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C RSE F STUDY

HAGER AN PUBLIC SC OOL

HAGERMAN, NEW MEXICO

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FOR THE YEAR I 1249J3

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HAGERMAN PUBLIC SCHOOL BUILDING

GENERAL INFORMATIONSCHOOL BOARD AND OFFICERS

A. Swann Harry Cowan The Hagerman schools, while siill in their infancy, are wellW. A. Vickers graded, there being eight grades or eight years work in the

common school, and three years in the High school. in theA. Swann President common school we follow very closely the New Mexico CourseHarry Cowaft- - - Vice-President of Study published by the State Board of Education. The eighth

W. A. Vickers &cretary grade, however, is placed ffj the high school department andtaught on the departmental plan.Directory

The High School course of study is planned with the viewRegular board meetings shall be held the first Monday of of meeting local conditions and at the same time to meet collegeeach month at 7:30 p. rn. entrance requirements. A pupil upon completion of the full threeTeachers’ meetings shall be held on call of the Supernten- years course of the high school is given a diploma which entitles

him to twelve, or more, units cf credit on entering college. It isdent of the school.the intention of the board of education to add another year’sDaily sessions shall be from 9:00 to 12:00 m. and 1:00 work to the high school course as soon as financial conditionsto 4:00 p. ji except first grade shall be at 3:-30

. m. will permit.-

- Teachers There is also a teacher of music who gives music lessons inFletcher A. Adair, SuperintendenL Mathematics and Sdence the school building, making the customary charge for such services.

Any pupil doing creditable work in his regular studies may, byW. S. McClung History and literaturemaking special arrangements with teacher, obtain permission toMary Toohy ..Sixth and Seventh Grades avail himself of this instruction.Kathryn Steinmeyer Fourth and Fifth Grades

AttendanceLucile Traylor Second and Third GradesThe school laws of this state admit to the public schools allLucy Thomas. Primary Department

unmarried persons between the ages of five r.j1 twenty-one, withthe provision that the board of education may refuse to admit allthose below the age of seven yeats when the school is crowdedor there is lack of teaching force. And in order to receive thegreatest benefit from these liberal provisions, every pupil should be

in school on the first day and attend every day the school is insession, for a grade is what is considered a year’s work for theaverage pupil and the entire term is required for its presentationby the teacher. Hence, when a child is absent from school hefails to receive the explanation and elucidation of the lessons bythe teacher, which means that this part is lost to the pupil, for hewill hardly ever attempt to work it up alone. Regular attendanceis absolutely necessary for good scholarship.

Entrance RequirementsThose who have been regularly promoted at the end of the

previous school year admitted to the grade to which theywere promoted. Those making goc,d averages during the previous year as shown by their report cards along with those whocome from other schools without having been promoted will begiven an examination to determine what grade they can enter.Any person, [a beginner, seeking entrance into any of theseschools should bring his report card or statement from his lastteacher showing what work he ha done. Any one’s right to remain in a grade shall depend upon his doing the work of thatgrade in a satisfactory manner.

Building and quipmentThe building, a cut of which appears on the front part of

this pamphlet, was built in 1910 and consists of six class rooms,an auditorium, and a basement for the furnace. It is well lightedand ventilated. It is heated in the winter by a hot air furnace inthe basement Most of the class rooms are furnished with singleseats. The auditorium is seated with regular opera chairs andnicely lighted by pressure gas system. The building is well situated and is very commodious in all of its appointments, being oneof the town assets of which we as a community feel justly proud.

The school has a library of several hundred volumes consisting of reference books, biography, fiction, general reading matter,etc. The books, except reference works, are open to the gener

al public, and may be had by any resident of the commuity, subject to the rules of the library.The physics labratory consists of apparatus sufficient for usein teaching small classes in the subject. It is being added to

each year in keeping with the gradual growth of the school.Dramatic Literary Work

The dramatic work was done during the past year throughliterary organizations, class plays, and school entertainments. Therewere several literary societies in the upper grades which did somegood work. Several of the High School classes gave plays, andthe different rooms rendered programs, all of which were greetedby full houses and appreciative audiences. A small charge wasmade for most of these entertainments, and the money used forthe benefit of the library.

AthleticsSchool athletics are considered a part of our school work.

Though not a part of our regular course of study, we considerthis training of sufficient importance to give a portion of our time tothe over-sight and supervision of the various games that are carried on upon the school grounds. We are hoping to introducea more systematic method of play supervision during the presentyear than we have had before.

