FIG. 86. MAP OF THE WORLD, PRINTED OPPOSITE TITLE-PAGE OF MORSE'S 66 ELEMENTS OF GEOGRAPHY"

This was one of the two maps the volume contained, the other being a rough drawing of the eastern part of the United States, but not showing state lines

The first selection, given on page 631, reproduces two pages from a History of the United States, by B. Davenport, published in Philadelphia, in 1831. This was a little book, three and a half by five and a half inches in size, which contained eighty-one pages of questions and answers covering American history, arranged in catechism form, to which was added the Declaration of Independence, the Federal Constitution, and a Table of Chronology of thirty-two pages, extending from the creation of the world (4004 B.C.) to 1830. The entire book contained a hundred and fortyfour pages.

The second selection (pages 632, 633) reproduces the main map, as well as the title-page and one page of text, of a very popular early Geography. This was also a volume of a hundred and fortyfour pages, three and a half by five and a half inches in size It contained two maps, but no illustrations.

GEOGRAPHY.

LOUISIANA

Lies weft of the Miffifippi, over against the Uni-
ted States and weit Florida; having the Gulf of
Mexico on the fouth, and New Mexico weft. It
extends indefinitely north..

New Orleans is the capital of this country, a
place of very great importance to the Spanish-do-
minions, fituated on an ifland on the eaft fide of
the Miffifippi, 105 miles from its mouth. Before
the grea in 1788, it contained, 1,10b kaufes,
feven eighths of which were confumed in the space
of 5 hours.

This is a moft, delightful country, yielding all
the productions which have been mentioned as grow.
ing in the Carolinas, Georgia, and Florida.

This country was firft difcovered by Ferdinand
de Soto in 1541, but was not fettled till the be-
ginning of the 17th century.

UNEXPLORED COUNTRY.

Under this head we include the vaft region ly.
ing well of the Miffifippi, Upper Canada, and the
Hudfon's Bay fettlements; and north of the fet
tled parts of Louifiana, and New Mexico-hav-
ing the Pacific Ocean on the weft, and extending
to the north pole. This immenfe country is in-
habited by numerous tribes of Indians, of whom
and of their country, we know very little, except
from the late difcoveries which have been made
on the northweft coaft, by enterprifing people
who have traded there for furs, from the United
States and various parts of Europe. It is fuppofed
that fome, if not the greater part, of the human
inhabitants and of the animals, who first came to
America

These reveal the nature of the subject-matter of the text

FIG. 87. TWO PAGES FROM Morse's "ELEMENTS OF GEOGRAPHY"

of the time was supposed to give. ter of the school, and the fact-type of instruction which the school interesting as showing the subjects taught, the ungraded charac1841, is typical of thousands of contracts of this period. It is (Murray, David, History of Education in New Jersey, pp. 141. Washington, 1889) The following teacher's contract, executed in New Jersey, in

water, to which is attached a part of Readington Township. He will equivalent) in the Center schoolhouse, being District No. 8, of Bridgeschool for the term of thirteen weeks of five days in each week (or an Joseph Thompson hereby agrees to teach a common English day

352. A Typical Teacher's Contract

give instruction to all the youth of the district that may be placed under his care in some or all of the following branches, as their capacities may reach, viz: Orthography, reading, writing, arithmetic, English grammar, geography, history, composition, and bookkeeping by single entry. And we, the trustees of said school, do hereby agree to furnish said teacher with fuel and all necessaries for the comfort and convenience of said school, and at the expiration of the term pay to him or his order in compensation for his services the sum of sixty-five dollars. The said teacher shall have the privilege of instructing his own children in said school and not be required to pay any proportional part of the above sum. All pupils which do not belong in the district and attend this school to learn any of the above-named branches, one half of their schooling shall belong to the teacher, and the other half to go into the funds of the school. The excess of charge for higher branches (if any are taught) shall belong exclusively to the teacher. If circumstances should occur to render it necessary to discontinue the school before the expiration of the term, a majority of the trustees or the teacher may discontinue, and he receive pay for the time then taught.

In witness whereof the parties have to these presents interchangeably set their hands this thirtieth day of October, in the year of our Lord 1841.

