Whereupon Mr. Henkle made an announcement that a boat would be ready at the foot of River Street at 4 P.M., to carry members out on the Lake. He also announced that the members of the Association would be entertained by the citizens of Cleveland at Garret's Hall in the evening.

The discussion on the Primary Course was continued, and was participated in during this continuance by Messrs. Venable, Mills, Tuckerman, Hartshorn, A. A. Clerke, and others who strove for and obtained the floor. Mr. Kissell, State Superintendent of Iowa, was called on. That gentleman asked that the last five minutes be assigned him. Agreed to.

After the closing remarks of Mr. Kissell, on motion of A. A. Clerke, it was

Resolved, That this Association, whilst recognizing the "Object System" as the true basis of primary instruction, deem it advisable to refer the report of Mr. Woollard on Primary Instruction to a committee to report at the next annual meeting of this Association.

Mr. Tappan reported from the committee on that part of President Merrick's address which relates to religious instruction in common schools, the following:

The committee to whom was referred so much of the President's Inaugural Address as relates to religious instruction, submit the following report:

Believing the moral education of the children of our schools should always accompany their intellectual instruction, and that right moral culture must depend upon the recognition of the existence of God and of our obligations to obey and to love Him, and to love our fellow-beings as taught by our Savior, we most heartily commend the sentiments expressed by President Merrick on Tuesday evening, and we beg leave to submit the following resolution to this Association for its concurrence:

Resolved, That while as teachers of the public schools of the State of Ohio we desire most carefully to respect all shades of conscientious religious belief, we most earnestly desire that there shall be in every school a distinct recognition that reverence and affection are due to our Heavenly Father, and that the teachings of our Savior regarding human duty and the spirit of love which he inculcated, should as completely as possible pervade every grade of school instruction.

The Secretary here objected to the report, and moved to amend by striking out the words "our Savior", and substituting the words "Jesus Christ." The amendment was accepted by the chairman of the committee, and the report so amended was unanimously adopted.

Mr. Henkle moved that the report by Hon. Jno. A. Norris be printed with the proceedings of this Association; also, that all reports not reached be printed with the others. Carried.

It was voted that the place of the next meeting be left to the decision of the Executive Committee.

On motion, adjourned till 2 P.M.

Afternoon Session.

The Association was called to order by Geo. S. Ormsby, one of the Vice Presidents.

J. F. Reinmund, M. F. Cowdery, and A. J. Rickoff were appointed the committee authorized by the resolution of A. A. Clerke, viz. To refer the report of Mr. Woollard on Primary Instruction to a committee to report at the next annual meeting of this Association."

:

Thos. W. Harvey reported on "The Best Manner of Conducting Teachers' Institutes.

After which Miss Mary Russell, of Cleveland, read an essay on "Reading Matter for Primary and Grammar Schools, and the Best Method for Supplying It." Mr. Rickoff remaked upon this essay.

The report of Committee on Nominations was called for and read, when a member stated that the committees had reported seven members of Executive Committee, whereas the constitution, as amended after the committee had decided upon seven, would allow but six.

On motion of Mr. Tappan, the person last named in the report of the Nominating Committee was omitted.

On motion of Mr. Tappan, an election was then had, and its result was—

President-R. W. Stevenson, Norwalk.

Vice Presidents-I. W. Andrews, Marietta, J. F. Reinmund, Springfield, Andrew Freese, Cleveland.

Recording Secretary-B. O. M. DeBeck, Cincinnati.

Corresponding Secretary-Sam'l Findlay, Akron.

Treasurer-G. W. Walker, Newark.

Executive Committee-To serve for 3 years, W. D. Henkle, Chairman, A. J. Rickoff; for 2 years, John Hancock, D. F. De Wolf; for 1 year, E. T. Tappan, G. H. Harper.

On motion of Mr. Tappan, the Secretary was prohibited from introducing into the minutes any remarks.

On motion of Mr. Henkle, Messrs. Hancock, Mendenhall, and Harvey were appointed a committee to draft resolutions to be offered on the boat.

The President, on motion, then declared the annual meeting adjourned. GEO. C. WOOLLARD,

Recording Secretary.

