\\n5. Explain how expression must be subordinate.\\n6. If technique overshadows the message is the\\neffect intellectual or emotional?\\n7. Describe the effect upon the reader of books\\nthat are literature and books that are not.\\n8. Can the dividing line be made fast Why\\n9. Must the matter of degree in persons be con-\\nsidered as well as degree in books Can\\nthe literary expert and the novice always\\nagree as to what are the best books?\\n10. Do most persons decide upon a book by\\njudgment or whim? Explain.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0015.jp2"}, "16": {"fulltext": "12\\n11. Show why any definition of art must fall\\nshort and be unsatisfactory.\\n12. Can emotion be defined by intellect\\nHISTORY.\\nNote. The outlines in history are based on Sidelights on\\nAmerican History, a book on the Y. P. R. C. list this year.\\n(See price-list elsewhere in this Institute outline.) This\\nbook should be placed in every school library in the State.\\nI. Declaration of Independence.\\n1. How does it rank with the other important acts\\nof the Revolution? Why?\\na. Do we use the words Revolution and\\nRebellion correctly\\n2. Love of the colonists for England.\\na. Shown by the legislatures of various states.\\nb. Shown by Washington s letter.\\nc. Exceptions.\\n3. Causes that led to independence.\\na. Cold reception of the Olive Branch Pe-\\ntition.\\nb. The King s Proclamation.\\nc. The employment of foreign aid.\\n4. Progress towards independence.\\na. As influenced by Thomas Paine,\\nPatrick Henry,\\nSamuel Adams.\\nb. Action of Colonies. North Carolina, Vir-\\nginia, Massachusetts, Rhode Island.\\nc. The Second Continental Congress.\\n(1) Important men from Virginia, Mas-\\nsachusetts, Pennsylvania, etc.\\n(2) The resolution to form State gov-\\nernments.\\n(3) Resolution of R. H. Lee.\\n(4) Vote of July 2.\\n(5) Adoption of Jefferson s Draft,\\nJuly 4.\\n(6) Appreciation by the people.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0016.jp2"}, "17": {"fulltext": "13\\nII. Framing of the Constitution.\\n1. Compare the relative importance of the Declara-\\ntion of Independence and the Constitution.\\n2. Condition of the country after the Kevolution.\\na. Poverty of Congress.\\nb. Impotence of Congress.\\nc. The peculiar problem to be solved.\\n(1) Mistakes of Greece, Eome.\\nd. The Revolution had put a\u00c2\u00abide a common\\nsovereign but had found no efficient sub-\\nstitute.\\n(1) Defects in the Articles of Confed-\\neration.\\na. Intro.\u00e2\u0080\u0094 Previous attempts at\\nunion.\\nb. Operated upon the States in-\\nstead of operating upon the\\nindividual.\\nc. No executive or judiciary.\\nd. Method of voting.\\ne. Lack of power to enforce laws.\\nf. No power over commerce.\\ng. No ability to secure taxes.\\ne. Quarrels of States.\\n(1) Jealousy of the small States.\\n(2) Tariff quarrels.\\n(3) Conflicting territorial claims.\\na. Vermont.\\nh. The Wyoming Valley.\\nf. Proposed solution of troubles.\\n(1) A kingdom.\\n(2) Three republics.\\n(3) Compromises by convention.\\na. The Annapolis Convention.\\nh. The Philadelphia Convention.\\n(a) Notable men present.\\n(b) Change of purpose of\\nconvention.\\n(c) [The Three Great Com-\\npromises.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0017.jp2"}, "18": {"fulltext": "14\\n1. Between the\\nlarge and\\nsmall States\\nas to repre-\\nsentation.\\n2. Between the free\\nand slave\\nStates regard-\\ning apportion-\\nment of taxes\\nand represent-\\natives.\\n3. Between the\\ncommercial\\nand the slave\\nStates concern-\\ni n g importa-\\ntion of slaves\\nand control of\\ncommerce.\\n(d) Other questions to be\\nsettled.\\n1. Concerning the\\nexecutive.\\n2. Concerning the\\njudiciary.\\n(e) Scenes at the signing,\\ng. The Constitution before the people.\\n(1) Attitude of Congress toward the\\nConstitution.\\n(2) Division into Federalists and Anti-\\nFederalists.\\n(3) Katifieation by the States.\\na. Reluctance of Massachusetts,\\nVirginia, North Carolina\\nand Rhode Island.\\nb. Accompanied by proposed\\namendments.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0018.jp2"}, "19": {"fulltext": "15\\nROUND-TABLE DISCUSSIONS.\\nSchool Organization.\\nNote. See School Management, by Tompkins, Ginn\\n;^o., publishers, price 90c., for full discussion of this sub-\\nect.\\n1. Idea.\\na. Primarily has reference to relation of pu-\\npils to teacher, and not the relation of\\npupils to each other.\\nb. *A school is organized when pupils are\\nclassed and graded, and when the move-\\nment of the whole school is programmed.\\n2. Classification, meaning of.\\na. When are pupils classified\\nb. Distinguish between grade and class.\\nc. A class is the result of an organization,\\nand not itself an organization.\\nd. Discuss practicability of individual instruc-\\ntion.\\ne. Advantages of classification.\\n8. Gradation, meaning of.\\na. When is a school graded\\nb. Distinguish between classification and gra-\\ndation.\\nc. What is uniformity? Does it necessarily\\nimply gradation\\nd. What are some of the dangers of uni-\\nformity\\na. The first step in gradation is to arrange\\nthe elements of subjects into naturally\\ndeveloping series in the experience of the\\npupil. Certain ideas of the earth, and of\\nall other subjects are adapted to the child\\nin the first period of his course and, be-\\ncause of the acquired ideas and increased\\nabilities of the first period other ideas are\\nadapted to him in the second period and\\nso on to the close of school life.\\nDiscuss the above fully.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0019.jp2"}, "20": {"fulltext": "16\\n4. Course of study.\\na. The course of study is the process of teach-\\ning taken in its entire complexity the\\nlength, breadth, and depth of the educa-\\ntion process.\\nb. Does gradation of pupils assume that a\\ncourse of study has been developed\\nc. Should be carefully studied by the teacher,\\nand the pupils should be familiar with it.\\nd. There should be a rational adherence to the\\ncourse.\\n5. Program.\\na. Importance of.\\nb. Position in room.\\nc. Should show time for study as well as\\nreciting.\\nd. Should be neat and attractive,\\n6. Seating pupils.\\na. In grades.\\nb. In respect to recitations.\\nc. In respect to size of children.\\nd. In respect to behavior of children.\\ne. Importance of teacher s control over seat-\\ning of pupils.\\n(For additional suggestions, see In-\\ndiana School Journal for September,\\n1889, pp. 561-565.)\\nSCHOOL MANAGEMENT.\\nNote.\u00e2\u0080\u0094 See School Management, by Tompkins, Ginn\\nCo., publishers, price 90c., for full discussion of this subject.\\nI. School Management.\\n1. Idea.\\n2. Two distinct phases of.\\ni;\\n(See Indiana School Journal, November\\n1891, pp. 635-638.)", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0020.jp2"}, "21": {"fulltext": "17\\n3. Importance of having pupil s individual atten-\\ntion on the lesson,\\na\\nb.\\nc\\nd\\n(See Indiana School Journal, December,\\n1891, pp. 695-698.)\\n4. Influence of neatly kept school rooms.\\n5. The character of the teacher s whole education\\nappears in his management of the school.\\n6. Machinery in school management.\\n7. Leading conditions and means to unity in the\\nclass studying\\na\\nb\\nc.\\nd.\\ne\\nf\\n(See Indiana School Journal, January,\\n1892, pp. 12-16.)\\n8. Law of unity applied to the class reciting\\na\\nb\\nc\\n(School Journal, February, 1892, pp. 100-\\n104, and March, 1892, pp. 153-155.)\\nSCHOOL MANAGEMENT.\\nII. School Management.\\n1. School punishment.\\na. Punishment must be of the nature of the\\nofiense and proportion to it.\\nb. Object of punishment.\\nc. Failure to distinguish between the pupil s\\nouter deed and his inner spirit, What\\n(2)", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0021.jp2"}, "22": {"fulltext": "18\\nd. What is an offense? (SchoolJournal, April,\\n1892, pp. 215-217.)\\ne. Punishment is not the application of exter-\\nnal means. Discuss.\\nf. The pupil, in correcting a deed, must see\\nits relation to the school,\\ng. The teacher s real work in inflicting pun-\\nishment. (School Journal, May, 1892,\\npp. 277-281.)\\n2. Cause of many serious difficulties.\\na. Teacher must keep his personality out of\\nthe question.\\n3. It is the duty of the pupil to report anything\\nthat tends to destroy the successful working\\nof the school,\\na. How may the teacher proceed in order to\\nsecure co-operation of pupils? (School\\nJournal, June, 1892, pp. 363-366.)\\n4. Ethical value of school management. (School\\nJournal, July, 1892, pp. 427-433.)", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0022.jp2"}, "23": {"fulltext": "SECOND INSTITUTE.\\nPROGRAM.\\n9:30. Opening Exercises.\\nKoll-call.\\n1. Talks on Life s Ideals.\\nRecitation.\\nMusic.\\n2. Talks on the Study of Literature.\\n12:00. NOON.\\n1:00. Music.\\n3. School Hygiene.\\nRecitation.\\n4. History.\\nMusic.\\n5. Reading Circle work.\\n3:30. Assignment of Duties. Adjournment.\\nI. TALKS ON LIFE S IDEALS.\\nOn a Certain Blindness in Human Beings, (pp. 229-\\n264.) Books referred to in the chapter.\\n1. The Lantern Bearers, by Robert Louis Stevenson.\\nEssay in a volume entitled Across the Plains. The\\nessay is also found in Scribner s Magazine, volume\\nIII, p. 251.\\n2. The Religious Aspect of Philosophy, by Josiah\\nRoyce.\\n3. De Senacour, Obermann, Lettre XXX.\\n4. The Story of Mj Heart, by ]^ichard Jeflferies.\\n-ly-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0023.jp2"}, "24": {"fulltext": "20\\nCrossing Brooklyn Ferry, by Walt Whitman.\\nCalamus, by Walt Whitman.\\nVita, book 2, chapter IV, Benvenuto Cellini.\\nWar and Peace, by Leo Tolstoi. (Of this book the\\nauthor says on page 279, Assuredly, the greatest of\\nhuman novels.\\nIdle Days in Patagonia, by W. H. Hudson.\\nKead carefully the chapter as a whole.\\nExamine, rereading the chapter, the following sugges-\\ntions given in the outline\\na. The ideal presented in the chapter\u00e2\u0080\u0094 there is in\\neach consciousness a vital secret to which others\\nare blind. This ideal is in harmony with the\\ndoctrine of individualistic philosophy,\\nnamely, that truth, beauty and goodness are too\\nvaried, too universal, to be realized in any one\\nconsciousness; that each individual possesses a\\npartial superiority of insight owing to his\\nspecial situation and mode of life. (See pref-\\nace, p. V James Psychology, Briefer Course,\\np. 380 and p. 203; James The Will to Be-\\nlieve, p. 271.)\\nb. The thoughts tending to explain and establish\\nthe above ideal\\n(1) The feelings a criterion of worth, (p.\\n229; what the blindness is, p. 229.)\\nFeelings for special duties, (pp. 229-\\n230.) (Note carefully the illustration.)\\n(2) The greater the feeling, the greater the in-\\nsight, (p. 233.) (Examine carefully\\nthe North Carolina incident.)\\n(3) Any mode of life awakening eagerness is\\ngenuinely significant, (p. 234.) (Note\\ncarefully the four modes, and study the\\nillustration under imagination The\\nLantern Bearers.\\n(4) The effect of a special vocation the res-\\ncue, (p. 241 the insight of duty, pp.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0024.jp2"}, "25": {"fulltext": "21\\n241-242; the insight sudden at times\\nand epoch-making, pp. 242-243.)\\n(5) Non-sentient objects often the source of\\nthis mystic sense of inner meaning, (p.\\n243.) (Study carefully the illustrations\\nfrom the Obermann, from Wordsworth,\\nand from Eichard JefFeries.)\\n(6) The feeling aroused the only test of value.\\n(p. 247.)\\n(7) The effect of practical interests\u00e2\u0080\u0094 the res-\\ncue, (p. 247.) (Note the illustration\\nfrom Walt Whitman, and the reference\\nto Carlyle and Schopenhauer.)\\n(8) The mysterious arousal of the feelings.\\n(p. 254.) (Give close attention to the\\nillustration from Benvenuto Cellini, and\\nto that concerning Peter in War and\\nPeace.\\n(9) The occasion or environment is not the\\nsource. The capacity to surrender one s\\nself to the environment is the source.\\n(p. 257.) (Note the illustration from\\nEmerson.)\\n(10) Culture, according to the author, dead-\\nens the responsive sensibilities, (p.\\n257.) What does lack of culture do?\\n(See Dewey s Psychology, p. 299.)\\n(11) The remedy, (pp. 257-258.) (Make a\\ncareful study of the examples given\\nconcerning the Indian Chief, of the ex-\\nperience of W. H. Hudson in Pata-\\ngonia, and of the value of experiences\\nsimilar to those of Mr. Hudson, p. 263.)\\nAn estimate of the ideal.\\n(1) Its elements of truth.\\n(2) Its questionable features.\\nThe national application the author makes of the\\nideal. (See last paragraph in preface, pp. v\\nand vi.)", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0025.jp2"}, "26": {"fulltext": "22\\n2. TALKS ON THE STUDY OF LITERATURE.\\n11. The Study of Chapters III, IV and V.\\n1. Chapter III. The Study of Literature.\\na. Distinguish between what the author means\\nby study and what is commonly meant by\\nreading literature.\\nb. Define the authorjs idea of experiencing\\nliterature.\\nc. Is not the value of literature measured by\\nthe degree in which it is actually ex-\\nperienced\\nd. Could we read many books in a short time\\nby this plan Read much, not many.\\ne. Is it possible for an ordinary individual to\\nexperience all that is portrayed in a good\\nbook of 300 pages in a few hours?\\nf. Three gains from the study of literature\\n(1) Pleasure.\\n(2) Social culture.\\n(3) Knowledge of life.\\ng. Define (1) as the author does and discuss it\\nfully,\\nh. What different views may be taken of the\\nmeaning of the word pleasure as used in\\nthis relation.\\ni. Define (2) as the author views it.\\nj. Do our larger and more necessary interests\\nin social affairs make this plan of literary\\nstudy more desirable now than ever be-\\nfore? Why? (See article: Mere Lit-\\nerature, by Woodrow Wilson, in Atlan-\\ntic Monthly, December, 1893.)\\n2. Chapter IV.\\na. In this chapter we come to (3) under f in\\nChapter III Knowledge of Life.\\nb. In what sense is (3) of greater importance\\nthan (1) and (2)?", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0026.jp2"}, "27": {"fulltext": "23\\nc. Explain the sentence on page 46, Litera-\\nture is the inventory of the heritage of\\nhumanity.\\nd. Discuss, with illustrative examples drawn\\nfrom literature, this proposition Lit-\\nerature is one of the embodiments of the\\nrecord of life.\\ne. Show how books reveal ourselves to our-\\nselves. What power is required on the\\npart of the reader to make this true?\\nf. Explain the quotation from Emerson, p. 48.\\ng. Is fellow-feeling the basis of inspiration\\nHow does the speaker inspire his audi-\\nence or an audience inspire the speaker?\\nOn what condition is a book inspiring?\\nh. Identity of feeling is a relief, especially in\\ncases of grief or misery,\\ni. The twofold office of literature p. 5L Il-\\nlustrate this fact from books you have\\nread,\\nj. Show how the banquet of Tantalus illus-\\ntrates the author s idea,\\nk. Effect of the contrasts of actual life with\\nthat portrayed in literature\\n1. How will the culture of imagination add to\\nthe possibilities of life\\nm. Does literature fall short of reality chiefly\\nbecause of our lack of imaginative\\npower\\nn. If active progressive life requires less read-\\ning than is required by monotonous life\\nexplain why.\\no. In what sense is literature a mirror of life\\np. Practical effects of life portrayed in litera-\\nture.\\n3. Chapter V. False Methods.\\na. Account for the vagueness of thought of\\nmany persons.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0027.jp2"}, "28": {"fulltext": "24\\nb. Is the thouglit of most persons more vague\\nand nebulous concerning literature than\\nabout other subjects of study? Why?\\nc- Define what the author means by assimila-\\ntion and show why reading should be\\ndone slowly.\\nd. What is commonly meant by an obscure\\nbook?\\ne. Explain: As print grows cheap, thinkers\\ngrow scarce.\\nf. Whom does the author class as gossip\\nmongers\\nThis is a disease of authors and pub-\\nlishers, as well as of readers. Probably\\nthe most sacrilegious act in recent times\\nin this line is the publication of the love\\nletters of Eobert and Elizabeth Barrett\\nBrowning by their son.\\ng. The study of biography is not the study of\\nliterature, and is a hindrance, not a help\\nto literature.\\nh. Even the history of literature is not litera-\\nture, though it is frequently helpful.\\ni. Who are the gypsy moths of literature?\\nWhy so termed\\nj. Genuine emotion is born of genuine\\nconviction, therefore the student must\\nbe familiar with literature before he\\nfeels its fine emotions. Knowledge about\\nliterature will not suffice.\\n3. SCHOOL HYGIENE.\\nGeneral Principles or Hygiene as Kelated to\\nVentilation.\\n1. The necessity of pure air.\\n2. Analysis of air.\\n3. What impurities are found in the air of un-\\nventilated school rooms Carbon dioxide not\\nthe most poisonous element in impure air.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0028.jp2"}, "29": {"fulltext": "25\\n4. Effects of breathing impure air\u00e2\u0080\u0094 stupor, head-\\naches, diseases of the lungs, dyspepsia, nervous\\naffections. Effects on work of pupils, on their\\nbehavior.\\nNew York Health Board attributes 40 per\\ncent, of deaths to breathing impure air.\\n5. Financial waste in neglecting to ventilate properly.\\nII. Keferences.\\n1. Ventilation of School Buildings (Morrison), D.\\nAppleton Co., Chicago.\\n2. Sanitation and Decoration (Burrage and Bailey),\\nD. C. Heath Co., Chicago.\\n3. School Hygiene (Kotelmann), C. W. Bardeen,\\nSyracuse, N. Y.\\n4. School Physiologies.\\nEach township should provide itself with one of the books\\nindicated in 1, 2 and 3. The Township Trustee should pur-\\nchase the book, or the Township Institute could vote a do-\\nnation of ten cents each and one of the books purchased.\\nThe teacher who is assigned the work under this outline\\nduring any given month should have the book as the basis\\nfor his paper, from whom it should be passed to the teacher\\nhaving the assignment for the following month, and so on\\nto the last institute. This will enable each teacher to have\\nthe book during one month, unless there be too many teach-\\ners in the township. The Ventilation of School Buildings\\nby Morrison is the most satisfactory book for Uiis purpose,\\nand at the same time the most inexpensive.\\n4. HISTOKY.\\nI. The Inauguration op Washington.\\n1. The Unanimous Election.\\n2. Washington s preferences.\\n3. Tardiness of inauguration ceremonies.\\n4. The Triumphal March.\\na. Welcome at Philadelphia, Trenton, etc.\\nb. Welcome at New York.\\n(1) Ceremonies of the inauguration.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0029.jp2"}, "30": {"fulltext": "26\\nII. The Alien and Sedition Laws.\\n1. In what respect important?\\n2. Political Parties One Hundred Years Ago.\\na. The Eepublican Party.\\n(1) Its doctrines.\\n(2) Stand of Jefferson.\\nb. The Federal Party.\\n(1) Its doctrines.\\n(2) Stand of Hamilton.\\n(3) Folly of Federal Party.\\na. Previous popularity over X Y\\nZ matter.\\nb. Unpopular laws.\\n(a) House and slave tax\\nlaws.\\n(b) The Alien Law.\\n1. Contents.\\n2. Aim.\\n3. Opposition ground-\\ned on what?\\n(c) Sedition Law.\\n1. Contents.\\n2. Grounds of opposi-\\ntion.\\n3. Operation of Sedi-\\ntion Law.\\na. Matthew\\nLynn,\\nc. The Kentucky and Virginia Resolutions.\\n(1) Contents.\\n(2) Started what question\\n(3) Influence.\\nIII. Fulton and the Steamboat.\\n1. Fulton s Predecessors.\\na. James Watt.\\nb. William Henry.\\nc. James Rumsey.\\nd. John Fitch.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0030.jp2"}, "31": {"fulltext": "27\\nEra of industrial revolution due to steam.\\na. Kobert Fulton.\\n(1) Early life.\\n(2) Fulton abroad.\\nTurns to inventions.\\n(3) The Steamboat.\\na. First attempts.\\nb. The Clermont on the Hudson.\\nc. Success.\\n5. INDIANA YOUNG PEOPLE S READING CIRCLE.\\n(From Last Year s Outline.)\\nDiscuss the Following\\n1. Its purpose is to create and cultivate a desire for\\ngood reading.\\na. Why should this be done?\\nb. How should it do this?\\nc. What results will follow if properly done\\nd. What success have you had in this work?\\nHow did you accomplish your work?\\ne. Give other suggestions that may occur to\\nyou.\\n2. How create an interest in the work\\na. Among your pupils?\\nb. Among the patrons\\nc. State what you have done, and with what\\nsuccess.\\n3. How may the books be secured?\\na. Is there any advantage in securing the co-\\noperation of pupils in the purchase of\\nthe books? What? Does the feeling of\\npart ownership in books influence the\\nchildren? How?\\nb. What is the effect of penny collections\\nWhen they are made, do the pennies\\ncome from the savings of the children, or\\nare they presents from parents? Which\\nwould you prefer Why", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0031.jp2"}, "32": {"fulltext": "28\\nc. What do you think of the plan of raising\\nmoney by giving literary entertain-\\nments Give reasons.\\nd. Would an entertainment on the evening of\\nArbor Day, Patriotic Day or In-\\ndiana Day with small fee be advisable?\\ne. Which can you do the most good with, a\\nset of reading circle books, or a set of\\nreading or number charts? Give rea-\\nsons for your answer.\\nHow do the most good with the books when in\\nthe schoolroom\\na. Should the books always be in the school-\\nroom during school hours? Why?\\nb. What results do you expect to accomplish\\nwith the books?\\nc. Care of books.\\n(1) Has this topic any value save the\\nfact that the books will last longer\\nwhen they are properly cared for\\nIf so, what is it Explain fully.\\nd. Certificate of membership.\\n(1) How secured\\n(2) Value of.\\ne. Diploma.\\n(1) How secured.\\n(2) Value of.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0032.jp2"}, "33": {"fulltext": "THIRD INSTITUTE,\\nPROGRAM.\\n9 30. Opening Exercis^es.\\nRoll Call.\\n1. Talks on Life s Ideals.\\nEecitation.\\nMusic.\\n2. Talks on the Study of Literature.\\n12:00. NOON.\\n1:00. Music.\\n3. School Hygiene.\\nRecitation.\\n4. History.\\nMusic.\\n3:30. Assignment of Duties. Adjournment.\\n1. TALKS ON LIFE S IDEALS.\\nI. What Makes a Life Significant? (pp. 265-301).\\nBooks referred to\\n1. My Confession, by Leo Tolstoi.\\n2. War and Peace, by Leo Tolstoi.\\n3. Crossing the Plains, by Robert Louis\\nStevenson.\\n4. Sermons, fifth series, by Phillips Brooks.\\n5. Essays by a Barrister, by Fitz- James\\nStephen.\\n1. Read the chapter as a whole.\\n2. Examine, re-reading the chapter, the following\\nsuggestions given in the outline\\na. The ideal set forth in th\u00c2\u00ab chapter a life is\\nmade significant through the unity of", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0033.jp2"}, "34": {"fulltext": "30\\nthe virtues of courage, kindliness, pa-\\ntience and endurance, with inner joy and\\na true ideal.\\n(1) The need of a principle to render\\ntolerance less chaotic (pp. 265-\\n268). Under this is to be noted\\na new statement of the blind-\\nness to the inner life of others\\n(p. 265); the practical impor-\\ntance of this (pp. 265-266) the\\nexample (pp. 266-268) the no-\\ntion that while the blindness\\nmust in large measure remain,\\nthe sense of blindness will lead\\nto caution, to toleration (p. 268).\\n(2) The search for a principle to free\\ntoleration from chaos (pp. 268-\\n296).\\na. In the form of personal\\nreminiscences (pp. 268-\\n279). Under this is to\\nbe noticed the reference\\nto society at Chautau-\\nqua; its defect; the ap-\\nparent absence of hero-\\nism in the world (pp.\\n273-274) the discovery\\nof heroism in the labor-\\ning classes, and the in-\\nference that in them\\nonly is found the sig-\\nnificance of life (pp.\\n274-285). (Under the\\nquestion of heroism, one\\nwill be interested in the\\neditorial in the Indian-\\napolis Journal of April\\n1, 1900, on Unrecog-\\nnized Heroism.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0034.jp2"}, "35": {"fulltext": "31\\nb. In an impersonal form\\n(pp. 279-296). Under\\nthis notice the views of\\nTolstoi and of Steven-\\nson (pp. 279-283); the\\nquestion as to the truth\\nof the inferences made\\nabove by the author,\\nand as to the position\\nof Tolstoi and Steven-\\nson (pp. 283-285); the\\nexperiment of Walter\\nWyckoff (pp. 285-289)\\nthe view of Phillips\\nBrooks as to the value\\nof poverty (pp. 289-\\n290) the answer which\\nthe author finally\\nmakes The laborer s\\nlife is not fully dgnifi-\\ncant, because it lacks a\\nhigh ideal in unity with\\nits courage and fidelity\\n(p. 291).\\n(3) What the principle is: an emo-\\ntional attitude involving inner\\njoy (emotional) courage and\\nendurance (volitional); and a\\nhigh ideal (intellectual). Un-\\nder this is to be noted\\na. The nature of an ideal\\n(pp. 292-293) created by\\nthe intellect marked\\nby novelty; relative\\npossessed by every one;\\nof different degrees;\\nmultiplied by educa-\\ntion insufficient in it-\\nself to render life sig-\\nnificant.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0035.jp2"}, "36": {"fulltext": "32\\n6. That the significance of\\nlife arises from a unity\\nof an ideal involving\\nprogress, With the vir-\\ntues (p. 294). Under\\nthis is to b8 noticed that\\nthe greater of the two is\\nthe virtue, The simple\\nfaithfulness to his life\\n(p. 295) the purpose of\\nAll this beating and\\ntacking (p. 295); that\\nthe conclusion is a real\\none, although vague (p.\\n296). There is to be ex-\\namined next the gain\\narising from the process\\nof reaching the conclu-\\nsion (p. 296). First, the\\nreader has become more\\nfully aware of The\\ndepths of worth in alien\\nlives second, more\\nfully possessed of a\\nstandard for deciding a\\nsignificance of other\\nlives; third, more fully\\ndeveloped in imagina-\\ntion fourth, more fully\\naware of the grounds for\\nhumility, tolerance, rev-\\nerence and love for oth-\\ners; fifth, more fully\\npossessed of an inner\\njoyfulness at the idea of\\nthe increased importance\\nof common lives.\\n(4) Practical illustrations of the prin-\\nciple (pp. 297-301).", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0036.jp2"}, "37": {"fulltext": "33\\na. The labor question (pp.