g>tatc College of glBricuIturc Sit Cornell Unt'berfiitp Stljaca. ja. I?. iCibrarj* Cornell University Library LB 2809.I3A3 Report to the forty-seventh General asse 3 1924 013 416 411 The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924013416411 THE Illinois Educational Commission Report to the Forty-Seventh General Assembly of the State of Illinois 19 11 Springfield, III. Illinois State Journal Co., State Printers 1911 THE ILLINOIS EDUCATIONAL COMMISSION. Francis G. Blair, Chairman. R. E'. HiERONYMUS, Secretary. Edmund J. James. Harry Taylor. A. J. BuRROWES. A. F. Nightingale. Alfred Bayliss. W. L. Steele. CONTENTS. Page . Introduction 7 Act creating the Educational Commission 10 Bulletins issued by the Educational Commission 12 Recommendations of the Commission to the Forty-Sixth General Assembly 14 Eevision of the School Law ■ 14 Amendments to the School Law 15 Special charters 16 Subjects not thoroughly investigated by the Commission appointed in 1907 19 Work of the Commission appointed in 1909 22 Kecommendations of the Commission to the Forty-Seventh General Assembly 24 1. Bill creating the State Board of Education 24 2. Bill for the Certification of Teachers 25 3. Eestoratiou of the Two-Mill Tax 30 Taxation for Schools in the various States 35 Communication to the Educational Commission from Judge Lawrence Y. Sherman 41 Bill appropriating the State School Fund 43 4. Courses of Study in Agriculture, Manual Training and Domestic Science 44 Sub-Committee 45 Report of Sub-Committee 48 Recommendations of the Sub-Committee 49 A. A Course of Study in Agriculture for a well equipped four-year high school 53 B. ACourseofStudyin Agriculture for the seventh and eighth grades with suggested material for lower grades 61 C. "What can be done in Agriculture for the one-room country school 80 D. A Course of Study in Domestic Science for a well equipped four-year high school. 83 E. A Course of Study in Domtstic Science for the graded schools 92 F. What can be done in Domestic Science in the one room country school 96 G. A Course of Study in Manual Training for a well equipped four-year high school.. 104 H. A Coiirse of Study in Manual Training for the graded schools 112 I. What can be done in Manual Training in the one-room coimtry school 117 J. The Training of Teachers fcr Vocational Work 119 K. Considerations involved in the question of introducing Vocational Courses in the public schools 211 Financial Statement 126 Intkoduction. To the Honorable, the General Assembly of the State of Illinois: Your honorable body appropriated $5,000 to the office of the Superin- tendent of Public Instruction for the purpose of completing and pub- lishing the unfinished work of the Educational Commission. In order that the work to be accomplished by this appropriation may be seen a quotation from the report of the Educational Commission made to the Forty-Sixth General Assembly is given : "The general school law under M-hich the educational system of Illi- nois is now operated was enacted in 1855. Three years afterwards the Superintendent of Public Instruction wrote that 'It conflicts in several parts, while other portions are so obscure bj- useless verbiage and language wliolly unintelligible to the ordinary reader, that no little difficulty has been experienced by the local school officers throughout the State in com- prehending the true meaning of the law, and ascertaining their several duties enjoined thereby.'^ Such was the condition of the school law in 1858. Its complexity, verbiage and difficulty of construction were increased from year to yeai' by a succession of amendments and addi- tional acts. Accordingly in 1873 the need of simplifying the law had become so pressing that the entire act was thoroughly revised. From 1872 to 1889 the new body of school law grew by 'external and imsystematized accretions' until its condition became practically the same as bcforr. Cons( quently the Thirty-Fifth General Assoiiibly au- thorized another revision, \\hich was made under the direction of the Superintendent of Public Instruction and went into effect May 31, 1889. Since that time a similar process of growth by unorganized ad- ditions of amendments to the law, and supplementary acts, has tali:en place, giving occasion once more for complaints on account of its ob- scurity, ambiguity and difficulty of interpretation. Naturally the first normal complaint was issued from the office of the State Department of Education. In his .report of 1906 the Superinten- dent of Public Instruction declared that the general school law 'has be- come more or less archaic,' and recommended, 'the relief of the con- gested condition of the school laws in the form of a comprehensive re- vision by a competent commission, authorized by the Legislature, ap- pointed by the Governor, and empowered and instructed to simplify the present general provisions'by re-arranging them so that all dead matter shall be cut out, all ambiguous language be made clear, and, as far as possible, all provisions relating to the same subject be brought to- gether; also, that the same commission be authorized to point out to the 'Second Biennial Report, Superintendent of Public Instruction, 1857-8, p. 12. 8 Legislature such useful provisions in the special laws now in force as might well be incorporated in the general school laws, thus operating as an inducement to the holders of special privileges voluntarily to sur- render them.' ^ This recommendation was approved by various organizations, among which were the women's clubs of the State. The South Side League of Parents' Clubs of Chicago, for instance, sent out a circular letter to presidents of teachers' associations and to the educational department of women's clubs requesting them to cooperate in interesting, the people of their community in petitioning the Governor of tlie State 'to recom- mend to the next Legislature the appointment of an educational com- mission to revise and codify the laws governing the public schools.' When the State Teachers' Association assembled in Springfield, Illi- nois, on December 26, 1906, the Governor of the State, Honorablo Charles S. Deneen, opened the proceedings with an address in which he urged the association to adopt resolutions requesting the General As- sembly to appoint a commission to codify the school law which, he said, had 'become so cumbersome and contradictory in its provisions that no lawyer, not to say layman, pretends to know and understand it.' He said that he had come to the conclusion that the matter should be investi- gated by a competent commission to be appointed by the General As- sembly ; that he believed that the Legislature would appoint such a com- mission, which should be given two years to inquire into the subject carefully and then recommend necessary changes, and that he believed the Legislature would make any necessary appropriation for carrying on such an investigation and that the people of the State would approve of the appointment of such a commission which would be able to give matured views on the subject of investigation.^ In an address delivered before the Association on the following day, the retiring Superintendent of Public Instruction, Honorable Alfred Baylies, said, 'Xo specific additions to our overloaded school statutes, at this time, could be as serviceable as the intelligent elimination of super- fluous, incongruous, absurd and archaic portions, the simplification and orderly arrangement of the remainder, and, perhaps, the repeal of all surviving special privileges by extending' those which have value to all alike. That done, a very few new provisions would suffice to take the question of more law out of this council for years to come, thereby in- creasing our time to consider how best to obey the letter and fulfil the spirit of the essentials.' Immediately following the address in which this statement was made the incoming Superintendent of Public Instruction, Honorable F. G. Blair, in spealfing on the "Educational Outlook," expressed the follow- ing sentiments: 'Now, if, as I have hinted, there is some confusion in educational thought today, if there are conflicting aims and ideals, if there is over-lapping and waste iii the work of the educational system, what are some of the influences which promise to make matters better? •Twenty-sixth Biennial Report, Superintendent of Public Instruction nilnois p. 29. "Journal of Proceedings, Fifty-third Annual Meeting of the niinois State Teachers' Association, Springfield, Mlinois, December 2-6-28, 1906. p. 9 First, one of the most hopefjil and promising educational signs of the time is the announcement made by Governor Deneen that at the next session of the Legislature, it will, in all probability, provide for th6 ap- pointment by the Governor, of an educational commission, whose duty it shall be to study the system of education in Illinois, and the laws under which this system operates, and to compare its form and its work- ings with other states and other countries, and from such study and comparison to formulate a new code of laws and to suggest such modifi- cations of the present system as may seem wise to them. I believe that such a commission has a large opportunity, and I believe that if this opportunity is used as it may be used, great good will come to the cause of education in the State of Illinois/ When the report of the Legislative Committee appointed by the State Teachers' Association was read, it was found to include the following statement : 'We recommend to the Stste Teachers' Asfsociation that the General Assembly be petitioned to adopt a joint resolution authorizing the appointment by the Governor of a commission to examine carefully into needed changes in our present school laws and to report to the Forty-sixth General Assembly a bill for the comprehensive revision of the same.' When on December 28th, the Committee on Eesolutions presented its report, the first declaration was as follows: "Whekeas, The statute known as the general school law of Illinois, to- gether with the numerous additional and supplemental acts, and so-called special charters, form a body of law which is often obscure, sometimes contra- dictory, and much of it, obsolete, or no longer effective; and, Wheeeas, In many ways there is reason to believe that our plan of school organization itself may thereby be greatly improved; therefore be It Resolved, That we request the Governor of Illinois to make effective his very practical and businesslike suggestion that the Forty-fifth General As- sembly be requested to authorize the appointment of a commission to visit the best schools, and study the public school system of this and other countries for the purpose of gathering and reporting to the Forty-sixth General Assembly all the data necessary for an intelligent reorganization of the entire public school system, which shall result in placing it on the plane of the best in the world for simplicity, adaptation and efliciency; and, be it further Resolved, That we submit this unreserved indorsement of the Executive's views, as expressed to this association Wednesday evening, December 26, 1906, and this request, in lieu of any and all other recommendations or re- quests for new school legislation which this association might otherwise have wished to make at this time, believing that such a procedure not only is the sane, hut more expeditious mode of procedure at this time." This resolution was unanimously adopted by the association. The necessity of an educational commission to revise and codify the school law and suggest improvements of the school system was further emphasized by the Governor of the State in his biennial message to the Forty-Fifth General Assembly presented on January 9, 1907. In this message he said : 'Fifty years ago our school system fairly represented the best educational thought. To this has been added a mass of ill- considered, incoherent and occasionally obscure amendments, so that the school laws of Illinois now include the General School Law con- taining 301 sections, thirty-seven special charters, eight supplemental 10 acts and twenty-one additional acts. Moreover, there are more than 400 court decisions construing these statutes. It is manifest that such a condition of our school laws, calls for a general revision of the system. We have all the parts of a complete school system fairly well developed, but there is no coherence or symmetry. Before a general revision of the school law is undertaken, however, I believe that a commission should be appointed to study other school systems, comparing ours with the best in this country and elsewhere, so that the best information may be secured as to all classes of schools, country, town, primary, intermed- iate, high seliool and normal, and to frame and submit to the next General Assembly laws to unify our school system and bring our pulDlic schools up to the highest standard of efficiency. It will not require a large appropriation to accomplish this work. I recommend such an ap- propriation as will enable a commission to perform the work outlined.' Accordingly a committee of the State Teachers' Association drafted the following bill to provide for an educational commission, which bill was introduced in the House by Eepresentative Coyle and in the Senate by Senator Pemberton: An Act to create an educational com/mission, to define its powers and duties, and to make an appropriation therefor. Section 1. Be it enacted iy the People of the State of Illinois, repre- sented in the General Assemily : That a commission of seven members be, and is hereby created, to be known as the Educational Commission, to be constituted and appointed as hereinafter provided. Sec. 2. Upon the passage and approval of this Act, the Governor shall nominate, and by and with the advice and consent of the Senate, appoint six persons representing the various phases of educational work within the State, who, together with the Superintendent of Public Instruction, shall constitute the commission. The Superintendent of Public Instruction shall be ex officio chairman of the commission. All vacancies that may occur by resignation or otherwise shall be filled by the Governor. Sec. 3.' The commission shall meet at the call of the chairman and elect a secretary, and shall cause a record to be made and kept of all its pro- ceed-ings. Ifour members shall constitute a quorum for the transaction of business. Sec. 4. It shall be the duty of the Educational Commission to make a thorough Investigation of the common school system of Illinois, and the la^s under which It is organized and operated: To make a comparative study of such other school systems as may seem advisable and to submit to the Forty-sixth General Assembly a report Including such suggestions, recommendations, revisions, additions, corrections and amendments as the commission shall deem necessary. Sec. 5. The public printer is hereby authorized and directed to do all printing necessary for the Educational Commission. Sec. 6. The members of the commission shall receive only their actual personal and traveling expenses, to be paid upon the presentation of item- ized statements of such accounts, verified by affidavits, and approved by the Governor: Provided, however, that the secretary may receive fair compensa- tion for the time actually spent in the work of the commission, such com- pensation to be determined by the commission and approved by the Governor. Sec. 7. The sum of $10,000.00 is hereby appropriated for postage, station- ery, clerical and expert service. Incidental and traveling expenses of the commission, and the Auditor of Public Accounts is hereby authorized to draw his warrant for the foregoing amount or any part thereof, on the order of the Educational Commission, signed by its chairman, attested by Its secretary, and approved by the Governor. 11 The Legislative Committee of the State Teachers' Association and the Legislative Committee of the County Superintendents' Association came to Springfield and assisted in securing the passage of the measure. It finally passed both houses and was approved by Governor Deneen on May 26, 1907. Upon its approval one of the ablest and best informed school men of Illinois said : 'That is the best piece of school legislation that has been enacted in a quarter of a century.' The Educational Commission thus demanded and thus provided for was appointed on September 27, 1907. In its appointment the Governor sought to obtain representative men of the various educational interests and the different localities of the State. The Superintendent of Public Instruction, Honorable P. G. Blair, was made chairman of the com- mission by a provision in the bill creating it. Edmund J. James, Pres- ident of the University of Illinois, was named as the representative of the State University and of the eastern district. Mr. R. B. Hierony- mus. President of Eureka College and also the president of the State organization of non-state colleges and universities, was appointed as the representative of these institutions and of the north central portion of the State. Mr. Alfred Bayliss, Principal of the Western Illinois State Normal School, was appointed as the representative of the normal schools and of the western section of the State. Mr. Edwin G. Cooley, Superintendent of the Chicago public schools, was made the representa- tive of city superintendents and Mr. A. F. Nightingale, County Super- intendent of Cook county, of the county superintendents. These two gentlemen represented also the northern section of the State. As a representative of the southern section and also of the public high schools, Mr. Harry Taylor, Principal of the Harrisburg Township High School, was selected. The commission, as thus constituted, met in Springfield, Illinois, on December 27, 1907, and elected Ira Woods Howerth of the University of Chicago, secretary of the commission at a salary of $4,000.00 a year. The headquarters and office of the commission were established in the main room of the office of the Superintendent of Public Instruction in Springfield, Illinois. Twelve other meetine-s of the commission, each lasting from one to four days, have been held. The minutes of these meetings are on file in the office of the Superintendent of Public In- struction of Illinois where they may be consulted by anyone who, for any reason, may desire to do so. At the first meeting of the commission the work to be undertaken was thoroughly discussed. It was decided to undertake first a thorough re- vision, condensation, simplification and codification of the general school law. Later it was determined that through the secretary of the com- mission a thorough investigation of the school laws and school systems of other states should be made as a preliminary to recommendations in re- gard to improving the school system of Illinois, and that these investi- gations should be embodied in a series of bulletins. 12 Bulletins of the Commission. One of the duties required of the commission was 'to make a com- parative study of such other school systems as may seem advisable.' This was thought by the commission to be a necessary preliminary to the formulation of any recommendation in regard to the improvement of the school system of Illinois. The subjects taken up first made neces- sary a study of the school systems of the various states and an investi- gation of the methods of administering these systems. This study and investigation were carried on as thoroughly as the time at the disposal of the commission would permit. The results are contained ia a series of bulletins issued by the commission for the purpose primarily of ac- quainting the people of the State with the recommendations of the commission in their tentative form and the facts and conditions upon which these recommendations were based. These bulletins are nine in number, including the preliminary report of the commission, and are entitled, respectively, and in the order of their publication, as follows: A Tentative Plan for a State Board of Education, a Tentative Plan for a County Board of Education, a Tentative Plan for the Certification of Teachers, a Tentative Plan for Making the Township the Unit of School Organization, Tentative iiecommendations Concernmg County Teachers' Institutes, the Greneral School Law as Kevised, Simplified, Condensed and Codified, Tentative Recommendations in Eegard to Minimum Salaries for Teachers, Bills Providing for a State Board of Education, the Certifica- tion of Teachers, and Township Organization of Kural Schools, with an Introductory Statement, and the Pielimiaarv Eeport of the Educational Commission to the General Assembly of the State of Illinois. Of these bulletins, 69,500 copies have been printed, and distributed chiefly, of course, withia the State. They have been widely quoted and commented upon outside the State, however, sometimes in part republished, and have been demanded in quantities in at least a dozen of the states for the purpose of influencing legislation. Bulletin No. 1 contains the tentative plan of the commission to pro- vide for the creation of a State Board of Education, the number of members, method of appointment, and term of office, with the powers and duties that should be prescribed for it, and an exposition of the facts regarding the thirty-three State boards of education now in existence, from the study of which facts the plan of the commission was formu- lated. This tentative plan was based upon the careful consideration of the educational needs of Illinois and upon the thorough examiuation of the composition, powers and duties of the various State boards of education and the educational advantages which have been derived from the operation of the boards in the various states. Bulletin No. 2 contains the results of a study of county boards of education in the twenty-nine states which have adopted some form of an educational county board. It includes also a tentative recommendation for the creation of such a board in Illinois. Following the study of county boards will be found the results of an investigation of the county superintendency in the thirty-nine states and two territories which have 13 provided for county school supervision and tentative recommendations in regard to the qualiiications, salaries and methods of electing county superintendents with a suggestion in regard to the number of assistants which should be provided to assist the county superintendent in the performance of the duties of his office. Bulletin No. 3 is devoted to the consideration of a tentative plan for the certification of teachers, which plan involves the following general propositions : First, that the power to issue, renew, suspend and revoke certificates shall be lodged in the Superintendent of Public Instruction and the county superintendent of schools;" second, that examinations shall be uniform throughout the State and that the examination questions shall be prepared and the papers graded under the direction of the State Board of Education ; and that the fees for examinations and renewals of certificates shall be abolished and that all expenses of such examinations shall be paid by the State. The advantages of a State uniform examina- tion system over our present county system, and the successful exper- ience of fifteen states in operating a state system of examinations are set forth. Bulletin No. 4 is in the nature of a discussion of the various units of school organization, the district, the town or township aiid the county, with the reasons for and against the adoption of the township system. The organization for the purpose of administering the school system in the diflierent units of organization is also described and set forth in tabular form. Bulletin No. 5 may be described as a study of the county teachers' in- stitutes of the United States, and especially of Illinois, with respect to their number, the times at which they are held, their duration, the various methods of securing instruction, the practice with respect to compensating teachers for attendance and the methods of supporting such institutes. The tentative recommendations of the commission, based upon this study and included in the bulletin, are with respect to organizing and conducting institutes, the employment of a director of institutes, the time of holding such meetings for the instruction and in- spiration of teachers and their duration, the feasibility of arranging for joint institutes, the compulsory attendance of teachers and the support of institutes by the State. Bulletin No. 6 is the revised, simplified, condensed and codified school law, with an introductory statement in regard to the method and results of the revision. Originally the law contained 301 sections, thirty-seven special charters, eight supplemental acts and twenty-one additional acts. In the revision the number of sections is reduced from 397 to 280. By the elimination of superfluous sections, paragraphs, sentences, phrases and words, the number of pages of the law were reduced from 118 to 68, a condensation of more than one-third. Bulletin No. 7 is a study of the wages of teachers in Illinois and the other states of the Union, of the minimum salary legislation in the eight states which have adopted such legislation, and in foreign countries, with the recommendations of the commission in regard to the length 14 of the school term, the minimum salaries which should be paid to teachers and a discussion of the advantages of and the objections to minimum salary legislation. In Bulletin No. 8 may be found in full the following bills: A bill to provide for a State Board of Education and to define its powers and duties, a bill to provide for the certification of teachers and a bill for an act to enable the districts of any township in the State, no one of which districts shall contain an incorporated village or city, to vest the control and management of their schools in a single board of directors. Bulletin No. 9 is the preliminary report of the commission to the Forty-Sixth General Assembly of the State of Illinois. It includes a brief description of the work of the commission, a statement with re- spect to each of its final recommendations, including the recommenda- tions themselves with some of the reasons why they have been proposed. The publication by the commission, in this series of bulletins, of its tentative recommendations has not only kept the people of the State in- formed with respect to the work of the commission, but has also called forth both friendly suggestions and adverse criticisms which have en- abled it to improve these recommendations before presentation in their final form, and these were the main objects of publishing such bulletins. EECOMMBNDATIONS OF T'HE COMMISSION. The commission is required by law to submit to your honorable body "a report including such suggestions, recommendations, revisions, addi- tions, corrections and amendments as the commission shall deem neces- sary.' In formulating the recommendations to be presented the com- mission has had under consideration, first, the school law, and second, the school system. Eevision of the School Law. The school law under which the educational system of Illinois is operated has grown largely by accretion and is consequently incoherent and in many respects defective and cumbersome. It has been so declared again and again by those who have been required to administer it. It is often obscure, sometimes ambiguous, sometimes contradictory. Some sections are exact duplicates of other sections, some are inoperative, some have been repealed by subsequent legislation, but still encumber the pages of the statutes. The whole body of the school -law has consequently long needed revision and codification, and such revision and codification was one of the duties required of the commission. In the performance of this duty the commission has devoted much time and the most careful attention. How miich time and attention have been given to this part of the work of the commission will not be realized unless it is remembered that every sentence and phrase of the law have undergone a critical examination. The commission has en- deavored by every legitimate method of simplification and condensation to produce a code logically and conveniently arranged, simple in ex- 15 pression and lucid in meaning, a code which school officers and the people generally may without difficulty read and understand. The result of its labors will be found in Bulletin No. 6 as the draft of 'a bill for an Act to establish and maintain a system of free schools.' This bill includes the entire 'Act to establish and maintain a system of free schools/ approved May 21, 1889, and known as the general school law, also twenty additional acts and amendments, the whole orig- inally containing 397 sections. In the revision all sections which consist merely of a restatement of some part of the Constitution of the State or of the general statutes have l)een omitted, also all sections that were merely duplicates in expression or meaning of other sections, all sections that have been repealed ditectly by subsequent legislation, all sections that have become obsolete or wholly inoperative, and all sections plainly inconsistent with other sections more recently enacted. By thus eliminating useless sections, and by combining sections which- logically belong together, the commission was able to drop out of the law 117 sections without the least -change of its meaning. By striking out superfluous words, phrases and sentences, of which there were many, the bulk of the law was further reduced. With all the changes incident to the revision, however, no alteration was made in the purport of the law. The bill contains no new matter. It is simply a restatement of the existing law. It will hardly be denied that as such it is far superior to the form in which the school law is now expressed. The commission, therefore, respectfully recommends the substitution of the revised, simplified, condensed and codified form of the law as contained in Bulletin No. 6, and later introduced in the General Assembly as Senate Bill No. 96, for the general school laws as they now exist. Amendments. The most important recommendations of the commission, as implied by suggested amendments to the revised general school law, are the following : 1. To provide a uniform system of bool?keeping by tlae township treas- urers of the State, and to secure promptness in the inspection and auditing of their accounts. 2. That the minimum length of the school term be extended from six months to seven months. 3. That the school month shall consist of four weeks of five days each instead of the calendar month. , ^ ^-l. „^ ^ 4. That no person be employed to teach in the public schools of the State who is not at least eighteen years of age. 5 That no person he employed to teach who does not hold, at the time of his employment, a certificate of qualifications covering the entire time for which he is employed. , ,, ^ ., 6 That every teacher must keep, in addition to the daily register, a classification register which shall exhibit the name, age anj. attendance of each pupil, the day of the week, the month and the year and shall show the exact standing in the course of study of each pupil. 7 That a board of education in cities containing a population of less than 100 000 inhabitants may dismiss a teacher only for cause, upon written charges 'and after a hearing before the board of education. 16 8. That boards of education may employ a superintendent for periods of four years, instead of one year, after a probationary period of two years. 9. Tbat boards of education In school districts having a population of not fewer than 1,000 and not more than 100,000 inhabitants, and not governed by special charters, shall be limited to a president and six members. 10. That boards of education in cities having a population of more than 10,000 inhabitants shall be authorized to purchase or locate a school house site, or to purchase, build or move a school house without authorization by a majority vote of the district. 11. That boards of school directors be authorized to apportion funds for the purchase of libraries and apparatus when they are needed, and not be limited as they now are to such purchase "after provision has been made for the payment of all necessary school expenses." 12. That the actual traveling expenses of county superintendents in- curred in the supervision of schools be paid by the county board. 13. That the law be so amended as to provide unequivocally for free high school privileges to pupils residing In a district In which no high school has been established. ■ 14. That the phrase "until otherwise provided by law" be stricken from the section of the law providing for a two mill tax upon the equalized as- sessed value of all the property of the State for school purposes so that the two mill tax levied for such purposes from 1855 to 1873 be restored, thus increasing the State appropriation for schools from $1,000,000 to approxi- mately $2,500,000. Some of the amendments to the law are macie necessary of course by the larger recommendations of the commission which involve material changes either in the organization or the administration of the school system. These larger amendments are embodied in the following billn drafted by the commission and introduced in the General Assembly: 1. A bill to provide for the creation of a State Board of Education and to define its powers and duties. 2. A bill to provide for a uniform system of examining applicants for teachers' certificates. 3. A bill to enable the districts of any township in the State, no one of which districts shall contain an incorporated village or city, to vest the con- trol and management of their schools in a single board of directors. 4. A bill to provide for an increase in the salaries of county superin- tendents. 5. A bill to provide for organizing and conducting county teachers' insti- tutes. All of these recommendations were presented in the Dreliminary re- port of the commission. Special Charters. The commission respectfully recommends that the general school law be so improved by amendment that an inducement will be offered to cities operating their schools under special charters to .surrender the same and organize under the provisions of the general school law. The reasons for this may here be briefly set forth. At the time of the adoption of the Constitution of 1870, which pro- hibited further special legislation relating to the management of common schools, there were seventy-three school districts existing by virtue of special charters. This number does, not include the district of the Princeton Township High School which was also created by a special act. 17 Since that time the special charters of thirty-eight of these districts have been abrogated, thus bringing the schools of the following districts, most of which contain cities, under the operation of the general law: Abingdon, Augusta, Aurora, Bardolph, Bourbon, Bushnell, Caledonia, Carthage, Centralia, Chicago, Danville, Davis, Elgin, Evanston, Pair- bury, Freeport, Glencoe, Harristown, Henry, Illionolis, LaSalle, Lee Center, Lincoln, Lockport, Marion, Mason, Monmouth, Naperville, 01- ney, Oneida, Ottawa, Pittsfield, Quincy, Urbana, Vandalia, Waterloo, Winnetka, Wilmington. There are still ia existence, however, thirty-five special charter dis- tricts. The schools of these districts are operated under different kinds of special charters together with supplemental acts which, though general in form, are special in application. These charters and acts greatly in- crease the bulk of the school law. Indeed, they constitute a body of legislation greater than the general school law itself. Of course a special charter with its supplementary acts is of interest only to the people im- mediately concerned. But the entire body of this legislation must be printed and generally distributed although it is not of general interest. Each year something is added, thus increasing the complexity of the law, its volume and the cost of legislation. The charters of the thirty-five districts now operating under special Acts are in many of their provisions practically the same. In other respects they are as different as the educational ideas and wishes of those who procured them. They are necessarily imperfect and are becoming from year to year, owing to the additional legislation made necessary by them, more and more difficult to construe. They consequently give rise to more vexatious legal questions than all of the 11,785 other school districts put together. This is largely due to the fact that these charters themselves are special acts and consequently must receive a strict con- struction. No powers may be exercised by the boards of a special charter district, except those which are expressly conferred in the charter and supplementary acts, and those which by clear implication are necessary to carry into effect the powers definitely conferred. This is contrary to the opinion of some who favor the preservation of a special charter with the idea that it confers powers additional to those of the general law. The opposite, however, is true. The Board of Education of a dis- trict operating under a special charter has only such powers as are ex- pressly granted. Now, it is highly desirable, in order to secure greater uniformity in school organization and administration, to simplify the school law of the State and to diminish the cost and trouble of special legislation, that all these special charters be surrendered and the schools of all special districts be organized and operated under the general law. There is every reason why this should be done. If the charter of a special dis- trict is better than the general law, then that district enjoys certain desirable privileges which are withheld from other districts of the State. There can be no good reason why this should be the case. The powers and privileges exercised under the best special charters should be con- —2 E 18 ferred upon all districts alike. If this were done special charters would probably be relinquished without additional legislation. There would be no particular object in retaining them. For this reason the general law should incorporate the advantages now enjoyed by special charter districts. The chief advantages enjoyed by these districts are two, namely: smaller boards of education in most eases^ and the power to select sites for school buildings, and to erect such buildings, without a vote of the people. If these two powers were incorporated in the general law there would be little excuse for the continued existence of some of the special charters. They would fall away by their own weight and at least some of the special charter districts would voluntarily organize under the general law. That these advantages may be incorporated in the general law, the commission recommends that section 133 of an act to establish and main- tain a system of free schools, approved and in force June 12, 1909, be amended to read as follows : Section 123. In all school districts having a population of not fewer than 1,000 and not more than 100,000 inhabitants, and not governed by special acts, and in such other districts as may hereafter be ascertained by any special or general census to have such population, there shall be elected a board of education to consist of a president and six members. When such board of education is the successor of the school directors, all rights of property, and all rights regarding causes of action existing or vested in such directors, shall vest in it as fully and completely as they were vested in the school directors. This amendment would limit the number of members of boards of education in cities of fewer than 100,000 inhabitants to seven, as well as eliminate from the law an ambiguous statement in regard to the increase of such members. It would be in accord, too, with the best educational thought. The tendency today is toward smaller boards of administration. They are more easily brought together, they are more informal in their methods of discussion, and in general more effective. To bring the second advantage within the general school law the com- mission recommends that section 127 of an act to establish and maintain a system of free schools, approved and in force June 13, 1909, be amended so as to give to all boards of education in districts having more than 10,000 inhabitants the power . to purchase or lease sites for school houses, and to erect school buildings without the necessity o^ peti- tion or an election. The boards of almost if not quite all special charter districts exercise this power. Twenty-three of these districts have g, population of less than 10,000. Tlie amendment here proposed will not reach these districts, but in the ease of those having a population of more than 10,000 it will remove one great obstacle in the way of organizing under the general school law. It is reasonably certain from the manner in which this power has been exercised by boards of education upon which it has been specially granted, that it may safely be conferred upon all. With this amendment and others elsewhere sug- gested by the commission section 127 would read as follows: 19 Section 127. The board of education sliall tiave all the powers of school di- rectors, be subject to the same limitations, and in addition thereto they shall have power, and it shall be their duty: 1. To establish and maintain free schools for not less than seven nor more than ten months in each year. 2. To erect, hire or purchase buildings suitable for school purposes, and keep the same in repair. 