The next important step was to devise a curriculum for the class, which became known as the Terman Class, because the tests used in selecting it had been suggested by Doctor Terman. The grades that represented the first term were 4B through 6B; the second term 6A through 7B; and the third term, 7A through 8B. Formal grammar and arithmetic were assigned sequentially as outlined in the city syllabus. The class in general studied contemporary history, based upon the World War, from newspapers and periodicals, and, whenever possible, these events were related to or associated with past history. Geography was studied in relation to history and then extended until the world geography as outlined in the course of study was acquired. An extended amount of reading was assigned. The supplementary lists issued by Professors Baker and Abbott, of Teachers College, Columbia University; the reading list of the Ethical Culture School; and the list issued by Doctor Leland, Director of Libraries, were used as guides. Music, drawing, and physical training were taken by the class as general exercises. These covered the grade requirements. The composition of plays, songs, and dances for special programmes also was undertaken. The privilege of observing plants and live animals, their care, habits, and manner of reproduction, was provided in the nature-study room of the school. Some of the boys were given manual training in the shops of the prevocational school after the regular session of the academic department. The class attended the senior assemblies of the school at least once a week and as many more times as the educational activities of the school permitted. The privileges enjoyed outside the classroom educated these children socially in ways that few pupils of large and congested schools may experience. One period a week was spent in the reading and study of assigned subjects in the Tompkins Square Public Library. Children were made acquainted with all departments of the library and its facilities. Reference books, magazines, and newspapers were at their service. The children were permitted to use a club room in the Christodora House once a week for musical and social exercises. A gymnasium was at their disposal in this institution two periods a week, and one of the Christodora House’s workers was assigned to teach the cooking club of the class. Another social worker taught a quartette of the class how to play the violin. Two boys who showed aptitude in art were given additional instruction after school at the “Boys’ Club,” a neighbouring institution. The class was taken on excursions to the Metropolitan Museum of Art, the New York Public Library, the Jumel Mansion, and Dyckman House—to study colonial furnishings and historical material—the Museum of Natural History, a sight-seeing yacht trip around Manhattan Island, theatre parties, campfire parties, and flower shows.