\\n297-298). Examine in\\nconnection witL this the\\nfollowing questions In\\nwhat does the difficulty\\nin the labor problem\\nrest? Can a new and\\nbetter equilibrium, a\\nnew distribution of\\nwealth, make a genuine\\nvital difference Is\\nnot The solid meaning\\nof life always the same\\neternal thing, the unity\\nof Some attainable\\nideal with vitality, cour-\\nage and endurance\\n6. The illustration of cross-\\ning the seas (pp. 299-\\n300).\\n(5) The principle re-stated (pp. 300-\\n301).\\na. In what sense has the\\nworld no progress, no\\nreal history? What is\\nthe relation of changing\\nconditions to ideals\\n6. Explain the sentence be-\\nginning with There are\\ncompensations (p. 301).\\nc. The effect of really and\\ntruly believing this (p.\\n301).\\n2. TALKS ON THE STUDY OF LITERATUEE.\\nIII. Study of Chapters VI and VII.\\n1. Chapter VI. Methods of Study.\\na. The study of literature is the study of\\nThe adequate exprea\u00c2\u00abions of genuine\\nm", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0037.jp2"}, "38": {"fulltext": "34\\nemotion note the two elements expres-\\nsion and emotion.\\nb. Shall the ordinary reader test each new\\nbook or read what the world has tested\\nand decided upon\\nc. Enjoyment must accompany the reading.\\nd. The reader may enjoy now what he once\\ncould not enjoy, or he may have ceased\\nto enjoy what he once enjoyed. Explain\\nwhy this is true,\\ne.* The reward can not be greater than the ef-\\nfort; but the power of effort must be\\ncultivated.\\nf. Have you ever found a person who has read\\nmany books who yet seems not to appre-\\nciate what he has read or who is not\\nable to make any application of his\\nreading What is the defect\\ng. Distinguish and illustrate between appre-\\nhend and comprehend.\\nh. What is the danger of reading meanings\\ninto an author which he did not have in\\nmind?\\ni. How can a knowledge of the times of a lit-\\nerary composition aid our comprehen-\\nsion\\nj. What is the danger of over-editing a piece\\nof literature?\\nk. The power of producing an effect as a\\nwhole is one of the tests of art. Does\\nthis principle determine how we shall\\nstudy literature? The nature of text-\\nbooks\\n1. Cultivate power to grasp work of art as a\\nwhole,\\nm. Many readings of a selection are good if\\neach is fresh and not warped by precon-\\nceptions.\\nn. Value of sympathy of reader with author", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0038.jp2"}, "39": {"fulltext": "35\\no. How do editors notes interfere with in-\\nspiration?\\np. Keverence must be the attitude of mind of\\nthe reader if he is to gain the insight of\\nthe author.\\n2. Chapter VII. The Langmige of Literature.\\na. Art Conventions vary\\n(1) With the art.\\n(2) With the race or nation.\\n(3) Somewhat with the times.\\n(4) Somewhat with the object in view.\\n(5) Somewhat with the faculty of mind\\nin use.\\nb. Meaning of language as stated by defini-\\ntion?\\nc. Meaning of language as implied (John III,\\n3 and 4).\\nd. Imaginative writing is done by suggestive\\nlanguage,\\ne. Dictionary definition largely useless in\\nliterature.\\nf. Explain the danger of fossil similes cheap\\nliterature is filled with them.\\ng. It would be well for each to bring words,\\nphrases and clauses which suggest and\\nimply much,\\nh. To read literature well one should be fa-\\nmiliar with\\n(1) The English Bible.\\n(2) All mythology.\\n(3) History.\\n(4) Folk Lore.\\n(5) Other literature.\\ni. Language is essential to a comprehension\\nbut as a means not an end. So gram-\\nmar notes are useless in literary study.\\n(See Barrett Wendell s chapter on words\\nin his Engli\u00c2\u00bbh Composition.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0039.jp2"}, "40": {"fulltext": "36\\n3. SCHOOL HYGIENE.\\nI. Ventilation Continued.\\n1. The proper degree of moisture in the air.\\n2. The degree of humidity.\\n3. Amounts of moisture in the out- door air at dif-\\nferent temperatures, e. g., 80\u00c2\u00b0 Fahr., 70\u00c2\u00b0 Fahr.,\\n50\u00c2\u00b0 Fahr., 32\u00c2\u00b0 Fahr., etc.\\n4. If out-door air at a temperature of 20\u00c2\u00b0 Fahr. is\\nheated in the schoolroom to 70\u00c2\u00b0 without adding\\nmoisture to it, it is seven times as dry i. e. its\\ncapacity to absorb moisture has become seven\\ntimes as great as before the air becomes\\nthirsty therefore, and thus makes evaporation\\nfrom the skin and mucous membrane too rapid.\\nWhat effect has this on the child? The furni-\\nture The building? How remedied\\n5. The amount of air required per pupil each hour.\\n6. How long will the fresh air in your schoolroom\\nlast, taking into consideration your average\\ndaily attendance, provided there are no means\\nof bringing into the room a fresh current of\\nair? How many times per hour, thereiore,\\nshould the air be wholly renewed to asfure\\nperfect ventilation?\\n7. Natural ventilation depends upon the fact that\\nheated air is. lighter and rises. What is artifi-\\ncial or mechanical ventilation, and how is it\\naccomplished\\n8. Can perfect ventilation be secured by natural\\nmeans?\\nII. References.\\nSee outline for First Institute.\\n4. HISTORY.\\nI. The Levtis and Clarkb Expedition.\\n1. The place of explorers in civilization.\\n2. Originator of the idea; aim of the expedition.\\na. Appointment of Lewis and Clarke.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0040.jp2"}, "41": {"fulltext": "37\\nb. Preparations.\\nc. The march.\\n(1) Relations with the Indians.\\n(2) Route followed.\\n(3) Incidents of the journey.\\nA. Results of this expedition.\\nII. Conspiracy of Aaron Burr.\\n1. Extenuation of Burr s conduct.\\na. Burr should be judged by the standard of\\nhis own tim^s.\\nb. Expected separation of the East and West.\\n2. Character of Burr.\\n3. Quarrel and duel with Hamilton.\\n4. Removal to the West.\\n5. The Great Conspiracy.\\na. The plan.\\nb. Relations with General Wilkinson.\\nc. Relations with England.\\nd. Relations with the Blennerhassetts.\\n6. The arrest and trial.\\na. The proclamation.\\nb. Wilkinson s conduct.\\nc. The arrest.\\nd. The trial.\\n(1) Grounds for acquittal.\\n7. Theodosia and Burr s later life.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0041.jp2"}, "42": {"fulltext": "FOURTH INSTITUTE.\\nPROGRAM.\\n9:30. Opening Exercises.\\nRoll Call.\\n1. Talks on Life s Ideals.\\nEecitation.\\nMusic.\\n2. Talks on the Study of Literature.\\n12:00. NOON.\\n1:00. Music.\\n3. School Hygiene.\\nRecitation.\\n4. History.\\nMusic.\\n3:30. Assignment of Duties. Adjournment.\\n1. TALKS ON LIFE S IDEALS.\\nRead as a whole, and study carefully, each of the follow-\\ning chapters.\\nI. The Chapter on Psychology and the Teaching\\nArt. (pp. 3-14.)\\n1. The thoughts presented\\na. Only the fundamental conceptions of psy-\\nchology are of real value to the teacher.\\nb. Definite programs, and schemes and\\nmethods of instruction for immediate\\nschoolroom use, can not be deduced from\\nthe science of the mind s laws.\\nc. Psychology is a science and teaching is an\\nart, hence an intermediary inventive mind\\nis needed to apply psychology to teaching.\\n-38-", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0042.jp2"}, "43": {"fulltext": "39\\nd. The particular thing a teacher must do is\\nleft exclusively to his own genius.\\ne. Pedagogics and psychology run along side\\nby side, and the former is not derived in\\nany sense from the latter. The two are\\ncongruent, but neither is subordinate.\\nf. Teaching must agree with psychology, but\\nneed not necessarily be the only kind of\\nteaching that would so agree.\\ng. To know psychology is absolutely no guar-\\nantee that one shall be a good teacher.\\nh. Psychology has, however, a negative use.\\n(See pp. 10-11.)\\ni. The teacher s attitude toward the child is\\nconcrete and ethical, and is hence posi-\\ntively opposed to the psychological ob-\\nserver s, which is abstract and analytic.\\n2. Questions occurring to the student of the chapter.\\na. Is not any psychological knowledge of real\\nvalue to the teacher, even refinements of\\nintrospective detail (p. 7.)\\nb. Can definite programs, schemes and\\nmethods of instruction be deduced in igno-\\nrance of the science of the mind s laws?\\nCan they be deduced from a knowledge of\\nthe branches of study, only?\\nc. Is not teaching a science as well as an art?\\nDoes not the science of education include\\nas one of its factors the psychological pro-\\ncesses of the child and of the mature\\nperson, as well as the aims of life and the\\nessential characteristics of the branches of\\nstudy? If psychology, that is, if the pro-\\ncesses of the learning mind are not an\\nelement in the science of pedagogy, can\\npsychology be applied to teaching?\\nd. Does not the particular thing which the\\nteacher is to do, ^always relate to the\\npresent condition of the child s mind, to\\nthe more developed condition into which", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0043.jp2"}, "44": {"fulltext": "40\\nhe is to arise, and to his process in reach-\\ning the more developed condition Could\\nthe problem be left, then, exclusively to\\nthe teacher s own genius, unless the word\\ngenius is used to mean insight into the\\nmental nature of the child?\\nIf pedagogics and psychology merely run\\nalong side by side, can psychology have\\nanything to do with pedagogy? Can\\npedagogy be controlled by any outside\\nthing which is to be merely applied to\\nit? Is not the process in the science of\\npedagogy controlled by elements found\\nwithin that science itself?\\nShould it be held that teaching must agree\\nwith psychology, considered as a general\\nscience merely? Is it not the meaning\\nthat teaching must agree with the pro-\\ncesses required in the child s develop-\\nment in any concrete case? Teaching al-\\nways implies a weakness, a definite lim-\\nitation in the child. In such case is there\\nnot one definite mode of teaching best\\nadapted to the difficulty?\\nIt is said that To know psychology is ab-\\nsolutely no guarantee that one shall be a\\ngood teacher. Is it the guarantee to\\ngood teaching to know the branches of\\nstudy only? Does not good teaching rest\\nupon a knowledge of all the factors in the\\nscience of pedagogy, and upon thoughtful\\nexperience through a considerable period?\\nIf, however, psychology is something out-\\nside of pedagogy, it could not very well\\nbe a guarantee to good teaching.\\nIt is to be noticed that Prof. Miinsterberg\\n(p. 13) says: The teacher s attitude\\ntoward the child, being concrete and\\nethical, is positively opposed to the\\npsychological observer s, which is abstract", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0044.jp2"}, "45": {"fulltext": "41\\nand analytic. Is not the main weak-\\nness in teaching found in ihie habit of ap-\\nproaching the child as merely a concrete\\nbeing The teacher himself as a concrete\\nworker, deals with the child as a concrete\\nexistence therefore inattention, for ex-\\nample, is always merely inattention. The\\nteacher should have the analytic power to\\ndiscover the inattention, to distinguish it\\nfrom its cause, and to distinguish the\\ncause of this inattention from other causes\\nwhich inattention may have at other\\ntimes. He must also have the analytic\\npower to distinguish the processes which\\nthe child is to enter upon in this case\\nfrom the processes required in other cases\\nof inattention. Should not the teacher\\nhave the power to know the child as con-\\ncrete in the somewhat indistinct way he\\nwould naturally know him at first, then\\nto analyze his condition and processes and\\nfinally think of him again as concrete in\\nthe more clear and intelligent way?\\nShould not all of this be the foundation\\nof his skillful teaching in any given\\ncase?\\ntl. The Chapter on The Stream of Consciousness.\\n(pp. 15-21.)\\n1. What is the advantage to the teacher in know-\\ning that We have fields of consciousness,\\nand that The concrete fields are always\\ncomplex (p. 17.)\\n2. Why is the distinction expressed by focal\\nobject and marginal object a very im-\\nportant one? (pp. 18-21.)\\nII. The Chapter on The Child as a Behaving Or-\\nganism. (pp. 22-28.)\\nJ 1. What impression do the following statements\\ntend to produce", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0045.jp2"}, "46": {"fulltext": "42\\na. Whatever of transmundane, metaphysi-\\ncal insight or of practically inapplica-\\nble aesthetic perception or ethical sen-\\ntiment we may carry in our interiors\\nmight at this rate be regarded as only\\npart of the incidental excess of func-\\ntion that necessarily accompanies the\\nworking of every complex machine.\\n(p. 24.)\\nb. Third, those very functions of the mind\\nthat do not refer directly to this world s\\nenvironment, the ethical Utopias, aes-\\nthetic visions, insights into eternal\\ntruth, and fanciful logical combina-\\ntions, could never be carried on at all\\nby a human individual, unless the\\nmind that produced them in him were\\nalso able to produce more practically\\nuseful products. The latter are thus\\nthe more essential, or at least the\\nmore primordial results. (p. 26.)\\nc. Fourth, the inessential unpractical\\nactivities are themselves far more con-\\nnected with our behavior and our adap-\\ntation to the environment than at jfirst\\nsight might appear.\\n2. What is your general estimate upon the thought\\nof the chapter\\n3. Indicate the educational worth of the doctrine\\nof the chapter.\\nIV. The Chapter on Education and Behavior.\\n1. Notice especially the valuable thought of edu-\\ncation given in the first paragraph, on p. 29.\\n2. What is The biological conception of mind\\n(p. 31.)\\na. Does this view imply that the mind itself\\nis not an end in life?\\n3. Does the result sought for in Germany\u00e2\u0080\u0094 An\\nefficient instrument of research appear to\\nyou to be satisfactory?", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0046.jp2"}, "47": {"fulltext": "43\\n2. TALKS ON THE STUDY OF LITEKATUEE.\\nIV. The Study of Chapters VIII, IX and X.\\n1. Chapter VIII. The Intangible Language.\\nNote. This doubtless is the most difficult\\nas well as the most important chapter in this\\nseries of extraordinary chapters either to\\noutline in any formal fashion or even to ask\\nquestions upon which shall lead to any valu-\\nable insight.\\nThe most essential and most valuable part\\nof all literary study is that phase which most\\nof all needs creative power both to use and to\\ncomprehend and appreciate when properly\\nused. The one who is so fortunate as to in-\\nstinctively see and feel this use of language\\nis surprised that there are any who can not\\nsee it and find themselves unable to explain\\nwhat is to them so perfectly apparent.\\nOn the contrary, those who by nature do\\nnot possess this vision, who do not see\\nwhat the dictionary can not explain and who\\nbelieve that words can be fully and wholly\\ndefined, at once disbelieve that words possess\\nsuch contents as their more fortunate friends\\ndeclare, and are ready to say it is all\\n^imagination that is precisely what it is, but\\nmany are unable to see beyond the dictionary\\nand die not only unbelievers but disbelievers,\\nand declare that poetry is a fad, or the\\nproduct and the food of abnormal minds.\\nFor neither of these two classes can the\\nstudy of literature do much; one does not\\nneed its culture and the other finds it impos-\\nsible to be exercised and therefore helped by\\nthe culture which literature has to offer.\\nThis difficulty led Jesus to be misunderstood\\nand led Emerson to say that our churches\\nare founded on figures of speech.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0047.jp2"}, "48": {"fulltext": "44\\nBut there is a great middle class between\\nthose two extremes which includes a large\\nportion of humanity, and which is the hope\\nof our race in the study of the arts and to\\nwhom the study of literature can be made to\\nappeal and whose lives will be broadened\\nand deepened by every presentation of real\\nart. This middle class is made of those per-\\nsons who by instinct see but little of the sig-\\nnificance of Intangible Language, but who\\nby judicious assistance will find it a great\\nsource of life. Many can be led to compre-\\nhend what they at first saw either faintly or\\nnot at all.\\na. I would suggest that teachers first inter-\\npret and appreciate the excellent exam-\\nples collected here by the author, and\\nfollow this by e^ch selecting from good\\nliterature a few other marked exam-\\nples that say little and imply much.\\nb. Don t do what the author enumerates as\\npossible on the latter half of page 116.\\nIf you should do these things don t\\ncall the labor the study of literature.\\n(See again Woodrow Wilson s article\\nin the Atlantic Monthly.)\\nc. No author can give you ready-made beau-\\ntiful imagery that produces life, but\\nhe can give the suggestion and your\\nown creative imagination must do the\\nrest. You must create to enjoy.\\nd. Kead sympathetically and imaginatively.\\ne. Every one who reads literature must feel\\nhow useless a dictionary alone is by\\nfeeling so much more in many words\\nthan is possible for a dictionary to give.\\n2. Chapter IX. The Classics.\\na. Classics not well defined.\\nb. Popularly speaking, was the friend cor-\\nrect in his estimates of the classics", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0048.jp2"}, "49": {"fulltext": "45\\nc. Are classics to be measured by popu-\\nlarity\\nDo large numbers of students make a\\ngood school\\nd. We expect the cultured to know the\\nclassics.\\nIs this a reason why they are not\\npopular?\\nDo really great and popular become\\nsynonymous?\\nDo the more vulgar confess to a love\\nfor classics because they do represent\\nhigh culture?\\nOr shall we modify our view of classics\\ne. Classics are\\n(1) Not necessarily the antique.\\n(2) Those works which have received\\nthe suffrages of generations.\\n(3) Those writings which have con-\\ntinuously pleased and moved\\nmankind.\\n(4) Fundamentally serious, grave, sin-\\ncere, not sad.\\nf. Interests of a book.\\n(1) Temporary (Timely),\\n(2) Permanent (Classic).\\ng. The permanent value is the literary value,\\nbecause it touches the emotions whieh\\nare eternal in the human race.\\nh. What is and what is not literature is de-\\ntermined by the permanency as well as\\nthe height of its emotional power.\\ni. Classic and popular must not be con-\\nfounded. Once a classic always so.\\nSuddenly popular seldom a classic.\\nj. Great classics have never been popular as\\nmeasured by the whole body of the\\npeople.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0049.jp2"}, "50": {"fulltext": "46\\nk. Forswear ephemeral literature and\\nbring an untarnished mind to the read-\\ning of the classics.\\nChapter X. The Value of the Classics.\\na. Natural inclination of ordinary man\\nnot toward imaginative literature.\\nWhat is implied in this as to culti-\\nvation?\\nb. Eeasons for the study of the classics espe-\\ncially.\\n1 For the understanding of literary\\nlanguage.\\nUse dictionaries as a last\\nresort.\\n(2) For childhood, youth and growth\\nof literary art.\\n(3) Freshness and conviction of ex-\\npression.\\nThis fact will be best appre-\\nciated if you will recall how the\\nfine spiritual and life-giving\\ntexts of the Bible have been\\nused by soulless theologians\\nuntil they have become mean-\\ningless.\\n(4) For the persuasion and vivid-\\nness of first discovery which\\nimpart to the folk-song its\\ncharm and force.\\n(5) Full of sentiment, free from senti-\\nmentality.\\n(6) Freedom from morbidity, which\\nfollows sentimentality, but char-\\nacterized by a wholesome sanity.\\n(7) From these we get our standards\\nof right literary judgment and\\ncriticism.\\n(8) Standards of life.\\nThe end to be gained from the\\nstudy of literature as of all other", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0050.jp2"}, "51": {"fulltext": "47\\nstudies is life. For wise, whole-\\nsome and comprehensive living\\nthere is no better aid than a fa-\\nmiliar, intimate, sympathetic\\nknowledge of the classics.\\n3. SCHOOL HYGIENE.\\nVentilation Continued\\n1. What should be the size of flues admitting fresh\\nair for 45 children?\\n2. What is an aspirating chimney? How should\\nchimneys be built?\\nVentilation by Windows and Doors.\\n1. What are the inconveniences?\\n2. What mechanical appliances may be made with-\\nout much expense to assist in ventilating such\\nbuildings? Make a careful study of this.\\n.3. Should windows be lowered from the top or\\nraised from the bottom, or either? Why?\\nWhen?\\n4. The proper temperature of a room.\\n5. What are some of the cheap, yet modern, appli-\\nances for securing better ventilation.\\nKeferences.\\nSee outline for First Institute.\\n4. HISTORY.\\nThe Missouri Compro:^iise.\\n1. Importance of the subject.\\n2. Slavery during the Colonial Period.\\na. Slavery a stage in civilization.\\nb. Fostered by the Mother Country.\\nc. Beginning of colonial opposition.\\nd. Colonial position in 1776.\\n3. The Ordinance of 1787 in reference to slavery.\\n4. The proposed ordinance of 1784.\\n5. The slave trade.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0051.jp2"}, "52": {"fulltext": "48\\n6. Slavery under the Constitution.\\na. A subject of one of the compromises.\\nb. Prohibition of slave trade.\\nc. Effect of the cotton-gin and the Louisiana\\nPurchase.\\n7. Proposition to admit Missouri as a slave State.\\na. Significance.\\nb. Awakening of people on the subject.\\nc. Arguments in favor of admission.\\nd. The Sixteenth Congress.\\n(1) Action of the House.\\n(2) Action of the Senate.\\n(3) Maine as a means of compromise.\\n(4) I urther concession as to Louisiana\\nPurchase.\\n8. What was won or settled by this compromise\\nII. The Monroe Doctrine.\\n1. General nature of Monroe s presidency.\\n2. The foreign policy of Washington s Farewell\\nAddress.\\n3. Policy of the Holy Alliance.\\n4. Attitude of England thereto.\\n5. Monroe s message to Congress.\\n6. The Monroe Doctrine in operation.\\na. The Panama Congress.\\nb. The Oregon boundary.\\nc. Yucatan.\\nd. The Isthmian Canal.\\ne. Cuba.\\nf. Mexico.\\ng. Venezuela.\\n7. Kemarks on the Monroe Doctrine.\\na. The twofold object.\\nb. Position in international law.\\nc. Its status not a law but an attitude.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0052.jp2"}, "53": {"fulltext": "FIFTH INSTITUTE.\\nPROGRAM.\\n9:30. Opening Exercises.\\nKoll Call.\\n1. Talk on Life s Ideals.\\nEecitation.\\nMusic.\\n2. Talks on the Study of Literature.\\n12:00. NOON.\\n1 00. Music.\\n3. School Hygiene.\\nEecitation.\\n4. History.\\nMusic.\\n3 30. Assignment of Duties. Adjournment.\\n1. TALKS ON LIFE S IDEALS.\\nI. The Chapter on The Necessity of Reactions.\\n(pp. 33-37.)\\n1. The general principle of the chapter.\\na. Note all the different things included under\\nEeactions.\\nb. The value of manual training, (pp. 35-36.)\\nc. For an excellent statement of the psychology\\nof manual training, examine The Psy-\\nchology of Manual Training, by Dr.\\nWilliam T. Harris. (A report presented\\nto the National Educational Association,\\nat Nashville, Tenn. This report can be\\nobtained in pamphlet form by vrriting to\\nthe Commissioner of Educatioo, Washing-\\nton, D. C.)\\n(4) -49-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0053.jp2"}, "54": {"fulltext": "50\\nd. In order to understand the Swedish Sloyd\\nSystem, examine the following\\nHand-Book of Sloyd, by Otto Salomon,\\npublished by Silver, Burdett Co.,\\nChicago.\\nII. The Chapter on Native Eeactions and Ac-\\nquired Keactions. (pp. 38-44.)\\n1. Compare the definitions of education given in\\nthe first paragraph (p. 38) with other defini-\\ntions familiar to you.\\n2. Explain the sentences in italics, (pp. 38-39.)\\n3. The importance of understanding the impulses\\nand instincts of childhood. (See James Psy-\\nchology, Briefer Course, chapter 25.)\\nIII. The Chapter on What Native Eeactions Are.\\n(pp. 45-63.)\\n1. Show the gain to the teacher arising from the\\nthoughts presented on pp. 46 and 47.\\n2. To understand more fully the expression be-\\nginning But when the theoretic instinct,\\nexamine the chapter on Habit in James Psy-\\nchology, Briefer Course, pp. 134-150.\\n3. On Imitation, (See Psychology, by John\\nDewey, p. 352.)\\nMental Development in the Child and the\\nEace, by J. Mark Baldwin, pp. 81-91; 91-\\n103; 291-366. See by the same author,\\nSocial and Ethical Interpretations in Men-\\ntal Development, pp. 7-123.\\n4. What is your estimate on the paragraph at the\\nclose of p. 49? On Eousseau s position?\\n(pp. 51-53). On the author s view? (pp.\\n54, 55).\\n5. Enumerate the different ways in which the\\nimpulses for collecting (see pp. 56-58)\\nmay be stimulated and satisfied in a country\\nschool.\\n6. Give an estimate on the thought presented by\\nthe author concerning Constructiveness.\\n(pp. 58-60.)", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0054.jp2"}, "55": {"fulltext": "51\\na. Under constructiveness see A Study of\\nChild Nature, by Elizabeth Harrison,\\npp. 183-207, published by the Chicago\\nKindergarten College, 10 Van Buren\\nSt., Chicago.\\n7. The transitoriness of instincts.\\na. Examine carefully the text. (pp. 60-62.)\\nb. See James Psychology, Briefer Course.\\n(pp. 399-404.)\\nc. See article by Spalding, in Macmillan s\\nMagazine for February, 1873. (p. 287.)\\n8. Explain the paragraph beginning with Ee-\\nepect, then. (p. 62.)\\n2. TALKS ON THE STUDY OF LITERATURE.\\n7. The Study of Chapters XI, XII and XIII.\\n1. Chapter XL The Greater Classics.\\n*a. The study of the Bible as Literature.\\n(1) Difficulties in the way of a liter-\\nary study of the Bible.\\na. The view that the Bible is\\nsacred to religion alone\\nmakes any other than a\\nreligious use of the\\nBible sacrilegious.\\n6. The fact that the Bible\\nhas been so long consid-\\nered merely a religious\\nguide drives many op-\\npositely inclined to hold\\nit useless for all good\\npurposes,\\nc. All of us have so been ac-\\ncustomed to hear such\\nlifeless interpretations\\nplaced upon it, to hear\\nSee the Bible as Literature by Moulton and other writers.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0055.jp2"}, "56": {"fulltext": "52\\nit used merely in dis\\nputation, that it is now!