A COURSE OF INSTRUCTION FOR PRIMARY SCHOOLS.

To the Ohio Teachers' Association:

FELLOW TEACHERS: The member of your "Committee of five to report to the Convention on the Course of Study for Common Schools and Colleges," to whose lot it fell to report on primary instruction, begs leave to report as follows:

That the period of a child's school life from its commencement until the child's entrance into the Intermediate or Grammar school, be divided into four parts to be styled Grade A, Grade B, Grade C, and Grade D, respectively. That the pupils shall be taught in the first grade, or

Grade A.

1. To recognize and to name aright such materials as they may daily see, touch, and examine.

2. To answer correctly when asked the questions, What is your name? Mother's name? Father's name? Where do you live? Along what streets you pass to go home? Do you live in a frame house? in a brick house? or in a stone house?

do

3. To speak intelligently and correctly about favorite play things or other familiar objects, with smooth and pleasant quality of tone of voice and with deliberate, full, and distinct utterance, noting parts, material, color or tint.

4. To walk with gentleness, ease and grace, to be gentle within doors in all movements and acts (as the opening and closing of doors).

แ

5. To be polite yet courageous, especially in a question of good morals; as, to say, "If you please or Thank you", or "No", on all proper occasions. 6. To treat the smaller animals with kindness. To examine, by magnifying glass when advantageous, the structure of plants, seeds, flowers, insects, animalculæ, etc.

7. To play at such games as consist, in part, of fitting up dissected pictures, card patterns of stars, card houses, block houses, block bridges, etc.

8. To recognize classmates by name, to name parts of dress, and such parts of body as teacher may with propriety designate; also to note varieties of eyes, hair, and of stature, etc.

9. To count and to group variously such objects as may be conveniently handled by children, and to learn by the actual division of a material unit, addition, subtraction, multiplication, and division by wholes, by halves, by thirds, by fourths, by fifths, etc.

10. To notice and to name the touch-properties of objects mentioned in Art. 3.

11. To assort, or classify by their forms, objects or patterns prepared or provided by the teacher for the purpose.

12. To answer in complete sentence when directed before the lesson to do so. 13. To memorize and to sing such songs as may be free from objection. 14. To avoid over-eating, improper posture and attitude-exposure, when heated, to currents of air-damp clothes, and unclean skin.

15. To know, and to converse about, the topography of the school and of its immediate neighborhood.

Grade B.

16. To assort flowers, woods, minerals, and fabrics, by color and by kind. 17. To recognize familiar objects by touch alone.

18. To assort and to know the names of the regular forms presented or embodied in crystals or other natural objects,

19. To learn position, direction and distance by tracing on slate or on paper regular forms, from cards, from gutta percha or papier maché, or tin patterns provided for the purpose.

20. To measure extension of familiar objects and of each other by yard stick, by foot rule, and by inches.

21. By actual division of suitable objects, to know and to find, as nearly as may be practicable, a suitable given fraction of one of said objects, and to write the additions, subtractions, multiplications, etc., practised on such fractions so found, in the figures or notation of written arithmetic.

22. To form by objects all the possible groupings with each of the whole numbers from one to twelve, and to factor by grouping each composite number from 1 to 100; the teacher to designate at one time the number of groups, at another the number in each group, as the prime object of attention.

23. To know and to write the arithmetical signs and terms used by experts in such operations as are prescribed in Arts. 21 and 22.

24. To know the names, habits, and uses of domestic animals. To know the uses of their respective substances after death.

25. To detect and to classify in review of a lesson under Art. 24, the nouns and verbs used.

26. To utter clearly each element of a very short simple sentence used in a former object lesson.

27. To know and to recognize readily each element (vocal) of said sentence. 28. To know and to associate readily with each vocal element of said sentence, its written symbol.

29. By repeated lessons on short sentences as prescribed in Arts. 26, 27, and 28, to know how to read a First Reader based on Object Lessons, suitable for beginners in reading.