3. To buy or lease sites for school houses, with the necessary grounds. 4. To furnish schools with the necessary fixtures, furniture, apparatus, libraries and fuel. 5. To divide the district into sub-districts, to create new ones, and to alter or consolidate them. , 6. To establish different grades, and assign pupils to the several schools. 7. To appoint a secretary who shall keep a faithful record of all their proceedings. 8. To employ a competent superintendent who may, after two years of service, be employed for periods of four years. 9. To dismiss any teacher for cause, upon written charges, after a hear- ing before the said board of education. 10. To levy a tax to extend schools beyond a period of ten months, in each year, upon a petition of a majority of the voters of the district. 11. To request the trustees of schools, in writing, to convey any real es- tate or interest therein used for school purposes, or held in trust for schools. 12. To prepare and publish annually in some newspaper, or in pamphlet form, a report including the school attendance in the year preceding, the program of studies, the number of persons between the ages of twelve and twenty-one unable to read and write, and a statement of the receipts and expenditures, with the balance on hand. Subjects not Thoroughly Investigated by the Commission. There are, of course, many subjects of great educational importance which the commission has not had time to investigate and upon which it can make no recommendation. Chief among these, perhaps, is the subject of industrial and vocational training. It is felt throughout the country that the schools of today are not prop- erly adjusted to the industrial conditions which prevail. The feeling has found expression in a variety of ways — in a flood of literature on in- dustrial education, in the formation of societies to promote instruction in the industrial arts, in the appointment of commissions to investigate the subject of industrial education, and, in a few states, in legislation providing for the teaching of agriculture and the domestic arts in the public schools and for the establishment of separate trade schools. It is true that the modern school too often reflects the scholastic ideals which prevailed a century or more ago. Since the industrial revolution of the latter part of the eighteenth century economic conditions have changed more rapidly than the various forms and methods of education. We now see quite clearly that the education which was fairly well adapted- to the ideals and purposes of a leisure class is not suited to the aims and purposes of a democracy. The kind of education needed in a free state is that which considers on the one hand the socially necessary labor to he performed in forests and mines, fields and factories, offices and studios, and on the other hand the existence in the minds and bodies of the youth of the State of special individual aptitudes for the performance of this labor, which aptitudes it should be the business of 20 the schools to discover and develop. The children of the State are poten- tially farmers, merchants, mechanics, engineers, artists, professional men, etc. Perhaps the greatest educational question of modern times is, how ma}' the public school system be organized and the schools con- ducted so as to aid in tlie discovery of the special talents of the youth of the land, develop these talents in the highest degree possible and turn them to social account. This is, of course, largely a school ques- tion, it is one which is engaging increasing attention on the part of those who are striving to improve the efficiency of the schools. The comnTission regrets exceedingly that it has been obliged by the amount of its appropriation and for want of time to forego the investigation of a question which in importance and present interest stands in the front rank. Among the states which have attempted a solution of this problem through legislation are Massachusetts, New York and Wisconsin. Wisconsin provides for the teaching of elementary agriculture in every district school, and for - the establishment and maintenance of county schools of agriculture and domestic economy. It also empowers cities to establish and maintain trade schools. New York has organized under its education department a special division of trade schools which takes up the organization of factory and trade schools with local school authorities, commercial or labor organizations, or any citizen who may be interested. Such schools when organized become a part of the general school system, and subject to the same management, but the work is not to be mingled and confused with the work of other schools. When the requirements of the education department as to rooms, equip- ment and qualifications of teachers are complied with, a factory or trade school receives from the State an allotment of $500.00 and an additional $200.00 for each teacher employed after the first one. Massachusetts is proceeding under the direction of a commission on industrial educa- tion, appointed in 1906. This commission is authorized not merely to investigate the subject of industrial education but to establish, conduct and maintain industrial schools. Several of such schools have been es- tablished. The commission was created to serve for a period of three years. This time was extended in 1908 to five years. For the -years 1906, 1907, 1908 and 1909 the State has appropriated for the use of this commission the sum of $100,333.41. New Jersey has appointed a commission to investigate the subject of industrial education and make a report to the next Legislature, and the same has been done in Mary- land. Other states which have taken somfe steps towards the introduc- tion of industrial education are Alabama, Connecticut, Georgia, Vir- ginia, Arkansas, Mississippi and Oklahoma. The constitution of Okla- homa contains provisions which are meant to create a definite and har- monious system of agricultural and industrial education for that State. With this object in view it enjoins the teaching of the elementary prin- ciples of agriculture, horticulture, animal husbandry, stock feeding, forestry, the building of country roads, domestic science and the ele- ments of economics in all the public schools of" the State. 21 The question of the best method of procedure in providing for in- dustrial education in the public schools is regarded by the commission as an extremely important one, but at the same time an extremely difficult one. The commission makes no recommendation upon the subject for the reason that it has not had time to enter upon that kind of investigation which would be necessary to insure wise suggestions in regard to legisla- tion. The commission regards the whole question of industrial and voca- tional training as in such a nebulous condition that it does not feel that any definite recommendation concerning it as it applies to the public schools of the. State can be made without a painstaking and thorough in- vestigation of the whole subject. The time at the disposal of the commis- sion has not been sufficient to enable it to make the investigation neces- sary for such a report as would be required as the basis of definite rec- ommendations. The commission is, therefore, of the opinion, and re-' spectfully recommends in view of the importance of the subject, that a committee consisting of suitable persons be appointed and authorized by the State to visit the industrial schools of this country and other countries for the puirpose of studying the Subject of industrial and voca- tional training in all its phases in order to present a report upon it to the General Assembly. The subject of industrial and vocational training is not the only one, the investigation of which was impossible owing to the limited time at the disposal of the commission. Questions like the following are fre- quently asked: Why have you not taken up the text bo9k question? Why have you made no recommendation concerning temperance legis- lation? Whj' have you had nothing to say about moral instruction in the schools? Why do you not recommend a law concerning school fraternities? To all such questions the commission makes the follow- ing reply: "We agree with you that the subject you urge upon us is important. It deserves consideration, but we have laid down the rule that a thorough investigation must precede the formation of every recommendation made by the commission. It is better to make no rec- ommendation at all than to make one not sustained by facts or war- ranted by experience. The subject mentioned is one concerning which the commission has not had sufficient time to ascertain the facts or to study the experience. We have done the best we could with a few fundamentally important subjects. We have considered a few questions thoroughly. We have no misgivings about the recommendations we have made concerning them. With more time we should have consid- ered other subjects. An entire year would not be too much "to devote to some of them. The Massachusetts commission will spend at least five years on the subject of industrial education alone. The text book question is a difficult question. Practically all of the states, have had more or less experience with text book laws. A thorough study of these laws and this experience should precede a recommendation concerning a text book law for Illinois. So far as th'e commission is concerned, at least such an investigation must precede any recommendation concern- ing it, and so with a multitude of other questions. Among these questions which the commission would like to have con- sidered had time permitted are the following : Industrial and vocational 23 training in their relation to the public schools, the means and methods of promoting the physical welfare of school children, vacation schools and playgrounds, the teaching of agriculture, household economics and domestic science in the public schools, the consolidation of country schools, the improvement of the law in relation to township high schools, the text book question, school revenues, the requirements for admission to colleges and the granting of degrees, the kind of school statistics which it is most profitable to collect, the compensation of township treasurers and the auditing of their reports, a miuimum wage law for teachers, county normal schools and teachers' training classes, city school systems, religious and temperance instruction in the schools, and many others." FuRTHEE Work of the Educational Commission. As stated in the beginning, the appropriation of $5,000 by the Forty- Sixth General Assembly was to make possible the completion of this un- finished work and its publication. Immediately upon the appropriation becoming available, the Governor, Charles S. Deneen, asked the mem- bers of the Educational Commission to assist in completing this work. Superintendent Edwin G. Cooley had resigned from the commission. In his place was appointed Superintendent W. L. Steele, of Galesburg. President E. E. Hieronymus, of Eureka College, having ceased to be a president of a non-State institution, tendered his resignation. Presi- dent A. J. Burrowcs, of St. Ignatius College, Loyola University, was appointed to take this place. The commission as thus re-organized is as follows: F. G. Blair, Superintendent of Public Instruction, chair- man, ex officio; E. J. James, President of the University of Illinois; A. J. Burrowes, President of St. Ignatius College; Alfred Bayliss,- Prin- cipal of the Western Illinois State liormal School; W. L. Steele, Su- perintendent of Schools at Galesburg; A. F. Nightingale, ex-County Superintendent of Schools of Cook county, and Harry Taylor, Principal of the Township High School at Harrisburg. The commission ap- pointed E. E. Hieronymus secretary of the commission at a salary of $3,000 a year. Two general lines of work were laid out for the commission. First, to make a study of industrial education to find, out what is desirable and possible in this line in the public schools of Illinois. Second, to re- state and present to the Legislature one of the conclusions 'set forth in the former report, which failed to be enacted into law. The secretary of the comfaission and several other members were instructed to make a thorough study of the subject of industrial education and in order that such investigation mig:ht result in the report covering the entire field it was decided to appoint a sub-committee of experts to assist the com- mission in its study and deliberations. The commission has met twice in Springfield and five times in Chi- cago, the sessions varying from one to three days in length. The min- utes of these meetings are on file in the office of the Superintendent of Public Instruction, Springfield, where they may be examined at any time by any person interested. S3 TKe secretary of the commission ' has visited many of the cities and towns of Illinois and certain typical country schools to make some di- rect inquiry into the present educational and industrial conditions. Among these places are Galena, Moline, Eock Island, Princeton, Peru, La Salle, Ottawa, D wight, Streator, Pontiac, Galesburg, Monmouth, Peoria, Pekin, Fairbury, Watseka, Danville, Decatur, Champaign, Bloomington, Springfield, Havana, Petersburg, Jacksonville, Granite City, East St. Louis, Taylorville, Centralia, the Lane and Crane High Schools and Lewis and Armour Institutes, Chicago, and the John Swaney Consolidated School, Putnam county. In other states the places of most profit visited were St. Louis, Indianapolis, Cincinnati, New York City and vicinity, Boston and its environs, and Fitchburg, Mas- sachusetts, with its cooperative or part time plan. By arrangement with the commission before taking up the work the secretary was on leave of absence without pay for three months of the year. This time was spent in the British Isles and. on the Continent. While not in the direct service of the commission, every possible oppor- tunity was used of seeing the work done by the various types of schools. The industrial phases of education were particularly helpful. Among the institutions of commanding interest in England and Scotland, aside from the Universities of Oxford and Cambridge and Edinburgh, were the Heriot-Watt College and the Boroughmuir School and the East of Scotland College of Agriculture, Edinburgh the University of Man- chester and the Municipal School of Technology and of Art, Manchester ; the work done by the Cadburys for their working girls near Birming- ham, and the varying types of schools in London. On the Continent, Amsterdam, Antwerp, Brussels, Paris and' Heidelberg were visited in i^uccession. The schools that have been established in Munich under' the direction of Dr. George Kerschensteiner were inspected with care. The commission was in conference with Dr. Kerschenstiner during his visit to Chicago in November. The members of the commission, from the time of their appointment four years ago have been active in studying the educational conditions at home and abroad. President James and President Bayliss have each visited Europe within this time and have made helpiul observations, though not at the expense of the commission. Superintendent Cooley, a member of the commission up to the time of his going from Chicago to Boston, has spent the past year in Germany and will remain anothei; year studying the industrial situation in Europe. The chairman and other members of the commission, in connection with other duties call- ing them outside of the State, have visited Pittsburg, Cleveland, Mil- waukee, and other important cities and industrial centers. 24 RECOMMENDATIONS. In completing the work' of the Educational Commissionj after re- viewing the steps taken two years ago, four measures are presented, all of which the members of the commission feel are far reaching in their results: (1) A bill providing for a State Board of Education, an amended form of the bill presented to the Forty-Sixth General Assembly ; (3) a bill for the certification of teachers, also an amended form of that before the Forty-Sixth General Assembly; (3) the restoration of the two-mill tax; (4) a comprehensive course of study in agriculture, manual training and domestic science for the high, schools, graded schools, and the one room country schools. These measures are here- with presented. A Bill foe An Act To Ceeate a State Board of Education and To Define Its Powees and Duties. Section 1. Be it enacted hy the People of the State of Illinois rep- resented in the General Assembly: That a State Board of Education consisting of twelve members is hereby authorized, to be constituted as hereinafter described. Sec. 3. Such board shall consist of the Superintendent of Public Instruction, who shall be ex officio chairman thereof, and the repre- sentatives of each of the following school interests, to be selected by the Governor of the State, by and with the approval of the Senate: The University of Illinois, the State Normal Schools, the non-State colleges and universities, the city superintendency, the county superintendency, the public high schools, the non-State high schools, the State elementary schools, and the non-State elementary schools, and two eminent citizens of the State not directly engaged in educational work : Provided., how- ever, that not more than seven members of said board shall be of the same political party, and provided further that any member of the board who may after appointment change his educational status shall be considered to have resigned its membership to said Board of Education and tlie Governor shall fill such vacancy for the unexpired term as pro- vided by law. Sec. 3. On or before the second Monday of January next after their appointment, the appointive members shall cast lots for their respective 26 terms of office for two, four, six and eight years; and biennially there- after the Governor, by and with the approval of the Senate, shall ap- point successors to the members whose terms of office then expire, which successors shall serve for a term of eight years. In case of a vacancy, the Governor may appoint a member to serve for the unexpired term. See. 4. Such board shall have the power and it shall be its duty: 1. To make general rules for the supervision and inspection of the public schools of the State as required by law. 2. To provide suggestive courses of study for rural, elementary and high schools. 3. To prepare and distribute among school and municipal officers suggestive plans and specifications for the construction and equipment of school buildings. 4. To fix the time of examinations of applicants for State and county teachers' certificates, to prepare all questions for such examina- lions, to grade all examination papers, and to fix the standard for pas- sing; to prescribe rules for the recognition of certificates from other states, and to prescribe all rules and regulations necessary to carry into effect the provisions of the law in regard to the certification of teachers. 5. To propose and recommend to school officers plans for organizing and conducting teachers' institutes. 6. In cooperation with the State Board of Health, to prescribe rules and regulations for the sanitary inspection of school buildings, and for promoting the physical welfare of pupils and teachers in the public schools. 7. To make such other suggestions as may from time to time be in their estimation for the best interests of public education. 8. To prepare biennially a complete report of its proceedings. Sec. 5. The Superintendent of Public Instruction, with the advice and consent of the State Board of Education, shall make such appoint- ments as may be necessary to render effectual the rules and regulations of the board; and he shall also incorporate the proceedings of the State board in his biennial report. Sec. 6. The members of the State Board of Education shall receive no compensation for their services. The incidental expenses of the board and the necessary traveling and other incidental expenses of its members, incurred in the performance of their official duties, shall be paid from the State treasury from any funds not otherwise appropriated upon the presentation of an itemized and verified statement of such expenses, approved by the Governor. II. A Bill foe the Certification of Tteacheks. Section' 1. Be it enacted hy the People of the State of Illinois, rep- resented in the General Assembly: That no one shall receive for teach- ing in the common schools of this State any part of any public scliool fund who is not of good character, at least eighteen years of age and who does not, at the time he enters upon his duties, hold a certificate of 26 qualification covering the entire period of his employment and granted by the Superintendent of Public Instruction, a county superintendent, or, in a city having a population exceeding 100,000 inhaliitants, by the board of education of such city. Sec. 2. Certificates granted by the Superintendent of Public Instruc- tion and the requirements for the same shall be as follows : First — A life elementary school certificate for which the requirements shall be graduation from a recognized high school and from a recognized normal school, or an equivalent preparation, and three years' successful teaching on a first grade county certificate, of which two shall have teen in the State, a successful examination in English, psychology, and the principles and methods of teaching, and the preparation of a thesis on one or more elementary school problems, the subject or subjects of which shall be selected from a list prescribed by the State Board of Education. Second — A life high school certificate for which the requirements shall be graduation from a recognized college or university, or the com- pletion of an equivalent preparation, and three j-ears' successful teach- ing, two of which shall have been in the State on a first grade county certificate; a successful examination in English, psychology, and the principles and methods of teaching, and the preparation of a thesis on one or more secondary school problems, the suljject or subjects of which shall be selected from a list prescribed by the State Board of Education. Third — Supervisory certificates of two grades, first and second. A second grade supervisory certificate shall be valid for five years for super- visory work in any town, city, or county of the State and for teaching in the schools supervised by the holder. The requirements of such a certificate shall be the same as for a first grade elementary school certi- ficate, and, in addition thereto, a successful examination in psychology, the history of education, scliool supervision, administration and organi- zation, and the school system and school laws of Illinois : Provided, however, that successful experience in school supervision may be accepted in lieu of successful experience in teaching. This certificate shall be renewable for five-year periods on satisfactory evidence of successful teaching, or supervision, and of professional progress. A first grade or life supervisory certificate shall be valid for super- visory work in any town, city or county, and for teaching in any school in the State. The requirements for this' certificate shall be the same as for a life high school certificate, with the exception that time spent in supervision may be counted in lieu of teachin"': and in addition thereto a successful examination in all the subjects required for a second grade supervisory certificate, sociology, and such other school systems of other states and countries as may be prescribed from time to time by the State Board of Education. Life certificates in force at the time of the passage of this Act shall be valid for both teaching and supervising in any district in the State. Sec. 3. Examinations for State certificates shall be held at such times and places and under such rules as may be prescribed by the State Board of Education. To each person who is successful in the examina- tion for a State certificate, the Superintendent of Public Instruction 27 shall issue a certificate of the kind applied for, if, in his judgment, the personality of such applicant and his general qualifications other than scholarship prepare him for the work which the certificate would author- ize him to perform. Sec. 4. A life certificate shall be valid in any district of the State outside of cities having a population exceeding 100,000 inhabitants, but shall be forfeited three years after the person to whom it is issued ceases to engage in educational work, unless its life shall have been extended within that time by the Superintendent of Public Instruction. The holder of any certificate granted by the Superintendent of Public In- struction shall, annually, while he continues to teach, present his certi- ficate to the county superintendent for registration. Sec. 5. Certificates granted by the county superintendent and the requirements for the same shall be as follows : First — A third grade elementary school certificate, valid for one year in the elementary schools of the county in which it is issued, renewable once on evidence satisfactory to the county superintendent of not less than three months' successful teaching, and a second time if, in the period following the date of issuing the certificate, the holder shall have had twelve weeks professional training in any recognized school pro- viding such training. Applicants for such certificates shall be required to pass an examination in such subjects of the elementary school cur- riculum as may be prescribed by the State Board of Education. The issuing of this form of certificate may be discontinued at the option of the State Board of Education. Second- — A second grade elementary school certificate, valid for two years. This certificate shall be renewable on evidence satisfactory to the county superintendent of six months' successful teaching, and a second time if in the period following the date of issuing tlie certificate the holder shall have acquired twenty-four weeks' professional training ir.i any recognized school providing such training: Provided, howev&r, that if acquired in exchange, under the provisions of this Act, such certificate shall be renewable indefinitely for periods of two years. The requirements for this form of certificate shall be graduation from a recognized high school, or the completion of an equivalent preparation, and a successful examination in English, the methods of teaching, and ' such other subjects of the elementary school curriculum as may be pre- scribed by the State Board of Education : Provided, however, that this certificate may be issued without examination to graduates of recognized normal schools or of institutions offering an equivalent preparation. Third — A first grade elementary school certificate, valid for three years, renewable indefinitely for periods of three years. The requirements for this form of certificate shall be graduation from a recognized high school, or an equivalent preparation, and four years successful teaching and an examination in English, the principles and methods of teaching and three other subjects to be selected by the appli- cant from a list of subjects prescribed by the State Board of Education ; or, in lieu of the foregoing requirements, graduation from a recognized normal school, or from an institution offering an equivalent preparation. 28 evidence satisfactory to the county superintendent of at least two years' successful teaching, and an examination in English and the principles and methods of teaching. Fourth — A limited high school certificatej valid for one year, and re- newable for a period of two years. The requirements for this form of certificate shall be graduation from a recognized high school, or an equivalent preparation, and a certificate showing at least one year's successful work in a recognized higher insti- tute of learning, a successful examination in English, the principles and methods of teaching, and three high school subjects, one major and two minors, chosen from a list prescribed by the State Board of Education. The issuing of this form of certificate shall be discontinued at the option of the State Board of Education. Fifth — A high school certificate, valid for three years, renewable in- definitely for periods of three years. The requirements for this fonn of certificate shall be graduation from a recognized high school, or an equivalent preparation, and a certificate showing the completion of at least two years' successful work in any recognized higher institution of learning; an examination in English, the principles and methods of teaching and three other subjects, one major and two minors, chosen from a list prescribed by the State Board of Education : Provided, however, that this certificate may be issued to graduates of a recognized college or university, or any institution ofEer- ing an equivalent preparation, who shall have had one year of successful teaching. Sixth — A kindergarten certificate, valid for two years in any kinder- garten of the State, and valid also in the first grade of the elementary' schools, providing the kindergarten training school of which the appli- cant is a graduate, gives adequate preparation for first grade work; re- newable for three-year periods. The requirements for this form of certificate shall be graduation from a recognized high school and from a recognized kindergarten training school, or the completion of an equivalent course; or, in lieu of gradua- tion from such training school, such examination in English and the theorj' and practice of kindergarten work as may be prescribed by the \ State Board of Education. Seventh — A special certificate, valid for two years, renewable for three- year periods. Such certificates shall be issued in music, drawing, manual training, domestic art, physical training and such other subjects as may be added by the State Board of Education, and shall authorize the holder to teach only the subject or subjects named in the certificate. The requirements for this form of certificate shall be graduation from a recognized high school, or an equivalent preparation, and a certificate showing the completion in a recognized higher institution of learning of at least two years special training in the subject or subjects, the candi- date desires to teach; or, in lieu of such training, satisfactory evidence of four years successful teaching of such subject or subjects ; a successful examination in English and the principles and methods of teaching. 29 Sec. 6. Examinations for county certificates shall be held at the various county seats on the same day, under such rules as may be pre- scribed by the State Board of Education, and questions for each exami- nation shall be uniform throughout the State. Such questions shall be forwarded to the county superintendents under seal, to be broken only at the time of opening the examination and in the presence of the appli- cants. The county superintendent shall conduct the examination in his county, and at the close of the examination the papers of each applicant shall be forwarded to the State Board of Education, each paper being designated in such a manner as to conceal the identity of the writer, as prescribed by the State Board of Education. Such papers, when graded, shall be returned to the county superintendents from whom they were received, each of whom shall issue the certification of the kind designated by the State Board of Education to each person in his county who shall have passed the examination, if, in his judgment, the personality of such applicant and his general qualifications, other than scholarship, fit him for the work of teaching. Sec. 7. A county certificate, except a third grade elementary school certificate and a limited second grade high school certificate, shall be valid in the county in which it is issued, and in any other county of the State, when endorsed by the county superintendent of such other county. A certificate shall not be renewable until its expiration or within thirty days thereafter, and no certificate shall be renewed except at the option of the superintendent issuing or endorsing it and on evidence satis- factory to such superintendent of successful teaching and professional progress. In determining such progress the superintendent shall take into consideration, and give credit for, professional reading done under his direction, attendance upon any recognized institution of learning, and upon institutes and teachers' meetings, and for active participation in the same. Sec. 8. An applicant for a certificate who has not completed a high school course shall be admitted at an examination, set by the State Board of Education, on subjects announced in advance, for the purpose of determining whether such applicant possesses an equivalent preparation. Sec. 9. Any person who holds, at the time this Act goes into effect, a valid county certificate to teach, may, with the approval of the county superintendent, exchange the same for a certificate of equal grade — a second grade for a second grade elementary or a second grade high school certificate; a first grade for a first grade elementary or a first grade high school certificate ; a special certificate for a special certificate ; a kindergarten certificate for a kindergarten certificate; or, in case the holder of a first grade certificate shall have had three years of successful work as a supervisor of schools, he may, with the approval of the Super- intendent of Public Instruction, exchange such certificate for a five-year supervisory certificate. Sec. 10. In the examination of teachers for certificates higher than those which they shall have received in exchange for certificates in force when this Act goes into effect, and in the renewal of their certificates, successful experience in teaching shall be accepted as an equivalent for high school and professional training. 30 Sec. 11. No. fee shall be charged for the examination of an appli- cant for any certificate issued under this Act, or for the renewal of the same. Sec. 12. Any person who shall sell, trade, barter or give away, or offer to sell, trade, barter, or give away, to annlicants for teachers' certi- ficates, or to any other person; or any person who shall buy, purchase, bargain, or trade for, or accept, any of the questions prepared by the State Board of Education to be used in the examination of teachers, or in any way dispose of or accept any of such questions, in violation of the rules prescribed by the State Board of Education; or any person who shall reveal or give information which shall reveal the identity of any writer of an examination paper, shall, on conviction, be fined not less than twenty-five dollars nor more than one hundred dollars. Sec. 13. By the word "recognized," as used in this Act in connection with the word "school," "college," or "university," is meant such school, college or university as maintains an equipment, course of study and standard of scholarship approved by the State Board of Education. The rules of such board shall also be final in the matter of determining the meaning of the words "high school" and "equivalent preparation," as used in this Act, and of other words and phrases in this Act which have no recognized legal definition. Sec. 14. Any certificate issued under this Act may be suspended or revoked by the superintendent issuing or endorsing it, upon evidence of immorality, incompetency, unprofessional conduct or otiier just cause. Sec. 15. All Acts or parts of Acts in conflict herewith are hereby repealed. Sec. 16. This Act shall take effect and be in force on and after Julv 1, 1913. III. The Restoeation of the Two-Mill Tax. The first free school law of Illinois, passed January 15, 1855, provided for the levy and assessment of two mills upon each dollar's valuation of all the taxable property in the State for the support of common schools. .\s revised in 1872 the law declared that "the common school fund of this State shall consist of the proceeds of a two-mill tax, to be levied upon each dollar's valuation of the property in the State, annually, until otherwise provided by law," etc. On May 3, 1873, the act to provide the necessary revenue for State purposes provided that there should be levied "for State school purposes, to be designated State school fund (in lieu of the two-mill tax therefor) $1,000,000.00 annually." The same amount has been appropriated for each year since that time. For the reasons now to be given the commission respectfully advises and recommends the striking out of the provision in section 189, of the general school law, "until otherwise provided by law," in order that the law may provide that the State appropriation for the support of schools may consist hereafter, • as it did immediately prior to 1873, of the pro- ceeds of a two-mill tax levied upon the equalized assessed value of all the property of the State. 31 Because of the practice begun in 1873 of "otherwise" providing by law for the amount appropriated by the State for the support of seliools, the State school fund has remained, as before pointed out, at the amount then fixed, namely, $1,000,000.00. Thirty-six years have passed. During that time the population of the State has more than doubled. The school population has increased almost one hundred per cent. The wealth of the State has quadrupled. School expenses have multiplied four and one-half times, but the share of the State in the support of the schools has remained the same. The following table, although the fig- ures are not altogether reliable, will show with sufficient clearness the growth of the State's need of educational facilities, and its rapid in- crease in its ability to pay for them, since it adopted the unfortunate practice of limiting its appropriation for school purposes to $1,000,000. Total School Year. popula- popula- tion. tion. 1870 2,S39,891 862,624 1873 *2, 700, 000 909,828 1880 3,077,871 1,010,861 1890 . 3,826,351 1.096,700 1900 4,821,56(1 1,362,70C 1905 5,319,160 1,445,851 1908 *5, 600, 000 l,600,06t True valuation of property. Equalized School expenditures. District taxes. State appro- priation. $2,121,680,769 *2, 500, 000, 000 3,210,000,000 5,066,751,719 6,976,476,400 tS, 816, 656, 191 *10, 000, 000, 000 t 510,886,683 1,355,401,317 786,616,394 80S,892,7.'*2 809,733,406 1,095,681,65"/ 1,263,600,487 $ 6,881,637 62 7,665,268 32 7,511,942 00 11,646,126 00 17,757,145 00 22,823,191 00 32,227,605 08 $4,780,! 5,664,585 .5,735,478 8,828,120 16,909,43b ^0,173,61^ 23,020,933 81,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 * Estimated. t 1904. Although the change from a two-mill tax to the appropriation of a lump sum has proven to be exceedingly unfortunate for the schools, it was originally made on the recommendation of no less a friend of the schools than Newton Bateman himself. In his report for 1871-2 Bate- man recommended "that the designation of a particular rate of school tax to be levied by the Auditor for the support of common schools, be discontinued and dispensed with, and that, in lieu thereof, a specific an- nual sum be appropriated by the General Assembly for the support of schools." If Newton Bateman could have anticipated that as a result of this recommendation the State appropriation for schools would have been increased only by $100,000 in forty years, he would have stood aghast at what would have appeared to be his own want of foresight. Evidently he never dreamed that "the specific annual sum" to be ap- propriated would not increase from year to year so as to correspond ap- proximately to the increase of a two-mill tax, or so as to exceed it. In the same paragraph in which he recommends the discontinuance of the earlier method of providing the State's share of the school expenses he recommended "that the amount of common school revenue raised di- rectly bv the State, be largely increased, so that the local district school taxes may be proportionately diminished, and the burdens and benefits of the school system, financially considered, more nearly equalized." And he concludes his recommendation by declaring that in his opinion the doubling of the sum then appropriated would prove a wise and bene- ficial measure. 32 Why, then, was the two-mill tax dispensed with ? Aside from the con- venience of appropriating a lump sum, and the further convenience of being able to anticipate with some certainty the amount of revenue available, there was evidently some fear on the part of those who de- sired a constantly increasing appropriation that under the loose and arbitrary methods of assessment then in vogue the revenues from the two-mill tax might decrease. The equalized assessed valuation of the property of the State in 1873, as shown in the table just given, was $1,355,401,317.00. It was considerably higher then than it has ever been since. It declined with varying fluctuations, until 1898, at which time it was $778,474,910.00. The amount derived from the two-mUl tax when Bateman recommended the change, was $900,000.00. The ap- propriation of a million dollars was a considerable increase, and was no doubt hailed as a great victory by Bateman and all other friends of the schools. The following is a statement of the income derived from the two-mill tax for the years 1856-1873, at which time the practice of ap- propriating $1,000,000.00 annually was adopted. Year. Assessed valuation. Income from 2 miU tax. Year. Assessed vsluation. Income from 2.milltax. 