\\ndifficult, if not impossi-\\nble, for us to come to it\\nwith fresh and vigorous\\nminds free from precon-\\nceptions.\\n(2) Points of distinct merit.\\na. Dignity.\\nb. Sincere conviction.\\nc. Imaginative emotion.\\nd. Almost every type of liter-\\nary composition.\\n(3) As to whether the old version\\nor the Eevised Version is the\\nbetter there is difference of\\nopinion.\\nb. Homer in English Translation (Bryant s\\ntranslation good).\\nc. Dante in English Translation (Prose prob-\\nably the better).\\nd. Chaucer. Easy to read in the original.\\ne. Shakespere. Don t read commentaries.\\n2. Chapter XII. Contemporary Literature.\\na. Books.\\n(1) The unity of all literature must be\\nclearly seen before one can appre-\\nciate literary art.\\n(2) Difficult to distinguish between\\nthat of genuine merit and that\\nwhich is temporarily popular.\\nThe best single guide is the fact\\nthat the classics are never read\\nby the mass of readers. Sudden\\npopularity has almost invariably\\nmeant early death.\\n(3) Standards deduced from the classics\\nmust measure the contemporary.\\nSee Literary Study of the Bible, Moulton,", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0056.jp2"}, "57": {"fulltext": "53\\n(4) Sentimental likely to be popular,\\nnever permanent.\\n(5) Can not neglect contemporary lit-\\nerature without falling out with\\nour time8.\\n(6) Mere temporary interest, either po-\\nlitical or social or religious, en-\\ngross us so we fail to look for\\nthose elements which give perma-\\nnent and classic value.\\n(7) If a work express true human emo-\\ntion adequately there is per-\\nmanency.\\n(8) Value of real literary judgment\\nnow, because of the great number\\nof books coming from the press.\\nb. Periodicals.\\n(1) Newspaper.\\na. Effect of such reading upon\\nour ability and tendency\\nto read the more valuable\\nbooks.\\n6. Faithful reader of the Sun-\\nday newspaper is hopeless.\\n(2) Magazines.\\na. More dangerous because\\nlooked upon as more digni-\\nfied and less sensational.\\nb. Newspapers and magazines\\nboth purely business ven-\\ntures. Literature can not\\nbe made to order; it is\\nspontaneous.\\nc. Since publishing has become\\na business we must have\\nmuch literature made to\\norder and therefore not\\ngenuine literature, but a\\nmeasured task for so much\\nmoney.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0057.jp2"}, "58": {"fulltext": "54\\nChapter XIII. New Books and Old.\\na. Timeliness as an element in determining\\nthe value of a new book.\\nb. How far shall we be influenced by advertise-\\nment?\\nc. How lar by criticism when the critical journal\\nis published by the publisher of the book\\ncriticised?\\nd. New schools of literature sensationalism\\nrevamped.\\ne. Novelty not the test of value, truth only is\\nthe test.\\nf. How does a sense of humor save Americans\\nfrom the extravagances of Europeans\\ng. Instantaneous effect likely sensational.\\nh. Real value of a book the genuine delight it\\ngives, ior delight is the essential quality of\\ngenuine art.\\ni. The book which is fit to read to-day will be\\nworth reading many times and any time.\\nj. Tj^e classics furnish us the means of measur-\\ning the worth of what we read.\\nk. The loss of the great classics impoverishes life\\ninfinitely.\\n1. Many truths which are proper to science should\\nnot be portrayed with emotion and imagina-\\ntion as literature,\\nm. Name the books from which the characters on\\npage 179 are taken; name the author of\\neach.\\nn. Would the authors here recommended make a\\nsufficient library of fiction for the average\\nreader\\n3. SCHOOL HYGIENE.\\nLighting Schoolrooms.\\n1. From how many sides Why\\n2. The windows should extend to the ceiling. Why", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0058.jp2"}, "59": {"fulltext": "55\\nm rooms by rows of windows set opposite each\\nother on two sides of the room is a very unsat-\\nisfactory and unhygienic arrangement. Why\\n4. Window area should never be less than 26 per\\ncent, of floor area. How is it in your school\\nhouse?\\n5. Color of walls and ceiling. Walls should never\\nbe a glossy white. Why\\n6. Window shades; their uses, color, adjustment.\\nCheapness is not economy as applied to win-\\ndow shades.\\n7. Light should be diflfused equally throughout the\\nroom. How corrugated glass promotes diffu-\\nsion.\\nIL References.\\nSee outline for First Institute.\\n4. HISTORY.\\nI. Lafayette s Visit.\\n1. Significance.\\n2. A Nation s Welcome.\\na. A guest of the public.\\nb. Features of his progress.\\nc. At the Capitol.\\nd. Mount Vernon and Bunker Hill.\\nII. The Caroline Affair.\\n1. Significance.\\n2. The Canadian Rebellion.\\n3. Destruction of the Caroline.\\n4. American feeling aroused.\\n5. Arrest and Trial of McLeod.\\na. The circumstances.\\nb. The question involved.\\nc. The ludicrous result of the trial.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0059.jp2"}, "60": {"fulltext": "56\\nIII. The Campaign of 1840.\\n1. A reaction against hard times.\\n2. The Whig Convention.\\na. The candidates.\\nb. The nomination.\\nc. Choice of Tyler for Vice-President.\\n3. William Henry Harrison brief biography.\\n4. The Democratic nominee and platform.\\n5. The Log Cabin and Hard Cider Campaign.\\na. Mass meetings.\\nb. Campaign symbols.\\nc. Campaign songs.\\n6. The election.\\n7. Last days of President Harrison.\\nIV. Discovery of Gold in California.\\n1. A factor in national progress to what extent?\\n2. Characteristics of California in 1847.\\n3. The discovery of gold and the spread of the\\nnews.\\n4. The Torty-Niners.\\n5. A view of the miners and the mines.\\n6. The monument to Marshall.\\n7. California in national politics.\\na. Application for statehood without slaves.\\nb. Attitude of the South.\\nc. The compromise of 1850.\\n(1) Gave the North the predominance\\nin the Senate.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0060.jp2"}, "61": {"fulltext": "I\\nSIXTH INSTITUTE.\\nPROGRAM.\\n9 30. Opening Exercises.\\nEoll Call.\\n1. Talks on Life s Ideals.\\nEecitation.\\nMusic.\\n2. Talks on the Study of Literature.\\n.2:00. NOON.\\n1 00. Music.\\n3. School Hygiene.\\nEecitation.\\n4. History.\\nMusic.\\n3:30. Assignment OF Duties. Adjournment.\\n1. TALKS ON LIFE S IDEALS.\\nL. The Chapter on The Laws of Habit. (pp.\\n64-78.)\\n(Study the following references in connection with\\nthis subject\\nPsychology (Briefer Course), by .James. Chap. X,\\npp. 134-150.\\nHandbook of Psychology, by Sully. Pp. 81, 292,\\n293, 370-377, 387-390.\\nMental Development, by James Mark Baldwin.\\nPp. 214-220, 223-237, 239-262, 481-488.\\nPsychology, by John Dewey. Pp. 111-115.\\n-57-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0061.jp2"}, "62": {"fulltext": "58\\n1. Nature of Habit.\\na. Study text.\\nb. Study the topic in some or all of the refer\\nences given.\\n2. The economy of habit in daily life.\\na. See text, pp. 65-67.\\nb. Give illustrations to show this point.\\n3. Habit forming.\\na. State the law.\\nb. Is it because we have bodies or because we\\nhave minds that we are subject to the\\nlaw of habit?\\nc. Maxims. See text. (pp. 67-76.)\\n(See also references given above.\\n4. Educational suggestions.\\na. Show that education is a process of habit\\nforming, and illustrate with Grammar,\\nHistory, Conduct, etc.\\nb. Give suggestions based on each Maxim,\\nstated in the chapter.\\nII. The Chapter on The Association op Ideas.\\n(pp. 79-90.)\\n(Keferences\\nPsychology, by James. Chap. XVI, pp. 253-279.\\nMental Development, by James Mark Baldwin.\\nPp. 279-290, 361-366.\\nPsychology, by John Dewey. Pp. 90-111.\\nHandbook of Psychology, by Sully. Pp. 51,\\n137, 138 144-146.\\nMental Science and Culture, by Brooks. Pp.\\n140-151.)\\n1. Relation of association of ideas to\\na. Habit, See text, Chapter VIII.\\nb. The stream of consciousness. See text.\\nChapter II.\\n2. The laws of association.\\na. Contiguity. Explain and give an illustra-\\ntion.\\nb. Similarity. Explain and give an illustra-\\ntion.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0062.jp2"}, "63": {"fulltext": "59\\n3. Causes of association.\\na. The author s view. (p. 82.)\\nb. Other views. See references.\\nc. Give your opinion of the different views.\\n4. The Great Problem of Association.\\nSee statement of, p. 83, and note carefully\\nthe author s explanation and illustration of\\nthis point.\\n5. Educational suggestions.\\na. State points made by the author in the\\nchapter and show their value to teachers.\\nb. Does the process of association grow in\\nstrength more through external or inter-\\nnal stimulation? Explain.\\nIT. The Chapter ON Interest. (pp. 91-99.)\\n(Keferences\\nPsychology, by James. Pp. 170-175.\\nHandbook of Psychology, by Sully. Pp. 72, 73,\\n134-163, 333.\\nPsychology, by John Dewey. Pp. 303-305.\\nGeneral Method, by McMurry. Pp. 49-68.)\\n1. Kelation of Interest to instinct and to experi-\\nence.\\n2. The two kinds\\na. Original. Explain and give illustra-\\ntions.\\nb. Acquired. Explain and give illustra-\\ntions.\\n3. The law.\\na. See text, p. 94. Give illustrations.\\nb. The ground for the transference of in-\\nterest. See text, p. 95.\\nc. Study references on interest-\\n4. The program in keeping the attention of the\\nchild. See text, pp. 95, 96.\\na. Is interest to be awakened and attention\\nsecured through the entertaining talk\\nof the teacher, or from within through\\nthe awakening in the mind of the", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0063.jp2"}, "64": {"fulltext": "60\\nlearner a consciousness of the relation\\nbetween the new and the old?\\nb. Should the course of study be arranged\\nwith reference to pleasant and interest\\ning associations in the child or with\\nreference to the learner s growth\\nc. What is the highest hupaan interest and\\nhow is it stimulated\\nd. Does the child s development in self-activity\\nmodify the nature of his associations\\nand also his interests If so, how\\nIV. The Chapter on Attention, (pp. 100-115.)\\n(References:\\nPsychology, by James. Pp. 217-238.\\nMental Science and Culture, by Brooks. Pp.\\n66-82.\\nHandbook of Psychology, by Sully. Pp. 66-82.\\nPsychology, by John Dewey. Pp. 132-143.\\nMental Development, by James Mark Baldwin.!\\nPp. 451-475.)\\n1. Preparatory.\\na. Read carefully the chapter in the text.\\nb. Read some or all of the references given.\\n2. Nature of attention. Study meaning of the\\nterm, in dictionary, and as used in text and\\nreferences.\\n3. Distinguish between attention and interest.\\n4. Kinds of attention.\\na. Passive or spontaneous. Give the view\\npresented in the text. Dae to what?\\nGive illustrations.\\nb. Active or voluntary. Give the author s\\nview. Note carefully the illustrations.\\nIts relation to the genius and to the\\ncommon-place mind\\n5. Study the psychological theory of the process\\nof attention. See text, pp. 106-109. How\\ndoes it differ from the theory presented in\\nreferences", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0064.jp2"}, "65": {"fulltext": "61\\n6. Educational suggestions.\\na. Give your view on the following state-\\nment, pp. 100-101 All that we need ex-\\nplicitly to note is that the more the passive\\nattention is relied on by keeping the material\\ninteresting, and the less the kind of atten-\\ntion requiring effort is appealed to, the more\\nsmoothly and pleasantly the classroom work\\ngoes on.\\nb. Does mental efficiency come through pas-\\nsive or active attention\\nc. State and discuss the means of securing\\nattention set forth in the text.\\n2. TALKS ON THE STUDY OF LITEKATURE.\\nI. The Study of Chapters XIV and XV.\\n1. Chapter XIV. Fiction.\\na. The source of ail fiction is the love of\\nnarrative of human experience\u00e2\u0080\u0094 the\\nstory.\\nb. Each reader selects and likes the partic-\\nular kind of a story that is most akin\\nto his own experience or the experience\\nwhich he most desires.\\nc. Taste for solid reading exceptional\\nrather than general.\\nd. The cause and result of certain religious\\nbodies opposing all fiction.\\ne. Measure each piece of fiction by the au-\\nthor s definition of literature. There ia\\nmuch fiction, as well as other forms of\\nwriting, that is not literature.\\nf Incident and character as the language of\\nfiction. Explain.\\ng. Of how many authors mentioned on page\\n189 have you read well at least one\\nbook?", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0065.jp2"}, "66": {"fulltext": "62\\nh. Each reader should read the best that he\\ncan like and try to like those that gen\\neral opinion calls best.\\ni. The danger of any kind of reading is the\\ndanger of not doing it well. No one\\nwill read too much if he endeavors to\\nexperience the literature he reads.\\nj. Proper method of reading and proper\\nselection of books is of vastly more im-\\nportance than the number of books\\nread. (See page 192.)\\nk. Note carefully what the author says of\\njuvenile literature on pages 193 to 198.\\nBooks hastily written merely for the\\nmarket are almost universally worth-\\nless, and many of them worse than\\nworthless. Genuine literature, now as\\nalways before, grows spontaneously\\nout of the richness and ripeness of\\nlife s experience, but not at the re-\\nquest of publishers.\\n2. Chapter XV. Fiction and Life.\\na. Is there still a prejudice against fiction\\nbecause it is deemed untrue? Can peo-\\nple be led to distinguish between truth\\nand fact?\\nb. Note carefully the author s use of vicari-\\nously, and ask yourself if this is not\\nthe secret which accounts for novel\\nreading? The vicarious atonement\\n(at-one-ment) is a truth in all phases\\nof life as well as in religion. One ex-\\nperiencing for another is the basis of\\nkinship in human life, for akin is of a\\nkind.\\nc. The reading which cultivates the moral\\nand spiritual senses must touch the\\nemotions rather than the intellect.\\nd. What is to be learned from the study of\\nfiction?\\nHI", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0066.jp2"}, "67": {"fulltext": "63\\n(1 Customs and habits of all phases\\nof society.\\n(2) Social conditions and relations.\\n(3) The conventionalities of life in\\ndiflferent times, places and con-\\nditions.\\n(4) Experiences and nature of man-\\nkind.\\ne. The great novelist, however, is not he who\\ninstructs men but he who moves men.\\nScience instructs, literature touches\\n9nd moves.\\nf. Show what the author means by truth-\\nfulness in art. Page 206.\\ng. The aim of the novelist is to interpret life,\\nthe outward facts used as a language\\nto convey the inner meaning. Illus-\\ntrate this from a novel you have read.\\nh. What are the advantages and defects of\\nthe short story\\ni. Three characteristics of fiction:\\nIt should be delightful.\\nIt should be absorbing.\\nIt should be inspiring.\\nj. Art may sadden but not depress, it may\\ncreate intense sympathy but it can not\\nembitter. Its function is to uplift and\\ninspire.\\nk. The danger of art is that it may win men\\nfrom interest in actual existence. This\\nis not a serious danger in this country\\nat this time.\\n3. SCHOOL HYGIENE.\\nThe Decoration of the Schooi-room.\\n1. No room should be used for school purposes if\\nthere be plastering off in place^.\\n2. Efiect of tinting the walls? Of painting?\\n3. Adyantages of tinting over papering.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0067.jp2"}, "68": {"fulltext": "64\\n4. The use of pictures. How may tliey be secured I\\nWhat kind should be purchased? One goodi\\npicture is worth a hundred poor ones in fact,!\\nnone other than good ones should be used. It i\u00c2\u00ab\\npossible for every school to make some head-;\\nway in this respect. Some townships have good\\npictures throughout.\\n5. The use of plants and flowers.\\n6. The use of vases. i\\n7. Dangers of over-deeoration. j\\n8. Do you keep your desk and the room orderly aa\\nclean? This is the first essential of beauty. j\\n4. HISTORY.\\nThe Underground Eailroad.\\n1. Significance of the system.\\n2. Rising sentiment in the North.\\n3. The fugitive slave law.\\na. Part taken by Fillmore.\\nb. Evil provisions of the law.\\nc. Man-hunters.\\nd. Trials of slaves.\\ne. Said to be in two ways unconstitutional.\\nf. In operation.\\n(1) William Smith, Lancaster County\\nPa.\\n(2) The Gorsuch episode, Christina, Pa\\n(3j The Jerry rescue, Syracuse, N. Y\\n(4) Anthony Burns, Boston.\\n4. Working of the Underground Railroad.\\na. General features.\\nb. Special illustrations.\\n(1) Anthony Blow, the stowaway.\\n(2) Alfred Thornton.\\n(3) Cordelia, free according to laws o\\nPennsylvania.\\n(4) Jane Johnson, freed by stopping ii\\nFennsylyania.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0068.jp2"}, "69": {"fulltext": "65\\n(5) Henry Box Brown.\\n(6) William and Ellen Craft, gentle-\\nman and servant,\\nc. Slave advertisements.\\n5. Irritation of the Southerners.\\nThe Kansas-Nebraska Bill.\\n1. Another step in the slavery agitation.\\n2. Presidental election of 1852.\\na. The Whig Convention. A Northern nomi-\\nnee and a Southern platform.\\nb. The Democratic Convention. The dark\\nhorse.\\n3. Stephen A. Douglas.\\na. The Kansas-Nebraska Bill.\\n(1) Provisions.\\n(2) Significance.\\n4. Protest of the Independent Democrats.\\n5. Passage in the Senate.\\n6. Keception of the bill at the North.\\na. Disfavor of the politicians.\\n(1) Temporary eclipse of Douglas.\\n7. Kesults of the Kansas-Nebraska Bill.\\nThe Lincoln- Douglas Debates.\\n1. Importance.\\n2. A view of the two men.\\na. Similarities.\\nb. Differences.\\n8. Preliminaries.\\na. Trouble in Kansas.\\n(1) The Lecompton Constitution.\\na. Stand taken by Douglas.\\nb. Nomination of Lincoln for Senator.\\n(1 Lincoln s House Divided speech.\\n4. The challenge.\\na. Boldness of Lincoln.\\nb. Kisk of Douglas.\\n5. Questions discussed.\\na. Slavery and the Constitution.\\n15)", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0069.jp2"}, "70": {"fulltext": "66\\nb. Popular Sovereignty.\\nc. Interpretation of Kansas-Nebraska Bill.\\nA territory could exclude slavery despite\\nthe Dred Scott Decision. The Free-\\nport Doctrine.\\n6. The result.\\na. Douglas, Seaator.\\nb. Lincoln, President.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0070.jp2"}, "71": {"fulltext": "SEVENTH INSTITUTE,\\nPROGRAM.\\n9\\n30.\\nOpening Exercises.\\nKoll Call.\\n1. Talks on Life s IdeaJs.\\nEecitation.\\nMusic.\\n2. Talks on the Study of Literature.\\n12\\n:00.\\nNOON.\\n1\\n:00.\\nMusic.\\n3. School Pygiene.\\nKecitation.\\n4. History.\\nMusic.\\n3\\n:30.\\nAdjournment.\\n1. TALKS ON LIFE S IDEALS.\\nThe Chapter on Memory. (pp. 116-143.)\\nThe essential points in the discussion\\n1. The phenomena of memory are among the sim-\\nplest and most immediate consequences of the\\nfact that our mind is an associating machine.\\nP. 116.\\n2. Association of ideas explains memory by explain-\\ning each fact of recollection. For illustrations\\nsee p. 118.\\n3. The laws of memory are due to our associations.\\n4. Our associations are due to our organized brain-\\npaths.\\n5. Association explains both general relation and\\nspecial recall.\\n-67-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0071.jp2"}, "72": {"fulltext": "68\\n6. An educated memory depends on an organized\\nBystem of associations; and its goodness de-\\npends on two of their peculiarities first, on the\\npersistency of the associations and second, on\\ntheir number. See pp. 120-123.\\n7. Thought is the great factor in organizing these\\nsystems. See pp. 123, 125, 126, 127 and 143.\\n8. Two pedagogic consequences stated. See pp. 123\\nand 129.\\n9. The value of memories and experimentation. See\\npp. 127, 133, 139 and 140.\\nSuggestions\\n1. Trace the steps in a memory act of your own.\\nShow the relation of memory and the laws of\\nassociation in this act.\\n2. Is there any ground for saying the discussion is\\nmaterialistic\\n3. What are the essential elements of the memory\\nactivity?\\n4. What elements has the author emphasized?\\n5. How shall the memory be trained\\n6. What is the present attitude of educators in re-\\ngard to learning the exact words of an author?\\nIs it correct\\n7. References\\nDewey s Psychology, pp. 176-191.\\nSully s Teacher s Hand-Book of Psychology,\\npp. 131-173.\\nWatts Improvement of the Mind, pp. 124-144.\\nPick on Memory.\\nII. The Chapter on The Acquisition of Ideas.\\n(pp. 144-154.)\\nThe main thoughts in the discussion\\n1. Education, taken in a large way, may be de-\\nscribed as nothing but the process of acquir-\\ning ideas or conceptions, the best educated\\nmind being the mind which has the largest\\nstock of them, ready to meet the largest possi-\\nble variety of the emergencies of life. P. 145.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0072.jp2"}, "73": {"fulltext": "69\\n2. In all this process of acquiring conceptions a\\ncertain instinctive order is followed. What\\nis this order? See p. 146.\\n3- After adolescence has begun, words, words,\\nwords, must constitute a large partj and an\\nalways larger part as life advances, of what\\nthe human being has to learn. P. 150.\\n4. The more accurately words are learned the bet-\\nter, if only the teacher make sure that what\\nthey signify is also understood. For illustra-\\ntion see pp. 150-153.\\nSuggestions\\n1. It will be noticed at once that this chapter is\\nnot so much a chapter in psychology as it is a\\ndiscussion of the necessity of having ideas in\\nlife.\\n2. The student must not deceive himself into think-\\ning that he is studying psychology in thia\\nchapter-\\n3. The student is warned against taking pp. 161-162\\nas arguments against close analytic, systematic\\nwork. Hazy, fringe-like, dim perspective in\\na student will no more avail than the crass\\nartificiality the author talks about.\\n4. It may be helpful to the beginning student to\\nthink this way\\na. Knowing always moves through three\\nsteps.\\n(1) The sensation, image, or presenta-\\ntion step.\\n(2) The interpretation step.\\n(3) The effect or retention step.\\nb. This middle step is apperception.\\nc. Apperception is always this middle step,\\nwhether the act be one of perception,\\nmemory, imagination, conception, judg-\\nment or reason.\\nd. Apperception, taking place in these diffier-\\nent stages of knowing, and under the\\ndifferent conditions that attend them,", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0073.jp2"}, "74": {"fulltext": "70\\nmay be thought of as falling into differ-\\nent stages itself, according as the activ-\\nity is mechanical, consciously purposive,\\nor between these.\\n5. Watch your own activitity in studying or in\\nperceiving something. See if you get the\\nwhole thing before you first; then, if you\\nanalyze it carefully in the light of what you\\nare then, if you give it an orderly place as\\npossible in your mind. Do not be afraid to\\ntry this. Psychology is the study of con-\\nsciousnesses for the purpose of analyzing\\nthem.\\n6. The beat discussion of the subject will be found\\nin Dewey s Psychology, pp. 85-153. The\\nstudent will be interested in Eooper s A\\nPot of Green Feathers, and in Lange s\\nApperception.\\nIII. The Chaptek on Apperception. (pp. 155-168.)\\nThe essential points in the discussion\\n1. The gist of the matter is this: Every impression\\nthat comes in from without, be it a sentence\\nwhich we hear, an object or vision, or an efflu-\\nvium which assails our nose, no sooner enters\\nour consciousness than it is drafted off in some\\ndeterminate direction or other, making con-\\nnection with the other materials already there,\\nand finally producing what we call our reac-\\ntion. P. 157.\\n2. The general law in apperceptive operations is\\nthat of economy. For illustrations see pp.\\n159-164.\\n3. In this gradual process of interaction between\\nthe new and the old, not only is the new modi-\\nfied and determined by the particular sort of\\nold which apperceives it, but the apperceiving\\nmass, the old itself, is modified by the par-\\nticular kind of new which it assimilates. P.\\n165.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0074.jp2"}, "75": {"fulltext": "71\\n4. Our conceptions are all we have to work with.\\nP. 165. Illustrations, pp. 166-168.\\nSuggestions:\\n1. Apperception, the author says, is only one of the\\ninnumerable results of the process of associa-\\ntion of ideas. Apperception is the very pro-\\ncess itself.\\n2. The student must not let the author s remarks\\nabout fogyism alarm or disturb him. The\\nway to avoid fogyism and its accompanying\\natrophies is to be a close systematic student\\nalways.\\nIV. The Chapter ON The Will. (pp. 169-196.)\\nThe essential points in the discussion\\n1. Acts of will are such acts only as can not be\\ninattentively performed. A distinct idea of\\nwhat they are, and a deliberate fiat on the\\nmind s part, must precede their execution.\\nSee p. 169.\\n2. The fact is that there is no sort of consciousness\\nwhatever, be it sensation, feeling, or idea,\\nwhich does not directly and of itself tend to\\ndischarge into some motor effect. See p. 170.\\n3. A belief as fundamental as any in modern psy-\\nchology is the belief at last attained that con-\\nscious processes of any sort, conscious processes\\nmerely as such, must pass oyer into motion\\nopen or concealed. See pp. 170-171.\\na. The mind possessed by only a single idea\\nis the simplest case of this tendency.\\nSee illustrations, p. 171.\\nb. The more complex case involving inhibi-\\ntion. See examples, pp. 173, 174, 176.\\n(1) The value of inhibition. Seep. 176.\\n4. The fatalistic conception discussed and humored\\nVoluntary action, then, is at all times a re-\\nsultant of the compounding of our impulsions\\nwith our inhibitions.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0075.jp2"}, "76": {"fulltext": "72\\na. Two types of will follow\\n(1) The precipitate. See p. 178.\\n(2) The obstructed. See pp. 179-180.\\n5. The balky will. See pp. 180-183.\\n6. In the matter of the education of the will the\\nteacher s task is to build up a character in his\\npupils character consists in an organized set\\nof habits of reaction. Such habits of reaction\\nconsist of tendencies to act characteristically\\nwhen certain ideas possess us, and to refrain\\ncharacteristically when possessed by other\\nideas.