30. To memorize and to sing unobjectionable songs.

31. To know the use and the abuse of food, sleep, dress, play, work.

32. To point to place of birth and of residence as designated on a large globe, also to continents, islands, mountains, plateaus, raised and properly colored.

33. To show with pointer each grand division of land and of water on globe mentioned in last article, and to map out the school grounds, neighborhood, and town.

34. To know something of his duty to self, to parents, to teachers. Intellectual, physical, moral. (The idea of property.)

Grade C.

35. To know the solar spectrum, the order of prismatic colors, the colors that harmonize.

36. To estimate in pounds the amount of resistance offered by lifting suitably prepared parcels.

37. To draw from a suitably prepared series of objects, rectilinear outlines, curved outlines, outlines of regular figures of natural objects, outlines of such natural objects as in form depart but slightly from regular solids.

37. To mould in sand, papièr maché or other pressed fibre, or in plaster of Paris (gypsum).

38. To measure by chain, rod, and link, extension; also bulk, by bushel, peck, and quart; also resistance, by cwt., lb., and oz., and by lifting.

39. To assort numbers, by grouping of material objects, into prime and composite; to find the prime factors of any number below 1001. To understand the decimal scale of notation in its range from the fourth place on the left to the fourth place on the right of the separatrix.

40. To work, by use of arithmetical signs, problems involving computations in Federal money, and in reduction of denominate numbers.

41. To know the names, qualities, or character of animals highly useful to To know the names, qualities, or character of animals highly injurious

man.

to man.

42. To know the names, qualities, or character of plants highly useful to man. To know the names, qualities, or character of plants highly injurious to

man.

43. To describe the animals and plants of articles 41, 42, orally in class.

44. To describe the animals aud plants of articles 41, 42, in a written composition.

45. To form the properly sanctioned derivatives from familiar primitive words, on the suggestion by the teacher of the idea to be expressed (noun, verb, adjective, adverb).

46. To use in word-building, conducted as described in Art. 45, useful prefixes, suffixes, and Latin roots.

47. To memorize simple lyrics descriptive of nature or scenery. To read suitable prose founded on exercises in this grade.

48. To know that bed-rooms should be well ventilated.

49. To sing by musical notation.

50. To point at once on large globe or map to any division, country, mountain-chain, ocean, or zone.

51. To respect the property of others.

52. To read in reader based on, though not confined to, the subjects treated of in this grade.

Grade D.

53. To produce colors and tints by mixture of coloring matter used in the arts.

54. To draw regular forms in perspective by direct observation of the various effects produced by placing the given objects at different heights, at different distances, and in different lights. To mould in papièr maché or in other pressed fibre.

55. To draw from a large globe a map of a given country or region. 56. To judge of dimensions by the eye alone.

57. To find by objects greatest common divisor and least common multiple, and to work in fractions of several different denominators.

58. To solve suitable problems in arithmetic: on bills of goods, loss and gain, percentage, and mensuration of surfaces.

59. To observe, to know, and to describe, changes in character of elementary substances effected by mixing metals, minerals, and commonly observed animal substances, also by exposing them to heat, to cold, to pressure.

60. To read with suitable reading book based on attained knowledge.

61. To make written compositions, subjects being well understood objects. 62. To assort the words of the reading lessons according to any required grammatical difference, whether of class, in gender, in number, in person, in tense, or in case.

63. To know the evils resulting from violent exercise, intemperance, unhealthy occupations (which are unhealthy), contagious diseases, sewerage.

64. To point on globe or on map to any state or capital; to any notable cape, bay, island, peninsula, or volcano; to any principal mountain, valley, river, seaport, manufacturing city, fishing-ground, arsenal, or lake; also to any famous wheat, gold, cotton, sugar, fruit, wool, spice, petroleum, iron, copper, lead, ivory, or other important region of commercial products.

In making the general plan of the above primary course, I was compelled to decide where it should terminate so as to reach and yet not encroach upon the course of the grammar school. That my decision might be as unobjectionable as possible, I sought to find in the nature of the human mind and the condition of human affairs some foundation, some distinction in nature by which to determine the extent of the work to be done in the primary department.

It is believed that such a dividing line is indicated in the principle that the