1856 $349,951,372 407,477,367 403,140,321 366,702,043 367,227,742 330,823,749 312,924,349 331,999,871 356,877,837 $606,809 51 660,000 00 743,000 00 763,231 00 738,183 00 678,751 00 600,000 00 600,000 00 660,000 00 1865 $ 392,327,906 410,795,876 504,683,553 474,480,877 489,004 775 480,664,058 505,676,311 610,886,683 1,355,401,317 $ 693,000 GO 750.000 00 1857 1866 1858 1867 750,000 00 900,000 00 No report. 885,120 00 1859 1868 1860 1869 1861 1870 1862 1871 900,000 00 900,000 00 1863 1872 1864 1873 1,000,000 00 From this statement it will be seen not only that the proceeds of the two-mill tax were a variable quantity, but also that the assessed valua- tion of the real and personal property of the State was also subject to strange fluctuations. It will be observed too that in 1868 on an assessed valuation of $474,480,877.00, the income from the two-mill tax was the same as in 1872 on an assessed valuation of $510,886,683.00. In 1873 the assessed valuation increased to two and one-half times what it was in 1873. On this new basis of taxation the two and one-half mill tax, making due allowance for the usual abatements, would have amounted to at least $2,500,000.00. But from 1873 to 1899, the time at which the assessment was fixed at one-fifth of the total value, the basis of taxation fluctuated with a general decline until in 1898 it amounted to only $778,- 474,910.00, on which the two-mill tax would have probably amounted to $1,500,000.00. If levied on the present assessed valuation of the prop- erty of the State, which is $1,263,500,487.00, the proceeds of a two-mill tax, after making allowance for abatements, would amount to a sum approximately $2,500,000.00. It may be surprising to learn that at one time the State appropriation for schools was ten times as much on the dollar as at present. By an "Act providing for the establishment of free schools," approved January 15, 1825, it was provided that there should- be anuropriated, for the encouragement and support of schools, "two dollars out of every hun- 33 dred hereafter to be received in the treasury of the State." If such an act were now in force the State appropriation for schools would amount to over $25,000,000.00 instead of $1,000,000.00. The idea of a twenty- five million dollar State appropriation for schools in Illinois almost takes the breath away, and to propose anything like that sum would stamp one as visionary. And yet New Jersey, with a school expenditure of considerably less than one-half that of Illinois, makes a State ap- propriation of over $10,000,000.00. That the amount now contributed by the State of Illinois to the sup- port of her common schools is small in comparison with the appropria- tion of some of the other states will be seen by a glance at the following statement showing the relative amounts appropriated by some of the more populous states. state. Population 1907. Total expenditures lor schools. Amount of State appropriations for support of schools. Per cent of State . appropriations - New Jersey... Pennsylvania. California New York . . . Kentucky Wisconsin Indiana Washington.. Minnesota Maryland Mississippi... West Virginia Illinois 2,248,332 7,032,915 1,675.211 8,386,673 2,349,362 2,292,911 2,743,305 630,712 2,071,318 1,290,000 1,734,4)9 1,096,006 5,518,140 H4, 951, 775 24 34,070,916 94 •12,500.000 00 *53,000;000 00 3,870.046 00 12,505,000 GO 12,879,015 57 8,000,000 00 13,463,211 00 3,400,000 00 3,250,000 00 4,271,153 00 32,227,605 06 110,097, 7,600, *6,000, 6,636, 2,661, 2,656, 2,612, 2,271, 2,000, 1,415, 1,2.50, 1,067, 1,000, 403 92 000 00 000 00 000 00 867 20 937 00 188 82 068 65 000 00 351 25 000 00 788 25 000 00 68 22 54 11 69 21 20 28 15 41 38 25 3 •Estimated. From this statement it will be seen that twelve of the states, some of them having less than one-fifth of the population, make larger appro- priations for the support of schools, both absolutely and relatively to the total school expenditures, than Illinois. In more than half of them the State appropriation is more than one-fourth of the total amount expended for schools. At a Joint meeting of the educational commis- sions of Illinois, Pennsylvania, Iowa, Kansas and Washington, held in Cleveland, Ohio, on July 2, 1908, it was moved and carried "that it be the sense of the members of these State commissions that not less than one-fourth of the cost of maintaining the schools of a state should come from the State treasury; and that, when the larger corporations of a state can not be taxed by the school districts, but pay state taxes only, not less than one-half the expense of maintaining the schools of the State should come from the State treasury or the State school funds. One-fourth the expense of school maintenance in this State would be $8,056,901.37. We see how far below this standard is Illinois with only a 3 per cent appropriation. This appropriation, of course, since practice has made it a fixed amount, grows relatively smaller year by year as the total expenditures for school purposes increase. The school reports of the State show that -3 E 34 in ISoD the amount derived from tlie two-mill tax was $763,331.00; that the amount raised by district tax lor school purposes was $1,201,- 895.00, and that the entire amount expended for all school purposes was $2,171,495.00. A little calculation will show that at that timie, that is fifty years ago, the State appropriation for school purposes was 621/2 per cent of the amount raised by local taxation, and 34 per cent of the entire expenditure for schools. Today, as was shown, it is less than 3 per cent of the total expenditures and only 4.3 per cent of the amount received from district taxes. Surely this condition could not be defended by any one who really believes in the principle of a State appropriation for the support of schools. What is this principle to which reference has just been made? Why should the State appropriate any amount for school purposes? Why should not the entire expenses of schools be borne by the districts? The answer to these questions is involved in the very idea of the State. A democratic state implies a body ot people sufficiently homogeneous with respect to customs, conditions, interests and needs, to undertake to provide for these needs through common effort, that is, through the state government. It further implies that the interests and needs of the people must be considered as a whole, that the welfare of all the people is affected by that of some of the people. It is, therefore, a denial of the right of any community to adopt the policy of "go as you please" in any matter of general interest. Education is a matter of general interest, consequently the principle applies with peculiar force to the care and education of the children of the state. The welfare of the state obviously requires that all the children of the state shall receive at least a commion school education. This principle is recognized in the Constitution of Illinois, as has already been pointed out, for it declares that "The General Assembly shall provide a thorough and efficient sys- tem of free schools, whereby all children of this State may receive a good common school education." Now it is impossible for some localities of the State, without outside assistance, to provide such a system of schools and give to the children of those localities the kind of education demanded by the Constitution. Last year there were 253 districts in the State which, after levying the full rate of taxation permitted by law, could not support a school for the term required by law. With respect to these districts it is plainly the duty of the State to provide them with the assistance necessary to enable them to conform to the State's requirements. It is a duty which the State owes primarily to itself. These districts, however, represent an extreme variation from a "thorough and efficient system of free schools." Many others fall short of it. It therefore is necessary for the State to make a larger appropriation for the purpose of equalizing the school privileges of the State, and for the purpose of stimulating all sections of the State to greater efforts towards improving their schools. The same joint meeting of educational commissions previously referred to resolved "that the State should encourage high standards' of efficiency 35 in all grades of public schools by granting special State aid to all rural, graded and high schools which reach certain standards in equipment and teaching force." The commission was assisted greatly in its work to secure the resto- ration of the two-mill tax by the legislative data collected from other states by the Commissioner of Education at Washington. The infor- mation thus secured is herewith submitted: Taxation rou Schools. Alabama — State school tax, 3 mills. An additional appropriation of $67,000.00 is made annually to aid in the construction of rural school houses. All poll taxes are retained in the several counties for school purposes. Counties may levy special tax of not over 1 mill if approved by three- fifths of those voting at election. Arizona — Territorial school tax, .3 mill. County- tax not less than .5 nor over 9 mills. Trustees of school districts shall levy a district tax if territorial and county funds are not sufficient to maintain schools six months. Longer term and tax therefor determined in district meeting. Bonds and tax to pay same may be voted in district meeting. Arkansas — State school tax, 3 mills. District meeting may levy tax of not over 7 mills. California — State tax for elementary schools, sufficient to produce $7.00 for each child between 5 and 17. County tax, not over 5 mills, and not less than sufficient to produce, with receipts from state, $550.00 for each teacher. District taxes (deter- mined by majority at election) not over 7 mills for building and not over 3 mills for other school purposes. Special taxes for high schools. Colorado — Xo state tax for education except for higher institutions. Compulsory county tax, not less than 8 nor more than 5 mills. Sijecial school tax certified by district school board to county commissioners and levied in and credited to the district concerned : Maximum, 15 mills in third class districts. ponnecticut — State grant from general funds, $8.25 for each child; aid to weak districts. School districts may levy taxes and borrow money for school purposes, lowns may abolish the school districts and assume direct control of the schools. Towns must levy and expend a school tax of 4 mills in. order to receive a share of the state apportionment. Delaware — Legislative appropriation for schools must be not less than $132,000.00 annually. Each district in Newcastle and Kent counties must raise a minimum of $100.00 and each district in Sussex county must raise at least $60.00 by taxation. District meetings may, by majority vote, determine to raise a greater sum, either by taxation or by subscription. Florida — State school tax, 1 mill. County tax must be not less than 3 nor more than 7 mills. Districts may vote tax (by majority) not over 3 mills. 36 Georgia — The legislature makes annual appropriations from general funds. Receipts from poll taxes are devoted to schools. Amount in 1908-09, $2,203,128.00. Maximium county tax, 5 mills; two-thirds of those voting at election must approve. Maximum district tax, 5 mills ; two-thirds of those voting at election must approve. Idaho — County tax, not less than 5 nor over 10 mills. District meet- ing, or election (majority), may vote not over 15 mills. Boards of trustees of independent districts may levy not over 20 mills. Illinois — State appropriation, one million dollars annually. Directors of each district may levy V/z per cent for educational and 1% per cent for building purposes; no election necessary. Majority voting at special election may authorize issue of bonds for sites and buildings. Indiana — State school tax, 13.6 mills; poll tax, 50 cents. Local tuition tax, 5 mills, and 25 cents on each poll. Special school revenue tax (local), 5 mills, and $1.00 on each poll; may be used for any school purpose, but for salaries and tuition only when tuition funds are exhausted. Special tax to pay bonds, not over 2.5 mills. Iowa — No state school tax. District (township) meetings may vote a tax, not over 10 mills, for sites, buildings, bonds and libraries. Meetings of sub-districts may vote to raise a greater amount of school house tax than was voted by the meeting of the school township; maximum of both, 15 mills. Tax for contingent and teachers' fund is determined by the board of directors of the school township, and must not exceed $20.00, including state apportionment, for each person of school age (5-21) for teachers, .and $7.00 for each person of school age for contingencies, and $5.00 per scholar for transportation of pupils. Two hundred seventy dollars for the teacher and $75.00 for contingencies may be levied in sub-districts in which these sums exceed the limits before named. Kansas — No state school tax. , Annual district meeting may vote school tax not exceeding 3.5 mills, but this limit may be raised by affirmative vote of three-fourths of those voting at a special election. If district mJeeting fails to vote a school tax, county officers make the estimate and levy. County high school tax, % mill- Limit of levy in cities, 6 mills. Kentucky — State school tax, 26.5 mills. County school tax not over 2 mills and poll tax $1.00. Districts may vote tax (majority) not to exceed 2.5 mills. Graded school districts may levy tax not to exceed 5 mills and $1.50 per capita if favored by majority voting at election. Louisiana — State school tax, 2 mills; tax on inheritances devoted to schools. Compulsory parish (county) tax not less than 3 mills. Special school district taxes may be levied or bonds issued by majority vote. Poll tax of $1.00 is a parish school tax. Maine^ — State school taxes: 1.5 mills, known as the "mill tax"; and 1.5 mills, known as the "common school tax." 3? Every town shall raise and expend for schools at least 80 cents for each inhabitant. Maryland — State school tax, 1.5 mills. Minimum county tax for. schools, 1.5 mills. Maximum actually levied 4.66 mills. Massachusetts — State appropriations are made from the general funds of the state for specific purposes, usually to aid the weaker towns or to encourage desirable extensions or improvements in the school system. Amount in 1908-09, $318,196.00. Towns shall raise by taxation money necessary for the support of public schools. Penalty for failure or neglect, forfeiture of an amount equal to twice the highest sum ever before voted for schools. Michigan — ^Proceeds of certain taxes on corporations are devoted to schools under the name "Common school interest fund"; amount in 1908-09, $5,199,041.00. One mill tax is annually levied by township supervisor and the several amounts received are apportioned to districts in which they are respect- ively raised. District school board determines amount necessary to be raised in addition to district tax for teachers' wages and incidental expenses. District meeting determines tax .for school houses and for general purposes. Minnesota — State school tax, 1 mill. "County tax" of 1 mill is apportioned to the districts, returning to each the amount raised in that district. Common school districts may vote tax- not over 15 mills for the support of schools and 10 mills for building; under certain conditions the latter may be increased to 25 mills. In independent districts maximum tax for buildings is 8 mills. Mississippi — Legislative appropriations are made for schools; amount in 1908-09, $1,308,984.00. Poll taxes are returned to the counties in which they are raised, for the use of schools. Any county or separate school district may levy tax for schools. No tax in excess of 3 mills shall be levied without the consent of the majority of the taxpayers. Annual elections are not necessary. When rate of tax is once fixed by vote it shall so remain until changed by another election. Missouri — One-third of the ordinary revenue of the state is devoted to schools; amount in 1908-09, $1,377,330.00. District school directors certify amount required for schools and the necessary taxes are levied by county courts. Maximum in large cities, 6 mills, and in other districts, 4 mills. For buildings, rate may be increased by two-thirds vote of qualified electors. Montana — The state school tax formerly levied has been discontinued. Each county must levy school tax of 4 mills. Board of school trus- tees of each district may levy a special tax of not over 10 mills. Nebraska — There is now no state school tax, but appropriations are made from general funds ($75,000.00 in 1909) to aid weak districts. Annual district meeting votes school tax, not over 35 mills ; the county board levies it. If district meeting fails to vote tax, county superinten- dent estimates the amount necessary, and county clerk levies the same. 38 Annual meeting may vote additional tax of 10 mills for buildings, and an additional tax for high schools. Tax to pay bonds may also be additional. Nevada — State school tax, .6 mill. Boards of county commissioners shall levy county tax of not less than 1.5 nor more than 5 mills. District board of school trustees shall levy tax sufficient, with state and county funds, for six months school. Dis- trict tax for school houses and for longer school tenu may be levied upon approval of majority of electors. Nev? Hampshire — Eeceipts from certain taxes upon banks, loan and trust companies, etc., form the "literary fvmd" and as such are distrib- uted to towns for maintenance of schools. A legislative appropriation of $80,000.00 annually is principally to aid weak districts, to encourage the employment of normal graduates, to encourage professional supervi- sion and to aid high schools. The selectmen of each town shall assess annually upon the polls and ratable estate taxable therein a sum equal to $750.00 for every dollar of the public taxes apportioned to such town. The school board of each district shall estimate the amount required for supplies and miscel- laneous purposes and the selectmen shall raise by taxation the sum required. Any district may raise money for schools in addition to the sum required by law. Money for buildings shall be raised only in a lawful meeting of the district. ISTew Jersey — Certain receipts from taxes upon railroads are appor- tioned to the counties for school purposes; amount in 1908-09,- $3,354,- 509.00. The legislature shall annually appropriate for schools from general funds not less than $100,000.00 ; the sum appropriated was $1,031,437.00 for 1908-09, but only $100,000.00 for 1909-1910. A tax ("state school tax") shall be levied, which, with last named appropria- tion, shall equal a tax of 2.75 mills. Ten per cent of this tax is known as a "reserve fund," and is apportioned by the state board of education; amount in 1908-09, $405,136. Special appropriations amounting to $203,100.00 were made by the legislature for 1908-09. Ninety per cent of the "state school tax" of 3.75 mills is returned to the respective counties from which it came, and that tax is to that extent a compulsory county tax. District meetings may levy special district taxes for buildings and current expenses, including salaries, and also taxes to pay bonds. Xew Mexico — "The territorial tax" of 3 mills is a compulsory county tax. District school directors may levy tax of not over 5 mills, without election, or from 5 to 15 mills with approval of majority voting at special election. New York — Annual appropriations are made by the legislature from general funds; amount applicable to the public school system in 1908-09, $5,1.55,460.00. District meeting may vote tax for school houses, wages and general school purposes. North Carolina — The legislature makes appropriations from general ixmds; amount in 1908-09, $234,398. Compulsory county tax, 1.8 mills, 39 Special county tax from .1 to .5 mill and from 3 to 15 cents per capita. Special tax may be voted in cities, towns, and school districts, not to exceed 3 mills, by a vote of majority at election. North Dakota — The legislature makes an annual appropriation ($45,000.00) to aid high schools. County taxes, 3 mills, and $1.00 per capita, were formerly paid into the state treasury, but are now retained in the several counties. The district school board shall levy a district tax of not over 30 mills, but 20 mills additional may be levied to pay judgments. Ohio — State school tax, 2 mills. Each board of education of a city, village, township or special district fixes the rate of taxation to be levied for all school purposes. Maximum, 12 mills; may be increased 5 mills by majority vote of electors. The levy in city school districts shall be not less than 6 mills. There are other taxes for specific purposes, such as manual training, compulsory education, high schools, etc. Oklahoma — State tax, .25 mill. Maximum county levy, 1 mill for common schools and 1 mill for high schools. District levy, 5 mills for support of schools, which may be in- creased to 10 mills by majority vote at election ; and 5 mills for building. Oregon — No state school tax. County court must levy tax to produce at least $7.00 for each child of school age (4-20). District tax, at least .5 mills. Pennsylvania — The legislative appropriation for schools is larger than in anv other state; amount applicalDle to the public schools in 1908-09, $7,262,500. The school directors, or controllers, of every district determine the amount of school tax which shall be levied oil their district. Building tax, if any is required, must be levied at the same time and in the same manner as the ordinary school tax. Limit for ordinary school tax, 13 mills. Ehode Island — Legislative appropriations are made from general funds; amount in 1908-09, $153,659. Towns may at any legal meeting grant and vote such sums of money as they shall judge necessary for the support of schools, school houses, and school libraries. Xo toAvn shall receive frorii the state appropria- tion a sum greater than the amount raised for schools by taxation by such town. South Carolina — Legislative appropriations are made from state funds to aid weak districts ($20,000), and high schools ($50,000). Compulsory county tax, 3 mills, poll tax, $1.00 ; retained in the several districts. A special district tax of not over 8 mills may be levied by majority vote at election. Tennessee — One-fourth the gross revenue of the state is set apart for education, 61 per cent being apportioned to the counties, 10 per cent forming a special fund to aid weak districts; 8 per cent for high schools, 1 per cent for libraries, 13 per cent for normal schools, and 7 per cent for the state university. 40 Poll tax, $1.00; retained in the counties. Compulsory county school taXj 1.5 mills. The county court may levy district tax or submit question- of taxation to the voters of the district. Cities and towns may levy tax for high schools and for buildings. County courts may levy tax of 1.5 mills for county high schools. Texas — State taxes, 2 mills, and $1.00 per capita.. District tax, of not over 5 mills, determined by majority vote at elec- tion. Utah — Maximum county tax, 4 mills, levied by county commissioners. Special district tax of not over 2 per cent of taxable property in district; voted by district meeting. Vermont — State school tax, "8 cents on the grand list." Special ap- propriations are made for specific purposes. Each town shall appropriate for schools not less than one-fifth the grand list of the town. District may vote taxes for the support of schools and for building. Virginia — State taxes for schools vary "with the different classes of propeity, but the amount appropriated for elementary schools must be equal to a tax of not less than 1 nor more than 5 mills; poll tax for schools, $1.00. Each county, city, 'town and school district may levy a school tax not to exceed in the aggregate 5 mills. County school tax, levied by super- visors, not less than .75 mill nor more than 2 mills. County supervisorci shall also levy tax in each district of not less than .75 mill nor more than 2 mills. Amount of levy by supervisors may be increased by popular vote (majority). Washington — State tax, an amount sufiicient with income from other sources to produce $10.00 for each child; maximum, 5 mills. Compulsory county tax amounting to $10.00 for each child; maxi- mum, 5 mills. District taxes are determined by the district board of school directors and shall not exceed 1 per cent of the assessed value of taxable property of the district; but additional taxes not to exceed in all 2 per cent of such value may be levied with approval of majority at popular election. Districts may issue bonds if approved at election. West Virginia — State poll tax, $1.00. Legislative appropriation sufficient in amount to bring the sum distributed by the state to a total of $750,000. Maximum district tax for teachers, 25 mills; for building, 12.5 mills. May be increased under certain conditions. Is levied by district board of education. Wisconsin — State school tax .7 mills; $200,000 annually appropriated from license and corporation taxes; special appropriations are made for specific purposes. District meeting may vote tax for building and for wages and for current expenses, etc. Maximum district tax 2 per cent of the taxable property. The county board determines the amounts to be raised for common schools in each town under the township system. Wyoming — Compulsory county tax (called "state tax"), 3 mills, and $2.00 per capita. District meeting may vote a school tax of not over 10 mills. 41 The exact form which legislation on the two-mill tax shall take is based on the legal advice of Judge Lawrence Y. Sherman, Chairman of the Board of Administration of the State of Illinois. His letter to the secretary is as follows: February 23, 1911. Mr. R. B. Hierowynvus, Secretary of Educational Commission, Spring- field, III.: Dear Sir — Some urgent matters in our office have prevented an earlier answer to your note on the subject of the two-mill tax. At the out- set it ought to be kept in mind that the two-mill tax referred to in the fifteenth article of the Constitution of 1848, does not affect the school fund either under that Constitution or the present State Constitution of 1870. The revenues provided in the fifteenth article of the Consti- tution of 1848 and all reference thereto in subsequent legislation do not shed any light upon the matters requiring examination. Section 68 of the Session Laws of 1857, page 287, provides that: "The common school fund of this State shall consist of such sum as will be produced by the annual levy and assessment of two mills upon each dollar's valuation of all the taxable property in the State; and there is hereby levied and assessed annually in addition to the revenue for State purposes, the said two mills upon each dollar's valuation of all the taxable property in the State to be collected and paid, and the amount due from the State according to a statement and settlement of the account be- tween the State and that fund under the provisions of an act entitled, 'An Act to provide for the distribution and application of the interest on the school, college and seminary fund,' approved Feb. 7, 1835." This provision continued in the revision of the school law or legisla- tion thereon up to the adoption of the State Constitution of 1870. In that year the Constitution was adopted by the voters of this State and is now in force. The article covering the subject of schools is found in article 8 of this Constitution on page 68 of Hurd's Eevised Statutes of 1909. The subject of school revenues arising from taxation must be determined by the limitations and powers of the Con?titution of 1870. Section 17 of article 4 of the Constitution of 1870, found on page 57 of Hurd's Eeviped Statutes of 1909, provides that : "No money shall be drawn from the treasury except in pursuance of an appropriation made by law and on the presentation of a warrant issued by the Auditor thereon." Section 18 provides that: "Each General Assembly shall provide for all the appropriations necessary for the ordinary and contingent expenses of the government until the expiration of the first fiscal quarter after the adjournment of the next regular session; the agffreOTte amount of which shfill not be increased without a vote of two-thirds of the members elected to each House, nor exceed the amount of revenue authorized bv law to be raised in such time; and all appropriations, general or special, requiring money to be paid out of the State treasury from funds belonging to the State shall end with such fiscal quarter." 42 Under the foregoing constitutional restriction no appropriation bill is operative beyond the time named, viz : "The expiration of the first fiscal quarter after the adjournment of the next regular session." This in express terms and necessary effect limits appropriations to a two-year period. At the expiration of this biennial term a further ap- propriation is required by the succeeding General Assembly and so on for each biennial period so long as the State shall exist under the present Constitution. The foregoing constitutional limitation prevents a continuing appro- priation. It cannot cover more than the two-year period. A general automatic appropriation act would be wholly inoperative beyond that time. The purpose of this limitation is to relegate to the people every two years in the fullest measure the appro^'al or disapproval of the appropriation of public money drawn from the tax paying portion of the population. Keeping this limitation in view, section 210 of the school law revision of 1909, page 2031 of Kurd's Revised Statutes of 1909, is to be inter- preted. It provides that: "The common school fuird of this State shall consist until otherwise provided by law, of the proceeds of a two-mill tax, levied annually upon each dollar of the equalized assessed value of all the property in the State," etc. This quotation is found in the various revisions of the school law fol- lowing the adoption of the Constitution of 1870 either in the same or what is equivalent to the same language. The two-mill tax as it was understood and applied when the Constitution of 1848 was in force and all legislation enacted on the two-mill tax has no \'alid existence as con- tinuing legislation nor could it be made continued under the Constitu- tion of 1870 for the reasons stated. The school fund was and is under constitutional definition "an ordi- nary expense of government." It must therefore be provided for in biennial periods. The legislation must be enacted every two years to produce such fund. What is commonly known as the Omnibus Bill pro- vides for the ordinary and contingent expenses of the State government for the two-year period named. It follows in precise terms the word as well as the spirit of the constitutional requirements on the question. A specific application of the foregoing principles is found on page 27 of the Omnibus Act, on page 82 of the Session Laws of 1909. That paragraph appropriates to the Auditor of Public Accounts the sum of $1,000,000.00 annually out of the State school fund to pay the amount of the Auditor's orders for the distribution of said fund as therein pro- vided. This is an appropriation following mandates of the Constitution for the State school fund. The tax levy wherewith money is obtained out of which this appropria- tion is made is found on page 310 of said session laws. It is there pro- vided that for State school purposes there shall be raised by a levy of a tax by valuation upon the assessed taxable property of the State to be designaterl the "State School Fund," the sum of $1,000,000.00 for 1909, 43 and a like sum for 191U in lieu of the two-mill tax. This tax law is the instrument whereby money is collected from the property owners of the State. The constant reference to the two-mill tax either in appropriation acts, tax levy acts, revisions of the school law or school acts relating to school revenue does not impart any vitality to that species of tax. It is more historical reference than anything else. It may possess value as a means of keeping constantly presented to the General Assembly the subject of a two-mill tax as a way of enlarging the State school fund. It has no virtue of itself to either appropriate money or levy a tax unless it be incorporated in the tax levy act and the Omnibus appropriation act in apt words. The only way in which the two-mill tax could be made operative would be in express terms to provide in the tax levy bill that a two-mill tax should be levied upon the valuation of the assessed taxable property of the State as a school fund. This would be capable of computation on the total assessed and equalized property valuation of the entire State. It would then require an appropriation of a like sum in the Omnibus act. A' either of these provisions would operate to extend the two-mill tax beyond the biennial period named. It would require an act of the General Assembly every two years in the same way that the $1,000,000.00 State school fund is now obtained. It becomes, in other words, a matter of biennial appropriation as the Constitution imperatively requires. There is no other way of reviving the two-mill tax;. The other method of providing for the school fund would be an ap- propriation in the Omnibus act of a gross or flat sum of money, say $4,000,000.00, or $4,500,000.0.0 annually, and a like sum in the tax levy act annually. it is the opinion of the undersigned that the two-mill tax levy would lie more difficult to secure from the Legislature than a gross sum. To the average man the two-mill tax is an unknown quantity. He is not in- formed just how much money it will require from the tax payer. An appropriation and tax levy of a gross sum informs him instantly how much he is required to vote for. For those reasons it is thought that the gross or flat sum would be more practicable than an attempt to revive the two-mill tax by legislative enactments. Yours truly, (Signed) Lawrence Y. Shebmak. The following is the form of the bill: A BILL Foil An Act to Appeopeiatb the State School Fund. Section 1. Be. it enacted by the People of the State of Illinois^ rep- resented in the General Assembly: That there be, and is hereby ap- propriated to the Auditor of Public Accounts, in lieu of the two-mill tax, the sum of $4,500,000.00 per annum, out of the State school fund, to pay the amount of the Auditor's orders for the distribution of said fund to 44 the several counties and for the payment of the salary of county super- intendents of schools as now provided by law. The Auditor of Public Accounts shall issue his warrants to the State Treasurer on the proper evidence that the amount distributed has been paid to the county super- intendents. IV. Course of Study in Agriculture, Manual Training and Domestic Science. The commission determined early in the year that a study of the questions of industrial education ought to be made. After a careful survey of the field, it was unanimously agreed that without further agi- taticai a constructive work was needed in the line of industrial educa- tion. The time had come, it was believed, when people generally were asking what step to take next in making the schools more efficient in the practical preparation of the boys and girls for their life work. What has been done for those who go into the law, medicine, ministry, or teach- ing, should be done also for those who are to go into the store, shop, bank, or on the farm or in the home. It was the further thought of the commission that all the well equipped four-year high schools should ofEer courses of study in agriculture, manual training and domestic science, and that steps should be taken to train competent teachers for this work. But inasmuch as such a large number of those who finish the eighth grade do not even enter the high school, the elementary and rural schools ought also to give some preparation in these studies that are so intimately connected with the lives of such a large majority of the pupils. In order that this work might be both thorough and practical the com- mission instructed the chairman and secretary to secure the cooperation of experts of the State in the preparation of courses of study and in maturing plans for putting these into operation. For this purpose a committee of six was selected and the following letter sent to each member : "The Illinois Educational Commission is studying the subject of in- dustrial education as it relates to the common school system with the intention of preparing a comprehensive report upon the same. To this end the commission has authorized the appointment of a special com- mittee to work out a special report on the subjects of agriculture, manual training and domestic science. The scope of the investigation and report of this special committee is limited to what it considers desirable and possible to accomplish in the elementary and secondary schools of the State. The commission suggests that the following phases of the ques- tion be covered: 1. Courses of study in the three subjects. 2. General method of treatment. 3. Training of teachers for teaching the subjects. 4. Educational legislation needed. The Educational Commission reserves the right to adopt or reject the report of the special committee in whole or in part. The special com- 45 mittee may use the secretary of the Educational Commission in collect- ing data, etc. All the expenses incurred by the committee will be paid out of the funds of the commission. Any member of the special com- mittee has the right to designate another person to represent him in the doing of certain pieces of work or in attendin'g meetings of the com- mittee. The persons appointed on this special committee . are as follows: Dean Eugene Davenport, chairman; President D'avid Felmley; Di- rector T. C. Burgess, Dr. Frank Hall, Miss Bertha Miller and Mrs. H. M. Dunlap. We hope you will accept your appointment on this committee, as the work to be accomplished by it is important and the time for doing it is short." Fortunately each member of this special committee accepted the in- vitation and assumed the duties involved. The special fitness of all the members is apparent to those who know theln and are familiar with the present educational situation in Illinois. Dr. Davenport is Dean of the College of Agriculture of the University of Illinois, and author of "Edu- cation for EfSciency" and other books. Dr. Burgess is the director of Bradley Polytechnic Institute, Peoria, an institution that holds a leading place among the polytechnic schools of the country, particularly in manual training work. Miss Bertha Miller is head of the Household Science Department of James Milliken University, an institution that was founded for the purpose of providing better instruction in industrial lines. Dr. Felmley, is President of the Illinois State Normal University, Dr. Hall, Superintendent of Farmers' Institutes of Illinois, and Mrs. Dunlap, President of the Domestic Science Department of the Illinois Farmers' Institute. While Superintendent Hall cheerfully accepted a place on the committee, it has been a matter of regret not only to the commission and the committee, but to his wide circle of friends as well, that continued ill health has prevented him from active service. In accordance with the instructions of the commission. Dean Daven- port invited Mr. Fred L. Charles, Asst. Professor of Agricultural Edu- cation, University of Illinois, and Miss Alice J. Patterson, teacher of Nature Study, Illinois State Normal University, to assist in the prepar- ation of the work in the grades. Dr. Charles A. Bennett, head of Manual Training Department of Bradley Polytechnic Institute and editor of the Manual Training Magazine, has given generous aid in the prepara- tion of the courses of study in manual training. This special committee has held several meetings of one or two days each, for, the purpose of discussing the plans reported by the sub-com- mittees. Frequent meetings of the sub-committees were held. The sec- retary of the commission met with the committee at each meeting and had frequent conferences with the chairman and other members in the preparation of their report. Several members of the committee have been present at one or more meetings of the commission for the purpose of explaining fully their position on certain questions, and receiving directions for further work. In order that both the commission and the committee might under- stand the present status of industrial education in the public schools of 46 Illinois, and in special schools of other states, an inquiry was made thronghout the country as to what was actually being done in these new lines of education. Information was sought from six different classes of institutions : 1. Schools organized primarily or solely for the teaching of agri- culture. 2. Colleges, normal schools and high schools having definitely organ- ized agricultural departments, or other organization whereby agricul- ture is taught as a distinct subject. 