\\na. What our volitional habits depend upon.\\nSee p. 184.\\nb. The problem as easy and difficult. See\\npp. 185-186.\\nc. To think, the secret of will. See p. 187.\\nd. The three-fold process by which the\\npupils are to be saved. See p. 188.\\ne. Voluntary attending is the point of the\\nwhole procedure. See pp. 189 and 102.\\n7. The author s comparison of his views with those\\nof the fatalist and materialist. See pp. 190-\\n192.\\n8. The two type^of inhibition.\\na. By repression.\\nb. By substitution.\\nSuggestions\\n1. The student will find this a valuable chapter.\\nHe may raise some questions in regard to its\\norganization, but, let him give the thought\\nhis best effort.\\n2. Could the instance of the balky will be dis-\\nposed of under the discussion of inhibition\\nby substitution?\\n3. The student should get the idea that self, and\\nwill, and character are one; that self, will,\\ncharacter is the sum-total of all one s ex-\\nperiences up to date.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0076.jp2"}, "77": {"fulltext": "73\\n4. The student should see once for all that if any\\nvice or habit is to be changed or destroyed, it\\ncan only be eliminated by substituting the\\nvirtue which is its antithesis in its stead.\\n5. See discussion of will in Dewey s Psychology.\\nAt this point the institute should consider the introduc-\\ntion to this series of outlines found on pages 7 and 8. It\\nshould be made the basis of a general discussion and review.\\n2. TALKS ON THE STUDY OF LITEEATUEE.\\nVII. The Study of Chapters XVI, XVII and XVIII.\\n1. Chapter XVI. Poetry.\\nNote.\u00e2\u0080\u0094 The timidity expressed by the\\nauthor in the opening of this chapter as to\\ndiscussing the subject of poetry is that felt\\nby every person who really feels the signifi-\\ncance of poetry. The best explanation of\\nthis fact seems to be the fact that poetry is\\nemotional, grows out of and returns to the\\nemotions, and any discussion or criticism\\nmust be intellectual rather than emotional,\\nhence the criticism fails to touch the point\\nat issue. One faculty of mind can neither\\nappreciate nor express the content or product\\nof another faculty.\\na. The love of rhythm the basis of poetic\\nform.\\nb. The folk-song the first gratification of\\nthis instinct.\\nc. It would be well to read the ballads\\nmentioned, with as many others of\\nsimilar character as possible. They\\nare to be found in Percy s Eeliques of\\nAncient Poetry or in AUingham e\\nBallad Book or Gummere s Old Eng-\\nlish Ballads.\\nd. How can poetry be used in the schooh\\nfor cultural purposes What clasB oJ\\npoetry ahould be selected", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0077.jp2"}, "78": {"fulltext": "74\\ne. In what sense is poetry practical, and\\nin fact the most practical of all our\\nstudies\\nf. How can the feeling among large boys,\\nthat interest in poetry is effeminate, be\\novercome\\n1. Chapter XVII. The Texture of Poetry.\\na. Definition Poetry is the embodiment\\nin metrical, imaginative language of\\npassionate emotion.\\nb. Note the two points of form metrical^\\nimaginative, and the two points of con-\\ntent passionate, emotion.\\nc. Select some poetry of acknowledged\\nworth and test it by these standards.\\nd. Note carefully the distinction of the\\nauthor between rhythmical and sys-\\ntematically rhythmical language. It is\\nthe distinction between fine prose and\\nverse.\\ne. Under imaginative language note care-\\nfully the difference between connote and\\ndenote. The power to connote is the\\npoetic and figurative power of lan-\\nguage.\\nf. What the effect if the expression be fine\\nand noble and the sentiment trivial or\\ncoarse\\ng. Poetry does not have two sides emotion\\nand expression, the two become one in\\norder to be poetry, and are inseparable,\\nh. Ideas, suggestion and melody necessary.\\nThe thought, the hint, and the music\\nare united in one unique and indi-\\nvidual whole.\\n1. Chapter XVIII. Poetry and Life.\\na. Explain what Emerson meant when he\\nsaid, poetry is the only verity.\\nb. The use of poetry\\n(1) To nourish the imagination.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0078.jp2"}, "79": {"fulltext": "75\\n(2) To give knowledge of unrecog-\\nnized experiences or unreJilized\\ncapacities for feeling.\\n(3) It nourishes and preserves the\\noptimism of the race.\\n(4) It is the original utterance of the\\nideas of the world.\\n(5) Poetry is the instructor in beauty.\\n(6) Poetry is the creator and pre-\\nserver of ideals.\\n(7) For poetry s sake.\\nc. Show the possibility of each of these\\nfrom your own reading of poetry.\\nd. Only poetry can express its own worth,\\ncritical words can not touch the real\\nsubject.\\n3. SCHOOL HYGIENE.\\nThe Diseases op Schooi. Children.\\n1. What are they\\n2. How contracted.\\n3. How prevented.\\n4. The eye. Its treatment.\\n5. Why are contagious diseases more prevalent\\namong school children in the winter?\\n6. Vaccination. What is it? Effects?\\n4. HISTORY.\\nHistory of Political Parties.\\n1. The necessity of parties.\\n2. Each party stands for a great principle.\\n3. The Earliest Political Parties.\\na. Whigs and Tories.\\nb. The Federal Party, to 1816.\\n(1) Centralization.\\n(2) Distrust of the people.\\n(3) History. See previous chapters.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0079.jp2"}, "80": {"fulltext": "76\\n4. The Democratic Party.\\na. Origin of the name.\\nb. Strict construction.\\nc. Faith in the people.\\nd. History to 1834; to 1854; recovery since\\nthe Civil War.\\n5. The Whig Party, 1834-1854.\\na. The name.\\nb. Unfortunate in Presidents.\\n0. Unfortunate in issues.\\n6.\\n(1)\\nNational Bank.\\n(2)\\nSurplus.\\n(3)\\nIndependent Treasury.\\n(4)\\nCompromise of 1850.\\n(5)\\nDefeat of Scott in 1852.\\nSee previous chapters.\\nbe Kepubl\\nlean Party, 1854.\\na. Composition.\\n(1)\\nWhigs.\\n(2)\\nAmericans.\\n(3)\\nAnti-Nebraska Democrats.\\nb. Issue.\\n(1)\\nOpposition to encroachment\\nof\\nslavery.\\nc. Early history.\\n(1) Origin.\\n(2) Election of 1856.\\nd. Tendency toward paternalism.\\ne. Increased trust in the people.\\nII. Relation of the States to the Nation.\\n1. Our twofold allegiance.\\n2. Union of the States without a precedent.\\n3. The simile of Mr. Bryce.\\n4. Origin of the States and of the Union.\\na. Are the States older than the Union\\n(1) Individuality as colonies.\\nb. Weakness of the Articles of Confederation.\\n6. The three kinds of government.\\na. The Consolidated an organism.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0080.jp2"}, "81": {"fulltext": "77\\nb. Federal Government\u00e2\u0080\u0094 a union of organisms.\\nc. Confederate Government temporary\\nunion.\\n6. The Union a compromise between a consolidated\\nand a confederated government.\\na. National and State laws.\\nb. National and State authority.\\n(1) National authority delegated by\\nthe Constitution.\\n(2) State authority plenary, except what\\nhas been delegated.\\n7. Advantages of the Federal System.\\na. Distribution and balance of power.\\n(1) Induces better local laws.\\n(2) Simplifies the work of Congress,\\nPresident, and Federal Courts.\\n8. States Rights.\\na. A safeguard against absolute monarchy.\\nb. Not to be confused with State Sovereignty.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0081.jp2"}, "82": {"fulltext": "", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0082.jp2"}, "83": {"fulltext": "APPENDICES", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0083.jp2"}, "84": {"fulltext": "", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0084.jp2"}, "85": {"fulltext": "APPENDIX I.\\nJ900 I90I\\nThe Indiana\\nYoung People s Reading Circle\\nGEO. F. BASS. Distributing Agent^\\nState Housej Indianapolis^ Ind.\\nLIST OF BOOKS FOR 1900-1901 AND A COMPLETE CATALOGUE OF ALL\\nBOOKS USED IN THE CIRCLE SINCE ITS\\nORGANIZATION IN 1887.\\nI YOUNG PEOPLE S BOOKS FURNISHED BY THE DISTRIBUTING AGENT,\\nTRANSPORTATION PREPAID, ON RECEIPT\\nI OF THE PRICE.\\nt^^\\nIndiana Teachers Reading Circle\\nFOR J900-J90J\\nAND A COMPLETE LIST OF BOOKS USED IN THE CIRCLE SINCE ITS\\nORGANIZATION IN 1883.\\nTEACHERS BOOKS FURNISHED BY THE COUNTY SUPERINTENDENT\\nOF YOUR COUNTY.\\nAll correspondence relating to prioe, shipment, etc., of the Young Peo\\nple B books, should be addressed to the Distributing Agent.\\n(6) -81-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0085.jp2"}, "86": {"fulltext": "TEACHERS AND YOUNG PEOPLE S READING\\nCIRCLES OF INDIANA.\\n[Organized by the State Teacher.\\n1883 and 1887, Respectively.\\n:ffioarD of H)trector6.\\nEMMA MONT. McRAE, LaFayette.\\nDAVID K. GOSS, Indianapolis.\\nF. L. JONES, Indianapolis.\\nFRANCES BENEDICT, Marion.\\nW. H. SENOUR, Brookville.\\nHOWARD SANDISON, Terre Haute.\\nC. M. McDANIEL, MadiSON.\\n\u00c2\u00a9fficers of tbe JSoarC).\\nEMMA MONT. McRAE, LaFayette, President.\\nF, A. COTTON, Room 27 State House, Indianapolis, Secretary.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0086.jp2"}, "87": {"fulltext": "TEACHERS READING CIRCLE.\\nCOURSES OF STUDY FROM THE BEGINNING.\\n884-85\u00e2\u0080\u0094 Brooks Mental Science; Barnes General History\\nParker s Talks on Teaching.\\n885-86\u00e2\u0080\u0094 Brooks Mental Science Smith s English Litera-\\nture Hewitt s Pedagogy.\\n8g6_87_Hailman s Lectures on Education Green s His-\\ntory of the English People; Watts on the\\nMind.\\n887-88\u00e2\u0080\u0094 Lights of Two Centuries; Sully s Handbook of\\nPsychology.\\n888-89\u00e2\u0080\u0094 Compayre s History of Education; The Marble\\nFaun Heroes and Hero Worship.\\n889-90\u00e2\u0080\u0094 Compayre s Lecture on Teaching; Steele s Pop-\\nular Zoology.\\n,890-91\u00e2\u0080\u0094 Wood s How to Study Plants; Boone s Educa-\\ntion in the United States with review of pre-\\nvious psychological studies.\\n891-92\u00e2\u0080\u0094 Page s Theory and Practice of Teaching; Haw-\\nthorne s Studies in American Literature.\\n.892-93 Fiske s Civil Government in the United States\\nHolmes Autocrat of the Breakfast Table.\\n893-94\u00e2\u0080\u0094 DeGarmo s Essentials of Method; Orations of\\nBurke and Webster.\\n894-95\u00e2\u0080\u0094 Tompkins Philosophy of Teaching; Select Let-\\nters and Essays of Ruskin.\\ni 895-96\u00e2\u0080\u0094 McMurry s General Method; Studies in Shake-\\nspeare.\\n896-97\u00e2\u0080\u0094 Guizot s History of Civilization Tompkins Lit-\\nerary Interpretations.\\n897-98\u00e2\u0080\u0094 Plato, the Teacher Teaching the Language Arts.\\n898-99\u00e2\u0080\u0094 Social Elements Plato s Republic.\\n.899-1900\u00e2\u0080\u0094 Clark s How to Teach Reading, 75 cts.; Scott s\\nOrganic Education, 90 cts.\\n900-1901\u00e2\u0080\u0094 James Talk to Teachers on Life s Ideals,\\n80 cts.; Bates The Study of Literature, 65 cts.\\n-83-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0087.jp2"}, "88": {"fulltext": "STATEMENT,\\nThe Teachers Keading Circle Course, when considered\\nin connection with the Township Institute, is the most im-\\nportant and most uplifting influence in the education of\\nthe Indiana teacher. There are more than twelve thousand\\nteachers who read, annually, the two books adopted for the\\ncourse and thereby add substantially to their culture and\\nprofessional training. No other State in America has a\\ncircle so large.\\nThe books for 1900-1901 constitute the best course the\\ncircle has offered. The books are both cultural and pro-\\nfessional, each reaching out into the fields of learning, yet\\nstopping occasionally to consider the subject-matter in its\\nrelation to the teacher and the school.\\nThe work on Life s Ideals was written by Prof. William\\nJames, of Harvard, probably the most widely known psy-\\nchologist on this continent. While the work deals most\\nlargely with the problems and solutions of human life, it is\\nalso full of practical suggestions and lessons in psychology\\nand school teaching.\\nThe Study of Literature was written by Arlo Bates.\\nMr. W. E. Henry, our competent State Librarian, says the\\nfollowing about the book\\nI believe Talks on the Study of Literature to be the\\nbest book on literature that has ever been placed in the i\\nTeachers Beading Circle of Indiana.\\n1. Because it sets forth more clearly the essential dis-\\ntinction between literature and mere writing than any other\\nbook that has been generally read by the teachers.\\n2. Because it treats more distinctly each of the diflerent\\nforms of literary composition.\\n3. Because it treats literature from the standpoint of\\nart for life s sake.\\n4. Because the author has pointed out excellent and\\nfamiliar examples of each phase of the subject treated.\\n5. Because this book will tend to correct many of the\\nerroneous views of literature that have long prevailed among\\nour teachers.\\n-84-", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0088.jp2"}, "89": {"fulltext": "YOUNG PEOPLE S CIRCLE.\\n5\\nj While the Teachers Eeading Circle is doing a work of\\n^3uch great value to the schools of the State, it is believed,\\nhowever, that the Young People s Circle is doing even more.\\n^This Circle was organized and is being carried on with the\\nJthought that it is well to begin early in the life of the child\\njto lead him to discover the real treasures in books and to\\ngform a taste for the best reading. Nothing but the best\\njbooks are selected from year to year, many of them having\\njia direct bearing on the course of study and greatly enriching\\n,the different subjects. The books put new life and meaning\\n3 into the school work of the children, and they are rapidly\\n^forming the foundations of libraries in all the country and\\ni tillage schools. Through these libraries not only the school\\nchildren, but all of the citizens will become interested in\\njood books, and the influence will be of inestimable value.\\nIt is very gratifying to note the growth of interest in this\\nCircle from year to year, as shown by the great numbers of\\n3hildren, patrons, teachers and school officials identifying\\nihemselves with the work. These facts spur the Board on\\n.o greater eflForts, and as a result much better books are\\noffered to the children from year to year. The Board hopes\\ni,hat at least one set will be placed in each school this year.\\nCertificates of membership will he given to members of\\n-.he Circle for the reading of one or more of the books.\\nWhen the certificate shows that the holder has been a mem-\\nber for four years, he will receive a diploma by presenting\\nhe certificate to the County Superintendent.\\nTo be counted a member of the Circle a pupil must read\\nme or more books on the list for the current year. [See\\nist on page 86 and following of this Catalogue.]\\nThe following is the characterization of the books for the\\nirear 19G0-1901\\n-85-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0089.jp2"}, "90": {"fulltext": "86\\nFOR SECOND YEAR PUPILS.\\n(1) Child Life. -Etta and Mary Blaisdell. Illustrated\\nPp. 127.\\nChild Life is a book of the children for the children.\\nIt represents the child, his life, and his environment. He\\nis seen in his relation to the home, to the school, and to\\nnature, each lesson being based upon a child s interests.\\nThe book is finely illustrated with colored pictures, and as\\na whole presents one of the models of modern book-making.\\n(2) Terse and Prose for Beginners.\u00e2\u0080\u0094 Selected from Eng-\\nlish and American Literature. -Pp. 98.\\nThe contents have been gleaned from various sources, and\\nconstitute a long list of selections in poetry and prose,\\narranged in a general way from the easy to the more diflS-\\ncult. The book is not a text-book either in subject-matter\\nor arrangement, but is a book of standard literature\\narranged on the level of the child s ability. The rhythm,\\nthe jingle, and the ring of the poetry, full of interest to\\nthe children, trains the child unconsciously into the\\nrhythmical and poetical spirit and expression.\\n(3) Tales for Little Readers.\u00e2\u0080\u0094 Sarah J. Burke. Pp. 133.\\nThis work constitutes a paraphrase of the tales which\\nhave been the delight of children for ages. The author\\nclaims that the chief merit of the book lies first in the facti\\nthat the subject-matter has been tried and found delightful\\nthrough the centuries, and second, that it is suited to bej\\nread by children rather than to them. The book presents\\nno difficulties of reading greater than those presented in\\nthe average second reader.\\nFOR THIRD YEAR PUPILS.\\n(1) Crusoe s Island.\u00e2\u0080\u0094 Frederick A. Ober. Finely illus-\\ntrated. Pp.278.\\nIn this book the author gives a description of the veri-\\ntable island in which Robinson Crusoe lived his lonely life,\\nthe scene of his wreck, his cave, his bower, his man Friday,", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0090.jp2"}, "91": {"fulltext": "87\\nthe birds and trees he saw, or ought to have seen, together\\nwith a narrative of the author s own experiences in the\\nwilds of Tobago. It is in no sense a repetition of the story\\nof Robinson Crusoe, but is rather a book aglow with stir-\\nring incidents of the writer s mode of life and action in\\nhis voluntary exile. It is a fine contribution to ornithology.\\n[2) The First Book of Birds.\u00e2\u0080\u0094 Olive Thorne Miller.\\nIllustrated. Pp. 147.\\nIt is necessary, only, to see the name of the author to\\nsnow that this book is a good one, it being well known that\\njbe is the foremost writer on the subject of birds. The book\\ni8 intended to interest young people in the ways and habits\\n3f birds. There are twenty very excellent colored plates\\nin the book.\\n;3) Through the Year (Book I).\u00e2\u0080\u0094 Anna M. Clyde and\\nLillian Wallace. Illustrated. Pp. 107.\\nThe book begins with September, and the selections, fol-\\nlowing the months of the year, are stories and poems upon\\nreasonable topics. The brief life-histories of the butterfly,\\n:he moth and the bee are told in a way to charm the child s\\nancy. The story of the Puritans first Thanksgiving is re-\\nated in connection with Autumn and harvest-time.\\nThe joys of Winter are described, and the phenomena of\\nmow, frost and rain explained. Christmas is represented\\n|)y one of Hans Christian Andersen s stories.\\n1\\nFOURTH AND FIFTH YEARS.\\n1) Loho, Rag and Vixen.\u00e2\u0080\u0094 Ernest Seton Thompson.\\nIllustrated. Pp.\\nIn depicting animal life and animal character, Mr.\\nThompson has probably no peer in this country. His\\ntories surpass in interest even the Jungle Tales of Kip-\\ning or Uncle Remus. The stories are true, therefore\\nvaluable. The author has applied to his stories of animals\\nhe same principle a skillful writer applies to a story of a\\nnan. The book may be read with equal delight by both\\nidult and child. Not a school child in Indiana shosld\\n\u00c2\u00abil to read these stories.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0091.jp2"}, "92": {"fulltext": "(2) Around the World (Book II).\u00e2\u0080\u0094 Stella W. and Clar\\nence F. Carroll. Finely illustrated. Pp. 232.\\nThis volume is arranged upon substantially the sameplad\\nas that followed in Vol. I, which was read with great inter-\\nest by the Circle last year. Both the text and illustra-\\ntions aim to impress vividly some useful information, but\\nnot by wordy and tiresome description. Alaska, Mexico\\nNorway, Sweden, Cuba, Porto Rico, Philippines and Hawai^\\nare treated in the work.\\n(3) American Indians. Frederick Starr. Illustrated\\nPp. 227.\\nThe name of the author is a sufficient guarantee as tc\\nthe accuracy and value of the little book whose title h\\nnoted above. We have long needed a well-written and tru^\\naccount of the much misused and misunderstood American\\nIndians, and more especially an account that would appeaJI\\nto the young, and give them different impressions from those;\\ngathered from nursery tales, school primers or Cooper tj\\nstories. The book is attractive in general appearance, in\\ntypography, and illustration, and is well divided into\\nthirty -three short chapters, each devoted to a pertinent\\ntopic. It deals with all the aspects of Indian life, as is\\nshown by the following selected chapter headings Houses,\\nDress, the Baby and Child, War, Hunting and Fishing,!\\nPicture Writing, Money, Medicine Men and Secret Societiesj\\nDances and Ceremonials, the Algonquins, the Six Nationsj\\nthe Creeks, the Cherokees, the Pueblos, Totem Posts, thej\\nAztecs, etc.\\n(4) The Land of the Long Night.\u00e2\u0080\u0094 Paul Du Chaillu. II\\nlustrated. Pp. 266.\\nThis eminent author-traveler leads us with great interest!\\ninto the land of the North where, during a part of the year\\nthe sun is not seen for as many as sixty-seven days, and\\nwhere traveling over the trackless region of snow is made\\npossible only by the use of the reindeer and sled. The\\nauthor depicts both the woe and the fun incident to northern\\nlife.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0092.jp2"}, "93": {"fulltext": "89\\nSIXTH AND SEVENTH GRADES.\\n1) Young People s History of Indiana.\u00e2\u0080\u0094 Julia S. Conk-\\nlin. Illustrated. Pp.382.\\nWe have here an Indiana book by an Indiana author,\\nmd published by an Indiana publisher, and should have,\\nherefore, the patronage and sympathy of the Indiana pub-\\nic. It is a story, delightfully and simply told, of the won-\\nlerful, yes almost magical, transformation of the territory\\nf Indiana into the great State with its great institutions.\\n;n both subject-matter and treatment it is unique, there\\n)eing nothing like it in other publications which treat of\\nndiana. Don t fail to read this book.\\n2) Two Young Patriots.\u00e2\u0080\u0094 E. T. Tomlinson. Illustrated.\\nPp. 366.\\nThis is the fourth and last book of the War of the\\nSJevolution Series, which series has been read with so\\nnuch interest and enthusiasm by the Circle during the last\\n,hree years. It is a story of that crucial campaign in the\\nAmerican struggle for independence known as Burgoyne s\\nInvasion.\\n3) A Rey^lutionary Maid.\u00e2\u0080\u0094 Amy E. Blanchard. Illus-\\ntrated. Pp. 321.\\nThe stirring times in and around New York following\\nhe pulling down of the statue of George the Third by the\\namous Liberty Boys brings to the surface the patriotism\\nDf the young heroine of this story. This act of the New\\nYork patriots obliged Kitty De Witt to decide whether she\\nsv^ould be a Tory or a Kevolutionary maid, and a patriot\\n\u00c2\u00a7ood and true she became. Her many and various ex-\\nperiences are interestingly told, making this a happy com-\\npanion book to A Girl of 76.\\n4) Life in Asia.\u00e2\u0080\u0094 Mary C. Smith. Illustrated. Pp. 328.\\nThis book is another very interesting volume of the\\nWorld and Its People series. The teacher and pupil\\nwill get much helpful knowledge of Asia from it which can\\naot be secured from the school geography. The book is in-\\nterestingly written and finely illustrated.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0093.jp2"}, "94": {"fulltext": "90\\nEIGHTH AND ADVANCED GRADES.\\n(1) Sidelights on American History.\u00e2\u0080\u0094 Henry W. Elson\\nPp. 398.\\nThis work covers a field not hitherto covered. It has\\nbeen written for the general reader as well as for use in th(\\nupper grammar grades and high school. Its scholarlj\\ntreatment of the larger affairs of the first seventy years o\\nour national history makes it also especially adapted to\\neducate the common school teacher of history. It treats ol\\nthe dramatic, exciting and strategic points, or the pivots on\\nwhich the ponderous machinery of our history has turned.\\n(2) The Treasure Ship.\u00e2\u0080\u0094 Hezekiah Butterworth. Illus-\\ntrated. Pp. 251.\\nIn his vivid story of The Treasure Ship Mr. Butter-\\nworth pictures the dramatic events in the career of the poor\\nboy who recovered the treasure from the Spanish ship sunk\\nin the Bahamas and was knighted by the king. The author\\nsketches striking incidents of his subsequent career as a sol-\\ndier, as a firm opponent of the witchcraft delusion, and as\\nGovernor of Massachusetts. Together with the tale of\\nPhipps and the vivid sketches of seventeenth-century life in\\nBoston, the author has interwoven strange incidents of the\\nhidden existence of the regicides Goflfe and Whalley in\\nMassachusetts, and also episodes of Andres s dominion and\\nthe inter charter period. The story of Phipps and the sev-\\nenteenth-century movement for justice and freedom in Mas-\\nsachusetts and Connecticut are among the most thrilling\\npages of our colonial history, and they teach lessons which\\nevery American youth should learn.\\n(3) Heroes of the Middle West.\u00e2\u0080\u0094 Mary Hartwell Cather-\\nwood. Illustrated. Pp. 141.\\nThis story covers the French discovery and occupation of\\nthe Middle West from Marquette and Joliet to the pulling\\ndown of the French flag on Fort Chartres. It lays stress\\nupon the heroes of this occupation and places before the\\nmind an interesting account of the early incidents of the\\nMississippi Valley.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0094.jp2"}, "95": {"fulltext": "LIST OF BOOKS FOR t9Q0-t90t.\\nREAD THE FOLLOWING CAREFULLY.\\n1. Books will be sent, transportation prepaid, on receipt\\nof following prices.\\n2. We are not responsible for books sent by mail. The\\nmailing price is given in the first column below. The\\nmailing price should be sent for orders amounting to less\\nthan ^1.50 and for all small orders to be sent where there\\nis no express office.\\n3. If you have no express office in your town, please\\nname the express office to which you prefer to have your\\nbooks sent.\\n4. Send draft, money order, or money in registered\\nletter. The purchaser must pay the cost of remittance.\\nDo not send personal check.\\n5. These prices not good after July 1, 1901.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0095.jp2"}, "96": {"fulltext": "92\\n(SI\\nLIST OF BOOKS FOR 1900-1901.\\ng\\nBy Exp.\\nor\\nFreight.\\nSECOND GRADE.\\nChild Life (Second Book)\u00e2\u0080\u0094 BlaisdelL.\\nVerse and Prose for Beginners Selec-\\nted\\nTales for Little Readers Burke\\nTHIRD GRADE.