In ratio find the old friend in direct and inverse comparison of numbers. Use proportion in measuring the height of houses, trees, etc. from ratio of object to shadow. In teaching involution use this process: ( 36 )2=(30+6)2=( 30+6 ) ( 30+6)=302+2×30×6+62. When pupils are sufficiently familiar with process substitute tu for tens and units, and use t2+2tu+u2. Use this form for discovering the square root. Do some work in formal analysis, supplementing the text when needful. EIGHTH GRADE-FIRST SEMESTER. Do work in the following subjects: Metric system, bank discount, duties, taxes, partnership, exchange, mensuration of prisms, pyramids, cylinders, cones and spheres, and formal analysis. In teaching the metric system, have the meter, the liter and the gram (make them if necessary) and have pupils make them. Mark permanently a square meter on the floor, and the are on the play ground or lawn. In bank discount do not consider days of grace, there being none in our state. Explain the object of duties and taxes and in the latter case make plain the manner in which the commissioners determine the rate. In mensuration relate prisms to oblongs; pyramids to prisms; cylinders to circles; cones to cylinders; the surface of spheres to circles; the volumes of spheres to pyramids. Verify these relations by actual measurement if possible. (Hollow and tin made.) During this semester do all needed review work, giving special attention to business forms, such as the making of bills and receipting them; the writing of notes (different forms: time notes, demand notes, negotiable notes, non-negotiable notes, interest-bearing notes, noninterest-bearing notes, individual notes, joint notes, etc.), checks and drafts, forms for orders, business letters, and the keeping of cash accounts. Require work in these forms to be done with pen and ink, insisting upon neatness and legibility. In bill making put the pupils in the position of the farmer, the lumberman, the groceryman, the general merchant, the truck gardener, the coal dealer, the commission merchant. When practicable, do old 8th grade examination questions and teachers' examination questions. In problem doing, go outside text books and do such local business problems as arise in the community in which you teach. Endeavor to give the class a connected idea of the processes of Arithmetic. PHYSIOLOGY. Section 65 of the Code of Public Instruction, says: "Instruction shall be given in physiology and hygiene with special reference to the effects of alcoholic stimulants and narcotics on the human system." Section 162 provides a penalty in case of violation. EQUIPMENT FOR TEACHING THE SUBJECT. The teacher should believe in the work; should show the class that she considers the once-a-week oral lesson in hygiene as important as any period of the week. She should prepare for the recitation by assigning points to be looked up, illustrations to be placed upon the board, items of interest to be given. She should prepare at least one interesting topic herself and give it as her contribution to the exercise. The teacher must not dwaddle over the work in physiology or hygiene. Make it a point to accomplish something in each exercise, and last of all make it interesting. Some illustrative material should be provided, usually by the teacher. If the school has a microscope it should be made use of often. If they have not it might be well to secure funds with which to buy one. A small hand magnifying glass is of great value and costs little. A chart for testing the eyes ought to be provided for every school. A few specimens of skulls of domestic animals, bones of various shapes, also sectioned bones, teeth, scales of fish, feathers, shells of clams, etc., should be included. There should be two or three glass dishes, a fruit jar, a couple of feet of small rubber tubing, some glass tubing, an alcohol lamp. The few chemicals used in the experiments may be obtained from the nearest drug store. The departments of biology in the state institutions are willing to give help. Teachers should feel free to call upon them. There should be a scrap book kept by the class, into which items passed upon by the teacher may be placed. Have it indexed. Do not hesitate to include a well-executed drawing by members of the class, athletic records, etc. Such a book is a source of great enthusiasm. Be sure to mark modestly on each gift the giver's name. The teacher will find it profitable to keep such a scrap book for herself. Certainly she should keep a note book on the subject. Have it indexed also. Try to get other texts than the one in use. Discarded books will frequently be contributed. Each book has some special illustration, chart, table or notes of use. Send to the various publishers for their "Guides" or "How to Teach" the subject. These are always cheerfully sent to teachers. Ginn & Co., D. C. Heath & Co., Macmillan Co., American Book Co., publish such guides. others, and (3) interest in public sanitation. It is difficult, very difficult, to impart the facts of hygiene and physiology to young children. They get so many erroneous ideas. One can usually recall one's own misconceptions of the functions of the body. Be always on the lookout to correct wrong impressions. The teacher should endeavor to know as much as possible of the approved data of the subject, for even teachers have wrong impressions about this subject. Instruction in the first five grades will be oral, fifteen minutes once a week. In the sixth grade the pupils must be provided with a text-book, largely devoted to hygiene. In the seventh grade there must be one recitation each week. It should be largely a review of the sixth grade work with additional illustration. In the eighth grade the subject is one of the important studies, should be taught each school day, and given as much time as any one subject as given in the programme. The outline here does not apply to a particular book, since there are a number of different texts in use in the State. The order of topic here given is one order; the book in use may have another equally good order. Follow the book always. However, the work should begin with some, though not final, study of the cell. THE ORAL WORK. The fundamental principle in the oral work is to establish habits of personal cleanliness—clean faces, hands, teeth, ears, bodies, so far as possible clean clothes, clean books, clean desks and though not of this subject, clean hearts and clean lives. After cleanliness has been impressen, take up as the second important