3. Manual training, trade schools or other schools organized mainl)' or exclusively for industrial training. ■i. Colleges and schools in which manual training or mechanic arts are given in a separate department or in a distinct line of work in con- nection with other courses of study. 5. Separate schools of cookery or domestic art in which hoiTsehold affairs occupy the leading or exclusive interest. 6. Colleges and schools of general character in which these subjects are taught in a separate department or in connection with other subjects. The purpose of this inquiry it will be readily seen was to ascertain the nature of the work done in schools of two general characters, (1), those in which subjects are taught in entirely separated schools, (2), those in which the subjects are taught as separate courses of study in schools of a broader character. The following questionaire was sent to the high seliools of our own State : 1. What are the dominent industries in your vicinity? 2. What is taught in your schools for the purpose of fitting pupils for these industries? 3. How much time is devoted to each of these subjects? I. What is the attitude of the parents toward teaching such subjects as agriculture, manual training and household science in the schools? 5. What is the attitude' of the teachers toward this class of instruction? f). ^\'hat is the attitude of the pupils? 7. What effect does the teaching of vocational subjects have upon the attitude of the pupils toward non-technical subjects? 8. How does the teaching of vocational subjects affect attendance? 9. If agricultural is taught, which show most interest' — boys or girls; and do the children of farmers show less or more interest than the children of other people? 10. How long has the subject been taught? 11. State briefly the course. (Put on separate paper.) 12. What equipment have you for the work, and what did it cost? 13. Do you have a separate teacher? 14. E'o you make use of the neighboring farms and their equipment and activities? 15. Was there opposition to the introduction of agriculture into your school ? 16. If so, does the opposition increase or decrease? 47 11. Do you regard the attempt as successful, and if not, why not? 18. If household science is taught, kindly outline the course on sepa- rate paper. 19. AYhat equipment have you for the work and what did it cost? ^i^O. Do you make use of household conditions in neighboring homes for teaching purposes, or do you not? 31. ^\'as there opposition to the introduction of household science? 22. If so, does the opposition increase or decrease? 23. Do you regard the attempt as successful, and if not, why not? Name. Address. Xame of school. In answer to this questiouaire, 233 replies were received. An analysis shows the following; (1) The dominant industry in the locality in which 175 of these schools are located is agriculture; 27 mining, 57 manufacturing, the rest scattering. (2) Thirty-eight give more or less instruction in agriculture; 47 in household science; 59 in manual training, and 16 in commercial courses. One hundred nine reported no attempt at vocational instruction. (4) On the attitude of parents toward vocational education. 111 report the sentiment very favorable to strongly enthusiastic, 21 opposed and 13 indifferent. Usually the opposition is on account of expense. (5) As to the attitude of teachers toward vocational instruction, 125 are favorable, 9 opposed and 3 indifferent. It will be/ noted that there is a greater sentiment favoring vocational training among teachers than among patrons. This discrepancy is clearly explainable on the financial Ijasis, but it is regarded as extremely significant that at present the sentiment of teachers is almost wholly favorable to vocational education. (6) Concerning the attitude of pupils toward vocational training, r2() schools reported as favorable, in many cases enthusiastic; 3 as opposed and 6 as indifferent. (7) The effect of vocational courses upon the interest of the student in non-vocational is of interest. Thirty report the vocational courses as stimulating interest and efficiency in the non-vocational ; in 11: the vocational courses' as tending to discredit the non- vocational, and 17 as having no influence. The reported evil effect is confined almost wholly to the schools in which the subject was recently introduced. The older schools where the vocational subjects have been longer taught report a substantial advantage both ways. (8) Concerning the effect of the vocational courses upon the reten- tion of the pupils in the school for a longer period, 60 report increased attendance because of vocational work, and 7 report no effect. (9-17) A separate teacher for agriculture was reported in four cases. In tlie remainder, other teachers do the work, sometimes not under the head of agriculture but under the head of science. Eleven use the neighboring farms to some extent in the teaching of agriculture. Six 48 report opposition to the introduction of agriculture into the schools, and all but 1 of these report its decrease. Twenty-one report the work in agriculture as successful, two as unsuccessful, and 1 as indifEerent. (18-33) In household science, 16 report kitchens, 4 dining-rooms, 8 sewing-rooms, 1 a bed-room, 1 a bath-room, and 1 an equipment cost- ing as high as $3,000.00. Nine malse use of neighboring conditions in domestic instruction, and 11 do not. Eighteen report strong opposition to the introduction of household science, 18 no such opposition, and all but two report the opposition as decreasing or gone. One case only reported it as increasing, and one indifEerent. Thirty-nine state the work in household science as satisfactory and only 3 as unsatisfactory. Twenty-four schools report the expectation of introducing, one or more of these vocational studies into the schools the coming year. In one case manual training has been dropped, and in one household science. The manual training was dropped by the reform board in the interest of economy, agriculture because it had been badly taught, and in household science no reason was given. It will thus be seen that the courses of study worked out by this committee and herewith presented by the commission is not a mere theoretical one prepared by those not familiar with the work to be done, but is the result of the best thought of those who are peculiarly fitted for the task undertaken in both the subject-matter presented and the conditions to be met. After a careful reading of this report and a discussion of the principles involved the commission, by unanimous vote, declared itself in substantial accord with the conclusions of the special committee. The report follows : The Teaching of Ageiculture, Domestic Science and Manual Training in the Public Schools. introduction. To the Illinois Educational Commission: Gentlemen — The committee appointed by your honorable body to report upon the teaching of agriculture, domestic science and manual training in the public schools of the State beg leave to present the following : The committee bases its procedure upon the letter of instruction which contains this significant sentence: "The scope of the investiga- tion and report of the special committee is limited to what it considers desirable and possible to accomplish in the elementary and secondary schools of the State." The committee understands from these instructions that the commis- sion does not care for a discussion of the need for vocational education, evidently considering that question as having passed the period of discussion, but that what it does desire is definite recommendations as to the best way of introducing an effective study of agriculture, domestic science and manual training into the public schools of the State. In the opinion of the committee, the demand for instruction in these subjects is a part of a widespread call for vocational training and a 49 growing insistence that a system of tax supported public schools demand- ing the attendance of all the children of all classes of people should be more helpful than they now are in fitting the young to meet the every day issues of real life, and that the schools should do everything within their power to increase the efficiency of the individual and thereby of the whole people, on the principle that education is something more than the amassing of information, but that it is also, when rightly conducted, an inspiration and a help to efficient activity along useful lines. Accordingly the committee adopted its fundamental recommendations as follows: I. That the high school completes the formal education for most of its students, and this fact rather than the preparation for college should dominate its policy. II. That the high school curriculum should, therefore, distinctly recognize the vocational needs of the pupil, defining vocation broadly enough to cover all the useful activities, ranging from industry for the masses to literature, business and art for the few. III. That at least one-fourth of the student's time in high school should be devoted to this vocational work, and three-fourths to non- vocational, upon the ground that the student, in order to make a useful member of society, should, for a portion of his time each day after reaching the high school age, become possessed of a deep sense of voca- tional consciousness demanding special training looking to his own activities, but that at the same time, in order to be most effective and rational, he should also devote the major portion of his time to what other men have thought and said and done, or are preparing to do, and to the facts of nature. IV. That the instruction in vocational courses of high schools should be as useful for practical purposes as is that in the same subjects in schools devoted exclusively to technical training. In no other way can the higher phases of public education hold their own against the compe- tition of the trade school and prevent its supplanting to an undue extent a broader system for the education of the young. V. That therefore the typical high school should introduce into its curriculum at the present time at least six vocational courses corres- ponding to the six broad avenues leading into the chief activities of civilized man, namely: 1. A course leading to the speaking and writing professions with language, literature and history as its main subjects. 2. A course leading to the scientific professions, especially medicine and surgery, and devoting its chief attention to biology, physics and chemistry, studies dealing with life and the conditions of life. 3. A course leading to the profession of farming with special refer- ence to the domesticai^d animals and plants, and to the soil as the sus- tainer of life, supported by the physical sciences and by the principles of accounting. E 50 4. A course preparing for xiseful and artistic construction in the building trades and in most lines of manufacture. Here, manual train- ing, mathematics, physics and art should hold the leading place. 5. A course leading to the callings of the business world, with com- mercial geography, economics, industrial history, commercial arithmetic, .commercial law, book-keeping, stenography and typewriting as its most prominent features. 6. A course dealing with the application of science and of art to the affairs of the well-ordered home. Here sewing, cooking, food values, marketing, serving, nursing, sanitation, textiles, home decoration and the laws of physical, moral and mental development in childhood are the special studies. VI. That the nature study work of the grades should lead up naturally to the high school, and to this end should be so conducted as to follow the evolution of the child and develop gradually from the un- differentiated study 'of the natural environment in the lower grades to a differentiation in the upper so clear as to establish in the mind of the pupil of the grammar grades a conception of the field of the various natural sciences and a well-developed vocational consciousness, the latter having its inception with the appearance of the economic instinct in the upper grades. By this means the child is prepared for an intelligent choice of his ^'ocational course, and in this way can be checked, to sojuu extent at least, the outrush from the schools following the lure of voca- tion, and conscious only of the desire to do practical things. VII. That schools be advised to ascertain whether and to what extent 2Jupi]s are engaged in duties outside of school, and when it shall appear that such duties are definite and regular, then their value should be assessed and proper credit given the student on the progress of his course, particularly for work done in direct line with the vocational courses of the high school, btit no credit should be given for irregular and indefinite outride activities involving little or no responsibility, and developing neither their Icnowledge, skill nor stability of purpose. Vocational courses should be organized and taught strictly from the vocational point of view, with the distinct purpose of giving the student the disposition and something of the ability to take at once a definite place in organized society, and to become a useful member of his community. To this end the student, upon entering high school, should select one of these courses upon the assumption that the preliminary work in the grades has been successful in helping him to choose, broadly at least, the general nature of his vocation. The choice once made should be definite and final, unless the student \^ith his developing faculties discovers that he has made a mistake, in wlTich case he should be permitted to change his election with whatever loss nf credit is necessarily involved, all upon the principle that one of the chief functions of the school is to enable the individual to find liimself and to identify and come into intimate relations with his life work before be tries his forces in competition with the business world. The evidence at liand all points to the belief that this course of pro- cedure will suusibly reduce the stream of ineompeteuts going from our schools into the ranks of unskilled labor and largely on into the .stage of discontent and the army of the unemploj'ed. The student, having selected his vocational course, should devote to it one-fourth of his time and energy; that is to say, of the four high school studies, one should be vocational. The rest of the time should be as faithfully devoted to language, literature, science, history, economics, art, mathematics, and such other non-vocational subje"cts as are needed for the adequate mastery of the mother tongue, for intelli- gent citizenship, for a knowledge of the world, and the due appreciation 'of life. It will be noted in this connection that what is vocational for one group of students becomes non-vocational for another with a differ- ent purpose, and one is as important as the other in the making of a citizen. It is unnecessary to remark that the vocational courses should be taught by one who is familiar with the vocation as well as the subject- matter and the method of instruction; in other words, by a special teacher. That the teacher should know his subject is a fundamental principle, but it is even more vital in vocational than it is in non- vocational instruction. Nevertheless, let no school be discouraged, and let no school wait because it cannot at once add five or six vocational courses to the curriculum with a special teacher for each. That is the ideal, and that is what we are coming to, if the modern high school is finally to justify itself and live in competition with the mass of trade schools, both good and bad, that are springing up on every hand, but in the meantime let the best beginning possible be made at once.- These are pioneer daj's in this matter, and let the individual school do what it can. Let it begin with one vocational course, and if it cannot afford a special teacher, let the beginning be made by one who has the vision. He can at least establish the point of view, and if he be short in his knowledge of the subject-matter, let him lean lieavily on all the helps he can find and go ahead with confidence. He will discover that a new and definite purpose will avail much in offsetting the disadvan- tages of inadequate acquaintance with the materials of instruction. All new things begin this way, and vocational instruction is no exception to the rule. It will be found, too, that when a school once makes the start, the new purpose will bring back into the school many who have left feeling it had nothing more for them, and this in time will bring to the school added support for more teachers and more courses. However, let the teacher who undertakes vocational instruction with a modicum of special knowledge be careful to prrxcire strictly the voca- liotuil point of view, a care which is more incumbent upon him than it is upon the one who is specially trained for the purpose and who ha.s himself been educated in a vocational direction. His office and oppor- tunity are to bring to the w'ork in lieu of special knowledge the ardor and the enthusiasm of itfce new disciple. No suggestions are made as to how this work should be fitted into the course, leaving that problem to be met by the individual school in the way most convenient to itself. The committee dissents from the 68 opinion that the introduction of work of this character necessarily •disarranges the nature or the sequence of non- vocational studies. When- ever, for example, the science precedes its application, the application is enlightened thereby, and whenever the application precedes the more formal study of abstract science the significance of such abstract studies becomes the better understood in advance. The proof of the latter point lies in the increased interest and ability shown in the physical and bio- logical sciences in schools where such courses as agriculture are intro- duced. Experience everywhere shows that the most fortunate combi- nation between the vocational and the non-vocational is not that one should follow the other in either, sequence, but that the two should, so far as practicable, be taken parallel. That is the principal reason why one of the four studies of the high school student should, from first to last, be vocational, and another xeason is that the closest possible knit should be made between the vocational, which aims at the activity of the learner, and the non- vocational, which, after all, is for the most part but another name for the activity of the race, past, present and prospective. In other words (in the opinion of the comimittee), there should be no period either ia school or in life when the individual should be free from the conscious- ness of vocational activity any more than there should be any period either in school or in life, when vocational consciousness should dominate the individual and absorb his entire attention and time. This work will of necessity displace an equivalent amount of other work of the student. It should not be added to a curriculum already full. At this point the committee desires to call attention to the dis- tinction between the individual and the school. Objection is often made to the addition of new studies upon the ground that "the course is full." This is a valid objection only for the weak school that can afford to provide but a single course, in which case the problem of that school is to select the one which will best fit the largest proportion of students for the responsibilities of life, not the one that will the soonest put the school upon the accredited, list of the universities. An ideal school with a fair faculty should provide a curriculum broader and more extensive than necessary for the needs of any single individual and until it does this it has not gone far in meeting the varied needs of the many individuals that make up its constituency. A cosmopolitan school for a cosmopolitan community is the American ideal, and for such a school the limit of courses is the limit of money and the limit of community need, and there is no other. It is for such schools that courses of this character are recommended. ]^o apology, therefore, is made for the necessary fact of displacement. The range of human knowledge and human needs has become so great as to compel intelligent selection for the individual, else the educational process will preveut rather than insure that intimate acquaintance with some particu- lar field of activity which is necessary to individual efficiency. Just what shall be displaced in the policy of any school, or better, what shall constitute the non-vocational three-fourths of the course is partly a matter of scho6l conditions and partly a matter of individual 53 needs and preferences. All that, however, is a matter of good pedagogy, into the discussion of which we do not enter further than to say that the attempt to bring this vocational work into any particular relation with the non-vocational is inadvisable, at least at the present time. Experience everywhere warrants the statement that while at first the vocational may make the non-vocational seem of little use, yet in schools where the two have long been associated, their mutual relations become well established in the student consciousness, and the present experi- ence seems to warrant the assertion made by many that the proper blend between the one-fourth vocational and the three-fourths non-vocational results in no final loss whatever to the non-vocational, but on the other hand its introduction of vocational courses results ultimately in a sub- stantial gain along purely non-vocational lines, due, of course, to an added understanding of the eternal relations of things in real life. Very little is contained in these recommendations as to the subject- matter or the nlethod of handling vocational courses that has not been tried out in actual practice and found to succeed. In adhering to this standard, the committee refrains from including, certain matter that from its nature would seem well fitted for the purposes of vocational education. It is impossible, in the present state of knowledge and expe- rience, to present a final and finished plan. The safer course has there- fore been pursued of including little that is untried, leaving to time and a more varied experience the duty and privilege of completing the work by bringing in new subjects, casting out the less desirable, and enriching the course as it can be enriched only by the passage of time. The main consideration now -is to outline in detail a program that will work under the conditions as they exist. The courses prepared for the high schools are for those of the stronger class. The weaker schools must of necessity do less. No attempt has been made to provide a definite program for all classes of schools, but rather it has been left under present conditions for each school to deter- mine what it can do, select its courses from the larger offering, and go ahead as it can until it can do better, always remembering that the attempt, whatever it is, must be honest, and the vocational point of view must be maintained. Respectfully submitted, Eugene Davenport, Chairman, t. c. buegess, David Felmley, Beetha Miller, Mbs. H. M. Dunlap. Section A — A Course oe Study in Agriculture for a Well- Equipped FouK Year High School. The following outline of four years' work in agriculture is recom- mended for such secondary schools as have a real agricultural constit- uency and are able to provide a properly trained teacher to devote his time to this subject. 64 For sucK schools this work should occupy one-fourth of the time of the student, and it should be taught from the vocational standpoint upon the theory that for prospective or probable farmers, this proportion of the educational process should deal with the materials of the farm, and be devoted to the direct object of increasing vocational success and efficiency. No school should be deterred from beginning this work, however, because it cannot provide a special teacher and give the full four years. In these pioneer days of introducing this new subject, an honest attempt, if sanely made, is of itself beneficial in the new point of view established as to the purpose of education, and for tentative purposes let the science teacher, or whoever else feels a real interest in the subject, choose such portions of the work as are best adapted to the conditions, and on this basis make the beginning, only let the vocational point of view be pre- served, and let the work, whether much or little, be as definite and as thorough as is any other in the school. The course consists not of a logical outline of all agriculture but of certain definite topics. Three tests were required for the admission of any topic to the list : first, that it be distinctly agricultural ; second, that it be teachable in the high school; third, that it had been tried. It is wi^ch much satisfaction that the. committee is able to assure the commis- sion that every topic herein outlined is not only teachable to pupils of secondary grade, but has been actually used with success, first in college and later in secondary' schools. Topics not suited to the locality should be replaced by others of a similar character; indeed, while this outline is safe, the committee desires to express the conviction that as time goes on the course will be greatly enriched and improved by the future experience of a larger number of teachers working under an increased variety of surroundings. Practically the entire range of farm afl:airs is roughly covered, and a good foundation provided for a reading knowledge of that field; yet the information required on the part of the teacher is not beyond the capacity of a single individual. In this connection particular emphasis is laid upon the point that schools introducing this subject should not undertake experimentation with the purpose of adding absolutely to the stock of knowledge about agriculture, but should content themselves with instruction and demonstration along well known lines, and of such character as shall most likely advance the agriculture of the community. Classes in this subject may come at any convenient time, preferably the last periods of the da)', with opportunity for occasional excursions to neighboring farms in the afternoon or on .Saturday ; indeed the best results will be secured by holding occasional sessions throughout the summer. Laboratory exercises should, if possible, cover a double period giving ample opportunity for laboratory work. Xo suggestions are made as to how this work should be fitted into the course, leaving that problem to be met by the individual school in the way most convenient to itself, as explained in the general introduction. It is earnestly recommended that students be given academic credit in this course for any work done on the farm that is regularlv rendered 56 and of sufficient deiiniteness to be clearly stated in a formal report to the instructor. It is not intended to give credit for irregulat and sporadic "helping" on the farm. \Vithout further discussion the outline is presented in full by years and terms, following as closely as possible the seasonal conditions of the year.^ I'lRST YEAE. Domesticated Animals. Fall. Animal Production. Winter. Orchard and Garden. Spring. DOMESTICATED ANIMALS. FALL. Horses — Draft and driving horses contrasted; the anatomy of the horse studied from chart or skeleton; practice in judging, especially as to market types ; identification of the common breeds ; care of the horse's foot; care of the neck and shoulder; proper grooming; care as to feed and water when warm; treatment for colic. Cattle — Beef and dairy cattle contrasted; practice in judging, espe- cially as to market grades ; identification of the common breeds ; practice in judging upon such material as can be secured in the neighborhood; how to treat bloat, garget, cake and milk fever ; how to treat tuberculosii^ on the farm. Swine — Practice in judging, especially as to market types; identifica- tion of the breeds of swine. Sheep — The coarse and fine wooled breeds contrasted both for mutton and for wool; practice in judging. Chickens — The common breeds of chickens, their identification and points of excellence. General — Animal census of tlie school district as to number, character and value of farm animals. Literature — Types and Breeds of Farm Animals — Plumb; Breeders' Gazette, Chicago, 111. ; Hoard's Dairyman, Ft. Atkinson, Wis. ; Bulletins Agr'l Exp. Station, University of Illinois, Numbers 78, 123, 139, 97. AXIMAL PRODUCTION. WINTER.^ Poultry — Construction of the poultry house; care of hens for winter laying; the use of the incubator and the production of the spring chicken. Cattle and Horses — Composition of milk, and the use of the Babcock test; comparison between cows of the neighborhood for efficiency, as determined by the scales and the test; the nutritive ratio for milk pro- duction compared with the feeding practices of the neighborhood ; ■Itinof course impossible to be both loeical and chronoloeical at the same time, and the teacher will need sometimes to look ahead in order to anticipate and provide for coming 'Study of seedsmen's catalogues and making plans for spring planting should be done dur- ing the winter season. 56 keeping quality of milk produced by different methods of sanitary prepa- ration,' clean udders, filthy udders, fore milk, middle milk, last milk, open pail, covered pail, open dish, bottle; the production of beef con- trasted with the production of milk, with studies upon local practices if possible; different cuts of meat, their cost and comparative value for food; silage and its uses; filling the silo, the method and cost; special value of leguminous hay; the balanced ration, protein, carbohydrates and minerals; rations for the work horse; how to harden the horse for spring work. Literature — ^Milk and Its Uses — Wing; Feeds and Feeding — Henry; Diseases of Farm Animals — Laws. THE ORCHAED AND GARDEN. SPRING. The construction of the hot bed and cold frame ; planting and care of same. Pruning — Principles of pruning; pruning common fruit and orna- mental trees.^ Grafting — Top grafting of the apple; root grafting of the apple. Spraying — The most common fungus and insect enemies of tree and fruit; spraying materials; making spraying mixtures; spraying fov codling moth. Planting — Preparation of trees for planting; the right and wrong way to set a tree; care of the transplanted tree. The Garden — Plans for a farm garden; planning and planting of school and home gardens. Fertilization — How flowers fertilize. Study especially the apple, pear and peach ; later the strawberry ; and still later wheat and corn. Economic Botany — Making a list of field, orchard and garden plants and trees that are useful to man; identifying twenty trees and shrubs suitable for ornamental planting, and pressing leaves and blossoms from each; harvesting of crops during the summer or in the fall. Literature — The Pruning Book — Bailey; The Principles of Fruit- Growing — Bailey; The jSTursery-Book — Bailey; Garden-Making — Bailey. SECOND TEAR. Farm Crops. Fall. Soil Physics and the Seed Bed. Winter. Crop Production. Spring. FARM CROPS. FALL. Fruits — Budding the peach; study of the ravages of fungus and in- sect enemies of the apple. Grains — Description of six varieties of wheat and oats; grading of wheat and oats — market standard; the proper seed bed for wheat; test- ^The best time to prune both trees and vines is after the severe cold of the winter and before growth starts in the spring. 57 ing varieties of wheat in experimental plots^ ; experiments on the ejSect of size of grain upon yield in same variety; description of six varieties of com; com judging by score card; preparation and storage of seed corn; shrinkage of corn and v/heat in storage; botanical relations of the grain crops; the chinch bug and the hessian fly, identification, life history, and means of preventing damage by. Weeds — Identification of the twenty-five most common weeds ; making a collection of weed seeds in small bottles, properly labeled, same to be the property of the student; judging of grass, clover and alfalfa seed for purity; germination tests of grass seeds; burying seeds of different kinds in bottles filled with soil, and buried mouth down, to be dug up year by year for vitality test; description of stem, seed, leaf and root; the habits of growth of the most common weeds : best methods of eradi- cation of different weeds, as dependent upon habits of growth. Legumes — Identification and description of any three of the follow- ing: Alfalfa, red clover, white clover, alsike, cow peas, soy beans, field peas, vetch; effect of the legumes on soil fertility and their special value for feeding; botanical relations of the leguminous crops. Grasses — Identification and description of any three of the following: Timothy, blue-grass, orchard grass, red top, millet, broom corn, sorghum, wheat, oats, rye, barley; uses of the grasses for grain, hay and pasture; botanical relations of the grasses. Harvesting — Making a table of the yield of each crop that ought to be expected by a good farmer in the neighborhood ; getting actual neigh- borhood yields for the year; making a table of prices of farm products for the last ten years; methods of harvesting the crops of the neighbor- hood ; price of labor and the cost of harvesting an acre of each crop. Literature — The Cereals of America — Hunt; The Book of Com — Myrick; Grasses and Clovers, Field Eoots, Forage and Fodder Plants — Shaw. SOIL PHYSICS AND THE SEED BED. WINTBH.^ Soil Physics — The formation and classification of soils ; making a col- lection of not less than six different kinds of soils ; capillary and hygro- scopic water; laboratory experiments to determine the water power of different kinds of soils ; laboratory experiments upon the capillary move- ments of water in different kinds of soils; effect of water on the color and the temperature of soils; effect of drainage; size of tile for different areas; laboratory experiments in methods of conserving soil moisture; physical effects of lime on soils; effects of freezing; effects of puddling ; conditions of germination and of growth ; the seed bed and its preparation for different crops ; methods of tillage to secure the con- dition of germination and growth in different soils; testing corn for germination. Literature — Secondary School Agriculture— Barto ; Physics of Agri- culture—King; The Soil— King. 'All work to be done bv students except plnwiner and harrnwine. ^Get a collection of catalogues and make plans for spring planting. 58 CROP PRODUCTION. SPRING. Sprouting of spores of oat smut or wheat rust; treating of oats for smut; the scab as a fungus disease; treating of potatoes for scab; study of the corn-root aphis. Planting — Thick and thin seeding of oats; thick and thin planting of com; tip kernels and butt kernels in comparison with those from the middle of the ear; large potatoes in comparison with small potatoes for seed; whole potatoes in comparison with pieces for seed; examination and comparison of drained and undrained lands as to fitness for planting. Cultivation — The purposes of cultivation, to maintain conditions of growth and to kill weeds; the best methods of cultivating the spring crops, with experiments on the deep and shalk)w cultivation of com; reports upon the methods of cultivation in vogue in the neighborhood; making tests for moisture in field soils differently cultivated, choosing an exceptionally dry time for the examination ; probably of necessity de- ferred until summer. Growth — Study of the root system of a single plant of corn or other field crop, especially of potatoes grown in pots or in glass sided boxes; rate of growth of corn in height; planting corn, beans, potatoes, and sweet peas at different depths; harvesting of early crops and arranging for succeeding harvests during the summer vacation ; study of habits and life history of at least two of the most injurious insects of the region. Literature— Farmcvs' Bulletins, K"os. 35, 91, 129, 132, 199, 214, 215, 229 and 240. T. S. Dept. of Agric, Washington. I). C. ; University of Illinois Experiment Station Bulletins, Xos, 37, 100, 117, 119, 121, 126, 137 and 12S; Circulars 81, 89 and 117; Cvclopedia of American Agri- culture, Vol. 1, pp. 320-521. THIRD YEAR. Soil Fertility and Permanent Agriculture. Fall. Farm Bookkeeping. Winter. Animal and Plant Improvement. Spring. SOIL FERTILITY AXD PERMANENT AGRICULTURE. EALL. Secure a piece of land and lay out a series of plots for demonstrating under field conditions the fundamental principles of soil fertility. Let the plots be of any convenient size up to a tenth of an acre. Plant to a single staple crop year after year, or better to a rotation of such crops; keep notes of the relative appearance and records of the several yields, using sufficient lime to correct acidity as the demonstration progresses. Apply the following soil treatments before planting: No. 1. ISTo treatment. No. 2. Nitrogen treatment in the form of dried blood at the rate of 700 pounds per acre. No. 3. Nitrogen treatment by the use of leguminous crops. No. 4. Potassium alone by the use of potassium sulphate at the rate of 200 pounds per acre. 59 No. 5. A'o treatment. No. 6. Phosphorus alone by the use of steamed bone meal at the rate of 200 pounds per acre. No. 7. Phosphorus and nitrogen combined. No. 8. Potassium and nitrogen combined. No. 9. Phosphorus and potassium combined. No. 10. Phosphorus, potassium and nitrogen combined. A'o. 11. Farm yard manure alone at the rate of 4,000 pounds per aero per year, or 8,000 pounds every four years (unleaehed). No. 12. Farm yard manure supplemented by phosphorus, using 600 pounds of ground phosphate rock per 4,000 pounds of manure. No. 13. N'o treatment. The Course of Studj- — Harvesting the fall crops and discussion of yields. A critical study of the records of former yields from permanent plots. The need of nitrogen and its supply by leguminous crops. Root tubercles and inoculation. The need of phosphorus and the sources of its supply ; rock phosphate and bone meal. The need of potassium and the commercial supply. The acid test of soils. The need of lime and its commercial supply. Farm yard manure ; its value, its preservation and its application. Eotation of crops from the fertility standpoint. Critical study of the yields and the farm practices of the neighbor- hood, designating individual farms as A, B, etc., but concealing the names. Literature — Secondary School Agriculture — Barto ; Soil Fertility and Permanent Agriculture — Hopkins ; How Crops Feed — Johnson ; Fer- tilizers — Voorhees; The Fertility of the Land — ^Eoberts; Soils — E. W. Hilgard; Illinois Bulletin N'o. 76, Alfalfa on Illinois Soil; The Soil— A. D'. Hall. FAEM BOOKKEEPING. WINTER. A system of farm accounts. Items to be considered in farm bookkeeping, and a method of opening and keeping an account with each. The cost of keeping a team of work horses for one year. Ascertaining the total cost of production of an acre of each of the common crops of the neighborhood in terms of days work of men and teams as well as in money. Developing a system of accounting for a special farm. Literature — Text and cards as used at the Minnesota School of Agri- culture at St. Anthony Park, Minn. ANIMAL AND PLANT IMPROVEMENT. SPRING. Origin of domesticated races. Natural selection. Improvement by selection. Heredity. 60 Practice in breeding, much of which will of- necessity extend into the summer and also the following year.^ How to cross ; cross pop corn, sweet corn, field corn both naturally and artificially ; inbreed field corn, sweet com and pop corn ; plant the mixed kernels and note the character of crop. Detassel and compare the yield of the detasseled with the entire row; select for length of ear; select for greatest yield; select for height of ear on stalk; select for widest leaf; select for number of rows; select for any striking feature as for com on the tassel. Plant corn found growing upon the tassel ; establish separate strains of clover and timothy ; hunt for divided head of timothy, plant it. Make a collection of freaks in plant growth. If possible, establish a poultry plant in connection with the school and select for maximum in egg production and for plumage coloration. Planting or other experiments made this year to be carried over into the next sufficiently to permit a study of results. Literature — Origin of Species — Darwin. Dom.esticated Animals and ■ Plants^— Davenport. FOURTH TEAE. Cement Construction and Drainage. Fall. The Farmstead. Winter. Farm Machinery. Spring. CEMENT CONSTRUCTION AND Dl^AINAGE. FALL. Student's progress in special subject. Cement Construction — Making of cem.ent trial blocks with different proportions of sand; laboratory experiments; making of fence posts; reinforcement; construction of walks, tanks and small bridges. Drainage — Location of tile and sewer drains; leveling for drains; digging the ditch; leveling and finishing the bottom; laying tile and sewer pipe; the general nature of infectious diseases, with especial ref- erence to those carried by water; source and supply of pure water; sanitary drainage; house sanitation. Literature — Farm Drainage — Elliot; Irrigation and B'rainage — ^King; Sanitation of the Country House — Bashore ; Water and Public Health — Fuertes; The Chemistry of Life and Health — Kimmius; Bacteria in Relation to Country Life, Parts II and III — Lipman; Proper Disposal of Sewage Wastes in Eural Districts (Nelson, Bull. 166, New Jersey Agr. Exp. Sta.) ; Sewage Disposal on the Farm and Protection of Drinking Water (T. Smith, Farmers' Bull. 43) ; Cyclopedia of Am. Agr., Vol. I, pp. 331-307. 