\\nCrusoe s Island Ober\\nThe First Book of Birds\u00e2\u0080\u0094 Miller\\nThrough the Year (Book I)\u00e2\u0080\u0094 Clyde\\nand Wallace\\n$0 36\\n24\\n29\\n58\\n68\\n36\\nFOURTH AND FIFTH GRADES.\\nLobo, Eag and Vixen Thompson\\nAround the World (Book II)\u00e2\u0080\u0094 Carroll.\\nAmerican Indians Starr\\nThe Land of the Long Night\u00e2\u0080\u0094 Chaillu.\\nSIXTH AND SEVENTH GRADES.\\nYoung People s History of Indiana-\\nConklin\\nTwo Young Patriots Tomlinson\\nA Revolutionary Maid Blanchard...\\nLife in Asia Smith..\\nEIGHTH AND ADVANCED GRADES.\\nSide Lights on American History El-\\nson\\nThe Treasure Ship Butterworth.\\nHeroes of the Middle West Cather-\\nwood\\nTotal.\\n56\\n49\\n45\\n97\\n85\\n98\\n98\\n59\\n60\\n1 00\\n46", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0096.jp2"}, "97": {"fulltext": "APPENDIX IL\\nINDIANA\\nArbor and Bird Day\\nProgram\\nOctober 26, 1900\\nIssued by the\\nSTATE DEPARTMENT OF PUBLIC INSTRUCTION\\nFRANK L. JONES, Superintendent.\\nINDIANAPOLIS\\nWM. B. BUBFORD, CONTRACTOR FOR STATE PRINTING.\\n1900.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0097.jp2"}, "98": {"fulltext": "", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0098.jp2"}, "99": {"fulltext": "Note.\u00e2\u0080\u0094 Inasmuch as the Arbor and Bird Day program was\\nnot very generally used last year, many of the selections and sug-\\ngestions are reproduced in the following program:\\nARBOR AND BIRD DAY PROGRAM\\nARBOR DAY.\\n(From last year s program.)\\nTo the Pupils in the Public Schools of Indiana:\\nThe observance of Arbor Day in the schools of the\\ncountry is partly the result of a conviction that in the\\neducation of children something more than a knowl-\\nedge of the text-books is necessary. Nature is a\\nwonderful worker, and no one can watch her and\\nlearn of her ways without realizing that she has\\nmuch to teach that can not be found in books. The\\ntime was when it was thought that all education\\ncame through the study of books, but now it is al-\\nmost universally recognized that one may know a\\nI great deal of books and yet have missed some of\\nthe best things in education. Too many people go\\nj through the monotony of their daily occupations\\nI without seeing the beauty that not only brings\\nI cheer but gives wisdom. Such persons do not know\\nI how to aid nature in keeping the world beauti-\\n,fuk but often retard her by doing injury to trees,\\nplants and shrubs. They are unconscious of the\\npower that lies in a lovely flower, a stately tree, or\\n.B. graceful vine, to influence life and mold character.\\nArbor Day has come ^gain to remind us that we\\ncan do much to make the scenes about us more at-\\nj tractive. If we all make an effort to place trees,\\nUhrubs and plants into the school grounds, it will be\\n-95-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0099.jp2"}, "100": {"fulltext": "96\\nonly a few years until some of the yards which are\\nnow desolate will be transformed into places which\\nall will admire. When we have done our part, and\\nthe branches of the tre^s begin to spread themselves,\\neven a very little, the birds will come, and when they\\nare sure that they can stay with safety, nests will\\nbe built. In at least one school yard in the United\\nStates squirrels play on the same ground with the\\nchildren with no fear of harm. It is hoped that you\\nwill take an interest in the planting of trees, and that\\nyou will then try to encourage the birds to build\\ntheir nests near the school house. This leads us to\\nthe discussion of the\\nBIRD DAY\\nfeature of the program.\\nYear by year it has been observed that our native\\nbirds are growing fewer. The well-known birds\\nabout our homes, our farms and our school houses\\nare disappearing. We miss their movements and\\ntheir songs. They live largely upon insects and, as\\nthe birds become less numerous, the insects increase\\nand prey to a greater extent upon grains, plants and\\nfruits. Birds are the greatest friends of the farmer\\nand fruit grower. They are a source of pleasure and|\\ngive an added interest in life tc all who in any de-|\\ngree look upon the things about them.\\nTHE AUDUBON SOCIETY.\\nFor the purpose of protecting our native birds, there\\nhas been organized a society called the Audubon So-\\nciety. It is named in honor of John J. Audilbon, the;\\nfirst great student of American birds. Organizations!\\nhave been effected in many States. Both old and[\\nyoung are taking part in this desirable work. In In-\\ndiana a State Society has been formed; local societiesi\\nare being organized, and there is provision for youngi", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0100.jp2"}, "101": {"fulltext": "I\\n97\\neople either to organize junior societies or to be-\\nome members of the State Society. Young folks can\\njo much both in school and out to discourage cruelty\\nnd the vs^anton destruction of birds and tneir nests\\nnd eggs. They readily talve to nature study, and\\nirds form one of its most attractive subjects. Their\\noming and going, changes of plumage, mating, nest-\\nig and feeding habits and attractive songs make\\nliem fascinating to those v^ ho by a little encourage-\\nlent are so directed that they come to know them.\\nThere have been found in Indiana about 320 differ-\\niit kinds of birds. Some of them have disappeared.\\nf others but few are left as a reminder of their\\nijrmer numbers. All kinds are decreasing in num-\\ners. The causes of this may be easily learned, and\\ni^ch can do something to protect the birds we have\\njnd to prevent the destruction of their homes and\\nsieir eggs.\\nIn many schools, as the pupils come to know the\\n^irds about them, they have become ardent cham\\nlions of the little songsters.- The cruel l)oy who\\nrould pelt them with stones or rob their nests has\\nien compelled to desist. At no place, perhaps, have\\nle birds more ardent friends or are their nests more\\nirefnlly guarded than at the Reform School for Boys\\nriaintield. There are over 000 boys sent there to\\nmade better who have made friends with the birds\\nid insist they shall be thoroughly protected.\\nThe effects of the work of this great Audubon So-\\nety may be seen in the lessening of the numbers of\\nrds and feathers that are worn upon women s hats.\\n^0 obtain these articles of decoration it is necessary\\nI kill great numbers of birds. Many of these were\\nlied and their young left to starve. Birds have been\\naughtered in our own State for this purpose. As\\nomen are coming to understand that the wearing\\nbirds and feathers means the inhuman slaughter\\ninnocent lives, their feelings are turned against\\n^ich decorations; they are using instead the feathers\\n(7)", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0101.jp2"}, "102": {"fulltext": "98\\nof domestic fowls and of ostriches, thus avoiding\\nsuch cruelty. The efforts of young people will do I\\nmuch to stop the killing of beneficial birds and toj\\nprevent that fashion s reappearing.\\nMany teachers are interesting their pupils in birds.\\nThey soon learn to distinguish a number of the com-\\nmon kinds about them; to describe their appearance,\\nto tell of their haunts, to know their songs, their\\nfoods, their bird companions and many other things\\nthat are not told in books; they are led to acquire\\noriginal knowledge; they are discoverers in what is\\nto them and to most persons around them an un-\\nIvuown field; they learn to use their ej ^es and ears, to\\nremember what they have learned, and should be\\nencouraged to tell it properly.\\nIt is desired that teachers and pupils co-operate in\\nthis commendable work of bird protection. In ail\\nsuch efforts good is being done, not only for the pres-\\nent, but for the future.\\nThat the Arbor and Bird Day program may greatly\\nadd to your love of trees and birds is the sincere wish\\nof your friend,\\nFRANK L. .TONES,\\nState Superintendent of Public Instruction.\\n-31^. J", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0102.jp2"}, "103": {"fulltext": "ARBOR AND BIRD DAY.\\nGOYERNOR S PROCLAMATION.\\nGovernor Mount issued the following proclamation,\\nsetting aside Friday. October 26, as Arbor and Bird\\nDay in Indiana\\n(From last year s program.)\\nTo the Sturdy pioneers of Indiana, especially, the\\nrapid disappearance of our native forests is painfully\\napparent; indeed, there now remains but an infini-\\ntesimal fraction of the vast expanse of thickly\\nwooded hills, valleys and plateaus\u00e2\u0080\u0094 God s first tem-\\nples\u00e2\u0080\u0094that originally adorned this favored land of\\nours. The majestic oak, the stately walnut, the\\nrichly crowned elm and other varieties of native\\ntrees have succumbed to the woodman s ax, and with\\nthem has gone the embracing vine that added so\\nmuch to the picturesque beauty of the primitive for-\\nests. Much of this destruction was necessary to the\\naccomplishment of an ideal civilization; much of It\\niwas wanton. While lamenting these conditions, our\\nI people should not hesitate or delay in supplying a\\nremedy\u00e2\u0080\u0094 a substitute\u00e2\u0080\u0094 to whatever extent that is\\npracticable and possible. This may be accomplished,\\nlin some measure, by the general observance of at\\nleast one day of each year set apart for tne planting\\n(bf trees, shrubs and vines.\\nI It is meet and proper that the initiative should be\\nIcaken by the pupils in our universities, colleges and\\nI common schools. It will constitute an important step\\nin good citizenship\u00e2\u0080\u0094 an object lesson in the respon-\\nj nihilities that must come with maturer life. No mon-\\nament is more imposing than a stately tree, and he\\nLofC. _99_", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0103.jp2"}, "104": {"fulltext": "100\\nwho plants it may watch its development as a thing\\nof life with which is associated a volume of precious\\nmemories.\\nTherefore, conformably with a praiseworthy cus-\\ntom, I hereby designate Friday, October 26, 1900, as\\nArbor and Bird Day, and hereby invoke the earnest\\nco-operation of all citizens, especially those who are\\nidentified with the educational institutions of the\\nState, for the dedication of the day aforesaid to the\\nplanting of trees, shrubs and vines, and for taking\\nsuch action as may be deemed most practicable for\\nthe protection and fostering of our native birds.\\nDone at the Capitol, in the citj^ of Indianapolis, this\\ntwentieth day of September, A. D., one thousand\\nnine hundred; of the Independence of the United\\nStates, the 124th, and of the State, the 84th.\\nBy the Governor: JAMES A. MOUNT.\\nUNION B. HUNT,\\nSecretary of State.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0104.jp2"}, "105": {"fulltext": "101\\nSUGGESTIVE PROGRAM.\\n1. Song.\\n2. Address by teacher or patron.\\n3. Reading of the Governor s Proclamation.\\n4. Song.\\n5. Reading of Snperintendent s letter.\\n0. Recitation or reading,\\n7. Recitation or reading.\\nS. Recitation or reading.\\n9. Song.\\n10. Recitation or reading.\\n11. Recitation or reading.\\n12. Recitation or reading.\\n13. Reading\u00e2\u0080\u0094 The Pledge. Secure signatures.\\n14. Planting of trees and shrubs.\\n,15. Song.\\nI\\nI Note.\u00e2\u0080\u0094 It is suggested that in the opening address\\nattention be called to the object of Arbor and Bird\\n(Day.\\nj The recitations should be equally divided betAveen\\nI subjects bearing on Trees and Birds. A few poems\\n)and selections follow which are suggestive only.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0105.jp2"}, "106": {"fulltext": "102\\nTHE HISTORY OF ARBOR DAY.\\nThe first suggestion respecting the annual planting\\nof trees by children is attributed to Hon. B. G.\\nNorthrop, secretary of the Connecticut Board of Edu-\\ncation, who made the suggestion in his report in 1865.\\nIn 1876 he offered prizes to the children of Connecti-\\ncut to stimulate Centennial tree planting.\\nThe setting apart of an annual day for that pur-\\npose by the State authority originated with Hon. J.\\nSterling Morton, Secretary of Agriculture, who in-\\nduced the then Governor of Nebraska to issue a 1\\nproclamation appointing a day for the planting of\\ntrees throughout the State. In 1872 the day was\\nmade a legal holiday, in which provision was made\\nfor awarding premiums to those who set out the larg-\\nest number of trees. It is calculated that more than\\n800,000,000 Arbor Day trees are now in a thriving\\ncondition in Nebraska alone. Minnesota s first Arbor\\nDay was observed in 1876, when a million and a half\\ntrees Avere planted. Kansas followed Nebraska s ex-\\nample in 1878. Next comes Iowa and Illinois. Michi-\\ngan passed an Arbor Day law in 1881 and uhio in\\n1882. Since then Arbor Day has been recognized and\\nencouraged by the civil authorities of more than\\nforty of the States. The first Arbor Day in Indiana\\nwas held in April, 1884; but the daj was not gen-\\nerally observed until October 30, 1896, since which\\ntime it has been held annually on the last Friday in\\nOctober.\u00e2\u0080\u0094 Selected.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0106.jp2"}, "107": {"fulltext": "103\\nDIRECTIONS FOR PROTECTING TREES.\\nTO MAKE A TREE BOX.\\nTake two pieces luDiber, 1 inch thick, 6 to 8. inches\\nwide, (J feet long; across the edge nail three or four\\nstrips 1x4 inches, 8 inches length.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0107.jp2"}, "108": {"fulltext": "104\\nPrepare two hardwood slakes, 3 feet long; drivel\\nthem at an angle into the ground at base of box, andi\\nnail them securely to the box to anchor it firmly.\\nitf\\nIf these are not convenient, four stakes, 8 feet long-,\\nmay be driven about the tree; nail strips across the\\ntop to hold the stakes in position, then wrap with\\nbarbed wire, as in cut.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0108.jp2"}, "109": {"fulltext": "105\\nSOME GOOD TREES FOR SCHOOL GROUNDS.\\nBy J. P. Brown-, Connersville.\\nWere I to counsel as a landscape gardener, how to\\narrange and plant a tract of considerable magnitude,\\nmy advice Avould be very different from what I shall\\nhere suggest for the limited area of a school lot.\\nThe forbidding appearance of many school grounds\\nhas much to do with making children careless of their\\nsurroundings, and this habit does not cease with\\nchildhood or school days.\\nThe love of tlowers, admiration of trees and interest\\nin forests should be inculcated not by a spasmodic ef-\\nfort on Arbor Day, with a sentimental effusion, mean-\\ningless and soon forgot, but by frequent reference to\\ntrees, with lessons as to their value and character.\\nCertainly Arbor Day should be observed and plenty\\nof trees planted; yet upon every day they should be\\nprotected and their habits studied.\\nAmple play grounds are indispensable, an\u00c2\u00bb. grounds\\nshould be designed with a special view to shade and\\nrecreation. Trees should be planted in straight lines\\nthirty feet apart, and a. protection with stakes or\\nboxes should l)e provided. Children, during excited\\nplay, are liable to injure, maybe destroy them; the\\nhot sun will blister the exposed trunks and borers\\nsecure a lodgment, unless some protection is given.\\nFlowers and shrubs should be placed in borders-\\nhard by the school house and near the fences where\\nthey will be less liable to injury.\\nThere is no region in temperate zones more favored\\nl)y nature than was the State of Indiana, with her\\nwealth of forest vegetation, temperature, soil and\\nrainfall combined, to promote the^-reatest variety of\\nuseful plants. More than 100 varieties of trees were\\nindigenous to our State, while twice as many have\\nbeen brought from other parts of the world and suc-\\ncessfully cultivated, besides the thousands of shrubs", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0109.jp2"}, "110": {"fulltext": "106\\nand plants which abound from the Ohio to the Lakes,\\nand it should be an easy matter to select a dozen trees\\nsuited to any location.\\nWhat are the requirements of a tree?\\n1. It should be useful for some demand of the man-\\nufacturer, as yellow poplar.\\n2. It may possess in a very high degree some special\\nfeature of usefulness, as the hickory\u00e2\u0080\u0094 elastic, flexible\\nand dense; oak, the symbol for strength; ash, com-\\nbining strength with lightness; white pine, capable of\\nbeing wrought with facility in carpentry; catalpa,\\nhaying great durability; locust, having density, firm-\\nness, durability; linden, combining lightness with\\ntoughness, or walnut, the favorite of the early settler\\nfor making rails, and the manufacturer of to-day for\\nmagnificent furniture.\\n3. Americans demand immediate results, hence\\nearly maturity is an essential requisite. The swamp\\nmaples, poplars and catalpa are of quite rapid\\ngrowth.\\n4. Freedom from disease and attacks of insects.\\nThe gingko, hackberry and sweet gum are remark-\\nably free from both.\\n5. Ability to withstand drought. The two Rus-\\nsians, olive and mulberry, and the catalpa resist the\\neffects of dry locations.\\n6. Adaptability. Suited to many soils, as the wal-\\nnut, catalpa, gingko and maples.\\n7. Beauty of flowers. Magnolia, locust, tulip,\\ncatalpa, dogwood and many shrubs.\\n8. Density of shade. Elms, maples, cnestnut\\nabele, cypress, linden, oaks, sycamore, catalpa, mag-\\nnolia, yellow poplar, beech, hackberry, larch, Norway\\nspruce, white pine, sweet gum, ash. locust, birch and\\ngingko are all good for shade.\\n9. Ornamental foliage. Evergreens, cypress, weep\\ning birch, larch, gingko, koelreuteria, etc.\\nA posthole should never be utilized in tree planting.\\nMake the holes broad rather than deep, and if the", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0110.jp2"}, "111": {"fulltext": "107\\nsoil is not suitable, bring good earth to fill it. Obtaia\\nwell-rooted trees, preferably nursery grown. A few\\nstumpy roots may be sufficient to maintain life, but\\nwill noi secure a vigorous, healthy growth, and while\\nnew roots are being formed the tree is starving, and\\nborers soon take possession. These pests seldom in-\\njure a tree unless its vitality has been impaired by\\ndisease. A healthy, vigorous tree sends its roots far\\naway from the trunk in every direction in search of\\nfood and moisture. The working fibrous roots are\\nalmost invariably sacrificed upon removal of the\\ntree. Nursery-grown trees which have been trans-\\nplanted, howcv^er, are supplied with these small roots\\nin a compact mass. It is, therefore, better to buy\\nwell-rooted trees rather than dig those in tne woods.\\nEvery bud which puts forth in a newly trans-\\nplanted tree, requires a large proportion of sap. It\\nmany are left to expand the drain upon the tree will\\nbe greater than the roots can supply and a feeble\\ngrowth will result. Hence it is best to cut back the\\ntop to correspond with the roots.\\nI recently recommended the following list for Arbor\\nDay planting:\\n1.\\nScarlet Maple.\\n9.\\nYellow Poplar.\\n2.\\nGingko.\\n10.\\nSycamore.\\n3.\\nWhite Elm.\\n11.\\nAsh.\\n4.\\nLarch.\\n12.\\nScarlet Oak.\\n5.\\nSweet Gum.\\n13.\\nWhite Pine.\\n6.\\nCatalpa.\\n14.\\nRussian Mulberry.\\n7.\\nHackberry.\\n15.\\nLinden.\\n8.\\nSilver Maple.\\n16.\\nHoney Locust.\\nThe first thing in importance is shade; ornamenta-\\ntion follows naturally.\\nThe gingko, from Japan, is one of our finest treefs\\nfor shade, beauty of foliage, freedom from insects\\nand disease, and seldom requires pruning.\\nThe sweet gum can scarcely be surpassed, as it pos-\\nsesses almost every good and desirable quality.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0111.jp2"}, "112": {"fulltext": "108\\nThe hackberry supplies a much-ueeded food for na-\\ntive birds, ill addition to its superior quality as a\\nshade tree, and is remarkably free from insects.\\nThe scarlet maple forms a round head, requires less\\npruning than silver maple, its branches are less liable\\nto injury in storms, while the autumn foliage is\\nsuperb.\\nThe larch has a foliage which is grand, the tree is\\nhealthy, grows quickly and naturally forms a hand-\\nsome tree.\\nThe yellow poplar, although not a poplar at all, but\\na liriodendron, or tulip tree, is one of our handsomest\\ntrees for shade and should by no means be over-\\nlooked.\\nTrees which would be considered magniiicent speci\\nmens on a lawn would be out of place on school\\ngrounds, while those trimmed up as becomes neces-\\nsary here and on streets would be undesirable about\\na mansion.\\n[The following selections are suggested as suitable for th(\\nArbor Day part of program.]\\nTAKE YER CHOICE O SEASONS.\\nBy Will W. Pfrimmer, Kentland, Ind.\\nYe may take yer choice o seasons:\\nYe may talk o harvest time,\\nWhen the sickle s clack an clatter\\nSings a pleasin busy rhyme,\\nAn the hummin o the thrasher\\nAdds an alto to the strain,\\nAn the farmers laugh for gladness\\nAt the yield o golden grain.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0112.jp2"}, "113": {"fulltext": "109\\nYe can talk (v simimer sunsets,\\nAn the moonlight, an the dew,\\nAn the fields o scented clover\\nWhen the moAvin s n arly through.\\nStill, it s natin- s business hours,\\nAn she haint no time fer play;\\nNot enough of it to squander\\nFer to make a holiday.\\nYe may brag about October.\\nWith its glimmer an its haze.\\nWhen the nights are lappin over\\nOn to both ends o the days;\\nAn the birds hev packed their baggage.\\nAn the most of them hev struck\\nOut to find a fore n country.\\nAn the world is out o luck;\\nAn all natur seems a-mopin\\nOut o kelter like, and sad\\nMost like onest I knowed a feller\\nWith the janders mighty bad.\\nAn I don t go much on winter,\\nWith its snow, an sleet, an slush;\\nAVhen the woods is all a-sleepin\\nIn a sort o graveyard hush;\\nNot a smile or song ter greet ye.\\nNot a single gleam er glow,\\nAn not, anywher a green thing.\\nBut\u00e2\u0080\u0094 yerself, an mistletoe.\\nY e may sing yer song o summer,\\nEr o winter, er o fall.\\nBut the season I am bettin on\\nIs the one that beats em all.\\nIt s the jolly days o springtime\\nWhen ever thin is growin\\nMedder-larks a-tunin up\\nAn prairy roosters crowin,\\nPluvers skimmin cross the plow-land.\\nKill-deers flickerin round the sl ugh.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0113.jp2"}, "114": {"fulltext": "110\\nThese here little piper-snipes, they re\\nSort o bobbin round there, too;\\nAn the cat-bird an the robin\\nGive a daily concert, free,\\nWhile the red-head drums an encore\\nFrnm the old dead apple-tree;\\nPee-wees callin from the gatepost.\\nQuails a-whistlin in the wheat,\\nPurt nigh ever thin is singin\\nEr is laughin that ye meet.\\nAn them fuzz-buds on the willers,\\nAn the dogwoods, bloomin white,\\nAn the red-buds, an the haAvbloom,\\nMake a mighty purty sight.\\nAn the leaves, so small, their shadders\\nLooks like freckles on the ground.\\nAn the sunshine sneakin through em\\nSeems ter be a-huntin round\\nJest ter get ter kiss the daisies;\\nWhile the breezes, whisperin by.\\nUp among the noddin tree-tops,\\nIs a-tellin on the sly.\\nAn the sky, away up yander,\\nSomehow seems a deeper blue.\\nAs if some fust-class good painter\\nHad been paintin it, anew.\\nAn the clouds that float across it,\\nWhite as swan upon a stream.\\nKind o seem to fade an scatter\\nIJke the framework of a dream.\\nLike ter git out on the south slope\\nIn the blue-grass, soft an green,\\nWhere the little Johnnie-jump-ups\\nIs a-growin in between;\\nWhere the dandelions blossom,\\nAn the love-in-tangles creep", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0114.jp2"}, "115": {"fulltext": "Ill\\nBy the brook that keeps a-hiiighin\\nLike a baby in its sleep.\\nLike ter jest lay down an listen\\nTer the jimbled, joyful rhyme,\\nTill y think that uatur kep a school\\nAn that this uz recess-time.\\nARBOR DAY MARCH.\\nBy Ellen Beauchamp.\\nAir\u00e2\u0080\u0094 Marching Through Georgia.\\nCelebrate the Arbor Day\\nWith march, and song, and cheer.\\nFor the season comes to us\\nBut once in every year;\\nShould we not remember it\\nAnd make the mem ry dear,\\nMemories sweet for this May day?\\nCHORUS.\\nHurrah! Hurrah! The Arbor Day is here,\\nHurrah! Hurrah! It gladdens every year;\\nSo we plant a young tree on blithesome Arbor Day.\\nWhile we are singing for gladness.\\nFlow rs are blooming all around.\\nAre blooming on this day;\\nAnd the trees with verdure clad,\\nWelcome the month of May,\\nMaking earth a garden fair\\nTo hail the Arbor Day,\\nClothing all nature with gladness.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0115.jp2"}, "116": {"fulltext": "112\\nARBOR DAY ANTHEM.\\nTune America\\nJoy for the sturdy trees!\\nFanned by each fragrant breeze.\\nLovely they stand!\\nThe song-birds o er them thrill,\\nThey shade each tinkling rill.\\nThey crown each swelling hill,\\nLowly or grand.\\nPlant theaii by stream or way.\\nPlant where the children play\\nAnd toilers rest;\\nIn every verdant vale.\\nOn every sunny swale,\\nWhether to grow or fail,\\nGod Ivuoweth best.\\nSelect the strong, the fair,\\nPlant them with earnest care-\\nNo toil is vain.\\nPlant in a fitter place,\\nWhere like a lovely face.\\nSet in some sweeter grace.\\nChange may prove gain.\\nGod will his blessing send-\\nAll things on him depend.\\nHis loving care\\nClings to each leaf and flower\\nLike ivy to its tower.\\nHis presence and his power\\nAre everywhere.\\nDr. S, F. Smith, author of America.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0116.jp2"}, "117": {"fulltext": "113\\nNAMING THE APPLE SEEDS.\\nAT PLAYTIME.\\nBy Benj.\u00c2\u00a7. Parker.\\nMary ate a winter apple\\nWith that awkward Jim;\\nOne I love and two 1 love,\\nAnd three, she glanced at him;\\nJimmy, blushing like a red rose,\\nTurned his head aAvay,\\nThree, continued winsome Mary,\\nThree I love, they say.\\nLittle lass, that named the apple.\\nLet the secret out;\\nName is Jim I the minxie shouted\\nSolving thus the doubt.\\nBut, if Mary heard or heeded,\\nNothing she denied.\\nCounting out the seeds to Jamie\\nBlushing at her side.\\nThen th simpering big girls giggled\\nAs they stood apart;\\nFour I, and Jim almost fainted;\\nLove with all my heart.\\nThus went on that teasing ISIary\\nIn her lightsome way.\\nAnd her dapper-beaux re-echoed\\nFive I cast away!