General AimThe aim of this course of study is to aid in training for good

citizenship, and in developing men and women prepared for thelarger duties and possibilities of life, It is not only to teach books,but honesty, prudence, perserverance, justice, manners, and morals as well. The one great aim that should always be beforethe teacher and the parent should be to so train the child that hemay enjoy life’s greatest blessings, be a good citizen, and true toevery duty. The world needs leaders today as at all times beforethis, but the sphere of the leader today is not what it was twenty,

or even ten years ago. New social problems are to be solved,labor and capital are l be placed on a new relation with eachother, new industrial problems are presenting themselves on everyside, and the world calls for leaders who can solve these newproblems. While it is not within our realm to specialize eachstudent, it th within our power to lay the foundation and point outthe possibilities for a life of usefulness.

RulesThe rules of this school may be found in most any school

course of study. For which reason we omit them here with thebroad statement of “lao the right and avoid the wrong.”

Pupils must be on the grounds at the ringing of the secondbell at 9 o’clock in the morning, but are not allowed on thegrounds before the ringing of the first bell at 8:30.

Teachers shall be on the school grounds by the ringing ofthe first bell at 8:30 a. m. Any teacher arriving after the ringing of the first bell will report to the superintendent themselvestardy.

Common School Course of StudyArithmetic—First Year

Use no text book but teach children to count to 100 andmake simple number combinations by using objects.

Second YearTeach the forty-five addition combinations so that every

child knows them instantly. Teach subtraction as the reverse ofthese, and introduce fractions such as; 1-2, 1-3, 1-4, 1-5, and1-6.

Third YearSouthworth-Stone Arithmetic, Book one, complete to page

109. Teach operations.Fourth Year

Southworth-Stone Arithmetic, Book one, complete frompage 109 to page 180. Give special attention to rapid drillsand oral analysis of problems.

Fifth YearSouthworth-Stone Arithmetic, Book one, pages 185 to 302.

Lay stress on written solution and analysis.Sixth Year

Sobthworth-Stone, Book Two, pages 1-11 7. Drill thoroughly on notation and numerations and fundamental operationsof decimals.

N. B. Use Wentworth-Smith Oral Arithmetic.Seventh Year

Southworth-Stone, Book Two, pages I 1 7-262. lo muchoral work, solving as much “written work” orally, possible, anddrill for accuracy. Give many problems drawn from the inclustries of the community.

N. B. Use Wentworth-Smith ®ral Arithmetic.Eighth Year

Southworth-Stone, Book Two, pages 272-39.5. UseWentworth-Smith Oral Arithmetic. Strive to make the workpractical using problems from the work with which the pupilshave t deal, and require accuracy above everything else.

ReadingReading is, perhaps, the most important study in the school

course, since it is through reading that most of our education isobtained. Hence, each pupil should be abe to read easily, rapidly, and with the proper understanding.

First YearThe Howe’s Primer; Brooks’s First Reader; Supplementary

Readers.Use phonic method from the beginning, using blackboard

until the children are far enough advanced to have book.Second Year

Brooks’s Second Reader; Jones’s Second Reader, and ArtLiterature Series as supplementary readers.

Continue phonetics, teaching pronunciation thoroughly, andmaking abundant use of phonograms.

Third YearBrooks’s Third Reader, Supplementary Reader. Complete

Brooks’s Reader and use either Jones’s Reader or Art LiteratureSeries.

Fourth YearBrooks’s Fourth Reader, Supplementary Reader, Coun’s In

troductory Physiology and Hygiene, Webster’s Common SchoolDictionary.

Encourage reading outside of school and an every way tryto develop in the pupil a normal desirse for reading.

Fifth YearBrooks’s Fifth Reader, Supplementary Readers. Conn’s In

troductory Physiology and Hygiene, Webster’s Common SchoolDictionary, correlate with literature and drill for content. Suggestgood books for outside reading.

Sixth YearBrooks’s Sixth Reader, Supplementary Work, Webster’s

Common School Dictionary.Seventh Year

Curry’s Literary Readings.Additional Masterpieces if time permits.

Eighth YearCurry’s Literary ReadingsAdditional masterpieces if time permits.

LanguageThe power to use and to appreciate good English is one the

first requisites of our education. To this end every teachershould aim to develop an interest in literature and in easy, effective expression of thought. This is done best in the lower gradesin a conversational manner. This conversational method shouldbe followed throughout the grades, more and more writtenwork being done by the pupil as his work advances. However,

the spoken language is in most common use and it is here thatthe most drill should be given.

First, Second and Third YearThe teacher is referred to the Manual of

School Course of Study for the public schools offor the work in these grades.