'Dnriner this terra the individual student should Relent some sing-Ie ohjert to pursne fnrlher than herein outlined. After selectlne it. he shonld prenare a carefnl ontline. do systematic reading, keep accurate notes, and at the end of the year he should file a carefully prepared report. 61 THE FARJVISTEAD. WINTER. Student's progress in the special subject. Comparative studies in designs for farm buildings, especially houses and barns. Equipment of houses and barns with heat, light, motor power, water pressure, ventilating and cleaning devices and other machinery. Design of farmstead grounds and their suitable planting. Bach student should prepare and present an original design of either building, equipment or planting. Literature — Country Life in America; Farm Dwellings — Wing; The Farmstead — Roberts. FARM MACHINERY. SPRING. Student's progress in the special subject. Application of the fertilizers and planting of spring crops on the permanent plots. The general care of farm machinery. The adjustment of the plow. The purpose and operation of cultivating tools. The mower and the self-binder, and their proper care and operation. The small gasoline engine. Eeport on the special subject. Literature — Farm Machinery and Farm Motors — Davidson & Chase; 'Concrete Construction About the Home and On the Farm — The Atlas Portland Cement Company, New York City; ^Science of Successful Threshing — J. I. Case & Company, Eacine, Wis.; ^Kent's Mechanical Engineers' Pocketbook. For information on Belt Lacing, etc., get catalogues from any company manufacturing them. Section B — A Couese in Agriculture for the Seventh and Eighth Grades with Suggested Material for the Lower Grades. The committee submits a course of study for the full eight grades preliminary to the high school. The material chosen is of such character as to constitute for grades I-VI a course in nature study, geography or whatever term best expresses these preliminary explorations into the environment which constitutes the beginnings of rational education, but which ought not to be dignified or hampered by those adult conceptions by which we define the boundaries of formal science or of professional technique. Without an abrupt break the material for courses VII-VIII rapidly assumes the character of elementary science and agriculture and is so chosen as to develop a consciousness of the separate sciences and voca- tions preparatory to an intelligent choice of a vocational course in the high school, if the pupil continues, or if he stops in the grades to pro- ■Pamphlets issued by manufacturers for advertising purposes. 62 vide at least some little preparation for what he may undertake to do. This feature is regarded as important because so large a proportion of the pupils never go beyond the grades, and it has been the design of the committee to provide courses throughout in which the vocational element is not reserved for college or even the high school, but parallels the non- vocational beginning from the moment when the child commences to develop the economic instinct or otherwise becomes conscious of his power to manipulate the environment to his personal advantage. It would have been easier and nearer in line with custom to outline courses in strictly agricultural material even for the lower grades, but, however valuable this might be for educational purposes, a wider range is considered better for the little child in whom first of all is to be built up an appreciation for and an abilitv to secure first hand informa- tion from the world of nature that lies about him. The bird, for ex- ample, has an appeal to the sovil of the little child quite beyond its powers as a destroyer of worms, and this appeal ought to be developed and built upon rather than undermined and supplanted by the voca- tional, however valuable that is to be later on. Much of this environ- mental study, therefore, is not agriculture, and even much which would be recognized as such by the adult need not be so recognized by the little child. Up to the seventh grade at least, work should be given by the regular teacher of the gi-ade, though the increasing technical character of the seventh and eighth grades with the need of paying attention to the coming vocational aspect of the educational process make it desirable to employ special teachers for this elementary science and pre-vocatioii work, whether it sa^■or of agriciilture, manual art or household activities. If the work of the lower gTades, I-A"I is to be given by the regular teacher, it means of course that she needs some help and training in this direction. No outline can convey its own informational matter, and it inust be supplemented by appropriate literature which is rapidly appear- ing, and by suitalile training which the teacher can get only in properly equipped training schools. The normal schools therefore, are especially urged to give this training. The proper introduction of the courses out- lined for the high schools will also help to prepare the grade teacher. The committee has not attempted to bring this work within the compass of the poorly prepared teacher; on the contrary, it presumes that the teaching profession will react to the new and alwavs improving condi- tions of life demanding an enlarged outlook and advanced mathods of instruction. It is generally understood that the subject matter and method of this course are new to most teachers. Difficulties will be met, and much assistance must be provided. Type studies must be worked out in detail and placed in the hands. of teachers. There should be able super- vision, but wo strongly advise against a "special teacher" in this study below the seventh grade. If the country school is to find its setting largely in the affairs, the interests and aspirations of rural life; if the school in the large city is to make the best use of the niatcrials at hand. 63 the "regular teacher" should give the course, for this composite aature- study — agriculture, should enrich and vitalize other studies and the teacher who handles them as well. In grades I-IV a total of one-half hour dailv should be given to this course. In grades V and VI it is intended that three full periods a week be given to work herein outlined, the other two to be given to manual arts. (See Manual Training and Domestic Science Courses for these grades.) In grades VII and VIII the boys have manual training and the girls have cooking and sewing in addition to the work outlined in agriculture. In grade VIII it may be desirable to separate the lioys and girls for at least a part of the j'ear for more intensive study of farm operations, as they are separated for manual training and household science. It may seem to many that this outline invades too freely the fields of higher learning. In this connection two facts are not to be forgotten : first, that these are preliminary excursions into the field of human knowledge; and second, that the child develops faster than the courses of study that are usually laid down for him, particularly so far as con- crete material just at hand is concerned. In the later grades, much is made of work done out of school, and it is hoped that a fixll half of the possible credit under this course may be earned in this way, not only for work during the school year, but during vacation, in order that school may be the closer connected with real life and in order that a horde of active young people should not be "dumped" upon the community at vacation with nothing to employ their time and utilize their energies. A list of references is added, but with the feeling that a larger number of suitable books should hn\e been indicated for the reading of the child throughout the course, biTt the time at the disposal of the committee has left this work undone. Withoiit further introduction or discussion of ihe very intricate questions involved, the outline follows, as tentatively proposed. FIRST GRADE. The nature studies of the first grade will be largely informal, dealing generally with familiar material, fostering native interest, widening acquaintanceship with natural fonus, disciplining habits of observation and description. There will be many trips afield — if only to the door- vard — sometimes on a care-free voyage of discovery, but generally to obtain desired material or to satisfy some other definite, pre-determined end. There will be close connection between home and school, both material and treatment serving to relate the school to the home. Aesthetic values will be prominent but affectation and sentimentality are to be deplored. Moral possibilities cannot be overestimated; a pre- mium put upon reports of unusual observations may result in competi- tive lying, while tactful encouragement of accurate seeing, telling and doing, may lav deep foundations for a love of truth. Language lessons 64 should be based chiefly on this work in order to stimulate the use of first hand material, but not every piece of work should end in "the inevitable essay." FALL TEEM. Discussion of summer experiences and out-of-door activities. The home and who live there. What does father do? Mother? Sis-> ters ? Brothers ? Eooms in the house; uses of each, furnishings. School house; rooms, equipment, uses. Why rooms should be clean. Public places ; the church, store, depot, town house, factory, bank, etc. What is done in each? Make an illustrated weather chart for each month, serving to teach days of week, name and character of months, seasons, birthdays, holi- days, etc. Informal field studies — Discover and follow seed dispersal in dande- lion, thistle, and milkweed; identify a few common insects, a few most familiar birds, autumn wild flowers. Plant bulbs of Chinege lily or paper white narcissus in water. Visit garden and farm to note autumn activities, harvesting, eSect of frost. What the garden contributes ; collection and sirdple study of com- mon vegetables growing above ground; below ground. Draw and color a few. How stored for winter. Where we get vegetables when we have no garden; where the grocer obtains his supply; how he keeps them. The pumpkin — in connection with Hallowe'en and Thanksgiving. The flower, if available; the growth habit of the plant, jack-o'-lantern; preservation of seed. Distinguish squashes from pumpkin. Identification of individual trees near school or home, representing by drawing two different species selected from willow, cottonwood, elm, maple and oak. Autumn Arbor Day; transplant small seedling trees. The first snow-fall; observe descent of flakes; catch some upon cold, dark cloth (clothing) and study forms of large flakes. Animal pets about the home. x\nimals that work for us. Where kept? How cared for? Special study of the cat; habits, special senses, mental traits, wild relatives. The Christmas tree; purpose, source, decoration; evergreens as dis- tinguished from trees which become bare in winter. IJses of coal, iron, gold, silver. Mining, lumbering and farming. WINTER TEEM. Illustrated weather chart for each month. Winter games and sports. How winter affects the home activities. The shortened day, noting de- clining position of the sun. Clothing; purposes, kinds, changes, care. Primitive clothing. Identification of summer and winter materials; sources of each. 65 Shelter — what plants and animals do in winter; why houses are neces- sary to people; primitive homes; building materials. Uses of doors, win- dows, screens, storm-doors, porches. Make doll house of paste-board or box. Equip with furniture, rugs, utensils; preserve distinction of rooms. Heating the home; kinds of fuel; source and supply of wood, coal and gas; carbon the heat former. Pood — Name articles of food; where food comes from; carbon in food and how eating keeps the body warm; winter sources; home storage; habits in eating and drinking; source of water; methods of cooking; simple lessons in hygiene of nutrition, care of teeth, table manners, thorough mastication, value of good cheer and appetite. Care of house plants; plant necessities — soil, light, moisture, heat. Identification of a few common house plants; observation and care of bulb plants started in the fall. The caged canary; habits, care; studied at home and school; other seed-eating birds. Breathing and ventilation, especially of sleeping rooms. ' Oxygen the life bearer and how people and animals must breathe to get it. Simple lessons in proper habits. The five senses; recognition, uses, practice and care of sense organs. Trace the senses among animals.- Why absent from plants? Emergencies; what to do in case of cuts, scratches, burns, nose bleed, frost bites, — lessons given as occasion affords opportunity. The horse; uses, disposition, habits, care, fitness for service to man. Plant nasturtium in window boxes and in egg shells; later transplant from egg shells to school or home garden. Advantages of early planting. Anticipations of spring, lengthening of days and other seasonal changes; weather, birds (begin a verjf limited bird calendar), trees (pus- sy willow, soft maple, elm), weeds, hibernating animals (insects, earth- worms, snakes, ground squirrels) ; preparation for gardening and lawns. Window boxes. Spring games and sports. Gather a few pupae for study as they emerge in the spring. SPBING TERM. Continue weather charts. Springtime activities at home ; cleaning house ; putting up screens and awnings; change in clothing; cleaning up the yard. Eepairs; identifica- tion and uses of a few carpenter's tools. Follow changes in willow, soft maple, elm, and study these twigs in- doors. Opening of flower and twig bud (the so-called "leaf bud") ; ex- periments in growing new trees from cuttings in water, sand, loam. Early growth of herbs; identification of three or four common weeds and of wild and- cultivated plants by means of foliage and habit of growth. Make home and field acquaintance with a few most familiar birds; seek details of characteristic habits rather than a long list of bird names. —5 E 66 Arbor and Bird Day ; indebtedness to trees and birds. Plant seeds of elm, willow and maple (trees we have been studyin'^'^ or arrange to obtain them later if they are not now mature; plant cuttings of willow which were started in earlier study; plant a young apple tree if one can be obtained; otherwise plant a "Christmas tree" (spruce or balsam). Prepare and maintain a food table for birds ; hang out threads, string or yarn as nest material; place a basin of water for birds where cat cannot annoy ; add mud for robins' nesting ; keep cat from harming birds. Songs and recitations about birds and trees, — but better, do things. The squirrel and his habits. Identification of a few spring flowers; simple wild flower chart, with dates. Transplant specimens (when abundant) to wild flower garden at school and home. The school garden. As a group, plant flower garden (sunflowers) and vegetable garden (popcorn). Let each child have share; develop choice of these plants for garden,' planning popcorn for next winter (Christ- mas) and sunflowers for ornament or for food for chickens or other birds. Care- of garden. Follow home garden if a school garden is im- possible. Plant nasturtiums as border against buildings, fences or walks. If possible, study the frog and its development; collection and care of frog spawn or tadpoles. Life history of moth or butterfly and observations upon the specimens that develop from the -pupae that have been gathered. SECOND GRADE. No sharp demarcation is to be noted here. The pupils have a some- what broader outlook into nature; they have strengthened their powers of attention; they are ready to look at somewhat larger wholes and some- what smaller parts; they can better observe, describe and (to a very limited degree) analyze; they have greater manual skill and hence can better manipulate materials. However, in the main, interests, aims and values are the same as in the preceding year. There cannot be serious objection to the consideration in this year of certain general topics which have received some attention in the first grade. There was so little of intensive study in the first j'ear, the material was treated so informally and was of such intrinsic interest, that a reconsideration in the second grade is not only permissible, but in many cases desirable, although this would be dangerous practice with more mature pupils. It is well to use new material, however, in illustra- ting a principle already established ; thus, in the first year, seed dispersal (the life cycle) was noted in the milkweed, thistle and dandelion, while in the second grade the burs are studied. PALL TEEM. Eeport of summer activities and observations; select home life for more detailed discussion. The garden; care, study and harvest of last spring's planting. Pre- serve seed, gather flowers and arrange bouquets. 67 Parts of the corn plant j kinds of corn (popcorn, sweet corn, field corn) . The sunflower "head" — identification of fiorets ; identification of other "heads" (composites), as dandelion, aster, daisy. Food contributed by farm crops. Com : Breakfast-foods, corn-meal, corn-starch, hominy, popcorn. Identify these and similar wheat and oat products. How animals are fed from the com plant. Methods of storing corn — crib and silo. Celebrate Corn Day. Other foods for domestic animals : Oats, timothy, clover and alfalfa hay. Make a collection of these. Contrast cricket and grasshopper. Studies of a few most abundant birds, distinguishing habits. Identification of a few trees in autumn coloring; gathering nuts for Autumn Arbor Day. The apple, in connection with Thanksgiving; identify a few striking varities, as russet, snow, greening, jonathon; qualities of each. Signifi- cance of skin, core, pulp, seed. How did the apple "start" on the tree? Problems to be solved next spring. Save seeds; label kinds. How do worms get into apples ? Decay, infection by contact. Storage. Methods of preparing for eating. Make Thanksgiving pie. Dried apples. Autumn Arbor Day — plant apple seeds; transplant seedling oaks which may be found; value of nut trees; price nf nuts at store; feed squirrels. The bur plants. Fall bulbs. Plant hyacinths, in pots or window boxes. Weather chart for November and December; approach of winter; shortening of record; kind of day (clear, cloudy, rain or snow) and di- rection of wind ;' study of clouds. What are rain, snow and hail ? The cow ; food, habits, and care ; milk, its uses and care ; make butter. How do city people get their supply of milk? The Christmas tree. Study of popcorn and process of popping; other examples of expansive force of steam. WINTEK TEEM. Shelter; clothing; food; eating and drinking; breathing and ventila- tion — review and enlargement of first grade work. How plants feed and breathe as well as people and animals. Robinson Crusoe or Hiawatha,^enact the primitive life. Shelter of domestic animals. Construct paste-board barnyard, build- ings and animals. Stock barn with hay, corn, etc., collected in the fall. Mold bricks of clay and eonstmct buildings or wall. The goldfish ; care, habits, locomotion, breathing. Study structure of fish from market, especially the skeleton. Hygiene of special senses. Sense training received in different occu- pations. Emergencies — first aid to injured, as occasion offers. The dog; habits, care, uses, kinds; wild relatives. Weather chart for February, emphasizing calendar points, birthdays, etc. Note conditions twice daily and emphasize number facts. 68 The mouse, in captivity if possible; habits, destruetiveness, methods of combatting; rat in comparison. Simple astronomical studies; apparent path of sun, changing length of day; moon's changes; milky way, dipper, north star, Orion. Build snow house like that of the Eskimo. The English sparrow; observation of habits, disposition. The pigeon. Winter birds (when available). Place suet or bones on- trees. . Obser- \ation of chickadee, nuthatch, downy woodpecker, owl, blue jay, snow bird. Advance of spring; preparation for spring work in garden, farm and home; getting seeds ready for the planting. SPRING TEEM. study of mother hen and chickens. Spring flowers ; adding to last year's studies. Simple identification of flower parts; insect pollination where it can be observed; the formation of seeds. Biographical study of the dandelion, giving the life cycle ; distinguish young seedlings and older plants. Distinguish one year (annual) habit and the plan of "living over winter." Examine undero-round parts of various perennials. Keview trees studied last fall. Follow soft maple in flower, fruit and leaf. Arbor and Bird Day; plant tree seeds; plant evergreen or apple tree; aid song birds; select one favorite species (robin) and study its habits and needs. Identify shrubs and early flowering bulbs on home and school grounds. The ground squirrel ("gopher") ; habits, destruetiveness. The school garden; children aid in preparation of beds; plant gourds, pumpkin, squash, morning glory, balsam, (lady slipper) ; transplant pansies and asters. Pond animals ; excursion for study and stocking aquarium ; discover life histories where opportunity offers. THIRD GRADE. If the purposes of the study have been achieved, the pupils enter their third year with a greatly enriched body of nature lore, familiarity with a wide range of human activities, a speaking acquaintance with many wild and domesticated plants and animals, and a sympathetic apprecia- tion of living things. They have gained some sense of power and of self reliance in hunting clews. The world in which they live is beauti- ful and meaningful, and they are now readier to learn that it is an order- ly world, a world of cause and effect. They are readier to investigate processes, to experiment, to determine conditions, to do things, and to follow in the wake of vocational activities. 69 FALL TEEM. The garden; follow up spring work of school or hojae. Each child should niake list of ^fegetables grown in his home garden. Make cups, bowls, dippers and bird houses of gourds grown in school garden. Special study of tomato plant; different kinds brought from home; select the best; prepare seed for storage; note general habit of plant; note methods of supporting plants from ground. Climbing plants ; morning glory, wild cucumber, sweet pea, woodbine. Study especially the manner of clinging to supports. Note seeds scattered by various agencies; chart showing chissification of collected seeds on basis of dispersing agent — sailors, sticker?, etc. ; seeds of edible fruits scattered by birds and squirrels. Where pebbles and stones come from and how they got here. Soil formation. Special study of nut trees, including oaks; nutting party; what ani- mals eat nuts ? Kinds of nuts ? Prices ? Different ways in which nuts are used in food. Collection of nuts. Autumn Arbor Day; plant seeds of vines for screens of sheds, fences, etc.; plant nuts. Fall bulbs; plant daffodils, single and double; prepare soil for pots and window boxes; leaf mold. Barnyard fowls and their uses. Autumn activities of farm, orchard and garden, how products are ex- changed. Methods of transportation and travel; communication; post office, phone, roads. Insect preparation for winter; observation of available forms; bring in caterpillars, place in cages; feed, note changes; keep over winter. WINTER TEEM. Food groups of winter birds — Woodpeckers, sparrows, birds of prey. The thermometer; uses; learn to read it; room temperature and freez- ing point. Eead thermometer in different positions in the room — ^near the heat supply, farthest from it, near the window, on the floor, near the ceiling, in the outer hall, etc.; daily records of outdoor temperature for two or three weeks. Uses of fire about the home; methods of heating, cooking, lighting; use of wood, coal, gas, oil, electricity; source of each. The stove; chim- ney, drafts, dampers; air current. Simple lessons in hygiene; position and function (simple terms) of stomach, heart, lungs; good habits of living; cleanliness, posture, pure air, ventilation, sleeping with windows open. The rabbit; food, shelter, habits, relation to man; tracks in snow; enemies. Window garden; daffodils in bloom; plant sweet peas. Start tomato plants. Eead "Wild Animals I Have Known,"' by Thompson-Seton. 70 SPRING TEEM. Tree calendar. Insect galls on trees. Seeds and seedlings; condition of growth; simple experiments in germination and growth. The lawn; preparation, selection and sowing of seed, rolling, watering, fertilizing, mowing. Weeds. Effect of freezing and thawing upon soil, fields and roads. Follow the building of a house in the neighborhood; materials used, source of each — lumber, nails, bricks, stone, cement, hardware, etc. Differ- ent workmen engaged — architect, mason, carpenter, plumber, tinner, electrician, painter — or different processes if done by fewer men. Plan of the house; identifj' rooms and parts — ^joists, studding, rafters, sills, etc. L'ses of hard wood and soft wood ; finishing of each. Arbor and Bird Day — Transplant seedlings grown from former plant- ings ; nursery practice ; inter-relations of trees and birds. The garden — Plant flax, grasses, carrots, poppies, sweet peas. The clovers; identify all the clovers of the neighborhood, both wild and cultivated; characters in common; economic importance; -enrich- ment of the soil (taken largely on faith) ; work of the bumble bee if it can be observed. Each pupil report on what he or she does at home to help with the work of the family. GRADES IT^ T AKD YI. These years are marked by a conscious demand for directed activities, a keener criticism of school requirements, as whether the demands be just, whether the lessens be worth while, according to certain standards. Hence the studies, to satisfy (if for no other reason) must be cumula- tive, mutually reinforcing, leading to a definite, organizing body of Imowledge. The pupil likes to learn to do things, to control events, to understand machines, to handle tools, to train animals, to loiow some- thing of how the world's work is carried on, to project future needs and the means of satisfying them, to own things, to make collections and to trade, to form combines, and to study things en masse. FOURTH GRADE. This is a transition period in which the children still work well as a group and with a group motive, but individuality is rapidly strengthen- ing and consciously demands recognition. For example, a suggestion that the class raise vegetables for financial profit to the school will meet with hearty response, yet there will probably be several pupils who will desire an individual garden in addition to their participation in the group enterprise. The work may be much more of an intensive nature than heretofore, and fewer topics' will be treated. The fourth grade child is highly inves- tigative; his search is more detailed. Hygiene must be richly supple- mented by anatomy and physiology; there is an appeal for apparatus n and exijcriment ; the historical sense is developing; the interaction of organisms is of increasing interest; economic considerations apply much more than formerh'. FALL TERM. Garden; care, harvesting. Determine yield oL' a single tomato plant; its market vahie; effect of supporting vines. The corn plant (treated somewhat as outlined in McMurry's "Special Method in Science"). Celebration of Corn Day. Wheat and its uses. Preparation, planting and care of tulip bed. Aquatic animals. The house fly or typhoid fly as a pest; whv flies are objectionable; means of combatting; experiments with home-made screen traps, using various baits. Animals of the zoo; wild animals in captivitv: methods of trapping; uses and values of furs and of leather; training, housing and feeding; pet animals; game preserves. The Turkey — In connection with Thanksgiving; origin of domesti- cated form; habits, care, Thanksgiving market. The human teeth, anticipated in study of mammals (three types — gnawing, tearing, grinding); kinds, structure, care; the work of the dentist. WINTER TEEM. The compass, the magnet and their uses. Levers — In various applications; advantages. Bones — Framework of the body ; and the names of the parts. The muscles; forms of exercise, identification of prominent muscles, gymnasium practice; hygiene of exercise; physical education, bodily measurements and tests; temperance. The Skin — Functions and care. Leather- — Sources, kinds, preparation, uses, values. The simple microscope or "hand lens;" uses; forms of lenses; eye glasses; "opera glasses." Sanitation problems — Cellar, sink, sewerage; vegetable room, garbage • disposal, disinfectants, vents for gases, etc. How does the family dispose of its waste. Forms of Water — Liquid, solid, gaseous; history of a raindrop; rain- bow; "soft" and "hard" water,, drinking water, refrigeration, filtering, solutions, etc. Make list of useful animals, including birds and insects, and of those that are their enemies. SPRING TEEM. The Elm Tree — Study of twig at time of bud opening; kinds of elms, uses of wood, historic elms; calendar of a typical elm tree. 72 The Woodpeckers — Identification and habits of five common species; group characters; economic value. Care of tulip bed. Life historj' of the mosquito ; the story -of malaria and yellow fever ; demonstration of how to kill larva and pupa ; organized community war- fare against mosquito. Ornamental shrubs, native and introduced; identification, selection, planting; planning the home grounds; planting plans of neighborhood homes, schools, church. Arbor and Bird Day — Plant shrubs from the woods; make bird boxes for bluebird and wren. Make a garden plan with the purpose of raising something to sell. The Garden — Plant cotton indoors in pot and later set pot in ground ; sweet potatoes in cold frame (under pane of glass until warm weather;) set out dahlias. Grow radish and lettuce for early market or home consumption ; school experiment with variety tests and' use of nitrate of soda (see Nature- Study Eeview for April, 1910). Individual plots at school for those who have no ground at home. Encourage purchase of "penny packages" of seeds from reliable sources. Injurious Insects of the Garden — Identify and note damage done by potato beetle, cucumber beetle, cabbage worm, squash bug, aphis and others; native insect enemies — appreciation of the toad, bat and birds; helpful insects — lady bird beetle, etc. Malce as complete a list as possible of plants that are useful to man, and a short list of those not weeds but useless. I'IFTH GKADE. There is now an increased emphasis upon experimenting, interpreting and verifying. Eeeords of data obtained become more significant. Scientific method is dimly but genuinely foreshadowed. Eesearch takes on more definite meaning. Larger and more extended problems are investigated; broader relationships are discovered; the collecting and classifying instincts have strengthened. There is increased opportunity to discover or demonstrate the practical bearing of scientific knowledge upon the conditions of living and upon industrial and commercial processes. Economic considerations begin to apply, but to make them supreme at this period is as serious an error as to base the work upon any other factor which fails to take into account the complete nature of the child. As before stated, the plan here allows for two full periods weekly to be gi\'en definitely to manual and household arts, limiting the general lessons of this course to three periods per week. It is recommended, however, that boys and girls be given the entire work together, allowing variety of materials to meet peculiar iuteructs. 73 FALL TERM. L'aiv ol gtu'den started last spring; bring in cotton plant; take up dahlias. Study of strawberry beds; old and new plants; winter care. Similar study of raspberry and blackberry. Coloration and fall of autumn leaves; tree calendar; special study of a limited group, as the oaks. Water in the plant; experiments suggested by the preceding topic. How water enters the roots, the ascent of sap, course through the leaves, what becomes of it, etc. Evergreen trees contrasted with deciduous forms. Autumn Arbor Day; plant nut tree and evergreen seeds or seedlings. Forest preserves; the woodman's life; lumbering; uses of woods; identification of different woods; collection of samples; modes of finish- ing woods. Eecognition of different kinds of leather, cloth, metal, etc.; source, qualities, uses and prices of each. The floor; carpets, rugs, hardwood; care of floors; dangers and treat- ment of dust. Identification of familiar fishes of neighborhood or of market; simple structure and natural history; methods of catchirig fish; fish culture. Simple studies in heat; how heat "travels"; illustrations of conduc- tion, radiation, convection, etc.; expansion by heat; the thermometer and other applications. Make plan for out of school employment for the year which, if acceptable, may receive credit in school up to one-half the work here outlined. ViriNTEE TEEM. Keep individual weekly weather book during one month; construct graph for each week from observed data. General survey of the body; work of its parts; functions, organs, systems, foodstuffs; (simple) chemistry of digestion; need of water in the body ; the nature of glands ; temperance in eating ; the use of alcohol and tobacco (from viewpoint of hygienic, moral and industrial wel- fare). Illustrative material from plant and animal life, and with many simple experiments, "artificial" digestion of starch, proteid, etc.; methods of cooking. Simple tools and machines; various levers; jackscrew, wheel and axle, pulley, derrick. Names and uses of various pieces of farm machinery; cost of each; day's work of each ; care of machinery. Similar study of modern conve- niences in kitchen, laundry, etc. Plan and build a hotbed; plant as suggested in spring term, etc. The Garden — Tomato, cabbage, peanut, pinks (with other hotbed plants, if desired) ; general hotbed practice. Distribute to homes. Continue study of strawberry beds and plants; varieties; set out new bed at school, and at home, if possible. Similarly raspberry and blackberry ; rhubarb and horse radish. 74 General flower garden; competitive flower growing at school and Lome. List of birds known; bird calendar; special study of seed-eating birds; emphasis upon the sparrow tribe, as a troup. The Audubon Society; its work and aims; possibly the organization of a chapter in the school. Propagating, transplanting and care of fruit bushes; practical work with trees and shrubs. The trillium (or some other simple type flower) ; detailed study of entire plant ; structure and function of flower parts. Identification and life histories of the most common weeds; means of combatting ; school herbarium of weeds. The Willow Tree — ilethods of growth, flowering, pollination, seeds, gall?, commercial uses. SIXTH GRADE. With the allowance for a year's progress, the general statement for the preceding grade applies here. The outlook is broader and the power of attack upon scientific problems has materially strengthened. Nature- study, while standing in its own right, should greatly enrich, elucidate and vitalize the other studies, if properly handled, it should gradually give place to the sciences and vocations which it has served to develop and to introduce. The approach of adolescence suggests a partial differ- entiation of the work along sex lines. It is suggested that throughout the year in this grade two periods per week be given to manual or domestic arts and three periods per week to the following outline. FALL TERM. Make plan for out of school work for the year, which if acceptable and well carried out may receive school credit un to one-half of the work here outlined. Care of Garden — Make and grow cuttings of geranium and coleus. Special study of cabbage worm; nature and extent of damage done, methods of combatting ; life history vorked out in school-room ; relatives. Similar study of tomato worm, including its parasites. Spiders — Habits, food; exhibition and discussion of related "poison- ous" forms — tarantula, centipede, scorpion. Flower Festival — Eesults of competitive flower growing. Vegetable exhibit. Continue spring study of weeds. Birds as weed and worm destroyers. Collection of weed seeds. Examination of clover and other seed to de- tect impurities ; pupils bringing specimens- from home. Wild mammals of Illinois. Birds of prey ; relation to man. Collection and study of 'pebbles, minerals, rock specimens, glacial evi- dence ; fossils. Origin of soils; i.lentification of sand, gravel, loam, clay, silt; charac- terize local soils; value of farm lands and of village biiilding lots. r5 ^A ater in the soil; experimental study of permeability and capillarity, lime ascent of water in different honiogeneons dry soils in large glass tubes or in glass chimney; use graph to picture results. (Other illustra- tions of capillarity, as lamp wick, capillary tube, etc.) Necessity of farm drainage; diagrams showing drainage plan on home farm; drainage and sewer tiles; house and cellar drains. WINTER TEEM. ^\'ater supply of school and home. Various types of wells and pumps (simple); methods of getting water to stock and to house; city water supply. Hard and soft water. Source of the water; how drinking water may become impure or dangerous; how typhoid is spread. Breeds of dogs ; characteristics and uses of each ; ancestry of the dog ; how breeds are developed. Scrap-book of dog pictures ; famous paintings of dogs. Chalk talks by pupils, each selecting a different breed to study and report upon. Census of domesticated animals of the neighborhood ; market values. Musical instruments ; studies in sound and harmony ; telephone ; graphophone; the ear. Coal; origin, kinds, fuel eflficiency; dangers of mining. The fireplace; chimney construction; protection of buildings from fire. Systems of lighting; history of lighting. Make candle and study flame; combu&tion; necessity of air (oxygen) ; parts of kerosene lamp; nature and uses of gasoline; petroleum and its products. Simple chemistry of cleaning; make soap; solvents for grease, paint, etc.; nature and uses of lye. Household pests and how to combat them — animals; mouse, rat, fly, mosquito, cockroach, bedbug, clothes moth, English sparrow; plants — moulds, bacteria. Prepare cold frame. Cutting of grape, ivy, poplar. Brief review of last winter's work on nutrition, followed by study of circulation — necessity of a system of circulation; blood and lymph; channels of circulation; the heart. Demonstration and experiment — frog's web, beef heart, factors affecting pulse rate, etc. Effects of alco- hol and tobacco on circulatory and nervous systems ; explanation of red face of drinker; surface wai-mth vs. body temperature. What to do when blood vessels are cut. Testing of seeds for germination before spring planting. SPRING TERM. Identification and study of trees in winter condition; outline form, framework, bark pattern, buds and twigs, etc. Tree and shrub calendar ; collection of twigs, leaves, flowers and fruits of trees. Tree census and map of school or home yard or other local area of interest. Street tree l)lanting. Historic trees. History and celebration of Arbor Day. Trees of Illinois; explanations of the "prairies;" prairie and forest fires- destruction of forests; forestry methods; government reserves; 76 forest service of U. S. Department of Agriculture. Special study of catalpa; value for posts and ties. Plant seeds at school and home; nursery practice. Fruit Ttees — Apple, pear, peach, plum, cherry; varieties of one or more kind; orchard methods; practice in pruning. Similar study of grapes. Insects injurious to fruit and shade trees; identification and life his- tories. Distinguish sucking and chevying forms and develop method of combatting; prepare insecticides and apply to trees where needed; in- spect orchards of neighborhood. Birds as tree protectors. Special study of wood warblers during migration in early May; migration phenomena; classification of birds on basis of sojourn here; service rendered by insectivorous migrants. Identify flower parts and their functions. The leaf — what it does in making growth by taking carbon from the air, and how it serves as the lungs of the plant. Study of seed catalogs; learn names and addresses of reliable firms; experience in correspondence and ordering and how to write a business letter. Make garden plan for home and school ; individual garden plots at school when not available at home . Greneral vegetable garden for profit (financial) ; beets, melons, cucum- ber, beans, chard, parsnip, salsify, etc. ; distinguish annuals and bienni- als. Use of cold frame. Experimental studies in potato raising. Set out cuttings of grape; ivy and poplar; geranium and coleus plants. Encourage boys to plant corn at home for exhibit on Corn Day next fall, keeping record of work done. Report upon the out-of-school work of the year. Plans for vacation employment. SEVENTH GEADE. For rural and village schools, work may here be definitely organized as elements of agriculture. In large cities other vocational or industrial activities and processes will assume greater importance, but these should not be wholly neglected in rural schools although necessarily handled chiefly in geography and manual arts. Public health and sanitation topics should receive large consideration in this grade. As always, the studies should closely relate the school to the home. FALL TERM. Eeport of vacation activities, including the amount of money earned. Make plans for out-of-school work for partial credit as heretofore. In this connection, the parents should be urged, by every conceivable means, to cooperate in the attempt to join the school with the issues of real life. Care of garden produce; report of potato experiments. Begin now and maintain through year a monthly calendar of farm activities. 