\\nSix, he loves! ha! ha! they cackled,\\nSeven and will she dare\\nSay she loves that awkward fellow\\nWith the sandy hair?\\nSeven she loves! but who? cried one beau-\\nMary did not tarry;\\nEight they both love, and the last seed\\n(8)", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0117.jp2"}, "118": {"fulltext": "114\\nCounted tM^elve, they ll marry.\\nMuch the giggling girls were puzzled\\nAnd the beaux perplext,\\nWhile Jim wondered at his grammar\\nWhat was coming next.\\nJamie! Jamie! what was coming?\\nNow thou rt old and gray,\\nYet sly Mary whispers softly\\nThree I love, they say.\\nTHE LITTLE-RBD-APPLE TREj^J.\\nBy James Whitcomb Riley.\\nThe Little-red-apple Tree!\u00e2\u0080\u0094\\nO the Little-red-apple Tree!\\nWhen I was the little-est bit of a boy.\\nAnd you were a boy with me!\\nThe bluebird s flight from the topmost boughs,\\nAnd the boys up there\u00e2\u0080\u0094 so high\\nThat we rocked over the roof of the house\\nAnd whooped as the winds went by!\\nHo! The Little-red-apple Tree!\\nWith the garden-beds below.\\nAnd the old grape-arbor so welcomely\\nHiding the rake and hoe;\\nHiding, too, as the sun dripped through\\nIn spatters of wasted gold,\\nFrank and Amy away from you\\nAnd me in the days of old.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0118.jp2"}, "119": {"fulltext": "115\\nThe Little-red-apple Tree!\u00e2\u0080\u0094\\nIll the edge of the garden-spot.\\nWhere the apples fell so lavishly\\nInto the neighbor s lot;\u00e2\u0080\u0094\\nSo do I think of you,\\nBrother of mine, as the tree,\u00e2\u0080\u0094\\nGiving the ripest wealth of your love\\nTo the world as well as me.\\nThe Little-red-apple Tree!\\nSweet as its juiciest fruit\\nSpanged on the palate spicely.\\nAnd rolled o er the tongue to boot.\\nIs the memory still and the joy\\nOf the Little-red-apple Tree,\\nWhen I was the little-est bit of a boy\\nAnd you were a boy with me!\\nAN AUTUMN LEAF.\\nBy Benj. S. Parker, Newcastle.\\nDipt in the fountain of the sunshine,\\nAnd fresh from the bath arisen,\\nA scarlet leaf from a climbing vine\\nFalls into an old man s prison,\\nAnd his faint heart feels a sudden thrill,\\nAnd a strange surprise of joy,\\nFor he thinks of the scarlet oaks on the hill.\\nAnd himself a little boy.\\nThe leaf, with the sunshine in its heart,\\nDown fluttering seems to say,\\nI am of thy better life a part,\\nA part of thy fair, young day.\\nI m ripened in sun and rain and frost,\\nAnd whatever is fair in me,\\nI bring to thee from a day long lost\\nFor a day that is to be.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0119.jp2"}, "120": {"fulltext": "116\\n\\\\A i1hered by storm and blight and pain.\\nAnd weakness that men call sin,\\nThe life that shall never be whole again\\nIs touched to the sweet within\\nBy a gentler pressure than that of grief,\\nOr the thought of prison and hate,\\nAnd the old man lifts to his lips the leaf,\\nAnd whispers, Tis not too late.\\nOCTOBER S BRIGHT BLUE WEATHER.\\nBy Helen Hunt Jackson.\\n(For children.)\\nSun and skies and clouds of June,\\nAnd flowers of June together.\\nYe can not rival for one hour\\nOctober s bright blue weatner.\\nWhen loud the bumble bee makes haste.\\nBelated, thriftless vagrant.\\nAnd goldenrod is dying fast,\\nAnd lanes Avith grapes are fragrant.\\nWhen gentians roll their fringes tight\\nTo save them for the morning.\\nAnd chestnuts fall from satm burrs\\nWithout a sound of warning.\\nWhen on the ground red apples lie\\nIn piles like jewels shining.\\nAnd redder still on old stone walls\\nAre leaves of woodbine twining.\\nWhen all the lovelj^ wayside things\\nTheir white-winged seeds are sowing,\\nAnd in the fields still green ana fair.\\nLate aftermaths are growing.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0120.jp2"}, "121": {"fulltext": "117\\nWhen springs run low, and on the brooks.\\nIn idle golden freighting,\\nBright leaves sink noiseless in the hush\\nOf woods, for winter waiting.\\nO sun and skies and flowers of June,\\nCount all your boast together.\\nLove loveth best of all the year\\nOctober s bright blue weather.\\nSEPTEMBER.\\nBy Helen Hunt Jackson.\\n(For children.)\\nThe goldenrod is yellow;\\nThe corn is turning brown;\\nThe trees in apple orchards\\nWith fruit are bending down.\\nThe gentian s bluest fringes\\nAre curling in the sun;\\nIn dusty pods the milkweed\\nIts hidden silk has spun.\\nThe sedges flaunt their harvest\\nIn every meadow nook;\\nThe asters by the brookside\\nMake asters in the brook.\\nFrom dewy lanes at morning\\nThe grapes sweet odors rise;\\nAt noon the roads all flutter\\nWith yellow butterflies.\\nBy all these lovely tokens\\nSeptember days are here.\\nWith summer s best of weather,\\nAnd autumn s best of cheer.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0121.jp2"}, "122": {"fulltext": "118\\nAN EXTRACT FROM ARBOR DAY.\\nBy John Gilmore Chafee, Greencastle.\\nO, let US plant a. tree! each one a tree,\\nWhose spreading roots shall pierce the mellow mold,\\nWhose buds shall odorize the vernal air,\\nWhose trembling leaves shall fan the summer breeze;\\nA tree, beneath v^^hose cooling shade at noon,\\nWhen the wide air doth flame w^ith sultry heat\u00e2\u0080\u0094\\nThe weary pilgrim may sit down and rest;\\nA tree, where insects may disport at noon,\\nOr shelter from the night, or beating storm-\\nWhere birds may come to build their nests and sing,\\nAnd dulcet winds may play at harmonies\\nThat to the meditative mind do breathe\\nA sweeter music than the viol strains\\nThat time the dancer s gay and flying feet-\\nMusic sweeter than aught save that that drips\\nFrom the soft melody of flowing brooks.\\nO, let us plant a tree, each one a tree.\\nFor fruitage or delight, for human need\\nProvisional, or to adorn the scene\\nAnd make the world more bright and beautiful\\nA tree where light and shade swift interchange\\nMid ceaseless motion of the swaying green,\\nA tree whosiB image shall impress itself\\nIn many happy minds, a memory\\nOf joy when life grows weary in the way.\\nFor thoughts of purity and beauty rest\\nThe mind, as tree shades rest the weary form.\\nO, why not plant a tree, to live and grow\\nWhen planting hands shall crumble into dust?\\nA clumsy hand may plant a graceful tree.\\nAnd thus add grace and beauty to the world.\\nCover the scion s roots with mellow mold,\\nAnd nature s hand will nurture up the tree\\nLifting its royal coronal on high", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0122.jp2"}, "123": {"fulltext": "119\\nAnd widely spreading forth its bannered boughs.\\nOf all the lovely forms that nature rears\\nThe world has nothing lovelier than trees.\\nBehold them rise so airily and fair;\\nWhat grace of motion in their waving boughs;\\nThey break the dull monotony of plains,\\nAnd fringe and ornament the rugged hills,\\nAnd dress in Eden beauty the sweet vales,\\nAnd border gracefully the flowing streams\\nTill the whole landscape glows in coloring\\nSoft and warm to the eye, and to the brain\\nA picture beautiful, and to the soul\\nMuch more\u00e2\u0080\u0094 a charming symbol typical\\nOf something yet un\u00c2\u00abeen, invisible,\\nYet all immortal in the life beyond.\\nTHE BLOSSOMS ON THE TREES.\\nBy James Whitcomb Eiley.\\nBlossoms crimson, white or blue,\\nPurple, pink, and every hue.\\nFrom sunny skies to tintings drowned\\nIn dusky drops of dew,\\nI praise you all, wherever found,\\nAnd love you through and through\u00e2\u0080\u0094\\nBut, Blossoms on the Trees,\\nWith your breath upon the breeze,\\nThere s nothing all the world around\\nThat s half as sweet as you!", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0123.jp2"}, "124": {"fulltext": "120\\nConld the rhymer only wring-\\nAll the sweetness to the lees\\nOf all the kisses clustering\\nIn juicy Used-to-be s,-\\nTo dip his rhymes therein and sing\\nThe blossoms on the trees\\n0, Blossoms on the Trees,\\nHe would twitter, trill and coo,\\nHowever sweet, such songs as these\\nAre not as sweet, as you;\\nFor you are blooming melodies\\nThe eyes may listen to!\\nTHE ROSE.\\nBy Isaac *Watts.\\nHow fair is the rose! that beautiful flower,\\nThe glory of April and May;\\nBut the leaves are beginning to fade in an hour,\\nAnd they wither and die in a day.\\nYet the rose has one powerful virtue to boast,\\nAbove all the flowers of the field;\\nWhen its leaves are all dead, and its fine colors lost,\\nStill how sweet a perfume it will yield!\\nSo frail is the youth and the beauty of men.\\nThough they bloom and look gay like the rose;\\nBut all our fond care to preserve them is vain,\\nTime kills them as fast as he goes.\\nThen I ll not be proud of my youth nor my beauty,\\nSince both of them wither and fade;\\nBut gain a good name by well doing my duty;\\nThis will scent like a rose when I m dead.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0124.jp2"}, "125": {"fulltext": "121\\nA LAUGHING CHORUS.\\nBy Emerson.\\nOh such a commotion under the ground\\nWhen March called, Ho, there! ho!\\nSuch spreading- of rootlets far and wide.\\nSuch whispering to and fro\\nAnd Are you ready? the Snowdrop asked,\\nTis time to start, you know.\\nAlmost, my dear, the Scilla replied,\\nI ll follow as soon as you go.\\nThen Ha! ha! ha! a chorus came\\nOf Inughter soft and low\\nFrom the millions of flowers under the ground-\\nYes\u00e2\u0080\u0094 millions\u00e2\u0080\u0094 beginning to grow.\\nI ll promise my blossoms, the Crocus said,\\nWhen I hear the bluebirds sing.\\nAnd straight thereafter Narcissus cried,\\nMy silver and gold I ll bring.\\nAnd ere they are dulled, another spoke,\\nThe Hyacinth bells shall ring.\\nAnd the violet only murmured, I m here,\\nAnd sweet grew the air of spring.\\nThen Ha! ha! ha! a chorus came\\nOf laughter soft and low\\nFrom the millions of flowers under the ground-\\nYes millions beginning to grow\\\\\\nOh, the pretty, brave things! through the coldest days\\nImprisoned in wall of brown.\\nThey never lost heart though the blast shrieked loud,\\nAnd the sleet and the hail came down;\\nBut patiently each wrought her beautiful dress.\\nOr fashioned her beautiful crown.\\nAnd now they are coming to brighten the world,\\nStill shadowed by winter s frown;", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0125.jp2"}, "126": {"fulltext": "122\\nAnd well may they cheerily laugh, Ha! ha!\\nIn a chorus soft and low,\\nThe millions of flowers hid under the ground-\\nYes\u00e2\u0080\u0094 millions\u00e2\u0080\u0094 beginning to groAv.\\nBUILDING THE BIRCH CANOE.\\nLongfellow s Hiawatha.\\nIn studying this poem the teacher should supple-\\nment the text with pictures of the different trees\\nnamed in the poem. Also description and discussion\\nof where they are found and of the quality and use of\\ntheir wood. The pupils should draw pictures of the\\ntrees, describe them, and also be able to reproduce\\nthis portion of Hiawatha s story in simple prose.\\nI.\\nGive me of your bark, O Birch tree!\\nOf your yellow bark, O Birch tree!\\nGrowing by the rushing river.\\nTall and stately in the valley!\\nI a light canoe will build me,\\nBuild a swift cheemaun for sailing.\\nThat shall float upon the river.\\nLike a yellow leaf in autumn.\\nLike a yellow water lily!\\nWith his knife the tree he girdled;\\nJust beneath the lowest branches,\\nJust above the roots he cut it,\\nTill the sap came oozing outward;\\nDown the trunk, from top to bottom,\\nSheer he cleft the bark asunder.\\nWith a wooden wedge he raised it.\\nStripped it from the trunk unbroken.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0126.jp2"}, "127": {"fulltext": "123\\nII.\\nGive me of your boughs, O Cedar!\\nOf your strong and pliant branches,\\nMy canoe to make more steady,\\nMake more strong and firm beneath me!\\nThrough the summit of the Cedar\\nWent a sound, a cry of horror,\\nAVent a murmur of resistance,\\nBut it whispered, bending downward,\\nTake my boughs, O Hiawatha!\\nDown he hewed the boughs of Cedar,\\nShaped them straightway for a framework,\\nLike two bows he formed and shaped them,\\nLike two bended bows together.\\nGive me of your roots, O Tamarack!\\nOf your fibrous roots, O Larch tree!\\nMy canoe to bind together,\\nSo to bind the ends together.\\nThat the water may not enter.\\nThat the river may not wet me!\\nAnd the Larch, with all its fibres,\\nShivered in the air of morning.\\nTouched his forehead with its tassels,\\nSaid, Avith one long sigh of sorrow,\\nTake them all, O Hiawatha!\\nFrom the earth he tore the fibres,\\nTore the tough roots of the Larch tree.\\nClosely sewed the bark together,\\nBound it closely to the framework.\\nIV.\\nGive me of your balm, O Fir tree!\\nOf your balsam and your resin,\\nSo to close the seams together\\nThat the water may not enter.\\nThat the river may not wet me!", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0127.jp2"}, "128": {"fulltext": "124\\nAnd the Fir tree, tall and sombre.\\nSobbed through all its robes of darkness,\\nRattled like a shore with pebbles,\\nAnswered wailing, answered weeping,\\nTake my balm, O Hiawatha!\\nAnd he took the tears of balsam,\\nTook the resin of the Fir tree,\\nSmeared therewith each seam and fissure,\\njMade each crevice safe from water.\\nV.\\nThus the birch canoe was builded\\nIn the valley by the river.\\nIn the bosom of the forest;\\nAnd the forest s life was in it,\\nAll its mystery and its magic,\\nAll the lightness of the birch tree.\\nAll the toughness of the cedar.\\nAll the larch s supple sinews;\\nAnd it floated on the river\\nLike a yellow leaf in autumn,\\nLike a yellow water lily.\\nPLANT TREES AND PROTECT THE BIRDS\\nBy Mabel Osgood Wright.\\nWhen we cut down a tree without planting another\\nAve make the world poorer. Trees are not only things\\nof beauty, but they give us shade, fuel and wood for\\nhouse-building and furnishing. Besides these benefits\\ntrees protect our rivers and water-courses from dry-\\ning away. A treeless land is a dry, weary, unfruitful\\ncountry.\\nWe may plant trees or carefully guard those al-\\nready groAvn, but we can not always protect them", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0128.jp2"}, "129": {"fulltext": "125\\nfrom their insect enemies. We may spray the fruit\\ntrees in garden or orchard, but who can protect the\\nwoodlands or check the insects in grain or hay fields\\nbut the birds? The birds that Nature has decreed\\nshall do this work and has therefore banded into\\nguilds to patrol the earth, trees and sky.\\nIt seems very strange that it is necessary to ask\\nprotection for these able workmen, but many people\\nseem to think that the supply of wild birds is inex-\\nhaustible, that they may be shot and their nests\\nrobbed at will, and still that they will appear each\\nspring from some mysterious place.\\nCountry children should be wiser than this; do they\\nnot all know that if setting hens are robbed there\\nwill be no chickens in the poultry yard? Therefore\\nif birds nests are robbed, where are the birds to\\ncome from? The fact is that too few children realize\\njust what damage they are doing in meddling with\\neggs; they do not seem to understand that\u00e2\u0080\u0094\\nThe blue eggs in the robin s nest\\nWill soon have beak and wings and breast\\nAnd flutter and fly away.\\nThey covet those eggs and take them, and so until\\nthey understand, the law of the State wisely says\\nthat it means to stop this robbery and prevent bird\\nfamilies from being broken up, and every child in\\nthe land can do something to uphold the law and aid\\nit in protecting the birds.\\nPLANT TREES.\\nLines written for an agricultural exhibition in 1858, by\\nJohn G. Whittier.\\nThis day, two hundred years ago,\\nThe wild grape by the river s side,\\nAnd tasteless groundnut trailing low,\\nTlie table of the woods supplied.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0129.jp2"}, "130": {"fulltext": "126\\nUnknown the apple s red and gold,\\nThe blushnig tint of peach and pear;\\nThe mirror of the Powow told\\nNo tale of orchards ripe and rare.\\nWild as the fruits he scorned to till,\\nThese vales the idle Indian trod;\\nNor knew the glad creative skuI,\u00e2\u0080\u0094\\nThe joy of him who toils with God.\\nO Painter of the fruits and flowers!\\nWe thank thee for thy wise design\\nWherelJy these humble hands of ours\\nIn Nature s garden work with thine.\\nAnd thanks that from our daily need.\\nThe joy of simple faith is born;\\nThat he who smites the summer weed.\\nMay trust thee for the autumn corn.\\nGive fools their gold and knaves their power\\nLet fortune s bubbles rise ana fall;\\nWho sows a field or trains a flower.\\nOr plants a tree, is more than all!\\nFor he who blesses most is blest,\\nAnd God and man shall own xns worth\\nWho toils to leave as his bequest,\\nAn added beauty to the earth.\\nAnd soon or late to all that sow,\\nA time of harvest shall be given;\\nThe flowers shall bloom, the fruit shall grow.\\nIf not on earth, at last in heaven.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0130.jp2"}, "131": {"fulltext": "127\\nSELECTIONS.\\nFor convenience of teachers who have access to\\nlibraries, the following list of selections, which are\\nnot printed in this circular, is given:\\nThe Holly Tree Southey.\\nWoods in Winter Longfellow.\\nMountain Daisy Burns.\\nForest Song Venable.\\nForest Trees Cook.\\nAmong the Trees Bryant.\\nIn a Forest Southey.\\nUnder the Willows Lowell.\\nLittle Acorn Mrs. Huntington.\\nBuilding of a Ship Longfellow.\\nSong to the Trees Miller.\\nIn the Sugar Camp Alice Cary.\\nThe Planting of the Apple Tree Bryant.\\nThe Elm Tree and the Vine Bryant.\\nThe Last Walk in Autumn Whittier.\\nThe Reaper and the Flowers Longfellow.\\nThe Palm Tree Whittier.\\nUnder the Violets Holmes.\\nThe Willow Mrs. Hemans.\\nTo a Pine Tree Lowell.\\nSummer Woods Mary Howitt.\\nGolden Rod Elaine Goodale.\\n\u00e2\u0080\u00a2Historic Trees Delano.\\nAutumn Woods Bryant.\\nThe Lumbermen Whittier.\\nJack-in-the-Pulpit Whittier.\\nOur Almanac T. B. Aldrich.\\nThe Voice of the Grass Sarah Roberts.\\nThe Ivy Green Charles Dickens.\\nThe Story of the Moming-Glory Seed.. St. Nicholas, 88.\\nThe Arab to the Palm Bayard Taylor.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0131.jp2"}, "132": {"fulltext": "128\\nThe Greenwood Tree Shakespeare.\\nUnder the AVashington Elm, Cambridge Hohnes.\\nAn April Day Longfellow.\\nThe Oak Lowell.\\nIf you find it impossible to prepare a program of ex-\\nercises for Arbor Day, plant the trees without one.\\nRESOLUTIONS ADOPTED BY THE AUDUBON\\nSOCIETY.\\nResolved, That a committee of three be appointed\\nby this Society to assist the State Superintendent of\\nPublic Instruction to arrange for an Indiana Bird\\nDay, or in the adoption of such other method as may\\nmost effectively stimulate in our school children an\\ninterest in the preservation of our native birds, and\\nthat this Society pledges the Superintendent the sum\\nof fifty dollars, to be paid as premiums for papers\\nby the school children during the year 1901, on the\\nsubject of birds, on the condition that all papers so\\noffered are to become the property of this association.\\n-Resolved. That the fifty dollars thus pledged shall\\nbe expended as follows, to wit:\\n1. High school scholars, first premium, $15.00;\\nhigh school scholars, second premium, $10.00.\\n2. Grades 8, 7 and G, first premium, $10.00; Grades\\n8, 7 and 6, second premium, $5.00.\\n3. Grades 5 and 4, first premium, $7.00; Grades 5\\nand 4, second premium, $3.00.\\nResolved, That the awards of premiums shall be\\nmade by a committee, consisting of Messrs. A. W.\\nButler, George F. Bass and Mrs. ]\\\\2. N. McKay, and\\nthat all papers submitted for examination sYiall be\\nsent to F. L. Jones, Superintendent of Public instruc-\\ntion, on or before January 1, 1902.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0132.jp2"}, "133": {"fulltext": "129\\nTHE PLEDGE.\\nTeachers may easily organize branch Audubon So-\\ncieties by copying the pledge and letting the children\\nwho are willing sign their names below. The pledge\\nis as follows:\\nBeing in sympathy with the purposes of the Au-\\ndubon Society, I agree not to kill birds (excepting\\ngame birds), nor to rob their nests; and not to wear\\nfeathers other than quills, cock s tails and ostrich\\nplumes.\\nTeachers should keep a list of members and send\\nthe number of the same to the State Superintendent\\nof Public Instruction at Indianapolis.\\nJOHN JAMES AUDUBON.\\nBy D. R. W.\\nChildren, do you all know what we are celebrating\\nhere to-day? We are doing honor to the trees and\\nbirds. We are trying to encourage you to plant trees\\nand to care for them, and then to be interested in the\\nlittle creatures that live in the trees. To understand\\nthem and so love them that not a bird in Connecticut\\nshall ever be made nervous by the sight of a sling-\\nshot or by seeing the body of a dead relative on some\\nlittle girl s hat.\\nThe birds have not had many friends to protect\\nthem in the past. It is only lately that in some of\\nthe States, large numbers of men, women and chil-\\ndren have formed themselves into companies for bird\\nstudy and protection, called Audubon Societies.\\nNow, Audubon, for whom these aocietlea are\\nnamed, was one of the very firit friend* the birdi\\n(9)", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0133.jp2"}, "134": {"fulltext": "130\\never had in this country. He loved them for their\\nbeauty and for their wild, shy ways from the time\\nwhen he was a little ,boy.\\nJohn James Audubon was born in Louisiana about\\na hundred and twenty-five years ago, only a few\\nyears before we made our Declaration of Independ-\\nence. It was an interesting time to be an American\\nboy, and Audubon was always proud to remember\\nthat his father had been the friend of Lafayette and\\nWashington. He was taken when still a child, to\\nFrance, his mother having met with a most tragic\\ndeath during an insurrection of negroes in Santo Do-\\nmingo. A most charming French woman soon be-\\ncame his father s second wife, but unlike the usual\\nfairy-story stepmother, she was almost too kind and\\ntoo indulgent to our little John. While his father was\\naway in America, on missons for France, all she\\nasked of the little boy was to be happy, and happy he\\nwas in his own way. In the morning he was off for\\nthe woods with his lunch basket, filling it before his\\nreturn with all sorts of curiosities in the way of\\nflowers, lichens and queer pebbles. His father had\\nalways loved those things himself, and had encour-\\naged his boy when they had taken their walks to-\\ngether, in every little habit of observation. But he\\nwas not satisfied on his return because the lessons\\nhad been neglected on account of these collections.\\nFor many years our young naturalist was kept away\\nfrom home at school, where more attention was given\\nto the study hour. Every leisure moment, however,\\nwas spent in the woods. Each creature there had its\\ncharm, and not a bird flitted past him but was\\nwatched and listened to till every habit and note\\nwas familiar. He was never satisfied till he had ex-\\namined closely every one of them, but he soon found\\nthat to simply possess a dead bird was a very unsat-\\nisfactory and disappointing affair. It was then he\\nmade his first attempt to reproduce them on paper,\\nmaking them as life-like as possible. Fortunately he", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0134.jp2"}, "135": {"fulltext": "131\\nhad always found drawing one of the most fascinat-\\ning of his studies, and by the time he left France, at\\nseventeen years of age, to make his home in America,\\nhe had more than two hundred drawings of birds.\\nHis father gave him a farm near Philadelphia, and\\nI suppose expected him to make his fortune; and so\\nhe might have done if he had given half the time and\\nattention to it that he did to his little feathered\\nfriends.\\nHe married a lovely English girl who lived near\\nhim in Pennsylvania and together they went to Ken-\\ntucky to found a home and fortune in that new coun-\\ntry. But always there was the same Audubon finding\\nhis best pleasures in the leafy stillness of the woods\\nand gaining comfort for his many business disap-\\npointments in the songs of his little friends. He had\\nknown the woods about New York and Philadelphia\\nvery well and now he wandered for months at a time\\nthrough the western wilds. We can imagine him, the\\nfigure we have become so familiar with from the pic-\\ntures, with his sturdy frame, his large piercing eyes\\nand the long hair curling on his shoulders resting for\\nhours under the v,ide leafy dome and watching the\\nflitting creatures about him.\\nMany a time he was without a dollar in his pocket\\nwith which to supply the needs of his wife and chil-\\ndren, but he never lost interest in the wonderful set\\nof drawings he was making of American birds, nor\\ndid his wife fail to sympathize with him and to help\\nall she could by bearing cheerfully their many hard-\\nships. After his bird pictures were made, how was\\nhe to have them printed? It was finally arranged\\nwith great difficulty that he should go to England\\nand try to have his work lithographed by persuading\\nenough rich men to subscribe to it to pay the ex-\\npenses. For ten years Audubon carried the drawings\\nfrom place to place in England, Scotland and France.\\nA little story is told of his modesty and fright in ap-\\nproaching the house of Lizars, the skilled engraver.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0135.jp2"}, "136": {"fulltext": "132\\nHe hardly dared to open his portfolio, and with trem\\nbling hands he showed the hrst drawing. Mr. Lizars\\nsprang from his seat exclaiming: Oh! I never saw\\nanything like this before.\\nOne hundred and forty-four subscribers were se-\\ncured for the book, and it was the means of placing\\nAudubon and his family in comfortable circum-\\nstances for the rest of his life. There are one hun-\\ndred and seventy-five of these original copies known\\nto be in existence, eighty of which are in America.\\nThe cost of printing them was over one hundred thou-\\nsand dollars, and the copies that are rarely thrown\\non the market now bring from fifteen hundred to two\\nthousand dollars.