Fourth YearThe New \1 ebster-Cooley’s Course in English, Part I.Memory Gems and Supplementary Reading.

Fifth YearThe New Webster-Cooley’s Course in English, Part II.Reed and Kellogg’s Graded Lessons in English, during the

second half year.Memory Gems, Supplementary reading.

SiXth YearReed and Kellogg’s Graded Lessons in English.Memory Gems, Masterpieces.

Seventh YearReed and Kellogg’s Higher Lessons in English.Pay especial attention to poetry and try to inspire in the

pupils a love for the same. Do considerable written work.Memory Gems.Books to be read:

Stories of the Greeks GuerberFour Famous Americans BaldwinHoosier School Master - - EgglestonCaptain’s Courageous -- Kipling

Eighth YearReed and Kellogg’s Higher Lessons in English. Complete

text.Classics to be studied. (Select two or more.)I..ongfellow’s Evangeline.Tennyson’s Idyls of the King.Scott’s Lady of the Lake.

the CommonNew Mexico

Lamb’s Tales from Shakespeare.Memory Gems:

The Chambered Nautilis HolmesForest Hymn BryantLincoln’s Gettysburg AddressA Day in June Lowell

Books to be read: (Select three)Poe’s Poems E. A. PoeTreasure Island R. L. StevensonMerchant of Venice ShakespeareGreat Stone Face H. W. LongfellowThe Prince of Peace W. J. Bryan

GeographyThe teaching of geography has undergone more changes,

has had greater improvements during the last two decades perhaps than any other subject in the common school curriculium.The teacher of geography today needs broad scholarshjp,large sympathies, wide experience, and exact knowledge of theearth, its soil and its inhabitants.

First, Second, and Third YearsNo text is used here, but the teacher is referred to the man

ual for directions in teaching these three years.Fourth Year

Reciway and Hinman’s Natural Introductory Geography topage 74. Also the New Mexico Supplement.

Fifth YearReciway and Hinman’s Natural Introductory Geography.

Begin with South America and complete text.Sixth Year

Redway and Hinman’s Natural School Geography to page96; also New Mexico Supplement in back of book.

Study each country or division by outline made by teacheror the one on page 65 of Manual. Make products map of New

Mexico. The teacher is referred to King’s Methods and Aids inGeography, which will be very helpful in teaching this subject.

Seventh YearRedway and Hinman’s Natural School Geography. Begin

with South America and finish the text. Study each country byoutline previously made and draw maps of each one as studied.

History and Civics

The teaching of history should be correlated with that ofCivics and both taught under the same subject until perhaps theeighth year, when a text book in Civics might be introduced.Until the sixth year, however, this work is so closely inter-lacedwith the teaching of reading and language that 1 will make noseparate outline for these grades.

Sixth YearMontgomery’s Beginner’s American History. Teach histo

ry as a series of logically connected truths rather than a jumble ofdisconnected facts to be memorized. Require parallel readingand encourage debate. Stress the blessings of peace rather thanthe achievements of war,

Seventh YearMontgomery’s Elementary American History, completed.Montgomery’s Leading Facts of American History to Wash

imgton’s Administration.Eighth Year

Dunn’s Community and the Citizen during first half year.Montgomery’ Leading Facts in American History from

Washington’s administration to the present time.In the teaching of civics, there should always 1x uppermost

in the teacher’s mind the desire to equip her pupils forgood citizenship, which includes the moral development of thechild. There should arise in the pupil’s mind the desire for lawand order, and a Feeling of responsibility for the enforcement of

the law.

Physical EducationThe physical education of the child is for the purpose of

preserving his health, and bringing about the normal developmentof his mind and body. [fri order to 1IIth these ends the order ofthe exercise must be varied and suited to the child’s development.Have regular exercises for the pupils of each grade, watchingcarefully each individual pupil in order to help him developgraceful movements, erect posture, and proper habits of living.Stress at all times the hygienic part of physiology, teaching justenough anatomy to give a clear understanding of the laws ofhealth. Each teacher should look after the plays in which herpupils are engaged during each intermission to see that proper outdoor, open Y exercise is taken.

Place onn’s Introductory Physiology and Hygiene in thehands of the pupils in the fourth year and complete it in the fifthyear, Then take up Conu’s Elementary Physiology and Hygienein the seventh or eighth year, completing it that year by devoti gtwo periods per week to it.

PenmanshipThere is a great cry for an awakening among the schools

in the teaching of penmanship. øur best educated men todayare often very poor penman. TJiI is the fault of our school system and we should begin to right it. Let each teacher take itupon herself to improve the standard of penmanship in our schools.Use the Medial Writing Books in aU the grades for copy booksand use loose leaf practice paper.