77 Special study of corn, its culture and improvement. Visit fields and participate in selection of desirable stalks and ears. Drying and storing seed. _ Varieties of corn grown in neighborhood ; history of two or three varieties. Characteristics of a good ear; introduction to use of score card (simple). Observe Corn Day; exhibit of com grown by boys. Review machinery used in a year's work on com. Factors involved in marketing corn. Corn products. Insects injurious to corn; to clover; to stored grain. Beneficial Insects — Ground beetles, ladybird, braconids and other parasites. Special study of bumble-bee and honey-bee. Appreciation of toad, bat and useful snakes. Hibernation of animals. Fungi — How they differ from seed plants ; mushrooms. Experiments in growing and destroying moulds and bacteria ; sterilization ; treatment with formalin; oat smut, wheat rust, blights, apple rot and decay. Fungi that attack insects; find flies and grasshoppers that have succumbed to fungous diseases. The common lift or suction pump; the barometer — study of pressure in liquids and gases, developing intei-pretation of pump and barometer and constructing each, using glass tubing or chimney for pump, with cork and leather valve. The force pump. The siphon and its uses ; sewer traps. WINTER TEEM. Continue calendar of farm duties. Daily weather record, preserved in "monthly weather books" ; emphasis on barometer readings. Forecasting the weather; reading the weather map; cyclonic storms. Work of the weather bureau. Animal bodies as sources of commercial products. Study of the roads of the vicinity; types of roads; materials used in construction; characteristics of a good road; the maintenance of roads, the drag. Significance of the good roads movement. Chemistry of the Air — Oxygen, nitrogen, carbon dioxide, humidity. The Furnace — Methods of heating buildings; provision for pure air; ventilation studies. Housing of farm animals ; necessities for each in warmth and in kind of floor. Germ diseases; disinfectants; work of the health officer; pure food; pure milk. Dairy cow contrasted with beef type ; examples of different breeds ; scrapbook of pictures cut from farm Journals illustrating different breeds. Beport on cattle owned by families representing school SPRING TERM. Continue farm calendar. Breeds of chickens of the neighborhood; characteristics of each; feed- ing, housing, general care. Other kinds of barnyard fowls; values and peculiarities of each. Scrapbook showing specimens. 78 Continue corn study ; germination tests ; compare corn carefully stored and that from crib. Preparation of soil; plantirtg methods. Expe- riment with depths of planting. Influence of weather, season, climate. How varieties are "adapted" to different regions. Competitive corn growing with selected and tested seed. Keasons for "cultivating" corn; conservation of soil moisture; value of dust mulch; laboratory and outdoor experiments in "watering the garden with a rake." Hand pollination of fruit blossoms and of corn — summer. Simple experimental studies of plant food and soil requirements. Plant crops for foliage, root and seed. Extend experimental study of potato culture. Girls plan, plant and care for an old-fashioned flower garden; choose and grow a class flower. Continue study of bee begun last fall; if possible, an observation hive. Birds Beneficial to Field Crops — Quail, meadow lark, thrasher, tree sparrow, dickcissel, etc. Legumes — Identify all available forms; significance of root tubercles. Prepare small plots (where conditions are favorable) and plant alfalfa with and without inoculation by soil from field of alfalfa or sweet clover. Report out-of-school work with plans for vacation work. EIGHTH GRADE — FALL TEEjr. Eeport of vacation work and make plans for the out-of-school work of the 3'ear. Credit will depend upon the steadiness of the "job," and cooperation with home aeti^'ities is favored, the parents again being urged to assist. Care of garden or farm plots used last spring. What the neighborhood produced last summer. Collection of insects, classifying injurious forms in groups represent- ing crops attacked. Learn popular names and prominent characteristics of the larger orders. Biographical studies of great naturalists, scientists, inventors. Structure of the com kernel; mechanical examination; simple tests for starch and oil; study of what has been done in breeding for starch, oil and protein. Food storage in seeds and underground parts. Corn judging; Corn Day exhibits. Work of the U. S. Department of Agriculture; organization into Ijureaus ; the State Experiment Stations. Dairy Industry — Eeview types of dairy cattle. Feeding for milk ; the pilo ; housing and care of dairy cow ; profit in humane treatment. The separator ; uses and care of milk. Milk testing. The Grass Family — Wild and cultivated grasses. Varieties of oats and wheat. WINTER TERM. Animal parasites and their destruction. Studies in Light — Microscope, telescope, camera, stereopticon; the ove; reflection and refraction. The rainbow. 79 Simple Studies in Electricity — In its common uses. The gasoline engine and what it can do. Plant Food — How plants obtain their raw material; what they need. Distinguish element and compound. Elements needed by plants — draw- ing on knowledge and experience of pupils, and using laboratory and demonstration methods. Air, water and soil as sources of plant food. Eotation of crops; report on neighborhood practices; advantages of rotation. Diagrams of fields in home farms; reason why this plan is best; extent and cost of fencing; other arrangements possible or desirable. Studies of the horse and good horsemanship; the pig and his value to man. Artificial and natural selection; review lessons in plant and animal improvement, developing ideas of variation, selection, heredity, adapta- tion. Struggle for existence and survival of the fittest in wild forms. The farmer's library; government and state publications; farm jour- nals; texts. SPRING TEEM. The earth worm in relation to soil. Practical work in grafting fruit trees ; why necessary ; methods ; varie- ties adapted to local use. Elements of stock judging; classes and grades; stockyard industries. Learn to know the principal cuts of meat; market values. Soil map of Illinois; "permanent agriculture"; legumes as a source of nitrogen; acidity of soils and its correction by ground limestone. Eeport on out-of -school work of the year, and plans for the future. SOME REFERENCES — COURSE OF STtTDY. 1. Materials for Course of Study in Nature- Study (Grades 1-lV) Bulletin, ATorthern 111. State Normal, May, 1909. 2. Catalogue and Course of Study, N. I. S. N. S., DeKalb, 111., August, 1909. 3. Course of Study for Common Schools of Illinois (last edition), C. U. Parker, Taylorville, 111. 4. Xature-Study Number, Bulletin, Oshkosh (Wis.) State Normal School, May, 1906. .5. ■ Course of Study for Public Schools of Los Angeles, Cal. 6. Course of Study and Syllabus for Elementary Schools, New York State Educational Dept. 7. Course of Study and Syllabuses in Geography, Nature-Study and Elementary Science for the Elementary Schools of the City of New York. 8. Nature-Study Syllabus for Chicago Elementary Schools, 1910. 9 Nature-Study Course of Study, St. Louis Public Schools, 1908. 10 Industrial and Social Work in the Elementary School. Western Illinois Normal School Quarterly (lAIacorab, 111.). Parts 1-4, Mch.-Dec, 1909. 80 A FEW KJil'JSRENCES — ILLUSTHATIVE LESSONS. 1. State College Bulletin, Pullman, Wash., Nature-Study Edition. 2. School Exercises in Plant Production. Farmers' Bulletin 408, U. S. Dept. of Agriculture. 3. Exercises in Elementary Agriculture — Plant Production. Office of Exp. Stations, JBulletin 186. i. School Lessons on Corn. Farmers' Bulletin 409. 5. Practical Exercises in Agriculture for Public Schools. School of Agriculture, Purdue Univ., 1904. G. One Hundred Experiments in Elementary Agriculture for Cali- fornia Schools. By E. 0. Johnson, State Normal School, Chico, Cal. 7. Corn Day Annual for the Elementary Schools of Illinois, 1909. State Supt. F. G. Blair, Springfield, 111. 8. Elements of Agriculture for Public Schools of Missouri. State ■Supt., Missouri. 9. The Soil and Its Helation to Plants. Teachers' Bulletin No. 11, Ohio State Normal College, Oxford, Ohio. (Dec, 1909.) 10. An Elementary Laboratory Study in Crops for the Schools of Michigan. State Supt., Lansing, Mich. (1907). 11. An Elementary Laboratory Study in Soils for the Schools of Michigan. State Supt, Lansing, Mich. (1908). 12. Public School Agriculture f Practical Exercises). Mass. Agri. College, Amherst, Mass., 1909. 13. Simple Exercises Illustrating Some Applications of Chemistry to Agriculture. Bulletin 195, Office of Exp. Stations. 14. Street Tree Planting for Illinois. Pamphlet No. 2, Illinois Outdoor Improvement Assn., April, 1910. 15. Schools' and Teachers' Bulletin, Series I, No. 8 (May, 1910) and other issues. 16. Course in Nature-Study and Elementary Agriculture for the Ungraded Schools of California. By E. 0. Johnson, State Normal School, Chico, Cal. 17. The Use of Illustrative Material in Teaching Agriculture in Eural Schools. 1905 Year-Book, U. S. B'ept. of Agriculture. 18. The Elements of Physical Science as Applied in Home, School and Farm Life. By F. D. Barber, 111. State Normal Univ., Normal, 111. 19. Nature-Study Eevi-ew, Urbana, 111. ''Various issues.) 20. Course in Cookery for Neb. Girls' Dom. Science Clubs, Series II, Bulletin No. 11, January, 1910, State Supt., Lincoln, Neb. 21. World of Matter. Ballard. (Also most of the references on Course of Study.) Section C — What Can Be Done in Ageicultuee fok the One-Eoom Country School. When considering the curriculum for the high school or the grades, the problem is fairly definite, but the ungraded country school may mean anything from two or three &mall children to an old-time country school with seventy-five pupils of all ages — from little tots to young men and 81 women of twenty-oue. Again, the teacher may range all the way from an inexperienced girl with a modicum of learning to an experienced man or woman with excellent training. But then two constant factors inhere in the ungraded country school : First, its environment is strictly rural, and second, the teacher has no supervision beyond the slight influ- ence of the county superintendent, so that what is done or is not done depends largely upon the personality and initiative of that educational autocrat, the country teacher. This makes it impossible to prescribe anything like a definite course of study without overshooting the one extreme or undershooting the other, or both, and the best that can be said is that each school will constitute a problem of its own, but that the appropriate material can be found as already outlined in the grades, selecting that which corresponds most nearly to the age and advancement of the pupils, with the understanding that being country children their advancement in matters agricultural will be greater than that of pupils not actually living on the land. The fact that different ages are taught together will also put the young pupil further ahead in what he can do than would be possible in a graded school. The country .school is anique in representing but a single class of people. It is, moreover, a people whose home is located at the place of business. Still, again, both home and business are peculiarly open to observation. All these considerations make it advisable to draw heavily upon the material of the farm, for its educational value is high not only for prospective farmers but for others as well. Here of all places is the best opportunity for out-of-school work and the teacher is urged to make much of this phase of education. Because all the work must be done by one teacher, much of the more general material of elementary science will likely be outside the range of prepa- ration, but the business and the life of the farm constitute a well- equipped laboratory close at hand, and no teacher is fit to teach a country school unless he or she has a real regard for the things of the country. Without that regard it is impossible to accomplish anything with the agricultural work or to do good teaching either, but with it the best of all teaching is possible in the country school. Just as the girls should be led to connect the life of the home with the processes of the school, so should the boys for a definite portion of the time do the real things of the farm as a student does things, with a view to learning the principles involved. Aside from this general statement, it may be further remarked that the farm environment of the country school, while not a warrant for omitting the more general environmental material of the lower grades, is a sufficient warrant for intensifying the more distinctively agricultural element of the upper grades and also of drawing freely upon the high school material for the older pupils of the larger schools. [See Courses for Agriculture in Grades and High Schools.] If the teacher is a man and acquainted with the business of farming, let him choose the most technical portion of the outline and any similar —6 E 82 material suggested by local conditions. If it is a com country, let the boys' clubs be com clubs, for corn is especially suited to the work of boys because it is variable and because it is big. Certain small fruits and vegetables are exceptionally suited to school children and small animals, like pigs, are better than all, because the gains are so rapid and certain. If the teacher is a woman or ignorant of farming, but interested, let her adopt the attitude of the inquirer and choose those problems and topics that produce their own answers, avoiding those which, like stock Judging, require a degree of technical knowledge. Above all, let her be ingenious in discerning the 'special problems of the locality and thus identify herself with the life of the district and that life with the school, remembering that to understand the things of common life is one of the highest achievements of the educated mind. The teacher should exert every effort to have each pupil interested in some particular detail of the farm, out of which he shall get some return in the way of money. A plot for some corn, or a pig or a calf to raise will be excellent education both for the child and for the parent. Such a habit started in the neighborhood would go far toward breaking up the old habit not yet extinct of working the boy as an unpaid "hand" and giving him no interest in the proceeds, a custom that has driven untold thousands off the land. Here in the country is the place to make the most of the summer vacation, provided the same teacher can be employed in successive years; indeed, in the country the teacher should be more closely identified with the school and the life of the people than is possible elsewhere. The time cannot come too soon when the school shall have a residence and a small farm attached, making possible a fairly permanently employed married man as teacher. Such a custom would solve many problems for the country school and tend to place beginning teachers in the grades, where at least some sort of supervision is possible. HINTS FOR THE COUNTKY SCHOOL. Aside from the outline for the graded and the high school, the follow- ing and similar exercises are especially adapted to the country school : Formation of a local agricultural club among the pupils. Eaising one-half acre of corn in competition for a prize, local or otherwise. Showing best ten ears from corn raised by pupils at the county farmers' institute. (The institute should be urged to offer prizes for best ten ears and for largest yield actually raised by the pupils.) Judging corn by the score card. Planting ten best ears in ten separate rows and comparing the yields and the character of ears. Making a labeled collection of weed seeds. Examining grass seeds with a low power glass for weed seeds and other impurities. Testing the germinating powers of corn and grass seed. 83 Testing luilk with the Babcoek test. Testing the cows of the neighborhood by the scales and Babcoek test. ieedmg a small pen of pigs and keeping weights of grain consumed, -beeding also with both grain and alfalfa or clover hay and note saving in gram. Testing soil with litmus paper for acidity. Examining roots for tubercles and making a list of leguminous plants. Testing for moisture in time of drouth ; comparing soil in a well culti- vated field ^vith that of one neglected. Planting potatoes — whole, halves and single eyes; comparing also large and small potatoes. Treating oats for smut. Treating potatoes for scab. Splicing rope and tying different knots. Making a list of crops, acreage and yield in the different farms of the school district, and computing their total value. Studying the methods of securing the highest yields. Making and keeping weather chart, showing rainfall, percentage of sunshine, direction of wind, and the date of early and late frosts. Keeping account with some part of the home farm. Making a plot of the home farm with the cropping rotation. Excursions to neighboring farms to see any new or specially successful feature. Taking the spring temperature in well drained and poorly drained land. Noting dates of planting and harvesting the* different crops of the neighborhood. Identifying the different breeds of livestock kept in the neighborhood and describing their differences. Taking at least one agricultural paper in the school. Securing the bulletins from the State Experiment Station. Beginning a small library of agricultural books. Section I> — A Course in Domestic Science for a Well-Equipped Four-Ykar High School. The committee purposely avoids discussion as to the most appropriate name for such a course, adopting the one given solely because it seems to be at this time most commonly in use. For several years a committee of the domestic science section of the Illinois High School Conference has been at work upon a syllabus of this subject, altering its details from time to time as experience accu- mulated. This syllabus in its latest form is adopted because it represents not only the best that is accessible at this time for Illinois conditions, but also because it is an excellent analysis of the subject and already somewhat familiar to the teachers of the State. The syllabus as adopted by the conference is carried out into minute detail and arranged espe- cially for teachers. Accordingly, Miss Helen M. Pincomb, high school assistant of the Department of Household Science of the University of 84 Illinois, who has been identified with the committee from its appoint- ment, was invited to recast the material in form for presentation here, by terms and by years. The full text of this syllabus in detail is being published by the Department of Household Science of the University of Illinois, from which a printed copy may be had upon application. The work as here outlined will take a full fourth of the student's lime. Those who desire to spend less than this proportion of their time in domestic science should arrange the matter by election, choosing ihose terms and years that best meet their needs, but the course as a w hole is designed to give a good working knowledge of household affairs. Schools unable or unwilling to carry the work for four full years cim, of course, make such selections or condensations as they find most suitable to their condition, but it is as important not to undertake more in a given time than can be thoroughly done — as well done as is any other part of the school work. One purpose of this work is to identify school girls more closely with the affairs of the home. Accordingly, it is recommended that here, as in other vocational courses, credit be given for work done regularly and systematically at home, provided it be of sufficient definiteness to permit a full and satisfactory report. Here, as elsewhere, no credit should be given for mere desultory helpfulness. riEST TEAR. Fall Term— Clothing. Winter Term — Clothing. Spring Term — Clothing. Equipment for Sewing — Selection and cost of equipment for hand sewing; the sewing machine — its construction and care; suitable equip- ment and lighting for sewing room. Use or Purpose of Clothing — Collection of pictures of clothing of different peoples and ages, suitability for various seasons and occasions; relation to comfort and health; relation to adornment; criticism of own clothing as to fulfillment of purpose. Materials Used — Study of raw fibers — cotton, wool, flax and silk; examination of fibers under the microscope; collection of textiles illus- trating the variety, quality and price of finished products of different fibers, testing samples to determine fiber or fibers present, closeness of weave and adulterants that selections may be made wisely ; trip to carpet loom or factory, if possible, to aid in understanding the characteristics of warp and woof and the cost of finished products; study of bleaching, dyeing, printing, mercerizing and other processes in manufacture, for an understanding of the durability and economy of fabrics. Selection of Materials for Class Use — Consideration of purpose of article, width, durability, cost, color design, weave and finish of material,- genuineness of fabric, and amount needed ; examination and combination of fabrics to show suitable color quality and finish for clothing for different purposes and individuals; buying and keeping an accurate account of all materials. 85 Selection of Design for Making — Consideration of purpose of article, form and size, personality and life of individual, and time and money to expend on making and laundering; making and criticising designs for garments. (Correlate with art work.) Cutting and Making Garments — Taking measures and drafting pat- terns for garments to be made, comparison and use of various patterns; cutting out with reference to economy and matching design and weave of cloth; making of underskirt, drawers, underwaist, a shirtwaist and simple dress; using suitable stitches, seams, bindings, bands, etc.; and giving special attention to cleanliness, neatness and order of work. Household Fabrics and Articles — Making of simple and more difficult decorative stitches in underwear, waist or household articles; making designs for patterns to be worked, embroidering monograms on towels or scarfs ; consideration of suitability of textile to purpose of article. Gift Sewing — Planning of gifts for a certain sum of money, impor- tance of usefulness and suitability of article to person; designing and making one or more articles for gifts at the Christmas season. Millinery — Selection of color, design and material to fit one's face, figure and costume; criticism of prevailing style; renovating materials; making a simple hat; comparison of cost of hat made and those in the stores; comparative cost of millinery and total clothing. Care of Clothing — Eelation of the sanitary condition of stores and factories to the care of new clothing; pressing, mending, renovating, marking, laundering of clothing, removal of stains from different fab- rics; storing clothing for winter use; relation of care of clothing to economy, beauty and health. Cost of Clothing — Figuring cost of articles made, including cloth, trimmings, finishings, time and skill; comparison with similar articles bought ready-made' and hired made, planning clothing for one year, keeping account of money spent for clothing, comparison with plan made and with total cost of living and with income. Means of reducing cost of clothing. SECOND YEAR. Fall Term— Food. Winter Term — Food. Spring Term — Food. The Kitchen — Study of convenient shape and size of school and home l;itchen, suitable equipment and care of the kitchen. Fuel — Comparison of value of different fuels, building and regulation of fire, study of combustion; essentials for products of and cause of incomplete combustion. Milk — Separation into its parts; study of the constituents and their .significance ; value of milk as food ; bacteria in milk ;. making of butter, cottage cheese and junket; study of effect of heat, pasteurization and sterilization; care of milk; factors in the cost of milk; milk products; and food laws governing the sale of milk. Cheese Determination of effect of heat on cheese; study of kinds, composition and value of cheese. 86 Eggs — Determination ol effect of different temperatures on eggs; cooking of eggs in different ways at suitable temperature; comparison of cost of egg dishes at different seasons; preser\'ation of eggs for winter use and testing for freshness. Combinations — Preparation of various combinations of eggs, milk and cheese, using correct temperature. Meat — Determination of structure and cause of toughness, some of the constituents of meat and the effect of heat on these; examination of cuts of meat at school, home and meat market; preparation of tender cuts; broil and roast; preparation of tough cuts; soup, beef juice and beof tea, hamburg or loaf, scrapped beef sandwiches, or meat balls, pot roast, stew and fricassee ; preparation of veal, mutton, pork, poultry, fish, including oysters; making of dressings for roasts, sauces for serving; use of left over meats in various ways; cooking preserved meats with reference to preservation used ; comparison of cost of meat from different animals and different parts of the animal, listing cuts according to price; listing foods that might be substituted for meat in the diet. Gelatin — Preparation of gelatin from meat and bone; use of commer- cial preparations in making simple and coinplex dishes; comparison of home products with ''ready to use" preparations as to cost and flavor; study of source commercial preparation, composition, digestion and value as food. Legumes and ISTuts — Preparation of baked beans, pea or lentil soup; salted almonds or peanuts; comparative composition, value and cost of dried and fresh legumes; digestion and value of nuts as foods. Fat — Eendering of fat; determination of temperature for frying; listing of precautions in frying to prevent fat soaking; frying in differ- ent fats, clarifying of fat; use of partially decomposed fat for soap making ; consideration of means of preventing accidents from combustion of fat or expansion of moisture in fat; comparison of composition prop- erties, cost and wholesomeness of different fats; listing of butter substi- tutes; study of digestion of fat and foods coated with fat, effect of over- heating of fat; function of fat in the body; adulteration of fat, and food laws governing sale. Combination — Determination of main constituents of flour and char- ncteristics of gluten; trip to flour mill, if possible; study of classes of flour according to composition, process of manufacture and grains used; \alue of different classes as food and for bread making; determination of effect of combining soda and sour milk or cream of tartar, and baking powder and moisture; deduction of precautions to be taken in use of leavening agents; study of residues left from different baking powders and their effect on the body ; testing of baking powders for alum ; deter- mination of tests for temperatures suitable for baking different things; use of air, steam and carbon dioxide as leavening agents in making sponge cake, popovers, cereal griddle cakes, muffins, cakes, biscuit, pastry and steamed puddings. Bread — Determination of suitable temperature and food for the growth of yeast; examination of plants in resting and growing states imder the microscope; comparison of different kinds of yeast; testing 87 of flour for bread-making qualities ; making of bread, short and long process; plain, whole meat, graham, rye, rolls, plain and fancy; study of relation of kind and condition of yeast to method of making; relation of amount to kind of flour, reasons for kneading; changes taking place in making and baking; cause of souring, a poor grain and texture, a sticky or soggy crumb, a poor crust, an undesirable shape and size; description of a good loaf of bread; judging of bread; use of stale bread in different ways; comparison of cost of bread made and baker's, bread ; trip to bakery, if possible ; study of digestion of bread and toast, composition and nutritive value of bread. Salads — Selection and preparation of salad plants, giving attention to freshness and crispness, and thorough washing of uncooked foods ; prepa- ration of the cooked and uncooked dressings; selection and arrangement of materials that go well together considering attractiveness, flavor and suitable combinations of food nutrients; comparison of cost of various salads made, study of value in the diet. Frozen Dishes — Making of water ices, sherbets, ice creams, and mousse; determination of temperature of freezing mixture and frozen materials; study of cause of freezing and construction of freezer, com- parison of cost of frozen dishes with previously made desserts; study of value of frozen dishes. Beverages — Comparison of tea and coffee when steeped and boiled; testing for tannic acid ; making of cocoa and chocolate and various fruit drinks ; consideration of beverages in the diet ; physiological effect ; suit- able beverages for the school child. THIliD YEAK. First Term — Food. Second Term — Food. Third Term— The Home. FIRST TERM — FOOD. Preservation of Food — Sorting of fruit for different purposes, as for immediate use in different ways and for preserving in different ways; observation of decay and mould of fruit; examination under the micro- scope; determination of conditions favoring and retarding growth of microorganisms; use of different methods used in canning fruit; com- parison of time and labor involved and condition of product ; making of preserves, pickles, jellies, butters and jams; study of essentials in jelly making to avoid the frequent failure; canning of vegetables, as corn and beans that require four or five hours for sterilization; study of spores and their resistance to heat; consideration of other methods of preserva- tion used commercially, as drying, careful sorting, cold storage, and the use of fraudulent and harmful preservatives ; study of food laws govern- ing use of preservatives, the labeling of cans and packages and the sale of same. » , j. •. ^ater Comparison of amount of water in foods, as Iresh fruits and vegetables ; dried foods, as cereals, nuts, etc. ; liquid foods, as milk, soups. 88 and beverages; study of relation of water content to nutritive and economic value of the food, value of water in the diet, amount needed and various uses in the body; importance of safe water, and means of securing it. Starch — Examination of section of potato to see starch cell; exami- nation of starch of different cereals, determination of effect of dry and moist heat and acid on starch ; study of relation of structure and prop- .erties of starch to proper cooking of starchy foods, that they may be easily digested; testing of various foods for starch; cooking of starchy foods, as rice, potatoes and other vegetables in various ways ; dextrosizing of flour; making comparison of thickening power of various starch materials. Sugar — B'etermining temperature of syrup at different stages and its use; determination of effect of heat and acid on sugar, study of compo- sition and properties of the different classes of sugar; digestion and nutritive value of these; source and manufacture of sugar and syrups; making of peanut brittle, caramel, frostings, marguerites, fudge, fondent and creams; comparison of cost of home-made and purchased candies. SECOND TERM FOOD. Summary of Previous Food Work — Eeviewing of note books; making of classifications according to the food principles; study of temperature suitable for cooking each class, and the digestion, assimilation and value of each; consideration of food requirements as given by different investi- gators; requirements for different seasons, ages, occupations and condi- tions of health ; weighing of portions of food that are equivalent in total nutrients, total protein, or that yield 100 calories, or that represent a Chittenden or Atwater meal ; consideration of purity of food and testing for adulteration. Special Preparations for the Sick — Making of preparations used in liquid and semi-liquid diet, preparation of the invalid's tray; study of suitable food for the fever patient, the tuberculous patient, the rheumatic, diabetic, etc. Planning Meals — ^Making of menus suitable for brealcfast, limcheon, dinner and supper; planning of meals for 10, 20, 30 or 40 cents per day; planning for a day with special reference to economy of time, labor and fuel ; planning a menu in which one person shall act as hostess and maid, preparation and service of this meal at home; planning of meals for summer and winter, the aged and young, the active laborer and ofBce worker, for the school girl and her family. Selection and Purchase of ^ Food Material — Selection of food for some of meals planned; observation of market and food; consideration of the relation of consumer and dealer to the pure food law ; making of market list of staple and fresh supplies needed at home for a week, selection and buying for school or home use; keeping account of actual cost of meals prepared and compare with estimated cost; keeping account of cost of food at home for a week or month, comparison of cost of food at different seasons, comparison of cost of meat, dairy products, staple groceries, fruits and vegetables. 89 Preparation and Service of Aleals — Planning of work and preparation of meals with reference to economy of time, labor and fuel, and with reference to hour of service and other work of the day; preparation of the dining room, including sweeping, dusting, ventilation and regulation of temperature and light, setting of table ; practice in serving as hostess, cook, waitress and guest; consideration of provision for comfort and pleasure of the family at meals; the beauty of simplicity, order and cleanliness; reasons for points in setting table service and eating; charac- teristics of a gracious hostess and a successful waitress, and the impor- tance of the family, meal and the relation of difierent members to it. THIRD TEEM. Shelter and Home Life — Collection of pictures of shelter used by man at different ages and places ; reports on advantages and disadvantages of homes in immediate locality; study of pictures illustrating good and poor conditions. Location of the House — Eeports on desirable and undesirable location of different houses; consideration of convenience to business and other interests; immediate surroundings, protection from the weather, pos- sibility of securing air, light, and sunshine, soil and drainage. House Planning and Construction — Study of houses in process of con- struction ; drawing of different rooms showing size and location of furni- ture; drawing of plans for basement, first and second floors. Heating, lighting, ventilation — Examination of school and other pub- lic systems of heating, lighting and ventilation; comparison of various systems as to construction, convenience, cost and efficiency; building and managing of fires ; calculation of cost of heating and lighting school and home; taking temperature of room at different times and in different parts of the room, proving presence of carbon dioxide in the room ; study of relation of heating and lighting to ventilation, and of respiration to ventilation; ventilation of room by using different devices. Water Supply and Disposal of Waste — Study of source ; visit to public water works and sewage plant; investigate construction of home well or cistern; sources of contamination and means of purifying water. Plumbing — Study and cleaning of fixtures, traps and pipes, purpose of seal and how maintained ; drawing of plumbing system for the house. The lawn and garden — Planning of lawn with reference to con- venience in location of walks, attractiveness of view from within, and the relation of house to surroundings ; consideration of care of lawn ; front, side and back lawns. FOURTH YEAR. First Term — The Home. Second Term— The Home. Third Term— Clothing. FIRST AND SECOND TERM THE HOME. Finishing — Study of cost and desirability of materials used for ex- terior finish; of different woods for interior finishings; of stain, paint. 90 oil, wax, and varnish; listing of suitable finish for woodwork and walls for the different rooms; consideration of kinds of woodwork with refer- ence to appearance and ease of keeping clean. Furniture and Furnishings — Examination of furniture at school, home and stores; consideration of suitability to purpose, good lines and finish, color and design, quality in wood and fabric, good workmanship and ease of keeping clean as essentials in selection of furniture and furnishings; selection and combination of samples of woods, wall coverings and textile fabrics suitable for different rooms; (correlate with art work). Listing of furniture and furnishings with price for the various rooms of the house, making of substitutions in order to reduce cost. Care of the House — Cleaning of glass, metals, woodwork, refrigerator, sinks and traps ; making list of cleaning agents with advantages and dis- advantages of each; sweeping and dusting; making and use of furniture polish ; bed-making and care of bedrooms ; study of source and. nature of dirt; making of dust guarders; comparison of efficiency of feather duster, damp cloth and vacuum cleaner; consideration of order of cleaning a room, practice in cleaning different rooms at home, reasons for cleaning with reference to appearance, economy and health; removal of stains; washing and ironing of personal or household fabrics at school or at home ; study of materials used and steps in the process. Care of the Person — Estimation of amount of water needed for drink- ing and cleansing per day; listing of common hindrances to health; study of the nervous, digestive and excretory systems; hygienic clothing; the value of water, fresh fruits and vegetables, and bulk in the diet; and the importance of thorough mastication and regularity in diet; consideration of the care of the eyes, ears, nose, throat, teeth, hands, feet, scalp and hair as well as the body as a whole; relation of fresh air, diet, sleep, ex- ercise and cleanliness to a healthy body ; relation of personal hygiene and the responsibility of the individual to the public. Care of the Family — Consideration of special needs of the young, the aged, the sick, characteristics of the home nurse, ways of making a patient comfortable ; treatment in case of emergencies ; practice in chang- ing bedding and clothing of the patient and in application of fomenta- tions; study of cause of disease and means of transmission; listing of diseases carried by air, water and insects; study of work of Board of Health and other agencies for the promotion of health and the preven- tion of disease. Maintenance and Management of the Home — Consideration of the re- lation of individual members to the family as a whole; listing ways in which the high school girl might assist in "the home ; study of division of income, making up of budget for the year for a family of six ; planning on -ner cent of income to "be spent for living expenses, and per cent of living expenses to be spent for food, clothing, shelter and operating expenses ; study of problems connected with providing or wisely expend- ing income as making of definite plans for supplies, buying in quantity, carefully selecting materials and keeping accounts for comparison with plan and with previous expenditures; planning of food supplies for the family of six for a certain period, using menus prepared in previous 91 work; planning of clothing and household linens for one year; stujly of problems connected with the activities in the home, as organization and system m work, and economy of time and strength; planning of work for a day, a week and a season; listing of labor saving devices; consider- ation of use of leisure time, of duties or opportunities other than those of providing and producing,— as creating a family spirit; listing of problems of the home-maker in the effort to have the house attractive, comfortable, healthful and happy. THIRD TERM CLOTHING. Suitability of Clothing— Study of clothing adapted to different pur- poses; description of the dress suitable for wear in the kitchen, in the sick room, on the street, in the office, in the school room, at church, etc. ; making of suitable designs for the dresses or suits; planning of color schemes for several suits, considering appropriate use of contrast and harmony of colors, different shades and soft or quiet tones; (correlation with art work is most desirable;) making list of suitable materials with cost for the suits for different purposes ; listing of complete apparel with price that would be suitable with these different types; planning of attractive but inexpensive commencement dress. Making of Commencement Dress — Consideration of the beauty of sim- plicity and the dependence of beauty on usefulness and fitness. Addendum to Sectiox D — Vocational ^Yo.RIC ix Domestic Science. The work outlined both for the high school and the grades is assumed to be women's work, because in the division of labor of the home, the care of the home and the feeding and clothing of the family is under her immediate care. The work outlined therefore from the point of view of the housekeeper as the mistress of the home, and in that sense is not a vocational course in the same way as are agriculture, the build- ing trades, etc. But some may desire to make out of it a strictly vocational course leading to cooking, sewing, dressmaking, millinery, etc. For such the school should allow a doubling up of the amount that may be taken, that is, taking perhaps sew'ing and cooking together. To strengthen the course from the vocational point of view, the school may arrange extra work special]}' designed for the purpose, or better yet put such students on the part time plan by which they should snend a half of their time, more or less, in families, stores or shops in the actual practice of the art. Too much cannot be said of any plan whereby the one who feels the need of earning money may prepare to do so with credit by securing before leavin,^ the school, some actual experience with the real liusiness, and to engage in service without at once severing all connection with school. Such a plan would bring back into the school many a girl and many a boy who surely need what the school may yet do for them, and whose future will thereby be insured for steady employment as against the too frequent drifting from one "job" to another, landing at last in the army of un- skilled labor or the ranlcs of the unemployed. 