\\nYou may be sure that after this success Audubon\\nreturned to his beloved America. He never became\\ntoo old or too rich to lose his interest in the woods.\\nHe started a work on quadrupeds with Dr. Backman,\\nfollowing the same plan as the one on birds, and his\\nson finished it after his death. The last house that\\nhe occupied and where he lived in comfort and with\\nhonor, was a farm that is now a part of New York\\nCity. You may have heard of Audubon Park. That\\npark is a part of the old Audubon farm. So if any\\none asks you who Audubon was, and why American\\nchildren should honor him, say: He was the first\\nman to devote his life to the study of the birds of our\\nwonderful country, and the beautiful portraits he\\npainted of them have made these feathered brothers\\nknown all over the world. And perhaps if there is\\na library in your town you too may be fortunate\\nenough to see Audubon s Birds of America.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0136.jp2"}, "137": {"fulltext": "183\\n[The following selections are suggested as suitable for th(\\nBird Day Program.]\\nTHE BUTE HERON.\\nBy Maurice Thompson.\\nThe Great Blue Heron, often called the Blue Crane,\\nis found throughout the State, along streams and\\nabout lakes, in spring and summer. In a few locali-\\nties they nest in companies. These nesting sites are\\ncalled Heronries. They are principally grayish-\\nblue. When standing erect they are nearly four feet\\ntalL The White Herons are also found in this State.\\nThey are generally called Egrets. Their numbers are\\ngreatly diminished by reason of the immense num-\\nbers that have been killed in Florida and elsewhere\\nto furnish plumes for women s hats.\\nWhere water-grass grows ever green,\\nOn damp, cool flats by gentle streams.\\nStill as a ghost and sad of mien.\\nWith half-closed eyes, the heron dreams.\\nAbove him, in the sycamore,\\nThe flicker beats a dull tattoo;\\nThrough pawpaw groves the soft airs pour\\nGold-dust of blooms and fragrance new.\\nAnd, from the thorn it loves so well.\\nThe oriole flings out its strong.\\nSharp lay, wrought in the crucible\\nOf its flame-circled soul of song.\\nThe heron nods. The charming runes\\nOf nature s music thrill its dreams;\\nThe joys of many Mays and Junes\\nWash past him like cool summer streapi*^.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0137.jp2"}, "138": {"fulltext": "134\\nWhat tranquil life, what joyful rest,\\nTo feel the touch of fragrant grass,\\nAnd doze like him, while tenderest\\nDream waves across my sleep would pass!\\nTHE TITMOUSE.\\nBy R.W. Emerson.\\nPage 14, Poetry of Ornitliology.\\nThe Titmouse to which Emerson alluded is the\\nBlack-capped Chickadee. It is found throughout\\nnorthern Indiana, and in the southern half of the\\nState is replaced by the Carolina Chickadee, which\\nresembles it very closely. These birds may be found\\nall the year round. They are small, grayish birds,\\nwith black caps and throats. In winter they are\\noften found in company with other small birds.\\nUp, and away for life! be fleet!\\nThe forest king ties my fumbling feet,\\nSings in my ears, my hands are stones,\\nCurdles the blood to the marble bones,\\nTugs at the heart strings, numbs the sense,\\nAnd hems in life with narrowing fence.\\nWell in this broad bed lie and sleep.\\nThe punctural stars will vigil keep;\\nEmbalmed by purifying cold.\\nThe winds shall sing their dead march old;\\nThe snow is no ignoble shroud.\\nThe moon thy mourner, and the cloud.\\ngoftiy\u00e2\u0080\u0094but this way fate was pointing,\\nTwas coming fast to such anointing.\\nWhen piped a tiny voice hard by.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0138.jp2"}, "139": {"fulltext": "135\\nGay and polite, a cheerful cry,\\nChick-cliickadeed! saucy note,\\nOut of sound heart and merry throat.\\nAs if it said, Good day, good sir,\\nFine afternoon, old passenger!\\nHappy to meet you in these places,\\nWhere January brings few faces.\\nHere was this atom in full breath,\\nHurling defiance at vast death;\\nThis scrap of valor just for play.\\nFronts the north wind in waistcoat gray,\\nAs if to shame my weak behavior;\\nI greeted loud my little savior,\\nYou pet! what dost here? and what for?\\nAt this pinch, wee San Salvador!\\nWhat fire burns in that little chest.\\nSo frolic, stout and self-possessed?\\nHenceforth I wear no stripe but thine;\\nAshes and jet all hues outshine.\\nWhy are not diamonds black and gray?\\nAnd I affirm the spacious north\\nExists to draw thy virtues forth.\\nI think no virtue goes with size;\\nThe reason of all cowardice\\nIs, that men are overgrown.\\nAnd, to be valiant, must come down\\nTo the titmouse dimension.\\nI think old Caesar must have heard\\nIn northern Gaul my dauntless bird.\\nAnd, echoed in some frosty wold,\\nBorrowed by battle numbers bold.\\nAnd I will write our annals new,\\nAnd thank thee for a better clew^\\nI, who dreamed not when I came hero\\nTo find the antitode of fear.\\nNor hear the say in Roman key,\\nPaean, veni, vidi, vici.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0139.jp2"}, "140": {"fulltext": "186\\nTHE BOBOLINK\u00e2\u0080\u0094 ROBERT OF LINCOLN.\\nBy William Cjallen Bryant.\\nPage 16, Poetry of Ornithology.\\nThe Bobolink is found in summer in many localities\\nin northern Indiana. Some places it is very common.\\nIt frequents pastures, meadows and the drier\\nmarshes. The male is black, with white along its\\nentire back. The female is grayish and brownish\\nstriped looking somewhat sparrow-like. The male\\nassumes the plumage of the female late in summer.\\nIn southern Indiana they are found as migrants\\nprincipally in spring. From the time of their arrival\\nuntil early July the male sings a beautiful song.\\nRobert of Lincoln is gaily drest,\\nWearing a bright black wedding coat;\\nAVhite are his shoulders and white his crest,\\nHear him call in his merry note:\\nBob-o -link, Bob-o -link,\\nSpink, spank, spink;\\nLook what a nice white coat is mine.\\nSure there never was a bird so fine.\\nChee, chee, chee.\\nRobert of Lincoln s Quaker wife.\\nPretty and quiet with plain brown wings,\\nPassing at home a patient life,\\nBroods in the grass while her husband sings:\\nBob-o -link, Bob-o -link,\\nSpink, spank, spink;\\nBrood, kind creature, you need not fear\\nThieves and robbers while I am here.\\nChee, chee, chee.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0140.jp2"}, "141": {"fulltext": "137\\nTHE MEADOW LARK.\\nBy Clinton Scollard.\\nPage 17, Poetry of Ornithology.\\nThe Meadow Lark is common throughout Indiana\\nfrom early spring until winter. In the southern part\\nof the State they are usually, and farther north\\nrarely, found in winter also. They frequent meadow s\\nand pastures. The upper parts are buff and black\\nstriped. The throat and under parts conspicuously\\nyellow, with a black crescent on the breast. Its strik-\\ning song from fence or tree is often said by farmers\\nto i u.y, Laziness will kill you. You may think it\\nsounds like Es-sie-de-ar.\\nBorn of the summer sunshine s bounteous gold,\\nClear chorister in the damask courts of dawn,\\ni From whispering winds your ijlaintive notes were\\ndrawn.\\nSome long forgotten morningtide of old,\\nFor you the red-lipped poppy-buds unfold.\\nFor your pale shoots of spring flowers haunt the\\nlawn,\\nAnd gracefully as does the graceful fawn,\\nSweet marguerites their dainty heads uphold.\\nWhene er I see you wing your fearless flight\\nAcross the amber amplitudes of air,\\nYour breast resplendent like a glowing shield.\\nYou seem a joyous messenger of light,\\nDescending from heavenly kingdom where\\nThe sainted dwell, in rapture unrevealed.\\nk", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0141.jp2"}, "142": {"fulltext": "138\\nTHE SANDPIPER.\\nBy Celia Thaxter.\\nPage U, Birds and Poets.\\nSeveral kinds of Sandpipers are to be found along\\nthe shores of the streams and lakes of Indiana in\\nspring, summer and fall. The Spotted Sandpiper is\\ngenerally distributed, and its well-known call, Peet-\\npeet, is to be heard about every body of water in\\nspring and summer.\\nAcross the narrow beach we flit,\\nOne little Sandpiper and I;\\nAnd fast I gather, bit by bit,\\nThe scattered driftwood, bleached and dry.\\nThe wild waves reach their hands for it,\\nThe wild wind raves, the tides run high.\\nAs up and down the beach we flit-\\nOne little Sandpiper and I.\\nAbove our heads the sullen clouds\\nScud black and swift across the sky;\\nLike silent ghosts, in misty shrouds\\nStand out the white lighthouses high.\\nAlmost as far as eye can reach\\nI see the close-reefed vessels fly.\\nAs fast we flit along the beach-\\nOne little Sandpiper and I.\\nI watch him as he skims along\\nUttering his sweet and mournful cry;\\nHe starts not at my fitful song,\\n^r flash of fluttering drapery.\\nHe has no thought of any wrong;\\nHe scans me with a fearless eye.\\nStanch friends are we, well tried and strong,\\nThe little Sandpiper and I.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0142.jp2"}, "143": {"fulltext": "139\\nComrade, where wilt thou be to-night\\nWhen the loosed storm breaks furiously\\nMy driftwood fire will burn so bright!\\nTo what warm shelter canst thou fly?\\nI do not fear for thee, though wroth\\nThe tempest rushes through the sky:\\nFor are we not God s children both,\\nThou little Sandpiper and I.\\nTHE YELLOW THISTLE BIRD.\\nBy S.B.MoManus.\\nThe American Goldfinch is known in some localities\\nas Yellow Bird and Thistle Bird. They are found\\nall year in this State. In summer the males wear\\nattractive colors\u00e2\u0080\u0094 bright yellow, with top of head,\\nwings and tail black. The females are duller. In\\nwinter both sexes are duller than the females in sum-\\nmer. They fly through the air with a galloping mo-\\ntion, repeating their call Per-chi(!-o-ree as they go.\\nThey frequent lettuce patches hemp stalks and this-\\ntles when the seed is ripe.\\nIn the clearin where the thistle, an poke an fire-\\nweed.\\nPlace their feet among the ashes and sow their har-\\nvest seed,\\nTher the little yeller thistle bird goes swingiu\\nthrough the sky,\\nLike they s ridin on the ocean when the waves were\\nwavin high.\\nAn they look like dandelion blows, got loose and\\ngiven wings\\nAn a voice (made up ter me, it seems, of the finest\\nfiddle strings);", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0143.jp2"}, "144": {"fulltext": "140\\nAn they dance among the posies with the snarlin\\nbumblebee,\\nCuttin up their shines an capers, that malie me\\nlaf to see.\\nAn there hain t a bird that s mean enough to tech\\nthe little mites,\\nAn I kinder think they re lookin out ter see they\\nget their rights.\\nThey re like children in the clearin playin they was\\nmarried folks.\\nFor they never seem in airnest, but air allers full\\no jokes.\\nAn they look so outer place like, mong the stumps n\\nburnin logs.\\nWith the hot wind whirlin madly till your very\\nbreath it clogs.\\nI stop sometimes to watch them, an they rest me\\nlike a cup\\nUv water cool and sparklin jest from the spring\\ndipped up;\\nAn sometimes my gold-haired baoy, with my dinner\\nin a pail,\\nComes to me, an I leave the wedge still sticking in\\nthe rail,\u00e2\u0080\u0094\\nAn we set down clost together like es if we s only\\none,\\nAn we eat n laf, n visit till ther isn t left a\\ncrum\\nThen she wanders round the clearin jest as busy as\\nI am,\\nAn my work seems twice as easy, n I feel so stout\\nn calm.\\nAn the yeller birds fly near her, jest es if they\\nknowed her too,\\nAn wor hankerin fer her lovin es I half suspect\\nthey do;\\nWhile I get the birds n babies all kinked up in my\\nheart,", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0144.jp2"}, "145": {"fulltext": "141\\nFer when they re nigh about me, I kent keep them\\nquite apart.\\nBut the yeller birds keep singin an my gal has\\nwandered home,\\nAn I get my thoughts untangled, which, sometimes\\nmay like to roam.\\nThey make me think of babies in a home wher all\\nthe rest\\nAir old, n gray, n wrinkled, n in ugly homespun\\ndrest,\\nEr a thought thet God made livin when He blest the\\nwaitin band\\nOf children, an upon their heads he laid his lovin\\nhand.\\nBIRDS ON THE PICKET LINE.\\nBy Lee O.Harris.\\nThe first glad winds of the morning swept\\nOver the crest of the mountain wood;\\nThe first gray light of the dawn had crept\\nDown where the blue-clad picket stood.\\nAcross the hollow a man in grey\\nHad watched, like him, all the long night through.\\nIntent to shed at the dawn of day\\nA redder stain than the morning knew.\\nThe morn shed life in her glowing path;\\nThe winds sang peace through the forest reach;\\nBut the hearts below were hot with wrath.\\nAs cheeks were laid to the rifle s breech,\\npne lurking place was a vine-clad screen,\\nThe other, sweet with the roses breath,\\njfet hate crossed hate through the space between,\\nAnd death looked into the face of death.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0145.jp2"}, "146": {"fulltext": "142\\nGod pity us all this lust for blood-\\nOne moment more and the death had sped;\\nOne little moment and God s green wood\\nHad sepulchred war s uncoffined dead.\\nBut ere from the deadly rifles rang\\nThe war-god s cry through the startled grove,\\nA bird sprang up from its nest and sang\\nIts morning hymn to the God of love.\\nFrom tree and thicket an answering song,\\nAnother, another, till, near and far.\\nThe message of love was borne along\\nAbove the hate and the wrath of war,\\nThen each man rose from his hidden lair,\\nAs one ashamed of a thing amiss.\\nAnd wrinkled foreheads grew smooth and fair.\\nAs when they leaned to a mother s kiss.\\nTwo rifle-butts to the glad earth sank;\\nTwo faces glowed like the coming dawn;\\nThen: How r you Johnny? and, How d ye Yank?\\nThe morning hymns of the birds rang on;\\nThe soldiers listened intent and mute.\\nThen, half in courtesy, half in shame.\\nTwo hands were raised in a swift salute;\\nTwo foemen went by the way they came.\\nGod pity us when the heart s unrest\\nCan drag the soul in its captive train;\\nGod pardon us all this wrath unblest,\\nThat brands the race with the mark of Cain.\\nBut blest be the influence sent that day\\nTo soften hatred to gentle words,\\nTill war forgot he had come to slay.\\nAnd bowed his crest to the woodland birds.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0146.jp2"}, "147": {"fulltext": "143\\nTHE BIRDS ORCHESTRA.\\nBy CeliaThaxter.\\nBobolink shall play the violin,\\nGreat applause to win;\\nLowly, sweet and sad the meadow lark\\nPlays the oboe, Hark!\\nThat inspired bugle with a soul\u00e2\u0080\u0094\\nTis the oriole;\\nYellow-bird the clarionet shall play,\\nBlithe and clear, and gay.\\nPurple finch what instrument will suit?\\nHe can play the flute.\\nFire- winged blackbirds sound the merry fife,\\nSoldiers without strife;\\nAnd the robins wind the mellow horn.\\nLoudly eve and morn.\\nWho shall clash the cymbals. Jay and Crow;\\nThat is all they know.\\nHylas twang their harps so weird and high,\\nSuch a tuneful cry;\\nAnd to roll the deep melodious drum,\\nLo! the bullfrogs come!\\nThen the splendid chorus who shall sing\\nOf so fine a thing?\\nWho the names of the performers call,\\nTruly one and all?\\nBluebird, bunting, cat-bird, chickadee,\\n(Phoebe bird is he).\\nSwallow, creeper, crossbill, cuckoo, dove.\\nWee wren that I love;\\nBrisk fly-catcher, finches\u00e2\u0080\u0094 what a crowd!\\nKing bird whistling loud;\\nSweet rose-breasted grosbeak, wren, thrush,\\nHear these two and hush;", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0147.jp2"}, "148": {"fulltext": "144\\nScarlet tanager, song-sparrow small,\\n(Dearer he than all;\\nAt the first sound of his friendly voice,\\nSaddest hearts rejoice).\\nRedpoll, nuthatch, thrasher, plover gray-\\nCurlew, did I say?\\nWhat a jangling all the grakles make!\\nIs it some mistake?\\nAnvil chorus yellow hammers strike.\\nAnd the wicked shrike.\\nHarshly creaks like some half-open door\\nHe can do no more.\\nTHE BONNY BROWN QUAIL.\\nBy Lee 0. Harris, Greenfield, Ind.\\nThe quail known as Bob White, from its well-\\nknown summer call, is found throughout the year all\\nover our State.\\nThe song, the song of the bonny brown quail!\\nMy heart leaps up at the joyous sound.\\nWhen first the gleam of the morning pale\\nSteals slowly over the dewy ground;\\nEre yet the maples along the hill\\nAre draped with fringes of sunlight gold.\\nr hear the notes of his piping shrill.\\nFrom hill, and valley, and field, and world\u00e2\u0080\u0094\\nTis light! Tls light!\\nBob White! Bob White!\\nThen up he springs to the topmost rail\\nAnd struts and sings in his proud delight,\\nThe song of the bonny brown quail.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0148.jp2"}, "149": {"fulltext": "145\\nThus all day long in the tasseled corn,\\nAnd where the willowy waters flow,\\nIn fields by the blade of the reaper shorn;\\nIn copse, and dingle, and vale below;\\nWhere star-crowned asters delight to stand.\\nAnd golden rods, in their robes of state;\\nAnd in the furrows of fallow-land.\\nHe calls aloud to his dusky mate:\\nAll right! All right!\\nBob White! Bob White!\\nAnd from her nook where the brambles trail,\\nShe guides the course of her whirring flight\\nBy the song of the bonny brown quail.\\nO, bonny bird, with the necklaced throat;\\nThe song you sing is but brief and shrill,\\nAnd yet methinks there never was note\\nMore sweetly tuned by a master s skill.\\nAnd like the song of a vanished day,\\nIt fills my heart with a subtle joy,\\nTill, all forgetting my locks of gray,\\n1 mock your whistle, again a boy.\\nYou re right! You re right!\\nBob White! Bob White!\\nThe hair may whiten, the cheeK may pale;\\nTime only mellow the old delight\\nIn the song of the bonny brown quail.\\nWhen, gliding slowly from east to west.\\nThe long black shadows begin to crawl;\\nEre dew has wetted his speckled breast,\\nThe brown quail whistles his loud recall:\\nCome home! Come home! The wind is still;\\nThe light is paling along the sky;\\nThe maples are nodding below the hill;\\nThe world is sleepy and so am I.\\nGood-night! Good-night!\\nBob W^hite! Bob White!\\nThe stare keep watch when the sunbeams fail,\\nAnd morn will waken the golden light.\\nAnd the song of the bonny brown quail.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0149.jp2"}, "150": {"fulltext": "146\\nA whirr of wings o er the stubble brown;\\nA patter of feet below the hill;\\nA close brown circle, all nestled down\u00e2\u0080\u0094\\nBob White! Good-night! and all is still.\\nThe rabbit passes with velvet tread,\\nAnd eyes of wonder that wink and peep;\\nThe winds sing lullaby overhead,\\nAnd put the bonny brown quail to sleep.\\nGood-night! Good-night!\\nBob White! Bob White!\\nWould I could hide in the dewy vale.\\nAnd bid the cares of the world good-night,\\nIn song, lilce the bonny brown quail.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0150.jp2"}, "151": {"fulltext": "147\\nSOME POEMS SUITABLE FOR RECITATION\\nAND STUDY.\\nThe Birds Orchestra Celia Thaxter.\\nThe Robin Celia Thaxter.\\nThe Song Sparrow Celia Thaxter.\\nThe Blackbird Alice Cary.\\nOn Seeing a Wild Bird Alice Cary.\\nTo a Seabird Bret Harte.\\nThe Swallow Owen Meredith.\\nA Bird at Sunset Owen Meredith.\\nThe Titlarli s Nest Owen Meredith.\\nWhat the Birds Said Whittier.\\nThe Sandpiper Celia Thaxter.\\nThe Falcon Lowell.\\nThe Titmouse R. W. Emerson.\\nTo a Waterfowl Bryant.\\nRobert of Lincoln Bryant.\\nThe Return of the Birds Bryant.\\nThe Eagle Tennyson.\\nTo the Sliylark William Wordsworth.\\nSir Robin Lucy Larcom.\\nStory of a Blackbird Alice Cary.\\nThe Birds of Killingworth Longfellow.\\nThe Chickadee Emerson.\\nThe Wood Pewee Trowbridge.\\nThe Waterfowl Bryant.\\nThe Humming Bird Fawcett.\\nThe Oriole (in Under the Willows) Lowell.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0151.jp2"}, "152": {"fulltext": "", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0152.jp2"}, "153": {"fulltext": "APPENDIX III.\\nPROGRAM\\nRECITATIONS AND STUDY\\nI", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0153.jp2"}, "154": {"fulltext": "ell\\nW)\\nii\\n.9\\n.S\\ns\\n3\\nce\\nC3\\noj\\no\\no\\nA\\npj\\n25\\nJ\\n3\\n3\\nS\\ns\\nt i\\nIfl\\nrjl\\nbjo\\nbio\\nfei\\n.s\\n.S\\nS\\nS\\nS\\ncS\\nc3\\nc\\n=S\\nOD\\nMl\\n3\\n5\\ni\\nS\\nC\u00c2\u00ab\\nft^\\ny\\ns\\n5\\nX\\n^Ji\\nm\\nv:\\nr\u00e2\u0080\u0094\\nr^\\nr3\\ns\\nC\\n03\\niC\\n5X\\nS\\nM\\nS\\nK\\nSi\\neS\\nP5\\n05\\n,bD\\n5^\\ns\\nz\\ncc\\nO}\\nOQ\\nPB\\n5*\\nM\\no\\n1\\no\\nc\\n0)\\n5a\\nrS\\nbe\\nII\\n1^\\np4\\n.s\\nC3\\nbe\\nce\\nc\\ni\\nO\\nS\\nC o\\ns\\nC\\nB\\nf^\\nc\u00c2\u00bb\\ns\\n,i4\\nm\\nCn\\na\\n-o\\nA\\ne e\\nM\\nc^-^\\no\\no\\ns\\n1\\ns\\n3\\nft^\\np;\\nw\\n\u00e2\u0096\u00a0\u00c2\u00bbj\\nJ^\\nu\\no^\\ncc^\\nco^\\ns\u00c2\u00ab\\no\\n*i\\n2\\nd\\n\u00e2\u0080\u00a22\\ns\\nII\\nJI\\nC^^\\ni\\ni*~*\\n\u00e2\u0080\u00a21\\nIS\\n|S\\nOQ\\ns\\nSh\\nJ.\\no\\no\\no\\nSi\\nrC\\nfSi\\n9\\na\\nt\\nu\\neS^\\nS\\ns\\n^r-\\nt-r-l\\nfcE\u00e2\u0080\u0094\\nbfi\u00e2\u0080\u0094\\n2\\nc^3\\nII\\nll\\n..2\\n.2\\nv.*\\ng\\ns\\n1=^\\nw.\\nOQ\\nC^\\n4P\\nJi,\\nrJi\\ns-\\nV\\no\\nS\\na\\n1\\ncc\\n3-\\nfc\\n\u00e2\u0080\u00a27S\\na\\n5\\n1\\n5\\nbc^\\n1\\n-5\\nm\\n3\\n5\\nm\\n-c\\ns\\nO\\ntd\\nX\\n5C\\nS\\n2\\nbe\\no\\no\\nc\\n,4\\nto\\nS\\n3\\n(3\\n.2\\nH\\nS3\\nO\\nSi\\nS-2\\no\\no\\nc\\n3\\n3\\ns\\nm\\nM", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0154.jp2"}, "155": {"fulltext": "1\\n1 o\\nt.\\nSi\\ni ^__\\no\\niSV\\nCC/fi\\nh. s\\n.2\\n0)\\ntr_,\\nCi\u00e2\u0080\u0094 I\\no\\nOT\\nS^\\nUj\\nh\\nS 5*\\no\\nir\\nUi\\n3\\nS2\\n\u00e2\u0080\u00a2r _\\nCC\\n,t.i\\n^;i\\n3\\ns-\\nz.\\ng\\nZi\\nrjl\\nCiQ\\nJ.\\nJ.\\nJ,\\nt\\no\\no\\na\\noT\\nGQ\\n1,\\nC\\no\\nO\\nen\\no\\n(0\\nUJ\\nbt\\nbL\\nbe\\ncs\\nrt\\nO\\nSJL\\n6fl\\nbC\\nUI\\nC\\nd\\nOC\\n5\\ncS\\nl_^\\nJ\\nf-.^\\n^bc\\nT\\n3\\nai\\nTJl\\nm\\no\\nc\\n,_\\n^_\\ni\\n(fl\\nr\\nJ\\n(fl\\nA\\no,\\nc:^\\nS^\\nrt-r\\nUi\\nt-rt\\n^t-H\\np\\nit\u00e2\u0080\u0094\\nC^\\nb\u00c2\u00a3\u00e2\u0080\u0094\\nUl\\n5^\\no_2\\n5??\\nr^\\n^.2\\n..2\\ns\\n_5\\np*\\nDQ\\nczj\\nm\\ni\\n.i\\nCO\\ns\\nc\\no\\nO\\nSi\\nti\\n(fl\\na\\na\\ng-\\nUl\\nei\\nE\\no\\nM\\nSB\\nCft\\nUl\\nO\\nO\\no\\nCl\\n,V\\n.^H\\nV\\nre o\\ns o\\npij\\n-M\\nV\\n03\\nUl\\n\u00e2\u0080\u00a22\\ns^\\nJ.\\no\\nto\\n(0\\nUi\\ns\\no\\nUi\\nOC\\nS\\nu\\nII\\no\\no\\nC\\ns\\n3\\nd\\nca\\ncq\\n1\\no\\ns\\n_u\\no\\nz\\n\u00e2\u0080\u00a2r\\nz\\n3\\nl\\nCO\\nCO\\nJ,\\n~o\\n\u00c2\u00abJ\\nCK\\n1.\\no\\nO\\nSJ\\n:C\\nz\\nbe\\nC\\ns\\nz\\nC c\\n\u00e2\u0080\u00a2ci S\\nt\\ns\\n4)\\nc^\\nNl\\n,_^\\nSt\\nS\\no.\\nu\\nz\\no\\nCi^--\\nC!\\n8^\\n^1\\na\\nz\\ni?\\n5\\nz\\no\\nz\\no\\no\\ns?\\n3\\n3\\npq\\nw\\nz\\no\\n3\\nJ5\\nc3\\nZ\\ng\\np\\nr5\\ns\\ns", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0155.jp2"}, "156": {"fulltext": "J_\\no\\no\\n.2\\n(D\\nS^\\ns^\\ns^\\n\u00e2\u0096\u00a05^\\nr^T-H\\n^1\\n+j\\n.j^\\nt ..2\\n\u00e2\u0096\u00a0a. 2\\n%x\\n|M\\n\u00e2\u0080\u00a2itq\\nm\\ncc\\nj_^\\n$H\\n;_\\no\\n,_^\\n,_^\\n,_,\\no\\n.2\\nij\\nS;i^\\na^-\\nS^\\n.a--^\\n^d-\\n.ti i\\ns~\\n2\\n^3\\n-S\\ni.2\\n..22\\n..2i\\nSW\\n1\u00c2\u00ab\\n1\u00c2\u00ab\\niri\\nw\\nTJ\\nTO\\nQ)\\naj\\ns\\n-i2\\na\\na\\n2\\nB\\ns\\n5\\nk;\\nj\\n\u00e2\u0080\u00a2-3\\n\u00e2\u0096\u00a0-3\\n3\\n3\\ns\\nifi\\nO^\\nm\\nbe\\nCo\\nc\\ns\\ns\\nc.\\ns,\\n0^ S\\nSB\\na\\nbe =5\\nS-c\\nS-.\\n1 s\\n1\\n1^\\nC\u00c2\u00a7^\\n5\\n^s\\n.\u00e2\u0080\u00a2\u00c2\u00a71\\ni\\n|=e\\nw c\\ns\\nc^\\n5\\nfe\\nJi.\\n0)B\\n_s s\\nS 1\\nc e\\nT^\\nT*\\nC\\n.1\\n\u00e2\u0080\u00a2^e\\nu\\nw\\nS\\nS\\nft^\\nPQ\\nPQ\\ni\\ni\\ns\\ns\\nSj\\nf-l\\nrfl\\nrC\\nrt\\ni-\\ni-\\nbD\\nbB\\nD\\nU\\n^t;\\n^p;\\nt^\\n13\\nS\\ns*^\\nCZ2\\nj_\\n5.\\n,_,\\n^_,\\n-fi\\n\u00e2\u0080\u00a2S\\nS\\n.ti\\ni:\\n^1\\ncrj\\nf^\\n^_^\\nD\\nbii\\nJ\\nbtCI^-\\nS\\ni.2^\\nF\\na\\ns\\n3\\nr^\\nB\\n5\\nOQ\\nm\\nTS\\nri\\nS-,\\nce\\nC5\\n-i\\nH\\np\u00c2\u00bbl\\nrS\\n43\\nPh\\nPh", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0156.jp2"}, "157": {"fulltext": "i\\nm\\ni\\n2\\nS\\na\\ntq\\nii\\no\\n4^\\nJ\\n01\\nSo\\n(0\\nr^\\nrC\\nr S\\n(0\\na\\n=i,\\nlU\\no\\nSo\\nbe\\nUl\\no\\n9\\na.\\n4\\nCl3\\nPS\\ns^\\n.t!\\n.C\\n^t\\n^g\\ni.\\no\\n^5\\nIS\\n\u00e2\u0096\u00a0-i\\ns-^\\ns*^\\nS^\\nV\\ncS\\nCC\\nm\\ni4\\nc\\ns\\nSi\\no\\n2\\n4P\\nI\\n3\\n3\\n3\\ns\\n6\\n(fl\\n41\\n0)\\nUl\\nSSI-\\nCo-\\nbe\\no\\nUl\\nS OC\\nS be\\nt5;S\\n.2 5a\\n0)\\n2\\nPS\\n1\\n502\\n1^\\nr^\\nOQ\\n1\\ntfl\\n!-i\\nV\\ns\\n5\\ni\\ng\\n6\\nO)\\nkfl\\nB\\nU)\\nI)\\ncS\\ne\\nbe\\nUl\\no\\nUl\\n5\\n1^\\n0)\\n1\\nQC\\n^s\\nS^\\ns\\n:8\\np\\n\u00e2\u0080\u00a2^1\\n1\\n1\\nm 1\\na^\\nW\\n^1\\ni\\nS\\n6\\n1\\n.1^\\nV.\\nOJ\\naj\\nw\\nUl\\nbio\\nbio\\nC\\nu\\nbe\\na\\no\\nS\\nS\\nn\\ns\\ng\\nUl\\nc3\\nOS\\ncS\\nOC\\nS\\ntS\\nTS\\n\u00e2\u0080\u00a2TS\\ns\\ns\\nS\\nJS\\nCO\\nCC\\nto -u.\\n:s c\\n3\\na\\nj\\nr\\nrr,\\nw\\n2-^\\nQ\\n0)\\nu\\nUJ\\no\\n11\\nUi\\n2 c\\n_\\nOC\\n2 .2\\na *c", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0157.jp2"}, "158": {"fulltext": "\u00c2\u00bb4\\ns.\\no\\nO\\no\\nui\\nS\\no\\nu\\nJ_\\n0\u00c2\u00b0\\nc*\\ncS\\ne\\n3\\n6C\\n.2\\nc\\n\u00e2\u0080\u00a2S\\ns3\\nI\\nh\\nI\\n1\\nU\\nri\\ntf\\n1\\nII\\nUJ\\nm\\nS\\nCO\\nu\\nu\\no\\no\\no\\no\\nui\\no\\ns\\nQ\\ns\\n3\\nS5\\nse\\n%a\\nsi\\n!a,\\ncS\\nu\\nsS\\n(5\\n1\\nII\\ns\\nII\\noS o\\nSI\\nre o\\nll\\nH\\ni\\nft^\\nl-:]\\n^\u00e2\u0080\u00a2S\\n^\u00e2\u0080\u00a2S\\nX\\n0)\\n\u00e2\u0080\u00a2S\\ns\\n(0\\na\\nbl)\\n2\\n1\\n1pm\\n1*^\\n1^\\n5\\nOQ\\nH\\nai\\nCO\\nJ^\\nV\\n2\\n4^\\n111\\niff\\na\\n1\\na\\n1\\nQ\\n1\\nM\\ncc\\nOQ\\nCfi\\nw\\n\u00e2\u0080\u00a273\\nIS\\nC\\n-TS\\ntr\\nfl\\noj\\nc3\\ni\\nC2\\no3\\ni\\n.H\\n6C\\n.s\\n6B\\ni:3\\n1\\na\\no2p\\nh\\nq:\\na\\n1\\n6C^\\ng\\nfl\\nP5\\nP5\\ng\\nf^.\\n05\\nOO\\n3\\nP^\\n^6B\\nj^bfl\\nB\\nS*\\n!.2^\\nH\\ns\\n-t.s\\n-^.S\\n5\\n10\\n^.S\\ns\\n1-\\n^w\\nLL\\ntf\\nZ\\nM\\n-v\\nM\\n05\\nCO\\n6D\\nbD\\n6C\\nUJ\\nQ\\nH\\n.5\\n\u00e2\u0080\u00a2S\\n_C\\n1\\nW\\nQ^\\na,\\na\\n1;\\n1\\n1^\\nQC\\ne\\n\u00c2\u00ab^.S\\n\u00c2\u00ab^S\\nt Q\\n-C\\n(5\\nii\\n^i\\n5a\\n1\\nZ\\nHi\\nCO\\n1i\\nCO\\nS\\n2\\ns\\n1\\nc\\nui\\n1\\n1\\nlo\\nflC\\n.r\\nC5\\n1|\\nM\\ni.\\nc3\\nM\\n-ii\\n0)\\n^-1\\no\\no\\nO\\nQC\\nB\\nI\\n1^\\n2\\nM\\nM\\nt-.