principle, physical exercise. The play and the games belong properly to this division of school work. The teacher should take a part in the games; it is profitable to her and to the pupils. She should be ready to suggest games, and to give aid in their performance. Play is much more important as a health producer than any kind of calisthenics. The latter, however, has a place. This outline can not include a discussion of what exercises are best, but some simple set of exercises which relieves the cramp of seat work, quickens the circulation, allows additional ventilation, and has some life and interest will suffice. There should be games for physical exercise, as the various running games; there should be games of skill, as quoits. Ball games are always in order for the older pupils, both boys and girls. After cleanliness and games, the object is to teach consideration for others through a knowledge of the effect of disease. There are plenty of opportunities to relieve headache, tooth-ache, to remove the cinder from the eye, to help the crippled or backward ones. Another part of this part of the work is to teach the older ones what to do in emergencies, to give first aid to the injured. After instruction in cleanliness, games, and comfort and first aid work, comes instruction in the preparation and use of food. Hygiene lessons introduce the average child to the subject of pure food. The The purpose of the work in lower grades is to establish habits of (1) cleanliness, (2) consideration for the health and comfort of fifth and last consideration in the oral work is instruction in the nature and effects of stimulants and narcotics. The five phases of the subject must be carried on simultaneously, more or less, but in the order of presentation and emphasis, follow the order here given. First, a clean child, then an active child; after that, a child thoughtful for physical comfort of others, then a child careful about what he takes into his body, and last a pure child. Teach the children what to do in case of accident, how to make a litter, how to put on a bandage or a splint, how to use water and mud in allaying a swelling from broken limbs, how to remove foreign matter from the eye, how to put out clothes on fire, what to give for poison, how to produce vomiting, how to treat a drowning person. These things are much more important than fire drills without, however disparaging the latter. Find out all you can about pure food and the laws of food production in this State; discuss meat inspection, milk inspection, the devices used by unscrupulous persons to preserve foods by means of injurious chemicals. Discuss factory inspection and employment of children in such places. Get into touch with the local board of health, and find what efforts are being made to enforce laws in reference to sanitation. Get reports from the city and state boards of health; they will help you. Discuss the sources of pure and impure water. If you are able, make experiments with local water supply. Tell children about candy adulterations and about the pure candy movement in New York. Children really need sugar, but in order to get it they many times have to eat a considerable glucose, starch, chemical and vegetable coloring matter and flavor. Teach children how to make and flavor home-made candy. Shoy the harm of gum chewing along with that of tobacco chewing. Condemn quack medicines. Show how most of it is unfit for use, owing its effects to alcohol, opiates, cocaine, etc. Teach temperance in eating and drinking good food. Teach the nature of germ or contagious disease. Make a list of diseases for which there is a quarantine provision. Let the children tell experiences of quarantine at home or on boats. Teach children the danger of pulmonary diseases. Especially emphasize the danger of tuberculosis or what is commonly called consumption. It is a menace to society and great efforts are being made in nearly all parts of our country to check its increase. In Greater New York there are 30,000 cases. It is contagious. If you wish information write Health Dept., Fifty-fifth St. and Sixth Avs., New York, and a circular will be sent any teacher. The following is taken from a short circular prepared by the Boston Relief Committee (to ⚫ be made into a chart by the children): Dust and smoky or dusty places are bad. Dark, damp or crowded rooms are bad. Dirty shops and stores, dusty kinds of business are bad for weak lungs. To sit bent over one's sewing or books is bad. Self-indulgence and intemperance are very bad. Vice which weakens the strong kills the weak. THINGS GOOD FOR WEAK LUNGS. Fresh air in plenty prevents consumption. Sunshine kills the germs. Choose sunny rooms. Open the windows and let the air in. Keep the house clean. Be in the open air as often as can be. Outdoor work is vastly better than indoor work. Keep the feet dry. Breathe with deep, long, full breaths, so as to carry the fresh air to every corner of your lungs. Do this always for several minutes in the morning and at night. Breathe through the nostrils, and not through the mouth. Spend your money for simple and well-cooked foods-good fresh meat, eggs, oatmeal, rice and other vegetables, and for bread and butter, milk, and fruit. Do not spend money for beer or other liquors or for quack medicines, or "cures." keep the bowels regular. Get plenty of Keep clean company and a clear conscience. ant. Live a regular life, and sleep. Bathe regularly. Courage is very import Whenever any oue of your family has been ill, or seems weak or run down, build up the strength at once with nourishing food, extra · rest, and fresh air. If any one has a bad cold or a cough, and it does not grow better very soon, go at once to a physician. Don't wait till it is too late. The doctor is worth ten times as much to help ward off disease as he is to cure it. Under the teachers' direction the older members of the eighth grade should at the beginning and near the end of the term examine the eye sight of each pupil. Ask your board to provide you with charts for that purpose. If they do not, apply to your County Superintendent, who will do so. Place the chart where a good light falls upon it. Measure back twenty feet and make a permanent mark on the floor. Place the front of a chair at this mark. Have the pupil sit in the chair with one hand lightly over one eye. With the other' eye, read the letters, beginning at the top. Let him read until he can no longer distinguish the letters. in which he began to make mistakes. Note the number of the line |