93 This plan of procedure is believed to be better than to outline and con- duct* a definite course designed to prepare for domestic service, largely because it will get results without dividing the pupils into two classes, one of which should be labelled in advance as the serving class. Let mistress and maid be educated side by side, for both should be wives of American men and mothers of American citizens. Section E — Course oe Study in Domestic Science for the Graded Schools. This subject matter has been classified under the two heads of cooking and sewing, as these are the characteristic activities of our American households and cover most of the work that should be taken in the grades. Other phases of home life, such as housekeeping, marketing, planning of menus, serving of meals, and methods of cleaning and laun- dering, being more or less closely related to either of the two main topics, are included in the outline. The subject matter in each class is arranged to cover two years in the grades. The amount of work accomplished will depend upon the grade in which the subject is taught, and the amount of time taken. The outline here is expected to cover two years' work in each subject of cooking or sewing for two full periods per week. Whether cooking or sewing shall be taught first is left with the indi- vidual teacher. In some schools it is best to iatroduce sewing in the fifth and sixth and cooking in the seventh and eighth grades, while in other schools the cooking precedes the sewing, though the former course is advised. Two periods per week is the amount of time given to each line of work. If more or less time is allowed in the arrangement of the school program, part of the work may be omitted or additional lessons can be added. As two laboratory hours are equal in credit to one recitation hour, the credit earned is easily reckoned. As there are eight periods per day in most schools or forty per week, the two periods a week will be equal to one recitation period or one-fortieth of the sum of the credit given fov full time work. It is exceedingly desirable that the child after reaching the fifth grade, assume some portion of the daily work of the home, and that credit be given on the school course wherever this work is regularly and faithfully performed. Such credit may reach in amount one-half the full credit to be earned. In order that credit may be received for home work, a weekly report should be made on suitable cards specifying the exact duties performed and whether regular or irregular. Credit sbould be given only for work well and regularly done, and to guard this point, the teacher may ask 93 the cooperation of the parent and may take any necessary means of learning whether credit is deserved. The following form is recom- mended for use: Name, Gertrude Allen; Age, 12 years. Savoy, January 2, 1911. Day ol week. Cleaning and care ol liv- ing room. Ventilation and care ol bedroom- Making bed; care ol clothing. Equipment and care of dining room — aet- ing table; cleaning table; care ol linen. Equipment and care ol the kitchen- washing dishes, etc. Preparing lood— cook- ing; menu; building. Assisting in washing and ironing. Amount ol time per day. Monday Tuesday Wednesday . - - Thursday Friday Saturday Sunday Parent's signature. This credit for home work is of value in uniting the home and the school, and in making clear to the pupil the significance of assuming responsibility for daily duties. The outline is not presented by years and terms, because it is con- sidered better that each school should make such combination as it finds most suitable to its condition, though it is expected that the work should begin not earlier than the fifth grade, and then only, if sewing precedes cooking. OUTLINE OF TWO YEAES IN SEWING FOE THE UPPER GRADES. If the hand work is taught in the first four grades, the pupil will have gained a working knowledge of the kinds and use of tools, methods of holding . cloth, and of the simple stitches. The preliminary lessons, therefore, in sewing will be more of a review than the introduction of new materials. 1. Preliminary Lesson — Correct position of body; tools; kinds and proper handling ; cloth ; method of holding and care in measurements. 94 f 2. Simple Stitches — Basting, back stitching, over casting, hemming, running; apply to bag, apron, tea towels and dust cloth. 3. Seams — Plain and double ; apply to iron holders, pillow slips and child^s skirt. 4. Ornamental Stitches— Cat stitch, feather stitching, hem stitching; apply to apron, needle-book, turnover collar or belt. 5. Mending, Darning and Patching — Apply to garments from home. 6. Drafting — Apply to simple undergarments. 7. Patterns, Bought — Apply to dolls' clothes, kimona, simple under- garments. 8. Finishing Garments — Make plackets in skirt and sleeve; button holes and sewing on buttons; apply to articles previously made. 9. Textiles — Classify as to fibers; method of production; methods of manufacture; spinning and weaving, bleaching, dyeing; cost and uses of cloth of different kinds. 10. Laundering — Washing; use of hard and soft waters; soap and bluing, starching; method of ironing; apply to washing tea towels, dust cloths and aprons or garments from home; use of gasoline, chalk and acids in removal of stains. 11. Care of Clothing — Eeview mending; value of pressing and brush- ing; methods of storing; use of preventatives of household pests. 12. Hygiene of Clothing — Value of different textiles for warmth and ease of cleansing; suitability of clothing to occupation and climate. OUTLINE OF TWO YEABS' WOEK IN COOKING FOR THE DPI-ER GRADES. 1. Preliminary lessons. a. Kitchen equipment. Jj. Arrangement of utensils. c. Tables of measurements. 2. Potatoes — Composition and use iu body; methods of cooking. Exercise — Baked, creamed and stuffed potatoes and white sauce. 3. Cereals — Source and composition ; manufacture ; varieties and cost ; methods of cooking; degrees of heat used in cooking with water. Exercise — Oatmeal, commeal, graham mush, cracked wheat. 4. Corn Starch Pudding and other Prepared Starchy Foods — Starches as source of energy in the body; effect of heat; degrees of heat used in o\en cooking. Exercise — Corn starch pudding, creamed macaroni and tapioca pudding. •"). Cabbage and other Sugary Vegetables — Structure and composi- tion : value to body of raw and cooked vegetables ; methods of cooking. Exercise — Creamed or buttered cabbage, mashed turnips, stewed onions, vegetable salads, (i. Salad Plants — List plants used for salads ; value to body ; methods of cooking and serving; kinds and use of salad. Exercise — Salads of lettuce, celery and otlier vegetables, salad dressing, creamed cauliflower or asparagus. 95 7. Fruits — Classify; value to bodj'; effei't of heat and acid; prepara- tion of dried fruits; methods of cooking and serving. Exercise- — Cook apples or pears, cranl>erries and dried fruits, such as prunes, raisins, and dried apples. 8. Sugars — Source and manufacture; value to body; effect of heat and acids of fruits. Exercise — Cook sugary fruits; make candy. 9. Care of Kitchen — Methods of cleaning and ventilating; equip- ment necessary ; labor saving utensils. Exercise — Stove in school; visit well 'equipped home kitchen. 10. Eggs — Composition and value to body; effect of heat. Exercise — Soft and hard cooked eggs ; poached eggs and omelet.' 11. Milk and Cheese — Composition; care of milk; effect of heat; manufacture of cheese; value to body. Exercise — Cocoa, rennet, custards, milk soups, cheese dishes; visit dairy. 12. Meat — Structure and composition; use to body; kinds of meat and principal cuts with relative costs; care of meat; effect of heat and acid. Exercise — ^Visit meat market for cutting demonstration; cook meats by following methods: Broiling, stewing, baking; make meat soups. 13. Beans and Peas — Composition and use to body; effect of heat and acid. Exercise — Bake beans, cream peas. 14. Pats and Oils — Classify — J\[anufacture of butter; value to body; use as shortening and frying. Exercise — Broil bacon, try out suet, french salad dressing, fried potatoes. 15. Use of Ijeft-overs — Eeview classes of foods and methods of cooking. Exercise — Souffles, soups, salads and escalloped dishes. 16. Baking Powder Mixtures — Use ; effect of heat and moisture ; rela- tive number of eggs to amount of baking powder. Exercise — Pop-overs, muffins, simple cakes, biscuit. 17. Soda and Sour Milk or ]\Iolasses — Effect of acid and alkali and right proportions of each; proportions of flower and moisture in batters. Exercise — Corn bread, ginger and brown breads. 18. Yeast Bread — Value to body; growth of yeast plant; kinds of flour; methods of mixing and baking; scoring bread. 19. Preservation of Food — Danger of dust; use of agents to prevent food from spoiling; methods of preserving; drying; canning and use of acids. Exercise — ^Can fresh fruits, make jelly and marmalade. 20. Housekeeping — Care and furnishing of different rooms of house ; plan of house work. Exercise — Visit homes; sweeping, dusting; draw house plans. 96 21. Serving of Meal — Preparation of dining room; setting table; planning menu ; marketing ; coaking and serving meal ; clearing up after meal. Exercise — Prepare room; buy supplies; cook and serve meal; wash dishes and clean dining room. 22. Home Care of Sick — Room, bed, patient; emergencies; invalid cookerj'. Exercise — Use cot for demonstration or bed room in home; make bed; simjle bandaging; cook eggs, soups, beverages and other suitable dishes for invalids. Section F — What Can be Done in Domestic Science foe the One- E«OM CouNTEY School. In an attempt to make applicable to present day conditions, the study and practice of domestic science, the following outline is submitted for rural schools. It is believed, that if adopted, it will do much to unite the home and school through the stimulation of interest on the part of the parents in the school, and the practical carrying out by the pupil, both in the school and home, of the knowledge gained of the subject matter. The mother and father will, through the child, come into closer touch with the school, and the child will, by the constant application of the subject-matter of the course, be more likely to feel a living active interest in the most important subject bearing on her future life. As in. the case of manual training, the best method of teaching domes- tic science in the ungraded rural schools seems to be to employ a trained supervisor, who will be given charge of a number of schools. Under this plan the maximum number of schools visited each week will be twenty, averaging four per day. To secure this' result, a teaching period can be adopted of one and one-quarter hours duration, and ample time will be left to reach all the four schools each day. The regular teacher should give the hand work in the first four grades, and cooperate with the supervisor in the upper four. The supervisor should visit each school once during the week, teaching the regular lesson and outline for the regular teacher, the rest of the work for the week. However, realizing that the supervisor plan cannot be adopted for some time, this course has been so arranged that the regular teacher can introduce the subject- matter. The card system, as outlined below, is suggested as a simple and effective device in teaching the subject. The cards to be used should be approximately 7 by 9 inches, and of heavy paper suitable for such a pur- pose. The material to go on the cards is sufficiently indicated by the printed form as heretofore submitted. It should be understood that the work as itemized under the different headings, will vary with each phase of the work presented, and will extend simply over one week. The method of using the card is as follows: Each Friday the pupils will receive their cards, with a brief explanation from the teacher of the following week's assignment. The school work will consist of daily half-hourly periods, aggregating two and one-half hours per week. In 9? case there is no equipment in the school, the practice work must neces- sarily be done in the home, thus unifying the work of the two. At the time of assigning the week's work, suggestions can be made as to experi- ments to be carried on in the home, and the value of the work should be pointed out to the student. At each recitation following, new phases of the subject should be developed and a review held at the end of the week, at which time all work should be summarized and conclusion drawn as a result of it. At the time of signing the card, the parent should also indicate the amount of time spent by the pupil on the differ- ent phases of the work in the home. The plan submitted calls for daily exercises of one-half hour each, totaling two and one-half hours per week. It may be found that the time allowed for the course does not conform to the ground to be covered. If sufficient time is not available, the course can be extended over more than one year. Or it may be alternated by years or half years with some similar subject occupying the same amount of time in the curri- culum. If more time in school can be allowed, the supplemental lessons at the back can be used. Where time for actual work can be given in the school, some parts of the school lunch might be prepared by cooking classes, thereby serving a double purpose. Or to avoid using school hours for the preparation of the lunch, the work could be done either before the opening of the morning session or at recess, credit being given as in the case of home work. The credit given to the pupils shall be the equivalent of one-sixth of the total work for the year. One hour of laboratory work done in the home shall equal one-half hour done in the school, and hence work done in each place shall rank as one-twelfth of a year's credit. The value of the home work lies in the acceptance of responsibility by the pupil. In order to have this become effective, the work must be done regularly. It must also be repeated a sufficient number of times for the pupil to gain familiarity and skill in the doing. With the recog- nition on the part of the school of the value of intelligent, systematic and thorough work in the home by giving credit, the pupil should have an added appreciation of the meaning of the home as an institution, and a realization of the true worth of the processes carried on in the home. EQUIPMENT FOE COOKING. In some schools, cooking experiments may be carried out on the top of the heating stove. Two or three . dollars would then cover the cost of the utensils used. A dry goods box fixed by the boys in manual train- ing, with a shelf placed half way up inside may serve as a table and cupboard. On the top of this box a one-burner coal oil or alcohol stove could be placed. This, with a small portable oven, would be sufficient for the cooking of many foods. A shelf which could be fastened by hinges to the wall for additional table room, might be lowered when not in use. Boards could be placed on top of the seats or supported by carpenter's horses for table use. These could be stored away when not —7 B 98 needed. Where it is possible, a separate room with individual equipment should be installed, as the efficiency of the work depends upon adequate equipment as well as upon the teacher. The utensils needed in addition to table and stove are as follows : ESSENTIALS. 1 measuring cup. 1 tablespoon. 2 teaspoons. . 1 paring knife. 1 ease knife. 1 fork. 1 dish pan. 1 rinsing pan. 1 strainer. 1 bowl. 1 plate, tea towels. 1 stew pan. 1 kettle with lid. dust clothes. 1 skillet. 1 baking cup. DESIRABLES. 1 granite pan. 1 wooden spoon. 1 spatula. 1 double boiler. 1 baking pan. 1 pie pan. All of the utensils may be contributed by the homes in the com- munity, or the essential ones be purchased for the use of the school. Those that are used only occasionally may be brought by the pupils for the time needed. In some places the materials for cooking are fur- nished by the children for the school lunch, so that the cost of main- tenance is very small. The equipment and materials for sewing can be furnished by the punils. For the general work in housekeeping, dust clothes can be made by the sewing class. DoU houses and furniture made by the boys are valuable in illustrating the lessons on the house, its use and care; how- ever, the work here outlined in food, clothing and the house, can be carried on without any equipment with the exception of a few utensils the teachers will occasionally use in demonstration. The outline of the work for the rural schools is divided into three main classes, that of clothing, food and the house. Any one of which may be presented first. As sewing requires so little equipment when introduced, and requires less re-arrangement of the school program, it has been placed first. The correlation of cooking with physiology is so close that it is placed in the course at the same time with that of physi- ology. The subject of the house being more general in nature, would therefore come at the close of the course. Before the plan of using the home for practice work is introduced, the teacher should visit each home the opening week of school, explaining the use of the cards, and endeavor to secure the cooperation of the parents. In the outline the sub-topics under the letters a, b, c, d and e, approx- imately divide the week's work into days. The outline is more definite as to each day's topic under the subject of clothing as more of the actual 99 worlf will probably be carried on in the school. T."lie development of the subject matter will then depend upon the age and skill of the pupils. There will also be more practice and less time devoted to discussion than in food and the house. I — OLOTIIING. 1. Clothing — If hand work has been taught in the earlier classes, the pupil will have a knowledge of the use of tools, correct method of holding cloth, correct position of body, the forms of the simpler stitches and the process of weaving. However, if the pupil has not had previous instruction in the school but has been taught at home, she could receive credit for as much as she has done correctly. a. Use of tools; use of thimble; method of holding scissors, threading needle, knotting of thread. b. Position of body and method of holding cloth. c. Practice basting and back stitch. d and e. Apply to making of sewing bag; materials already cut by teacher. 2. a. Story of cotton plant. b. Eunning and hemming stitch, c, d and e. Apply stitches and finish sewing bag. 3. Tea towels or dust cloths. a. Weave of cotton cloth. b. Method of washing cotton material. c. Hemming stitch. d and e. Make tea towels or dust cloths for home or school. 4, 5 and 6. Apron, plain. a. Size and shape. b. Cut out apron. c. Half back stitch ; over handing and gathering, d and e. Make apron for three weeks. 7. Sew on buttons and make button holes. a and b. Sew button on apron or garment from home, c, d and e. Make button hole in apron or garment from home. 8. Patching. a and b. Hemming; use sample of gingham, c, d and e. Patch garment from home. 9. i)aming. a and b. Use scrim across hole and follow threads. c, d and e. Dam stocking. 10. Care of clothing. a. Laundering; kinds of cloth that can be laundered; effect of soap; hard and soft water; boiling; launder tea towels or dust cloths. b. Taking out stains, grass, ink or rust. c. Pressing and brushing, d and e. Mending and storing. ICO II — FOOD. 11. General discussion of foods. a. Classes of foods; starches and sugars; animal foods; fats and oils; mineral salts and water; based upon work in physiology, b and c. Tables of weights and measurements used in kitchen. d. Care of food. e. Storing of foods. 13. Cereals. a. Use in body. b. Methods of cooking. e. Cook oatmeal, eornmeal and graham mush. d. Kind of breakfast cereals; compare cost. e. Different methods of serving; use for school lunch. 13. Eice, potatoes, and macaroni. a. How to cook starches and why. b. Eice polished and unpolished; method of cooking. c. Macaroni; American and foreign method of cooking. d. Potatoes, Irish and sweet; method of cooking. e. Combination with other foods as, milk, cheese and toma- toes. 14. Batters. a. Use of soda and sour milk. Make corn bread. b. Use of baking powder. Make muffins. c. Proportion of flour to moisture. d. Make biscuit. e. Eeview starchy foods. 16. Bread. a. Growth of yeast plant. b. Kinds of flour. c. Methods of making light bread. d. Bake bread. e. Score bread. 16. Winter vegetables. a. Fame and classify; value to body. b. Methods of cooking. c. Cook turnips, cabbage or onions. d. Make salad of some winter vegetables. e. Make vegetable soups. 17. Fruit; winter and dried. a. List of food and acid fruits. b. Methods of storing. c. Cook apples, cranberries and raisins. d. Soak and cook prunes and dried apples. e. Make fruit salads. 101 18. Sugar. a. Kinds and methods of manufacture. b. Use to body; danger of excess. c. Making of candy; stirred and pulled. . d and e. Substitute for candy, such as sweet fruits. 19. Pats and oils. a. Use in body and kinds. b. Use of butter substitutes. c and d. Butter making; visit home of good butter maker for demonstration, e. Salad dressings. 20. Eggs and milk. a. Use in body. b. Meat substitute; cook eggs. e. Care of milk; effect of heat upon milk. d. Make rennet and cottage cheese. e. Combinations; custards, sauces and soups. 21. Meat and poultry. a. Use in body. b. Cuts of meat. c. Methods of cooking; boiling, baking and soups, d and e. Cleaning and cooking chicken. 22. Legumes and nuts. a. Value of legumes to the body, and methods of cooking. b. Cook dried beans; lima beans. c. Value of nuts to the body. d. Method of using in meals. e. Make salads, sandwiches, and nut rolls. 23. Simple desserts. a. Value in menu ; use of light dessert after heavy meal. b. Make lemon gelatine ; fruit and other gelatines. 0. BaJce apples and pears; baked apple sauce. d. Bread and rice pudding. e. Custards. 24. Breakfast dishes. n. Plan menu; serving of meal. b. Pruit; value in menu, and cooking. c. Eeview cereals. d. Cook materials best adapted for breakfast. e. Beverages. 25. Dinner. a. Plan and serving. b. Eeview meats. c. Eeview vegetables and salads. d. Select dessert; cook and serve. e. Clearing of table; dish washing; care of dining room. 102 26. Supper. a. Plan and serve. b. Eeview soupSj vegetables. e. Eeview of meat substitutes. d. Eeview rice, commeal and graham mush. e. Put kitchen and dining room in order for night; make preparations for morning. 27. Poultry and home garden. a. Discuss poultry house and plans. b. Equipment of same. e. Proper food and care of poultry, d and e. After study of seed catalogues plan garden and other seeds. Ill HOUSE. 28. House and surroundings — General discussion. a. Talk on home; need of study of home. b. Situation of house; relations to yard, barn and other buildings; road and garden. c. Best placing of house as to point of compass, winds and sunshine. d. General plan of house; relations and use of different rooms. e. Visit well planned house and study plans. 99. Living room. a. Furniture necessary. b. Arrangement and care of room. c. Sweeping; also apply to school room. d. Dusting; also apply to school room. G. Ventilation; also apply to school room. 30. Bedroom. a. Furniture necessary. b. Covering for floor and walls. e. Making of bed. d. Care of clothing. e. Ventilation. 31. Dining room. a. Furniture; kinds and arrangement. b. Floor and wall covering. c. Setting the table. d. Clearing up table. e. Care of silverware, linen and china. 32. Kitchen, pantry and dairy. a. Size, lighting and ventilation. b. Wall and floor covering. c. Equipment and arrangement. d. Care of utensils. e. Best methods of dishwashing: disposal of kitchen wastes. 103 33. Cellar, garret and other store rooms. a. Danger of dampness and necessity for good ventilation. b. Storing of winter vegetables and winter fruit. c. Clean and arrange garret or store room. d. Method of storing. e. Use of preventives of household pests. 34. Surroundings of house. a. Eake and clean yard. b. Clean chicken house. c. Prepare flower garden for spring work, d and e. Prepare vegetable garden. 35. Spring vegetables and fruits. a. Value of fresh vegetables. b. Make salad. c. Value of fresh fruit. d and e. Can fruit; such as rhubarb. 36. Plan and preparation of school picnic. a. Foods in right proportion. b. Appropriate foods. c. Plan menu. (1 and e. Prepare and serve picnic. (Bach pupil prepare for the picnic some food whicli she has cooked unusually well dxiring the }'ear.) Supplementary lessons; to be used in addition to regular when time allows or for second 3'ear work. I CLOTHING. 1. Use simple stitches in child's skirt; marble or pencil bag; needle book; pincushion; make curtains for school room. 2. Apply ornamental stitches as feather stitching to apron or skirt; hemstitching to handkerchief. II FOOD. Beverages, coffee, cocoa, tea; invalid cookery; simple cakes. Use additional recipes to illustrate the cooking of cereals, vegetables, fruits and meats. Serve school lunch by group of students. Ill THE HOUSE. Draw house plans; study catalogues of furniture for houses, choosing good designs ; good taste in furniture ; methods of lighting and heating ; care of lamps and gas globes. EEPEEENCE BOOKS LISTED IN ORDER OF IMPORTANC]':. 1. Farmers' Bulletins. 2. Elements of the Theory and Practice of Cookery — ^Williams and Fisher. 3. Handbook of Domestic Science and Household Arts — Wilson. 4. Belding's Sewing Book. 104 5. Text Book in Sewing — Workman. G. Textiles and Clothing — Watson. 7. Bacteria, Yeast and Moulds in the Home — Conn. 8. Dust and Its Dangers — Prudden. 9. Freehand Cooking on Scientific Principles — Bulletin published by American School of Home Economies, Chicago. 10. Food and Dietetics — Hutchinson. Section G — A Course in Manual Teaining for a Well Equipped Four- Year High School. This general title covers two quite distinct recommendations : first, work in manual training and drawing which should be taken in part or whole by every boy; second, vocational studies, which, although open to all, are primarily designed for boys with special aptitudes or those placed in circumstances which render the opportunity to take such a course especially desirable. I. A general course in manual training and drawing, including a year each in woodworking, mechanical drawing, freehand drawing and metalworking. outline of a one-tear course in woodworking foe high schools. This course is intended to occupy 180 hours — five 60 minute periods a week for 36 weeks, and presupposes that pupils have taken a 60-hour course in the grammar school before entering. Group. Processes. Problems. I— Review of the fundamental tool pro- cesses taught in the grammar school. Saw, plane, chisel, and laying out tools. Grooved joints and halving. II — More exact work in planing to make a glue joint. HI — Construction by me^ns of mortise and tenon joint. IV— Construction involving the miter joint. V— Construction involving the dove- tail joint. VI — Construction involving the panel. VII — Wood tiu'ning. Note— This group may be omitted or may be substituted for a part of V and VI. .Measuring, squaring, gauging, sawing, boring, chiseling, rules for planing, sharpening tools, planing cylinder, use of screws and nails, carving, fin- ishing. Flaring joints, gluing, clamping, sur- facing, sandpapering. Laying out duplicat-e parts, cutting mortise, testing mortise, sawing tenon, gluing and clamping, scrap- ing, finishing. Designing a frame for a given picture, planing parallel edges and sides in the construction of a miter-box, rab- beting, sawing the miter-bo3?, lay- ing-out and cutting a brace. Laying out and cutting dovetails, planing comers, inlaying finishing. Planing, fitting, gluing, clamping, putting on hinges, finishing. Spindle turning-cylinder, cone, con- vex curve, concave curve, com- pound curve; turning on face-plate, chuck-turning, finishing and polish- ing in the lathe. Bench-hook, specimens of wood for museum, book- rack, nail-box, tool-box, towel-roUer. Drawing-board, T square. Taboret, book shelves in- volving keyed construc- tion, stool, seat. Framing a picture, bracket. Tool-chest, treasiu-e-box, box for drawing instru- ments, book slides. Screens, cabinet, book- case, desk. Practice exercise, spool box with cover, legs for a stool, tray, Indian clubs, rosette, tool handle, mallet, circular picture frame. 105 SUGGESTIVE TREATMENT OF PROBLEMS. Problem. Related drawing and design. Relation to other achool subjects. Relation to Industry. Bench-hook. ipeoimen of wood for wood. Book-rack. Towel-roller. Drawing-board. T square. Stool. Working drawing to be made, or working draw- ing given to work Irom. Working drawing. Design freehand the con- tour of end and base make design for ends make working drawinj? to scale and full size drawing of end, study of color of finish. Working drawing. (Design may be made for back and ends.) Working drawing. Working drawing. Freehand sketch, con- structive design, fol- lowed by woi king draw- ing. Botany— Study of pine tree , how trees grow, sa p wood and heart wood. Botany— Study of selected trees, characteristics of different woods, classi- fleation of woods. Geometry — To inscribe an octagon in a square. Botany— Study of annular rings in wood. Botany — Porous woods and close-grained woods —Ash and maple, for example. Botany— Study of medul- lary rays in wood. Lumbering— Log^ng, sawing, seasoning. Manufacture of nails — Process, sizes. Forestry — Geographical distribution of vari- eties, trees studied, tree planting. Furniture making- Selection of wood with reference to cost, ease in working, dur- ability, finishir^. Manufacture of sand- paper—How made, grades. -Manufacture of screws^ How screws are made, Irind of screws for wood, sizes. Cabinet-making— Selec- tion and use of wood with referencft to shrinkage and warp- ing. Manufacture of glue— What glue comes from and bow refined. instrument making — Seclection ol woods for smoothness and for holding of stiape. ilillwork— Quarter-saw- ing. OUTLINE OF A ONE-YEAR COURSE IN MECHANICAL DRAWING FOR HIGH SCHOOLS (180 HOURS.) Group. Problems. Relation to Other Subjects. Relation to Industry. I— Straight lines, u ments, use oi T square and triangles in drawing horizontal, vertical and inclined lines; use of ruling pen; conventional lines; freehand work- ing sketches. II— Circles— Use of com- passes, use of center lines, cross-liatclung sections. Ill— Tangents— Finding centers and points of tangenoy. Rectangular frame, ti ian- eular frame, try-squarC; Bracket. Box. Bench-hook. Ring, circular picture frame, flower pot, cylin- der bead, circular box. Torus, gland, crank, face- plate, bearing, link. Geometry— Straight line determined by two points or one point and a direction; division of right angle into halves and thirds. Geometry. Geometry— A tangent to a circle is perpendicular to a radius at the point of tangenoy. Drafting— Practical methods of drawing straight lines and an- gles of, 90°, 60°, '.0°, 45°; woodworking. Woodturning. Manufacture of engines and machinery. 106 Outline of a One-Year Course in Mechanical Drawing for High Schools — ISO Hours — Concluded. Group. Problems. Relation to Other Subjects. Relation to Industry. IV — Planes of projection- projecting to horizon- tal and vertical planes ; revolution of planes construction geomet^ ric figures. V — Revolution of Solids — (a) Two views of ob- ject with sides par- allel to planes of projection. (b) Ditto, object tip- ped to a given angle with the horizontal plane. (c) Ditto, object tip ped to a given angle with the vertical ?lane. Ditto, object tip ped to given angles with both planes VI — Developments — (a) Prism. (b) Cylinder, (li) Pyramid. (d) Cone. VII — Intersections — (a) Centers in the same plane. (b) Centers in dif- ferent planes. VIII — Lettering empha- sia on— (a) Placing. (b) Form. (0) Slant. (d) Spacing. (e) Stroke. IX— Working, drawings, furniture. X— Working, drawings, machine part. XI — Building plan, floor plans and elevations, or perspectives. Rectangular prism, octag- onal prism, hexagonal prism, pentagonal p>ra- mid, triangular pyra- mid. Cube, cross, angle block, square pyiamid, rec- tangular prism, trian- gular prism. Prism cut by a plane; cylinder cut by a plane Funnel pan. Cylinder cut by a prism- Two cylinders of dif- ferent diameters inter- secting; sphere cut by a prism. Gothic alphabet and fig- ures; texts in freehand, hairline, gothic, stump writii^. Towel-roller, table, stool, screen, cabinet Wrench, pulley, coupling pillow, block. Summer cottage, railway station, small suburban bouse. Geometry— Construction of hexagon, octagon and pentagon; descriptive geometrj -revolution of planes and points. Descriptive geometry- revolution of solids. Analytic geometry — con- struction of ellipse, plot- ting curves. Analytic geometry — plot- ting curves. Design— Study of compo- sition. Woodworking. Machine tool work. Freehand drawing. Dralting— Practical methods of construc- ting octagon and hex- agon having given a side or the diagonal, or the diameter. \rehitectmal and en- gineering diafting TiDBmithing— pattern drafting. Cornice making— Pat- terns for intersecting parts. Commercial designing- Drafting. Furniture designingand manufacturing. Manufacture of machin- ery. Architecture — Building 107 OUTLINE OF A ONE-yHAR HIGH SCHOOL COUESE IN FKEEllAN'D DRAWING (180 HOURS.) I. Eepresentation, (a) (Jolor; (b) Mass; (c) Line— 1. Purpose, (a) better acquaintance with nature; (b) concep- tion of things as wholes; (c) ability to see proportion. 2. Method, (a) silhouettes, — landscape, figure, still life; (b) two-tone drawings from cast; (c) details from nature — trees, plants, still life, figure. Media — Charcoal, water coloring wash, pencil. 3. Eelation to other subjects, botany — study of plants. 4. Eelation to industry, bookmaking, illustration. Textiles. II. Design, (a) Color; (b) Mass; (c) Line — 1. Purpose, (a) appreciation of beauty in spacing line, tone and hue; (b) cultivation of sense of fitness with refer- ence to material and use of object; (c) skill in combining colors ; (d) to give definite concepts and names for them ; (e) experience in the use of pigments. 2. Method, (a) play with pure pigment; (b) study of hue, value of intensity; (c) color nomenclature; (d) analysis of color. 3. Eelation to other subjects, — Pottery — working designs; woodworking — working designs; metal working — work- ing designs; leather working; physics — spectrum. 4. Eelation to industry, — Architecture, (a) furniture making ; (b) use of metal; (c) leather; (d) tiling. OUTLINE OF ONE-YEAR HIGH SCHOOL COURSE IN METAL WORKING (180 HOURS.) I. Chipping and filing- — 1. Process, chipping a block of metal with cold chisel and ham- mer, filing the same, testing; tool dressing. 2. Problem, chipping block (cast iron) ; door key (brass) ; wrench (malleable iron); escutcheon (brass or steel). 3. Eelation to other subjects, — Drawing — working drawing of exercises, design for escutcheon and key; Metallurgy — properties of cast iron, malleable iron, steel and brass. 4. Eelation to industry — ]\Iining — getting the ore, geographical distribution, smelting, ]:eflning; locksmithing — mech- anism of lock; toolmaking. ] 1 . Fitting— 1. Processes — Drilling, filing, fitting, riveting, finishing. 2. Problems — Hinge (brass or steel) ; calipers (steel) ; divi- ders (steel). 3. Eelation to other subjects — Drawing— designs for hinge, working drawing of callipers and dividers ; metallurgy — process of making steel. 4. Eelation to industry — Steel making — Besemer and other processes; tool making. 108 III. Bending — 1. Processes — Bending while cold, drilling, riveting, punch- ing. 2. Problem — Bracket, lantern, lamp base. 3. Eelation to other subjects — Drawing — designing lantern, bracket, lamp base. 4. Relation to industry — Wrought metal work. IV. Soldering — 1. Processes — Pattern cutting, bending, folding, wiring, sol- dering. 2. Problem — Pipe, cookie cutter, tincup, funnel, pail, sconce. 3. Eelation to other subjects — ^Drawing — application of problems in developments of surface; metallurgy — ^tin. 4. Eelation to industry — Tinsmithing and cornice making; mining — tin producing. V. Beating and Eaising — 1. Processes — Sawing, beating, drilling, filing and polishing copper; beating up a copper bowl; hard and soft solder- ing; repousse; coloring by heat and chemicals; etching; annealing. 2. Problem — Escutcheon, finger plate, box with design in re- pousse on cover, bowl, ink pot. 3. Eelation to other subjects — Drawings — designs for objects made ; metallurgy' — copper. 4. Eelation to industry — Copper smithing; mining — produ- cing sheet copper; jewelry. VI. Turning — ■ 1. Processes — Hand-tool turning, filing in lathe, polishing in lathe, thread cutting with tap and dye, drilling, harden- ing and tempering, annealing. 2. Problem — Plumb-bob, hammer. 3. Eelation to other subjects — Drawing — working drawings. 4. Eelation to industry — Tool making. VII. Spinning — 1. Processes — Cutting templet, turning form in wood to fit templet, spinning zinc, Britannia metal and copper, polishing, lacquering. 2. Problem — Tray, bowl, box with cover, canopy for gas or electric fixture. 3. Eelation to other subjects — Drawings — designs for ob- jects; metallurgy — zinc, Britannia metal. 4. Eelation to industry — Metal spinning, gas and electric fixture making. The largest and best equipped high schools should be able to offer all these courses; the smaller and weaker would offer one or more as their equipment and teaching force might warrant. The courses outlined above presuppose grammar school training in woodwork, but by slight changes, the course could be adapted to the needs of students who have had no previous training in woodwork. Some schools may choose to re- 109 verse the order in the work of the last two years, and perhaps some will prefer to combine the drawing and shopwork throughout, giving certain days of each week to one and certain days to the other. VOCATIONAL STUDIES rOE HIGH SCHOOLS. It is believed that many boys, who now either do not continue their studies beyond the grades or drop out of high school without completing a four-year course, might be retained for a longer period, if not for the full four years, if an addition to the usual courses (scientific, literary, etc.) there were offered a course containing a considerable proportion (approximately one-fourth) of studies of a more or less distinctly voca- tional character. Such a course would be in harmony with the claim which is made for the high school, that it is the people's college. As such it should fit its graduates as fully as possible for the activities of the communities in which they are to dwell. Lines of study suggested by the building trades would seem the most feasible as well as the most profitable. For the vocational studies of such a course, the following are suggested : First Year — Mechanical drawing and woodwork. Second Year — Freehand drawing and metalwork. Third Year — Architectural drawing, carpentry and cabinet making. Fourth Year — Architectural drawing, cement construction, brick and plaster work, applied electricity. Where the teacher is able to give the course profitably, blacksmithing should be introduced iu the second or fourth year, and reference made to repair of farm machinery at points where it is appropriate. In addi- tion to the technical courses, there should be work in mathematics, Eng- lish, industrial history, commercial geography, and such other general studies as those in charge may determine. Many boys will wish to take the courses of the first and second years in one year, and this is entirely feasible. The work of the third and fourth years can be given in alternate years, or can be condensed into one. This enables a student to cover the vocational studies of the entire course in two years. Thus from the material suggested for this voca- tional course, there could be formed a four-year course as outlined above, a three-year course, or one requiring but two years. The latter plan will prove advantageous in many schools. Some schools may wish to combine the vocational course and that in agriculture, choosing certain topics from each. The work of the third and fourth years can be varied in different towns where, a dominant industry renders the adaptation of the course to its needs desirable high schools near one another can co- operate in securing a thoroughly trained teacher, as is already the prac- tice in some parts of the State. Every high school should have a teacher of drawing. The course in wood and metal follow in general the same lines as those given for other high school pupils, and the same may be said in regard to the drawing of the first two years. 