\\ns\\ns\\nS\\nft^\\nW\\nn\\nS\\nW\\nm 1", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0158.jp2"}, "159": {"fulltext": "u\\n(H\\no\\no\\nO\\n^_,\\nW\\n_o\\n_o\\nQ\\n(0\\na\\nflj\\n(f)\\nUJ\\no\\nUl\\nS^\\nB^\\na^\\nrJ3\u00e2\u0080\u0094\\nJ3\u00e2\u0080\u0094\\n.t^ be\\nti be\\nc\\nb fl\\n--3\\n.:2\\ns\\n.2\\n1\\n1^\\nCO\\nm\\nOQ\\nJ\u00c2\u00bb\\nt-i\\nj_^\\no\\no\\no\\no\\no\\n(0\\nw\\nUl\\no\\nUl\\nii\\n3\\nJ2\\nDC\\n1^\\n/v^\\nft^\\nOQ\\nm\\nu\\nO\\no\\no\\nin\\n(0\\nJ=\\nrS\\nnfl\\na\\na\\na\\nrt^\\nce^\\ncS^\\nUl\\ns-.-.\\nt.r-1\\no\\nbij\u00e2\u0080\u0094\\nb*\u00e2\u0080\u0094\\nbiii^\\nUl\\no\\nQC\\niJ t?\\nu\\nu\\nO o\\nO o\\nO o 1\\n-u\\n-t^\\n-..;s\\n..2\\n..i\u00c2\u00a3\\n1^\\niw\\niw\\ncc\\nCO\\n\u00c2\u00ab2\\ni\\ni\\nW\\ntt5\\nSi\\nrs:\\n(0\\nH.\\n?5,\\nU)\\nn\\ns\\nUl\\no\\nUl\\n6Jj\\nS o\\nQC\\n03 S\\no\\n:a\\n\u00e2\u0080\u00a2ll\\n3*^\\nr\\n3\\npq\\nt^\\n(A\\nto\\no\\nUl\\nQC\\nO\\no\\ns\\n\u00e2\u0096\u00a0ts\\n3\\n3\\nCQ\\nm\\nft?\\n5.\\nc\\nO\\ns\\nQ\\no\\no\\nB\\nB^\\ntf bfi\\nu 3\\n1\\nZ\\no\\nz\\n1^\\nll\\nZO\\nu\\nS-t\\no\\no\\n.2\\n.2\\na\\nai\\nz\\no\\n\u00e2\u0080\u00a2t^\\n.ti\\nz\\nti\\nSi ti\\n^3\\nS\\n..2\\n..2\\nSW\\n|K\\n-kJ\\nCO\\nO\\no\\no\\na\\n\u00e2\u0096\u00a0-S\\na.\\n3\\nz\\nc^\\nr^\\nC bi\\nz\\n^fe\\n^1\\nM\\nz\\no\\no\\nf-\\n-r^*\\nz\\no\\no\\nM\\n3\\nPP\\nw\\nz\\nri\\ntS\\no\\ns5\\nZ\\nC\\ng\\nrt\\n0.\\nS", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0159.jp2"}, "160": {"fulltext": "M\\nUJ\\nt^\\ni-,\\nt\\no^\\no^\\no^\\nQ\\nj^-M\\nss!^\\nCO^\\nt-\\nt^^\\n.o\\nDC\\nbD^\\nbc^\\nbCr-.\\no-^\\nO\u00e2\u0080\u0094\\no~^\\n\u00e2\u0080\u00a211\\nT 5\\n3 te\\nI\\nj\\n,x: 3\\nl\u00c2\u00a7\\nX\\n(X a\\nPh a\\nP^\\nA\\nS\\n5 o\\nJ\u00c2\u00b0\\nUJ\\nM\\nJ,\\n^4\\no\\nO\\no\\nUJ\\nQ\\nw\\nIE\\n\u00e2\u0096\u00a02\\ni;j\\nP.\\nbe-\\nbC^\\nI\\na,\\nC\\nO\\ni\\n-^1\\nOS\\n0\u00c2\u00a3\\nX\\nv\\n\u00c2\u00bb.22\\n..2\\nU)\\n|M\\n|w\\na\\nc^\\n.2\\nu\\nSh\\nJ.\\nUJ\\no\\no\\no\\nQ\\n1\\no\\no\\n.o\\nq:\\na\\nS\\na\\nB\\nS\\nM\\ni;^^\\nI\\nPS\\nt. bit\\n%i\\n^.i\\n.2\\n1^\\n\u00e2\u0080\u00a2II\\nu.\\nM\\nbio\\nOi\\nUJ\\nC\\n\u00e2\u0080\u00a2S\\nQ\\n4\\na\\nQC\\nO) o\\n(5\\nO\\nz\\nUJ\\n.So-\\nts bX)\\n1^\\nII\\n14\\n.si\\na\\ntS\\nCO\\n!Xi\\nUJ\\nQ\\nq:\\n(9\\nH\\nrisj\\n0)\\no\\no\\no\\nDC\\nE\\nS\\nS\\ns\\nm\\nCQ\\nm\\n_\\nQ\\nu\\no^.\\nCO*^^\\ns^\\ns-\\n.o\\n^o\\nStr-H\\n*:rH\\no\\n^C-\\n\u00e2\u0080\u00a23 be\\nc C\u00c2\u00bb\\ns\\nc\\nS.*\\n_g\\ntn\\ni\\n\u00e2\u0080\u00a25^\\ns\\nc^\\nB\\nm\\nCO\\nPS\\nu\\n^1\\n!L.\\no\\no\\no\\n,_,\\n,_^\\ntka\\no\\nr S\\na\\na\\n?5,\\nCSjq.\\neS^\\nB^\\nSi I\u00e2\u0080\u0094I\\n5-^\\n\u00e2\u0080\u00a2M\\nbe\\nbe--\\n1-\\nes\\no\\no\\ns\u00c2\u00bb\\nJS\\n^S\\n.:i\\n5\\nIS\\n^ffl\\n\u00e2\u0080\u00a2\u00c2\u00a35:1\\nV\\nH\\nCO\\n1\\ns_\\n5_\\nf-i\\no\\nO\\no\\n-5\\nd^\\n05\\nbe\\nbe\\nbe\\na\\nbcCi\\nb\u00c2\u00bb:i\\nbcC!-\\nfl\\n\u00c2\u00a7b\\ng\\n1-:; o\\n^5\\n.2\\n.2\\nk\\n|W\\n|W\\nCO\\n52\\nV\\nGS\\n-c\\ns\\na\\nw\\nTO\\nt^\\nu\\nflJ\\nO\\n2\\n-o\\n2\\na\\nH\\ns\\ns\\ns\\np\\n!2;\\nA\\nVI\\nTS\\n-s\\n3\\n_5\\n5\\nCO\\nCfi\\nCO\\nA\\nV\\nc8\\nH\\njj\\nJ;;\\nc\\nrt\\nc3\\nc^\\n.2\\nn\\no\\nei\\nc3\\n1^\\nS\\ns", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0160.jp2"}, "161": {"fulltext": "Vd\\n0)\\nb\\na\\nS\\nlU\\nu\\nu\\nt-\\no\\no\\ns\\no\\no\\nm\\n.2\\n\u00e2\u0080\u00a22\\ntL\\nK\\nw\\nS3\\nt5\\n4\\nM\\n\u00e2\u0080\u00a21\\nr3\\ns\\n3\\nS\\ns\u00c2\u00ab\\n9\\n5-\\nt/2\\ncc\\nh\\nC\\n2\\n1\\n5\\n-*l\\nS\\n^M\\n^c^\\n?5,\\ntn\\nM\\n^g\\ns\\ntn\\n(0\\nlU\\no\\n.2 c\\ns\\n-C\\no\\nUl\\n1\\na\\n|3\\n^1\\n^2\\nM\\nrjl\\n1\\n^1\\nu\\ns\\no\\no\\na\\n2\\ni\\ni\\nas\\no\\ntn\\n0)\\nlU\\nM\\nS\\nfcjo\\n.2\\no\\nUl\\n1-5 _o\\nPi\\n2\\nS3\\nP5\\nSi\\n2\\ns\\na\\niN\\no\\n?5,\\nN^\\n1\\n5C\\nS\\ntn\\nh\\ntf)\\na.\\nUl\\no\\nUl\\nGC\\nS\\nA\\n1\\no\\n4\\no\\no\\nP5\\nTS\\ng\\n3\\ns\\na^\\nm\\nPQ\\nai\\nCO -VJ 1\\n2\\n^JS\\ntt, S B\\nHI\\nO\\na -3\\nS w,\\nE\\nThem\\nrade sh\\nome afte\\nenient.\\nt\u00c2\u00ab\\nXI", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0161.jp2"}, "162": {"fulltext": "NOTES,\\n1. The two programs provide for 170 recitations per week in the\\neight grades. They should be combined in schools with two or\\nmore teachers.\\n2. District schools should be graded to one or the other of the\\nprograms; if graded to the first combination\u00e2\u0080\u0094 the First, Second,\\nThird, Fifth and Seventh Years\u00e2\u0080\u0094 102 recitations per week, or 20 per\\nday, are necessary; if graded to the second combination\u00e2\u0080\u0094 the First,\\nSecond, Fourth, Sixth and Eighth Years 103 recitations per week,\\nor almost 21 per day, are necessary.\\n3. The program makes the fourth year work rather light, but\\nwill give the class a good opportunity to strengthen the History\\nand other work as the needs demand.\\n4. There should be at least three separate lessons per week in\\npenmanship for the first six years, and three lessons per week in\\nspelling in the fourth, fifth and sixth years. In the spelling work,\\nteachers should use carefully selected words as a basis.\\n5. The old notion of having the pupils recite every day in\\nJ^F^J? F subject is erroneous; especially when we have seven or\\neight months of school, or when the pupils are strong in the sub-\\njects. When a class begins to run behind it should recite every\\nday; but when it is running ahead it should recite three or\\nfour times a week only.\\n6. The program is not made with any thought as to the time of\\nday the different subjects should be studied, and when the classes\\nshould recite. Many teachers would have the reading classes re-\\ncite before the first recess the arithmetic classes between recess\\nand noon; the geography and grammar classes between noon and\\nrecess, and the history and physiology classes, etc., after last re-\\ncess. This feature of the program should be arranged by the\\nCounty Superintendents and teachers to suit the looal needs.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0162.jp2"}, "163": {"fulltext": "APPENDIX IV.\\nPROCEEDINGS OF THE STATE ANE\\nLOCAL HISTORICAL COMMITTEE.\\nOffice of State Librarian,\\nIndianapolis, Indiana, June 15, 1900.)\\nThe State and Local Historical Committee, authorized by tht\\nIndiana State Teachers Association, was called to order by its\\nPresident, Cyrus W. Hodgin.\\n1. Governor Mount s proclamation concerning the historical use\\nof the Fourth of July was unanimously recommended as a\\npermanent feature of Fourth of July celebrations.\\n2. It is recommended that at each County Teachers Association\\na paper on some phase of Indiana State or local history be\\nprepared by some suitable person and read to the Associa-\\ntion.\\n3. It is recommended that Indiana Day be placed in the school\\ncalendar, and that the collection and preservation of histor-\\nical material be encouraged.\\n4. Suggestive Program for Indiana Day, Dec. 11, 1900:\\n^^^S America.\\nReading of ftorernor Mount s proclamation.\\nSong\\nReading State Superintendent s letter to children.\\nPaper. Naming of county, township, county seats, towns,\\nstreams.\\nRecitation, Indiana Mrs. Bolton.\\nPaper Pioneer Days.\\nSong\\nTalk on Exhiliits.*\\nSong\\nExhibits of old farm implements, household utensils and\\nrelies, etc.\\n-159-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0163.jp2"}, "164": {"fulltext": "160\\n5. Suggestive topics\\na. Mounds and other prehistoric relics.\\nb. Origin of early settlers and whence they came.\\nc. Indian fur traders and trappers.\\nd. Pioneer amusements.\\ne. Pioneer schools.\\nf. Pioneer churches and religious meetings.\\ng. Muster days.\\nh. Natural scenery.\\ni. The pioneer doctor.\\nj. Early courts and legal customs.\\nk. Pioneer transportation and communication.\\n1. Early bees, log rollings, quiltings, huskings, etc.\\n6. *The committee recommends the introduction of Indiana\\nhistory and civil government into the public schools.\\n7. Resolved, That we co-operate with the State Librarian in his\\nendeavors to secure for the State important historical collec-\\ntions of books, maps, old letters and other manuscripts.\\n8. Resolved, That we co-operate with the State Historical Society\\nin gathering materials of State history\\n9. Resolved, That a suitable person be appointed in each county,\\nby the State Librarian, for the purpose of organizing local\\nhistorical societies and communicating with the State\\nLibrarian.\\n10. Resolved, That the President of this committee present the\\nwork of the committee to the Indiana State Teachers Asso-\\nciation.\\n11. Resolved, That each County Superintendent present to the\\nteachers of his county the plan of this committee.\\n12. Resolved, That all historical papers, letters, manuscripts and\\nhistorical documents, or a copy of such, be forwarded to\\nCyrus W. Hodgin, who will edit such material for publica-\\ntion in the Imdianian.\\n*For a good text-book on Indiana history and civil govern-\\nment, see History and Civil Government of Indiana, by Cyrus\\nW. Hodgin, A. M., Professor of History and Political Economy in\\nBarlham College. Also, History and Civil Government of Indi-\\nana, by Prof. Rawles, of Indiana Unirersity.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0164.jp2"}, "165": {"fulltext": "STUDY OF LOCAL HISTORY.\\nA study of the history of science reveals the fact that the growth\\nof man s interest, as exhibited in his selection of studies, has\\nbeen from the most remote world toward himself. The develop-\\nment ot our sciences is sufficient evidence of this fact. Man be-\\ngan by the study of astronomy the most remotely related, and so\\nfar has finished with sociology-that science most closely related\\nto his everyday livings Not unlike this has been our study of\\nhistory. We began by studying that particular history most re-\\nmotely rel ited to the student, and have progressed almost con-\\nstantly toward that phase of history which is most directly a part\\nof his own individual life and much of which has been enacted\\nwithin his own time and his own locality. There is nothing but\\ngood in a proper study of any history, but our students have been\\ntoo long led to believe that history has been produced only in for-\\neign countries or in times long past, and the best remedy for such\\na misconception is to bring our schools and our clubs\u00e2\u0080\u0094 the two\\nmodern methods of studentship\u00e2\u0080\u0094 to an active appreciation of the\\nfact that every community is making history as real and in many\\nrespects as valuable as any history anywhere or of any time. Our\\npeople in this comparatively new cou try have not yet appreciated\\nthe value of local history and of records made upon the spot.\\nThis is especially true in these Central States, where so much\\ntime and effort has been consumed in the merely physical aspects\\nof life. Especially have few people of Indiana yet realized the\\nhistoric value of apparently commonplace occurrences, and we\\nmust learn it soon and begin to preserve what we have of historic\\nvalue or we shall soon have passed the point beyond which it will\\nbe impos ible for us to collect much of our early history, which is\\nvastly significant. In fact, much is already beyond the power of\\nthe student or collector.\\nIn Germany and England and in some of our own Eastern\\nStates almost every community has its club of local students and\\ncollectors, and we have already seen how valuable sut^h work is to\\nthose people, and ours may be the more valuable if we begin cor-\\nrespondingly earlier to collect and preserve our own records. If\\nour clubs and schools should begin now to collect and preserve all\\nfacts of local and general interest within a single generation, a\\ndegree of intelligence and interest would prevail in our State that\\nis now beyond our highest anticipations.\\nWhen we shall secure such a library system as shall place a\\ngood library in each township in the State, as will doubtless soon\\nbe true, then we shall have so many depositories of such local\\nhistory as will render its perfect preservation not only a possi-\\nbility, but a local pride.\\nThe following appended outlines for the study of local history\\nwill, it is believed, serve as guides at least to any locality for the\\nstudy of its history. No one point in either outline will be of\\nvalue to every locality, but enough may be selected to serve any\\nparticular unit of study.\\nai) -161-", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0165.jp2"}, "166": {"fulltext": "OUTLINE FOR THE STUDY OF LOCAL\\nHISTORY.\\nUNIT OF STUDY: COUNTY, TOWN OK TOWNSHIP.\\nI. Conditions Which Made It Desirable as a Homk, Hence\\nLkd to Its Settlement.\\n1. ^jroography of the surface: timber, prairie, streams, lake^,\\nhills.\\n2. Nature of the soil; its formation, adaptability for culti-\\nvation.\\n3. Chief sources of wealth when settled.\\n4. Productions of place or immediate surroundings.\\n5. Kind and relative amount of labor required to bring it to\\nits present condition,\\nII. By Whom Settled.\\n1. Nationality: by birth, by parentage.\\n2. From what place directly did the settlers come, if many\\nof them came from one place?\\n3. Particular incentive vvhich led them to this place.\\n4. From what conditions of life and from what occupations\\ndid they come?\\n5. What prominent characteristics have the people retained\\nup to the present time, if any?\\n6. Biographical sketches of characteristic early settlers.\\nIII. Map of the Unit of Study.\\n1. If town, show all details, such as location, prominent\\nbuildings, especially of the earlier buildings, and the\\nlocation of the residences of prominent citizens from\\nthe earliest settlement.\\n2. If county or township, show location of all towns and\\nvillages, especially the earlier ones, which may be\\nnow in decay.\\nS. Show early natural drainage and present artificial\\ndrainage, if it has been changed by the agency of\\nman.\\nIV. Cemeteries.\\n1. When and where located from the earliest history down\\nto the present, and it will be found desirable to copy\\nthe early inscriptions where the stones bearing them\\nare not properly looked after. Later these will be-\\ncome valuable local history.\\n2. Look up early records, for in seme instances records\\nmay yet be found of early burials not recorded on\\nstones.\\n-162-", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0166.jp2"}, "167": {"fulltext": "163\\nV. Transportation and Communication.\\n1. History in narrative form of each of the following:\\na. Canals.\\nb. Noted wagon roads.\\nc. Early mail routes.\\nd. Railroads.\\ne. Telegraph.\\nf. Telephone.\\n2. Chief lines of goods shipped to and from this center.\\n3. Chief points of shipment both to and from.\\n4. Is the Unit of Study on any great line of travel be-\\ntween two or more prominent points?\\nVI. Material Progrrss of the Unit of Study.\\n1. Early industries carried on by individuals or by\\norganized companies.\\n2. Hive thf\u00c2\u00a9 primitive industries developed into the\\npresent chief industries or have the industrial lines\\nchanged?\\n3. If the lines have changed assign reasons.\\nVir. Educational Institutions.\\n1. Schools.\\na. When, where and by whom were the earliest\\nlocated?\\nb. Sketches of rominent teachers and student?.\\nc. Promiient schools since organized, not now\\nexisting.\\nd. Present schools and teachers.\\n2. Libraries and Museums, if any.\\na. When and where established.\\nb. How sustained.\\nc. Prominence reached.\\nd. When in greatest prominence.\\ne. Does the same still continue?\\nf. What ard the present conditions\\ng. What is the sentiment of the community with\\nregard to\\n3. Clubs.\\na. Narrative history of all so far formed.\\nb. Present conditions and leading members in.\\n4. Newspapers.\\na. History of each from the first.\\nb. Sketches of prominent men and women con-\\nnected with.\\nVIII. Literary History.\\n1. Biographical sketches of prominent writers, and\\nespecially of those who have written for publica-\\ntion in other than the local papers.\\n2. (live name, dxto and place of publication of each\\nbook, pamphlet, magazine article, or series of arti-\\ncles upon an important suJ jcctin local i apers.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0167.jp2"}, "168": {"fulltext": "164\\nIX. Churches.\\n1. When and where was each organized?\\n2. Give names of charter members.\\n3. Sketches of most noted pastors, or a co.mplete list if\\npossible.\\n4. Sketches of the leading workers from the first.\\n5. Present conditions.\\nX. Charitable, Penal and Correctional Institutions^\\n1. Houses for the destitute, dependent and defective.\\n2. Reformatories.\\n3. Jails and penitentiaries.\\nXI. Courts.\\n1. History of the organization of,\\n2. Noted judges and attorneys, sketches of.\\n3. Complete list of court officials from the first.\\nXII. War History, Each War Participated In, Treated\\nSeparately.\\n1. List of enlistments.\\n2. List of killed in battle or dying from wounds.\\n3. List of deaths in the army (rom other causes.\\n4. List and looati )n of m-^mbers still living.\\n5. Biographical sketches of noted soldiers.\\nXIII. Professional Life, Sketch of.\\n1. Legal profei^sion.\\n2. Medical profession.\\n3. Educational.\\n4. Ministerial.\\nXIV. Local Government.\\n1. When organized.\\n2. What departments when first organized.\\n3. What departments added since, if any.\\n4. Make list as complete as possible of officials serving\\nio each department since the organization.\\nXV. Genealogy op the Older Families.\\n1. Ancestry uf early settlers as far as can be traced.\\n2. A full record of each branch and each member of the\\nfamily since settlement in this locality.\\na. Births.\\nb. Marriages.\\nc. To whom married.\\nd. Deaths.\\nNote.\u00e2\u0080\u0094 This material must be collected from church, court\\nand cemetery records and supplemented from the memories of thj\\nolder, m(;re intelligent, and more trustworthy citizens.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0168.jp2"}, "169": {"fulltext": "B\\nOUTLINE FOR THE STUDY OF LOCAL\\nHISTORY,\\nSuggestions concerning the work that may be done by a local\\nhistorical society in collecting, organizing and preserving his-\\ntorical materials.\\nEvery county should have at least one active historical society.\\nIt i^hould enlist in its work teachers, students, preachers, doctors,\\nlawyers, business men, and intelligent farmers and mechanics.\\nIn every community there is much valuable material that by\\nprompt action may be collected and preserved, but which in a few\\nyears will be lost beyond recovery. It may be in the form of old\\nletters and other manuscripts, of historic pictures, of files of\\npapers, and the reminiscences of reliable old persons. Reports of\\npublic officers and of various societies should be filed, and a scrap-\\nbook should be used for keeping obituaries of deceased citizens of\\nimportance.\\nAll these materials should be properly classified and kept by a\\nresponsible curator, in fireproof quarters.\\nThe society should hold meetings at regular intervals, bi-monthly\\nor quarterly, at which original papers should be presented by com-\\njictent persons on to)tics of local historical interest, and copies of\\nthese papers should be carefully filed.\\nPrograms should be made out by a careful committee, for the\\nyear in advance.\\nI. Interesting and valuable papers may be written on the phy-\\nsical basis of the county s material development, as,\\n1. Its geography\u00e2\u0080\u0094 limits, area surface\u00e2\u0080\u0094 hills, valleys,\\nplains, etc., with a map.\\n2. Its geology: minerals\u00e2\u0080\u0094 kinds, quality, quantity, lo-\\ncation; soils\u00e2\u0080\u0094 quality and adaptability to various\\nuses; fossil remains of interest; evidences of geo-\\nlogic changes through glacial action, etc.\\n3. Climatic conditions\u00e2\u0080\u0094 rain-fall, snow-fall, tempera-\\nture, floods and droughts and their causes, if they\\ncan be discovered in the removal of forests, etc.\\n4. Fauna and flora\u00e2\u0080\u0094 native animals and plants, and\\nchanges that have come from the time of early set-\\ntlements to the present.\\n\u00e2\u0080\u0094165\u00e2\u0080\u0094", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0169.jp2"}, "170": {"fulltext": "166\\nII. other papers, it may be, of equal interest, can be prepared\\non the archeology of the locality; as,\\n1. Prehistoric remains-mounds or other earthworks.\\nand various implements of stone, bone, etc.\\n2. Indian occupants and their manners, customs, etc.,\\nin the time previous to the first occupancy by white\\nsettlers; Indian wars, massacres or other facts of\\nincidents connected with the relation of whites and\\nIndians; as, Indian treaties, boundaries, reserva-\\ntions, missions, etc.\\nHI But the mo.t interesting and profitable work of the society\\nwill be along the lines of the institutional development of\\nthe locality, social, industrial, religious, political and\\neducational. The ideas underlying these phases of prog-\\nres\u00c2\u00ab are universal, and their development in the institu-\\ntional forms proceed simultaneously in every com-\\nmunity, but in different communities at the same (imc\\nand in the same community at different times the em-\\nphasis may be differently placed. There is practically no\\nlimit to the topics that may be treated under these heads.\\n1. Social. i- \u00e2\u0080\u009e\u00e2\u0080\u009ei.\\na. Social classes-racial, national, sectional.\\nwhence they came, social ideas, manners,\\ncustoms, amusements, etc.\\nb. Family life-size of families, home training o,\\nchildren, family names and lineages.\\nc. Social orders-lodges, club^-, etc., their pur-\\nposes and accomplishments, past and present^\\nThe saloon as a social center, its good anu\\nevil sides. Antislavery societies, speaker.,\\nU.G.R.R. operations, etc.\\nd. Social institutions-organized chanties, hospK\\nals, orphanages, houses of reiuge. reform\\ntories, punitive institutions, care of po r.\\nCounty Board of Charities -its origin auU\\nwork.\\ne. Crime-forms, causes, consequences, mobs.\\nnoted trials involving the interests ot\\nsociety.\\nf. Public health-conditions, means, results.\\n2. Industrial. i,-\u00e2\u0080\u009ei,\\na. Early industries-conditions unaer which car-\\nried on\u00e2\u0080\u0094 household work, spinning, weaving,\\netc House building, mills of various kinds,\\nb Industrial changes in methods, implements,\\nproducts, inventions. Account for changes,\\nc Industrial institutions-banks, railroads, man-\\nuficturing corporations, methods, su^ -css,\\nfailures.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0170.jp2"}, "171": {"fulltext": "167\\nd. Improvement in breeds of stock, stock farms,\\nmethods, management.\\ne. Present industrial resources and possibilities.\\nf. Industrial organizations of farmers, mechanics,\\netc., strikes, etc.\\nS. Relijious.\\na. Early churches origin, denominations, pioneer\\npreachers, camp meetings, great revivals,\\nnoted sermons, interdenominational debates.\\nb. Auxiliary religious institutions\u00e2\u0080\u0094 prayer meet-\\nings, Sunday schools, missionary societies\\n(home and foreign), young people s societies\\n(Epworth League, Y. P. S. C. E., Y. M. and Y.\\nW. C. A.), young people s unions (King s\\nDaughters, etc.)\u00e2\u0080\u0094 their value.\\nc\u00c2\u00bb Affiliated church work\u00e2\u0080\u0094 Sunday school associa-\\ntions, unions, celebrations, etc.; church tem-\\nperance unions, W. C. T. U., ministerial asso-\\nciations and their work.\\nd. Consecutive history of individual churches or\\ndenominations.\\n4. Political.\\na. Political ideas of the people\u00e2\u0080\u0094 whence obtained,\\ni. e., were they from New England, Middle\\nStates, South, or in any important sense from\\nabroad?\\nb. Political development and organization of the\\ncounty, township, towns and cities; names,\\nwhy given.\\n0. Location and naming of county seat, its history,\\nchanges of location, if any, and results. Pub-\\nlic buildings, their history, condition, remi-\\nniscences concerning them.\\nd. Local politics, parties, memorable campaigns,\\nquestions at issue, speakers, campaign meth-\\nods, party amenities.\\n5. Educational and Cultural.\\na. Earliest schools, houses and grounds; equip-\\nments, furniture, books, etc.; attendance,\\nlength of term, school officers, boards, com-\\nmittees.\\na2. Educational ideas of the people whence ob-\\ntained, i. e., were they from New England,\\nMiddle States, South, or in any sense from\\nabroad?\\nb. Support of early schools public, private;\\nsubscription\u00e2\u0080\u0094 pay of teachers, boarding\\naround.", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0171.jp2"}, "172": {"fulltext": "NOV 23 1900\\ne. Early teachers\u00e2\u0080\u0094 whence they came, pcholarship,\\ncharacter, personal habits and characteristics,\\nhow chosen.\\nd. Methods; First day, classes of individual\\nrecitations; loud school, stimuli to study-\\npunishments, prizes, rivalries. Teaching of\\nthe various branches, results secured.\\ne. Spelling schools, matches between neighboring\\nschools\u00e2\u0080\u0094 methods, motives, results.\\nf. Literary and debating societies, of whom com-\\nposed, topics discussed, influence in com-\\nmunity, value as discipline; examples.\\ng. Holidays\u00e2\u0080\u0094 treating, lock outs, last day.\\nh. Amusements\u00e2\u0080\u0094 games, indoors and out, at re-\\ncesses, noontime.\\ni. County seminaries, academies, colleges.\\nj. Changes in school law, officers, buildings,\\ngrounds and equipment. Teachers\u00e2\u0080\u0094 charac-\\nter, training, position in community.\\nk. Libraries\u00e2\u0080\u0094 township, school, town and city, laws\\nconcerning libraries.\\n1. Workingmen s institutes.\\nm. Art collections and art associations.\\nn. Literature produced: Books -poetry, history,\\nfiction, biography; pamphlets and magazine\\narticles of value. Sketches of educators and\\nauthors of merit,\\nNoTK.\u00e2\u0080\u0094 This outline is meant to be suggestive rather than ex-\\nhaustive.", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0172.jp2"}, "173": {"fulltext": "", "height": "3199", "width": "1550", "jp2-path": "outlineoftownshi01indi_0173.jp2"}, "174": {"fulltext": "LIBRARY OF CONGRESS\\niiiii mil mil HI mil iiiii iiiii iiiii iiiii iiiii iiii iij\\nill\\n^...,_,....^.^^...^.^^.^", "height": "3164", "width": "1644", "jp2-path": "outlineoftownshi01indi_0174.jp2"}}