JOSEPH THOMPSON, Teacher.
ABRAHAM A. AMERMAN,

PETER Q. BROKAW,

ABRAHAM AMERMAN,

353. The Elementary Schools in Berlin in 1838

Trustees.

(Bache, Alexander D., Report on Education in Europe, pp. 231-35. Philadelphia, 1839) At the time of Professor Bache's visit (1838) the elementary schools of Berlin were divided into two classes, the first covering instruction from six to ten, and the second from ten to fourteen. He gives the subjects of study, for both boys and girls, for each class, to be as follows:

For the first class:

Subjects of Instruction

1. For religion: the Bible, Catechism, the positive truths of Christianity.

2. For the German language: language considered as the expression of thought; the most general rules of grammar, clear and intelligible pronunciation, reading and orthography.

3. Writing.

4. Arithmetic, to fractions and the rule-of-three, inclusive. 5. Singing, and particularly exercises in sacred choral music

For the second class:

(a) Boys: The most general elements of the natural sciences, of geography, and national history, as well as the elements of geometry and linear drawing should be added.

For the second class:

(b) Girls: Instruction in needle-work, knitting, &c. School hours, for both boys and girls, eight to twelve, and two to four, daily.

Time distribution — Boys' School

First class, 6-10 years of age.

3

hours for religious instruction (principally narratives from the Bible).

12 hours for the German language, pronunciation, reading, orthography, &c.

5 hours for arithmetic; 3 for the slate as far as division, and 2 for mental arithmetic.

4 hours for writing.

2 hours for singing (without counting the verses sung at the beginning and end of each day).

26 hours per week.

Second class, 10-14 years of age.

6 hours for religion, instruction in the Bible and Catechism.

10 hours for the German language, reading, grammar, intellectual exercises.

5 hours for arithmetic, on the slate and in the head.

4 hours for writing.

2 hours for geometry, and linear drawing.

3 hours for natural philosophy, geography, and history, &c.

2 hours for singing (not including the verses sung morning and evening).

32 hours per week

Time Distribution — Girls' School

First class, 6-10 years of age.

3 hours for religion (narratives from the Bible). 7 hours for the German language.

3 hours for arithmetic, on the slate and mentaiiy.

3 hours for writing.

2 hours for singing.

8 hours for needle-work, &c.

26 hours per week

Second class, 10-14 years of age.

6 hours for religion.

8 hours for the German language.

4 hours for arithmetic.

3 hours for writing.

3 hours for singing.

8 hours for needle-work, &c. (in the afternoon).

32 hours per week.

354. Grading the Schools of Providence

(Regulations of the School Committee, 1800, 1827, 1828, and Ordinance of the City Council of Providence, Rhode Island, of April 9, 1838; in Centennial Report School Committee, 1899-1900, pp. 49, 51-52, 58, 72)

In 1799 the "Providence Association of Mechanics and Manufacturers" petitioned the Legislature to "establish free schools throughout the State." In response a law was passed under which Providence began schools, in 1800.

The original course of study for the schools, adopted at the time of their origin, is reproduced below. It is noteworthy for its brevity and simplicity, and reveals an ungraded, individualinstruction school. It reads:

The principal part of the Instruction will consist in teaching Spelling, Accenting and Reading both Prose and Verse with propriety and accuracy, and a general knowledge of English Grammar and Composition: Also writing a good hand according to the most approved Rules, and Arithmetic through all the previous Rules, and Vulgar and Decimal Fractions, including Tare and Tret, Fellowship, Exchange, Interest, &c.

The books to be used in carrying on the above Instruction are Alden's Spelling Book, 1st and 2d part, the Young Ladies' Accidence, by Caleb Bingham, The American Preceptor, Morse's Geography, abridged, the Holy Bible in select portions and such other Books as shall hereafter be adopted and appointed by the Committee. The Book for teaching Arithmetic shall be agreed on by the Masters.

In 1827 Primary Schools were added below, to the ungraded schools organized in 1800, and the course of study was changed to read as follows:

2d. The branches taught in the Primary Schools shall be reading and spelling; and the books used for instruction therein shall be the following and no other: viz. the New York Primer; Alden's Spelling Book, first and second parts; Easy Lessons and the New Testament.