110 OUTLINE OF THE VOCATIONAL WORK OF THE THIRD YEAR. 1. Carpentry (to occupy two-thirds of the year) — Laying out lines for foundation of building. Study of foundations. Leveling up. Sills— Purpose of, various forms of. Joists and floors: Corner posts and studding. Opening for windows and doors. Plates and cornice. Kafters — Laying out, common, hip, valley. Jack. Siding, roofing, lathing, etc. Simple barn and outhouse frames. Various forms of bam frames. House frames. 2. Cabinet Making (to occupy one-third of year) — Make one or more pieces of furniture involving mortise and tenon construction and finish the same in an artistic and durable manner. 3. Architectural Drawing. (See fourth year.) OUTLINE OF THE VOCATIONAL WORK OF THE FOURTH YEAR. 1. Cement Construction — The use of cement as a building material is of rapidly growing importance. Although Icnown and used for cen- turies, there has been in recent years a marvelous extension in its field of application. Its consequent importance as a building material, the ease with which a practical acquaintance can be obtained, and the sim- plicity and inexpensiveness of the materials required, render this an appropriate subject for high school instruction. The course in cement construction includes an historical sketch, cover- ing the use of concrete as a building material in different ages and lands. The purposes for which cement construction may be used, tools, kinds of cement, aggregates, theory of proportion, method of mixture (by hand and by machinery), method of placing, properties, adaptability and value of various forms, simple moulds, sidewalks, floors, steps, curbs, foot- ings and foundations, piers, dams, fence posts and the like, simple rein- forced work. 2. Briehlan/ing and Plastering — ^An historical sketch of masonry and its materials. Tools for bricklaying and method of using them, materials, methods of mixing and spreading mortar, cutting brick, different bonds, straight walls of different thicknesses, angles, intersections, piers, arches, chim- neys, pointing, blocking, toothing, setting brick about openings. Tools for plastering, preparation of mortar, lathing, putting on various coats. 3. Applied Electricity — This course presupposes a year of physics with laboratory work. It continues the theoretical study of electricity, and gives familiarity with some of its common practical applications. The theoretical part includes the study of the following topics : Ill I. Electric currents — direct and alternating, constant current sys- tems, constant voltage systems. II. Eesistauce — olnnie resistance witli study of conductors and insu- lators; inductive resistance with study of coils. III. Magnetism — induced and electro. IV. Generation of electricity — direct batteries for open circuit or closed circuit, storage, dynamos, constant current, constant voltage, power and lighting. A similar series of topics should be studied in con- nection with the alternating .current. Study of motors. This theoretical work should be accompanied or followed by- the fol- lowing applications: Door bells, the telegraph, the telephone, wiring, switches, fuses and cut-outs, protection from lightning, care of batteries, rheostats, operation of motors, electric ignition of gas engines, electric plating, electric light plants, various kinds of electric lights. 4. Architectural Drawing — The aim of this course is not to train architects but to teach high school boys the principles of building con- struction and the practical method of drafting plans of small frame, brick, or cement buildings. A prerequisite of at least half of the course in mechanical drawing should be required. 1. Make plans for a shed, garage, boat house, or other one story building, without chimney or cellar, and unfinished inside. a. Floor plan. b. Elevations, two or more. c. Details of roof, windows, and doors. 2. Make a set of drawings for a summer cottage, a barn, or other structure with chimney and cellar and partly finished inside with slieathing. a. Floor plans. b. Elevations, four if needed. c. Details of foundations, framing, chimnev. stairways, windows and interior fixtures. 3. Make set of plans for a suburban home with modern conveniences. a. Floor plans. b. Elevations, four. c. Details of foundations, framing, fireplace, cornice, stairway, special windows and doors, cupboards, and other interior fixtures. Indicate plumbing and electric lights. d. Study of specifications. 4. In connection with the work outlined above, lectures should be given on foundation, framing, sanitation, lightintr. heating, finishing, furnishing, specifications and cost. It is not necessary that every pupil in the class should make each drawing in all three sets of plans in order to secure the chief benefits of the course. But every pupil should make the most fundamental ones, and the class should complete the sets, checking- details of each others drawings. In a large class, several buildings of same type may be made. If desired, the whole course may take the form of a group of modern farm buildings. 112 Section H — A Couksb of Study in Manual Tkaining fok the Graded Schools. The following tentative definitions are presented to meet existing conditions. The aim of the definitions is to formulate attainable stand- ards for all elementary schools of the State where a reasonable allowance of time is given to the manual arts and teachers with normal school or equivalent training inadequate for ideal conditions, it is intended that they should stimulate efforts to make conditions more and more nearly ideal. Considering the present unorganized condition of work in the manual arts in the elementary schools of the State, the conflict of opinions con- cerning the details of such work, and the large percentage of yearly change in the teaching force, it seems undesirable to define courses by years. Moreover, it is believed tliat such action is not necessary in order to gain many of the best results from the manual arts in schools. The course outlined should be flexible enough to suit a variety of school condi- tions, yet call for definite standards of attainment. The four standards defined below are intended to be sufficiently de- finite, flexible enough to meet a wide variety of conditions, and in harmony with known laws of child development and present ideals con- cerning the aim of education, both as to culture and vocation. Each of these standards indicates what every child should have gained at a cer- tain period in school work. The four periods correspond roughly to the ends of the second, fourth, sixth and the eighth years in school, but this general correspondence to grades is unimportant, because the standard attained in the manual arts is not so much dependent upon the number of years in school, or attainments in other school subjects, as upon the materials provided, the time allowed for handwork, and the skill of hand and teaching power of the person who gives the instruction. The four definitions include work in the five main divisions of the manual arts; the graphic arts, the plastic arts, the mechanical arts, the textile arts and the book-making arts. The definitions deal first of all with work to be done with the hands, but they also include facts that should be learned concerning, (a) industrial material, as paper, clay, wood, metals, etc.; (b) industrial processes, as paper-making, lumber- ing,- milling, bookmaliing, mining, refining metals, etc.; (c) practical mathematics, as properties of geometric figures," computation of areas, practical work in fractions, etc., and (d) principles of art as applied to industry. standard i— end of second grade. In this standard the manual arts are regarded as a method of teaching fully as much as a subject, and for this reason the difinition should be interpreted in terms of expression more than in terms of skill or tech- nique. To meet the requirements of this standard a pupil should understand and have power to do the following: 1. Nature Drawing and Color — Crayon or water-color. 113 (a) Eepresent tree, leaf, seed-pod, and spray in mass showing the mam characteristics of form and color. (b) Paint landscape in flat washes, showing sky and ground, and relative sizes of trees or other objects near and far away. 2. Modeling cmd Ohject Drawing — Clay and crayon. (a) Model and then draw apple, pear, orange, bowl, box, etc. 3. Illtistrative Drawing and Modeling — Charcoal or crayon, chalk, and clay. (a) Illustrate stories, days of week, months of the year, or some local or historic event. Criticise with reference to expressing the idea, show- ing action, relative sizes of obects shown, and pleasing arrangement. 4. Construction Work — Paper, clay, sticks, string, yarn, sand and any other available or needed material. (a) Make word-book, picture-book, house, picture-frame, calendar, blotter, box, also table, chair and other pieces of doll furniture made of paper by folding horizontally and vertically, cutting and pasting. Weave small rug. Christmas and other celebration days of the year should provide the motive for much of this work. (b) Work out with other pupils, such community problems as a furnished doll house, a theatre with scenery and play, an Indian or Esquimo village. (c) Know name of square, diagonal, circle, where clay is obtained. 5. Design — Paper, clay, crayon. (a) Arrange units in border, by repetition, by alternation, studying spacing. Apply in the construction work and modeling. STANDARD II — END OF FOUETH GRADE. While the manual arts in this standard may still be regarded as largely a method of teaching other subjects, they now take on more definitely the functions of a subject of instruction, and on that account the defini- tion places more emphasis on technique. To meet the requirements of this standard a pupil must understand and have power to do the following: 1. Nature Drawing and Color — Pencil, crayon and water-color. (a) Draw plants, trees, grasses, sprays, in outline, in mass and in color, showing growth as well as shape and proportion. (b) Draw landscapes showing houses, rivers and roads in proper perspective and grouping. (c) Draw boy, girl, bird, dog or other animal. (d) Know names of standard colors and be able roughly to classify values in these colors. 2. Ohject Drawing — Pencil or crayon. (a) Draw a cylinder, a cone, a vase, half an orange and half an apple, illustrating foreshortened circle; also draw box, book and other straight-line objects. (b) Know names of cube, sphere, semi-circle, hemisphere, cone and ellipse. — 8 E 114 3. Illustrative Drawing and Modeling — ^Crayon and clay. (a) Illustrate stories, or pupils own composition work. Criticise with reference to expressing ideas, action, perspective and composition. Study pictures for suggestions. 4. Construction Work — Paper, cloth, cardboard, strawboard, thread, etc., for box-making and book-making, and reeds and raffia for basketry. (a) Make rectangular boxes with detached and with hinged covers from cardboard. (b) Make one-section book bound in thin boards with cloth hinges; make loose-leaf book with board covers bound by lacing. (c) Make calendars, blotter pads, envelopes, portfolios and other gift objects for Christmas and other celebration days. (d) Make mats and small baskets with reeds and raffia. (e) Work out, with other pupils, such community problems on the sand-table as a farm, a town, or a scene from a story. (f) Know cylinder, prisms, source of reeds and raffia, how paper is made. 5. Lettering — Pencil and crayon. (a) Print name, motto, and title page in plain, upright, Gothic capital letters. 6. Design — Pencil, crayon, and water-colors. (a) Design borders, corners, title pages, head pieces, box covers, mats, etc., the units to be taken from nature, historic and geometric forms. Consider appropriateness of units. Study spacing, balance and color. Apply in construction work. STANDAED III — END OF SIXTH GRADE. In this standard emphasis is given to technique and to the scientific, mathematical and art principles connected with or applied in the hand- work. To meet the requirements of this standard a pupil must understand and have power to do what is outlined under A, and one of the two divi- sions under B, in the following: In the case of a girl, the course in sewing outlined elsewhere may be substituted for B. (It is believed that all the work under B is desirable for every pupil and that where suffi- cient time is available both should be taught). A. Required of all Pupils — • 1. Freehand Drawing — Pencil or crayon. (a) Draw from still life, expressing values of dark and light in flat tones, and call attention to principles of perspective. (b) Draw plants, sprays, flowers, birds, giving attention to fore- shortening, to truthful representation of shapes, and to arranging within given places. 2. Lettering — Pencil or crayon. (a) Study upright Gothic alphabet with reference to form and spacing. Apply in book-making and mechanical drawing. 3. Color — Water color. (a) Study color values and simple harmonies. Apply in book- making. 115 4. Book-making and Design — Paper, strawboard, cloth, thread, pen- cil, water-color. (a) Make Japanese book with reverse fold; design cover. (b) Make postcard album bound in boards, with cloth hinge and paper sides and- lining; make cover design. B. One of the two following required: 1. Glay-ivorh and Design — Clay, modeling tools, drawing paper, pen- cil. (a) Design and model a tile (square, round or oblong) with pattern in low relief. (b) Model milkweed pods, or acorn and oak leaf, or fruit, or vege- table from nature. (c) From working drawing, model architectural forms, such as Egyptian pylon, Eoman arch, Doric capital. (d) From drawing or cast, model a lotu& bud, lotusi blossom, antbi'- mion, or fleur-de-lis. (e) By the coil method build a low bowl, tray, or saucer, from form cut out of paper. (f) Build flower pot, fern box, or inkstand from drawing. (g) Design, build and decorate vase of jar. (h) Know source and use of historic forms modeled, also process of firing pottery. 2. Light Woodwork (Whittling) and Drawing — Knife, try-square, rule, pencil and pad of paper with one square corner. Basswood % inch, 3/16 inch and % inch thick; pine 1 inch thick. (a) Long cut, straight lines. Make drawing of pencil sharpener, strop, paint stirrer, scraper, or file cleaner, and then cut it out of thin wood. Finish suitably. (b) Notching. Draw hoe-cleaner, fish-stringer, fishline-winder, dart or loom and cut out of thin wood. Finish. (c) Convex cut. Draw key label, modeling board-scraper, or ellipti- cal match-strike, and cut out of thin wood. Finish suitably. (d) Concave curve, ifake stirring stick, pencil-sharpener, yarn- winder, or photograph holder out of thin wood. (e) Construction. Make bracket shelf, box, pen-rack, or doll's bed out of thin wood. (f ) Make working dij.wing and then ^-ut out of thick wood a tipcat, a wedge, a tent-peg, or a flower-stick. (g) Modeling. Whittle out of thick wood, a kite-line reel, a knife- sharpener, a fishing-bob, a tool-handle, or an arrow. (h) Construct a windmill or a "circus boy" weather-vane from given drawing. (i) Know how to draw a hexagon, an octagon, a circle or given ra- dius tangent to two perpendicular straight lines. STANDARD IV — END OP EIGHTH GRADE. In this standard special emphasis is placed on technique, skill and knowledge of the processes and materials of industry. 116 To meet the requirements of this standard a pupil must understand and have power to do what is outlined under A, and if a boy, also what is outlined under B. Instead of B, a girl will meet the requirements outlined elsewhere in domestic science. A. Required of all Pupils — 1. Freehand Drawing — Pencil and ink, charcoal or water-color. (a) Drawing from still life and buildings, giving special attention to principles of perspective and representation by means of light and shade. (b) Draw sprays, flowers, trees, birds, etc., giving emphasis to the technique of rendering. 2. Design, and Color — Pencil and water-color. (a) Make conventional units of ornament, study structure of orna- ment, and make designs for stenciling and needlework. B. Required of Boys. {Elective for Girls) — 1. Mechamcal Drawing — Dtawing-board, T square, triangles, scale, pencil, compass, paper. (a) Lettering, simple freehand Gothic capital letters. Study stroke, spacing and form. Apply in freehand working sketches and titles of mechanical drawings. (b) Draw two or three views of such simple, straight-line objects as rectangular frame, triangular frame, box, bracket-shelf, bench-hook, or bread-board. (c) Draw two or three views of such simple circular objects as a ring, circular picture-frame, flower-pot, circular box, emery-wheel. (d) Draw two or three views of objects, the drawing of which re- quires tangential Joining of straight lines and arcs of circles, as face plate, crank, pen tray, link, angle iron, pulley. (e) Know how to bisect a line, to erect a perpendicular to a line, to draw a straight line tangent to two circles, to make a working drawing. 2. Woodworhing — Room equipped with workbenches and sets of tools. In the following outline the processes are fundamental, the models suggested are merely incidental. Other models might meet the require- ments of the standard Just as satisfactorily, and the processes might be given in different order. (a) Laying out and sawing. Make such model as puzzle board, game board, target or window-stick. (b) Free planing. Swing board or rope winder. (c) Accurate planing. Hat-rack, chiseling board or bread-cutting board. (d) Simple modeling. Coat-hanger. (e) Vertical chiseling. Tool-rack or sleeve board. (f) Simple construction. Fastening with screws or nails, broom holder, loom, bird house. (g) Simple Joinery. Lap Joint or bridle Joint. Foot for small Christmas tree, flower-pot stand, picture-frame, dibble, windmill. (h) Gluing. Glue Joint. Solitaire-board, bread-board. 117 (i) Advanced construction. Combining processes previously learned. Book-rack, tnwel- roller, drawing board, T square, knife-box. (j) Simple furniture. Cutting duplicate parts. Stool, taboret, plate- rack, umbrella rack. (k) Pupil should be able to recognize and know the source of the several kinds of lumber used, as white pine, yellow poplar, red gum, chestnut and oak. He should know the properties of wood-structure, growth, shrinkage and grain; the processes of lumbering, milling, trans- portation, seasoning; and the methods of finishing by use of fillers, stains, varnish, wax and paint. Section I — Wi-iat Can Be Done in Manual Training in the One- EooM Country School. In the rural schools instruction in manual training and drawing could be arranged for either by consolidation of schools or by a cooperative plan. Under the present conditions the latter plan seems the more feasible. Under this plan there would be a well trained supervisor whose duty it would be to care for the work in a maximum of twenty-five schools. The supervisor would plan the work, prepare typewritten instructions, pro- vide material, have general care of the equipment, direct and criticise the work of the boys, visit each school at least once a week. The regular teacher would be responsible for the hand work of the first six grades, which should follow as closely as circumstances might permit the work recommended for good grade schools. She would also cooperate with the supervisor and under his direction assist in carrying on the work of the other grades, which should be made of a thoroughly practical character and correlated more or less directly with instruction in agri- culture. The following is suggested for the seventh grade; the first six models involve prepared stock: Models. Tool Processes. 1. Peck crate. Measuring. 3. Marble board. Knifelining. 3. Bird house. Cross-cut sawing, nailing. 4. Gobang board. Gaging. 5. Counting board. Boring, peg-making. 6. Window stick. Eip sawing. 7. Eope wind. Free planing. 8. Coat and hat rack. Accurate planing. 9. Stirring paddle. Simple modeling, sanding. 10. Pen tray. Gouging. 11. Broom holder. Vertical chiseling, use of screws. 13. Windmill. Simple joinery. 13, Milk stool. 118 Suggested Models for Eighth Grade. Dibble, hygroseope, hatchet handle, swingletree, trestle (saw horse), sled, saw buck, chicken coop, chicken feeder, egg tester, snow plow, garden marker, dog kennel, and wagon jack. Egnipment. Bench. Jack plane — Stanley No. 5 — With Handy saw — Bishop. extra iron for each pupil. _ Brace. Block plane — Stanley No. 9%. " 1 each. Auger bits, 3/16", 3/8", Hammer. 1", 11/2". Try Square. Bit stock drill 4/32". Marking gage. Countersink. Screwdriver. Sloyd knife. Combination oilstone — India No.039. Foot rule. Bench hook. 1" Firmer chisel. Bench brush. Spokeshave — Stanley No. 54. Planing support — Van Deusen's. 14" Firmer chisel. Winding sticks — Van Deusen's. 1" Firmer gouge. Dowel plate — Van Deusen's. The cost of this equipment is $13.00. Some rural school buildings are so constructed that a suitable place for shop work can be provided easily; in others there ma,y be apparent difficulty. But there will be few, if any, schools in which one of the following plans cannot be adopted: 1. Make use of a shed (constructed for this purpose, if necessary). 3. Make use of a cellar. If there is none, excavate for this purpose. 3. Use a part of the cloak room. 4. If there is no objection to having the work done in the regular school room, take out one seat near a window and thus make room for a work bench. Most schools would require but a single bench, and if, as would often be the ease, the only available hours are outside the regular school session, this single bench would accommodate five boys, giving each three hours of regular work per week. Where only outside periods can be devoted to this work, the hours would be 8 :00-9 :00 a. m. ; 13 :00-l :00 p. m.; 4:00-5:00 p. m. It would be desirable to have the same supervisor take general charge of the work in drawing also. The drawing for the seventh and eighth grades should be as nearly as possible that recommended for grade schools. A supervisor who is adequately trained for the woodwork would also be trained for the drawing, and with such instruction as a supervisor could give at the county institute and to the teachers indi- vidually a vast Improvement could be made in our drawing work. The time schedule for the supervisor would depend upon the number of schools on his route. If he takes chaige of twenty-five schools, 119 assuming these to be on the average two miles apart, he would visit five schools per day. One hour would be allowed for getting from one school to another and one hour at each of the five schools, as follows : First school, 8:00-9:00 a. m. Second school, 10:00-11:00 a. m. Third school, 13 :00-l :00 p. m. Fourth school, 3 :00-3 :00 p. m. Fifth school, 4 :00-5 :00 p. m. Section J — The Training or Teachehs foe Vocational Work. I. HIGH school teachers AND SUPERVISORS. We recommend that all special teachers of manual training, domestic science, domestic art and agriculture in high schools and all special supervisors of this work in the grades shall have a degree of scholarship and special preparation equivalent to a good four-year course of study in which science shall predominate followed by at least two years of special training in the subject to be taught. In the professional program at least two hours daily should be devoted to the central study of the program. The program should contain courses in psychology, principles and methods of teaching, and in the organization of the curriculum in the special study. The program should, if possible, provide for practice teaching in the special study. Each program should provide such auxiliary studies and correlated branches as will give to the central study its proper setting and support. The following programs are suggested. By a unit of work is meant twelve weeks of daily recitation or laboratory work requiring one-fourth of the student's time. PKOGIfAM IX AGRICULTURE. Agriculture 6 units Economic botany 1 unit Entomology 1 unit Chemistry 3 units Physiology and hygiene 1 unit Manual training 3 units Economics 1 unit Commercial geography . 1 unit Eural sociology 1 unit Farm arithmetic and book-keeping 1 unit Principles and methods of teaching 3 units Practice teaching 3 units This presupposes in high school course: Botany, zoology, physics, chemistry, physical geography. 120 PfiOGKAM IN MANUAL TRAINING. Bench work in wood^ including care of tools and machines 6 units Elementary handwork — Paper, rafSa, cardboard, weaving leather . 2 uni ts Metal working .i 2 units Mechanical drawing 3 units Freehand drawing, color, design, etc. 2 units Geometry 1 unit Economics and industrial history ;. 2 units Psychology and education . ., 4 units manual training organization ..;..,... 1 unit This course presupposes algebra, geometry, arithmetic, physics and, if possible, freehand drawing, mechanical drawing and benchwork in woo J. PROGRAM IN HOUSEHOLD SCIENCE. Household science, including cooking, serving, food principles, diete- tics, household management, marketing, care of the sick, and the organization of a program in domestic science 6 units Chemistry, including chemistry of foods, household chemistry, fuels, acidsj bases, soap, sugar, starch, etc., sanitary chemistry '. 4 units uotany — Economic ..,...,..., i 1 unit Micro-organisms and bacteriology . ., 1 unit Physiology and hygiene . .i , 1 unit Vegetable gardening 1 unit Poultry raising 1 unit Commercial geography 1 unit Economics , , 1 unit Psychology and education 4 units Practice teaching ,. .: .2 units English or industrial history ,. 1 unit This presupposes in high school course : Physics, chemistry, botany, zoology, physiology. PROGRAM OF DOMESTIC ART. Sewing, dressmaking, millinery, textile dyes, etc 6 units Drawing, color, design, home decoration, .i 3 units Psychology and education 4 units Physiology and hygiene ..... 1 unit Economics 1 unit Industrial history . 1 unit Commercial geogi'aphy 1 unit Practice teaching ,. 2 units Floriculture, landscape gardening . , 1 unit English, etc., as elected . .,. . .i 4 units The programs in domestic science and domestic art may both be com- pleted in three years. 121 PROGRAM FOR PREPARING TEACHERS OF ART AND MANUAL TRAINING IN GRADED SCHOOLS. Color, design, etc 6 units Mechanical drawing 1 unit Sewing, textiles, etc 4 units Industrial history 1 unit History of art 1 unit Organization of manual training 1 unit Elementary handwork ,. . . .4' units Psychology and education 4 units Practice teaching 2 unite II. In elementary schools in town and country only the elements of these subjects may be taught. In some localities several districts may unite in employing a special teacher, but usually the instruction must be given by the regular teachers. While comparatively few teachers are now qualified to teach even the elements of these subjects, past experience has shown that where new duties are put upon teachers, they usually strive to perform them. It is believed that if a knowledge of these branches is added to the require- ments for a teacher's certificate, and to the branches to be taught in our schools, most teachers would undertake the work in good faith. Through private study and through work in summer schools they would acquire an elementary knowledge of these subjects and a permanent interest in them. It is therefore recommended that a knowledge of these subjects be added to the list of requirements for teachers' certificates, with the pro- viso that no teacher need be examined in more than one of them. Section K — Considerations Involved in the Question of Intro- ducing Vocational Courses Into the Public Schools.* The committee has presented a comprehensive plan for providing voca- tional courses in the public schools of the State with a minimum of ex- pense and of disturbance to the non-vocational work. Will this or some equivalent plan be generally adopted ? Will the public schools take on vocational courses, or will they continue as in the past under the assump- tion that the vocational idea has no proper place in the educational process? In the determination of this question by those charged with the duty of shaping the public school policy, the following points are to be considered: 1. The demand for vocational training will continue because it is natural, being founded upon the instinctive desire of right minded men to prepare to do their full share of the world's work, and fortified by the experience that, except with extremely versatile individuals, knowl- edge in one direction does not to any very high degree prepare for effi- ciency in another.. *The term vocational is uaed throughout this report to mean the life activities of men as individuals ranging all the way from ordinary industry to the highest forms of art and the most difficult professional achievement. 122 2. This demand for vocational training will therefore, like every other fundamental demand, be met, and by some sort of educational ma- chinery, because more and more it will be true that men of progress ii atfairs will be the product of vocational education. Now and always men so trained will form the most active and the most constructive elemencs of society. 3. The public school cannot go on indefinitely ignoring vocation, nor yet can it contiuue upon the false assumption that the individual with a modicum of general education can successfully solve his iadividual vocational problem and speedily find his place in the modern world of highly differentiated activities. 4. The public school system aims at universal education, which means nothing less than the preparation of all classes of people for all the essential activities of life, because all these activities must still go on though every man were a college graduate. If these schools, there- fore, do not provide vocational courses, the need will be met by a new system of schools that will do it. 5. If a separate system of schools must be established, because of vocational needs unsatisfied, then the public schools will have failed at their mos.t significant point, and they will have lost forever the interest, and will speedily lose the support of the tax-paying public. 6. The public schools need not hesitate to recognize the vocational, even to emphasize it, for all schools were in the beginning highly voca- tional, being organized and conducted for the express purpose of fitting for the law, medicine or theology. Until very recently, no college ever avoided the vocational issue. That seems to have been left for modern times and for the secondary school, hence the unprecedented growth of present day professional colleges and vocational schools. 7. Once introduced, it is for those who undertake the conduct of vocational courses to remember that the strictly technical school, by reason of its directness and its vocational appeal, educates with an interest and an intensity unapproaehed by the non-vocational school, because to remove or to ignore the vocational is to overlook the personal element in education, and to rob it of its chief point and purpose in the eye of the pupil. 8. In every other respect than directness, the technical school is at a disadvantage on account of the narrowness and the exclusiveness of its purpose, and because it is unconnected with any general system of education. Nevertheless, if it comes, it will by that much constitute a bar to the progress of the public school system, particularly as regards the high school. 9. By the Minnesota plan the state, up to a certain number, assists any established high school that will introduce vocational courses under the approval of the state board of education, such courses being of the order contemplated in this report. It is a significant fact that during the first year of the operation of this law fifty schools applied for its benefits. As the number was limited to ten, many were disappointed, but a considerable number proceeded to introduce the vocational courses at their own expense and independent of state aid. 133 10. Some ten or twelve of the stronger high schools of Illinois have introduced such courses in a thorough way, and in every case they have succeeded. Under a system of state aid similar to that of Minnesota this number would be rapidly increased and vocational education greatly promoted. In as much as no case of failure is reported where vocational courses have been properly introduced, it is safe to predict their rapid extension to all of the stronger schools, unless some untoward influence intervenes, such as federal aid limited to an independent system. In any case, a state subsidy would enable the weaker schools to put their education on a better basis with respect to vocational training than would otherwise be possible. 11. All the evidence goes to show that vocational courses when fully established, instead of detracting from the interest in the non-vocational, tend to vitalize these courses by showing their connection to the real needs and purposes of life; indeed, the vocational course is the best introduction and preparation for the non-vocational, for which it is not a substitute but rather a preparation, if not a prerequisite. 12. The alternative is therefore fairly before the people of the State, and it may not be amiss at this juncture to call attention to certain further considerations involved in making a choice between following the Minnesota plan as herein recommended or providing a separate system of technical schools, excluding entirely the vocational element from the public schools. 13. The instructions of the commission do not extend to a discussion of the separated technical school, and the committee, therefore, restricts • itself to a comparison of what might be called the end products of the two systems. In doing so it is exceedingly important that the committee be not misunderstood as minimizing the excellent results attained in the technical school. Its contention is that most of these results can be better attained in the public schools, and moreover should be attained in any system of education designed for the general use of the masses of the people. Among the reasons for preferring this plan to that of the separated vocational school are the following: 1. It is vastly cheaper, because if the separated school is really a good school, it must duplicate an amount of work in literature and science, which should constitute at least half the work of the student. 2. It enables the student to live at honae where all young people of secondary school age belong. If we are to have really good schools of several kinds, serving the same constituency, the geographical units must . of necessity be so large, especially in the open country, as to make living at home impossible, whereas if a community will devote its money and its energies to a single school with difEerentiated courses, it can enrich its curriculum as it grows, and ultimately, with the increase of popula- tion and wealth, it can ofEer a wide variety of vocational opportunity to its young people without taking them out of their homes to do it. That people of this age should live at home admits of no argument. It is not only cheaper but safer. 124 3. A single strong school with a variety of vocational courses is a bet- ter school than is one devoted to a single idea. It is not only larger and stronger, but its curriculum is richer, and its atmosphere is broadeV. Now and always we shall have trouble in getting money and men enough to make the schools efEective, and any division of funds or of energy is a source of educational weakness rather than of strength. 4. In the cosmopolitan school the student develops vocational con- sciousness and is trained to efficiency while maintaining true relations between the vocational and the non-vocational, the particular and the general, himself and the race, his own class and people in general. In such a school vocation becomes a servant and not a master, as it easily becomes if the school be dominated by the vocational idea, particularly if it be devoted to a single calling. 5. To educate the children of different classes separately is to prevent that natural transfer of individuals from one profession into another which is in every way desirable both from the public and the private point of view. If the children of farmers are systematically put into schools where only agriculture is taught, many a good lawyer and many a good citizen will be spoiled to make an indifferent farmer. Boys do not necessarily inherit the father's profession. In a very large sense their natural faculties come from that common stock of human characteristics that constitute the heritage of the race, and the individual has a right t'V an education that is broader than the occupation and the narrow environ- ment in which he was bom. 6. The school that offers a variety of vocational courses enables the student to "find himself" during the educational period, even by makiag a change in his choice under proper restrictions. Thus he may leave his agriculture for manual training, or vice versa, and come out of the school with a settled choice. This plan does not leave the man's occupation to D6 settled for him by the accident of the character of the nearest school, the caprice or financial distress of the father, the uncorrected whim of the child, or the accident of the first Job after leaving school. A man so trained will not be forced into uncongenial employment, neither will he go from school to Join the ranks of unskilled labor. 7. The student educated in company with those preparing for other vocations will go out of school and into life with a higher appreciation nf the importance of other callings and the rights of other men than is pos- sible in the graduates of a school devoted to a single purpose, however liberal the vocational atmosphere. All this tends to prevent the forma- tion of factions in society and the hody politic. 8. Schools devoted to a single vocational object must of necessity over- emphasize the element of individual success, while schools involving n variety of interests tend to instill the community spirit, leading to healthy ideals of service as a responsible member of a complex society. 9. While the schools should foster vocational ideals and turn out indi- viduals that are efficient along definite lines, yet the schools themselves should be non- vocational. In the distinctly vocational school, it is in- evitable that the student should regard everything from his own stand- 125 point with himself as a center, instead of maintaining the true center of thought in humanity as a whole. 10. The cosmopolitan school, wherein all men of all vocations are educated together, differing only in the vocational element, is the strong- est known force to prevent cleavage along vocational lines and the final breaking up of society into distinct classes. The separated agricultural school, for example, is an irresistable agent for peasantizing the American farmer, whereas the cosmopolitan school is a powerful factor in welding together into a common mass the people of all vocations and of diverse interests, upon the well-known principle that old school-mates are always mutually tolerant, sympathetic and helpful. 126 FINANCIAL STATEMENT. Appropriation to the Superintendent of Public Instruction for completing and publisliing tlie worls of the Educational Commission. EXPEiroiTUEES. F. G. Blair, traveling and incidental expenses R. E. Hieronymus, traveling and incidental expenses . R. E. Hieronymus, salary as secretary Alfred Bayliss, traveling and incidental expenses Harry Taylor, traveling and incidental expenses David Felmley , traveling and incidental expenses Mrs. H. M. Dunlap, traveling and incidental expenses . Bertha Miller, traveling and incidental expenses W. L. Steele, traveling and incidental expenses A. F. Nightingale, traveling and incidental expenses . . Theodore Burgess, traveling and incidental expenses . . G. A. Burgess, stationery S. Y. Gillan, books , L. E. Wheeler, postage '. H. T. Svrilt, index^ reading proof, mailing final report . Rose Crump, readmg proof Otis Duncan, reading proof W. G. Sublette.shipping Central Union Telephone Company Balance on hand Mar. 7, 1911 . Total $5,000 00 28 S5 573 42 1.750 00 46 73 98 91 28 96 5 32 42 24 46 83 33 60 39 23 60 00 1 00 260 00 98 00 10 00 2 00 12 00 2 25 9 62 861 94 is, 000 00