SpellingTeach Spelling in all the grades, following very closely the

outline in the Manual.

DrawingDrawing may be given once or twice per week in all the

grades.

Assignment of exts in Course of StudyFirst Year

The Howe Primer.Brooks’s First Reader.Supplementary Readers.Medial Writing Book, No. 1. (Not Used).

Second YearBrooks’s Second Reader.Supplementary Readers. Art Literature Series.Medial Writing Book, No. 2. (Not used).

Third YearSouth-Stone Arithmetic, Book One, or Book I.Brooks’s Third Reader.Supplementary Readers.With Pencil and Pen.Medial Writing Book, No. 3.

Fourth YearSouthworth-Stone Arithmetic, Book One, or Book I.Brooks’s Fourth Reader.Supplementary Readers.Webster’s Common School Dictionary.Conn’s Introductory Physiology and Hygiene.Webster-Cooley Course in English, Part I.Redway and Hinman’s Natural Introductory Geography.Reed’s Word Lessons.Medial Writing Book, No. 4.

Fifth YearSouthworth-Stone Arithmetic, Book One, or Book II.Brooks’s Fifth Reader.Supplementary Readers.Webster’s Common School Dictionary.Conn’s Introductory Physiology and Hygiene.Webster-Cooley Course in English, Part II.Reed and Kellogg’s Graded Lessons in English.

Redway and Hinman’s Natural Introductory Geography.Reed’s Word Lessons.Medial Writing Book, No. 5.

Sixth Year.Southworth-Stone Arithmetic, Book Two.Brooks’s Sixth Reader.Supplementary Readers.Webster’s Common School Dictionary.Reed and Kellogg’s graded Lessons in English.Redway and Hinman’s Natural School Geography.Montgomery’s Beginner’s American History.Reed’s Word Lesson.Medial Writing Book, No. 6.

Seventh Year.Southworth-Stone Arithmetic, Book Two.Brooks’s Seventh Reader.Curry’s literary Reading.Webster’s €ommon School I)ictionary.Reed and Kellogg’s Higher lessons in English.Montgomery’s Leading Facts in American History.Reed’s Word Lessons.Medial Writing Book, No, 7.

Eighth Year.Southworth-Stone Arithmetic, Book Two, or Book II.Curry’s literary Readings.Webster’s Common School lictionary.Reed and Kellogg’s Higher Lesson in English.Webster’s Elementary €omposition.Montgomery’s Leading Facts in American History.Iunn’s The Community and the €itizen.Conn’s Elementary Physiology and Hygiene.Reed’s Word Lessons,Medial Writing Book, No. 8.Burkett, Stevens, and Hill’s Agriculture.

High SchoolFirst Year

English—Composition, Whitney and LockwoodHistory—General, Myer’s.Mathematics—Algebra, Wentworth’s Elementary,Science—Physical Geography, Botany—Bergen’s Elements

of, Rocky Mt. Edition.Language—Latin, Collar and Daniel’s First Year.

Second YearEnglish—Rheoric.Mathematics—Algebra, Wentworth’s Elementary. Plane

Geometry, Wentworth’s Revised.History—Ancient, Myer’s. English. Montgomery’s.Book-keeping——Moore and Miner’s.Language—Latin.

Third YearEnglish—American literature,

Classics,English Grammar reviewed.

Mathematics—Plane Geometry -2 year.Solid Geometry 1-2 year.

Science—Physics, Millikan and Gale’s.Language—Latin,

English Grammar reviewed.

Graduates of High School1907-1908.

Mrs. Ailene Williamson-Bailey Hagerman, N. M.Joe C. Walters Roswell, N. M.Marion Thode Denver, Cob.Orville Blabock Hansford, Cal.

1908-1909

Tola Lemon Hagerman, N. M.Volga JacobsonMrs. Edna Parks-CarterOlive HarsheyAda Lee CrozierKiuie Carter Norman, Okia.Ethel Mae Wilson Knox City, TexasEd Wranosky Narka, Kansas

1909-1910

Third year added to High School. No graduates.

19 0-1911

Corwin Smith Danvifle, Ill.Robert Magatagan Fresno, Cal.Raymond Durand Dexter, N. M.Stafford Cox (deceased) Hagerman, N. M.Loveta Swann

1911-1912

Tessie Vivalee Swann Greenville, TexasJulia Johnnie Boyce Coahoma,George William Parks Hagerman. N. M.Worthie Temple NewsomeVivian Irene HallLester Lyle Cox