1 .1 : ■ . . : i 1 p Hass ^-^ ^ ^ ^ ^ ^''^ Book L_kA A4. Department of Public Instruction F.DUCATIONAL PUBLICATION Bulletin No. 25 Uniform Course of Study for the High Schools of Indiana Issued by CHARLES A. GREATHOUSE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 1916-1917 Department of Public Instruction Uniform Course of Study for the High Schools of Indiana 2^^ (P Issued by CHARLES A. GREATHOUSE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 1916-1917 Fort Wayne Printing Co. Contractors for State Printing and Binding 1916 LB / d High Scliools •. 172 Certified Higli Schools 179 Accredited High Schools 181 Private Schools (Commissioned High School Rank) 182 High School Library 184 Reading Circle (Young People's) 184 INTRODUCTION Two important facts stand out prominently in connection with the high schools of today: First the increasing numbers and second the gradual changing of the curriculum. In 1860 there were but 48 high schools in the U. S., today in Indiana alone there are more than 825. Commissioner Kendall of New Jersey says, "The recent growth of high schools in New Jersey, as well as else- where, has been rapid, almost phenomenal." Iowa reports that "The modern high school is having a tremendous growth." Similar statements come from other states, all of which indicate not only the increased number but also the value of the high school in the judgment of the people. As the last decade has witnessed the greater part of this remarkable growth, it remains for the coming decade to develop and make efficient the schools already estab- lished. It has been the policy of this department to advise town- ship trustees to establish and maintain, whenever possible, one good high school in each township. However, what is needed now is not ?nore but better high schools, schools that will serve the com- munity in which they are located in the best possible way. Schools that will return to the State 100 cents on every dollar spent on them in the way of developing pupils of character and patriotism, who can make not only a living but a life worth while. The great function of the high school, the function which when properly recognized, will make it an institution for all the children of all the people, is to afford each pupil who enrolls therein an op- portunity to discover himself. The modern school is therefore broadening its scope. It must continue to prepare the few for college, but it must also offer to the many who do not go to college some work and genuine culture which will serve as a foundation for the best lives they are capable of living. Referring further to the curriculum, President Charles W. Eliot says in discussing the Need of Sense Training, "The differ- ence between a good workman and a poor one in farming, mining or manufacturing is the difference between the man who possesses well- trained senses and good judgment in using them, and the man, who does not. The good hand-fisherman is the man who can feel cor- rectly what is going on at the fishhook out of sight, and can make his motor nerves react quickly to what he feels there. It is the blacksmith who has the sure touch with his hammer and the quick sight of the right tint on the heated drills who can sharpen three (5) 6 Uniform Course of Study sets of quarryman's drills, while another man sharpens one." He claims that the immediate changes which ought to be made in the programmes of American Secondary schools in order to correct the glaring deficiencies of the present programmes are chiefly: The intruduction of more hand, ear and eye work, such as draw- ing, carpentry, turning, music, sewing, and cooking, and the giving of much more time to the sciences of observation, chemistry, physics, biology and geography. The sciences should be taught in the most concrete manner possible, that is in laboratories with ample experimenting done by the individual pupil with his own eyes and hands. He claims that agriculture should be the absorb- ing topic in the country secondary schools, and that in city schools, manual training should be given, which would prepare a boy for any one of many different trades, not by famiharizing him with the details of actual work in any trade, but by giving him an all- around bodily vigor, a nervous system capable of multiform co- ordinated efforts, a liking for doing his best in competition with his mates, and a widely applicable skill of eye and hand. And so the immediate duty not only of this department, but of all school men and women of the state is to provide a program for our high schools, that will not only give every pupil an op- portunity to find himself, but will also train him in the direction of his chosen fine of work and natural ability. Among the various reports that come from the field of high school activity in our state, no other one is quite so gratifying as that which indicates the hearty cooperation of township trustees and school boards with the teachers, county and city superinten- dents and the state department in bringing the high school up to a greater degree of efficiency. This is evidenced in many new build- ings, improvement of old ones, the employment of better prin- cipals and teachers and providing better equipment. This fine cooperation and effort for still better schools should manifest itself further in more adequate buildings, better libraries, properly organized and catalogued, placed in good cases and located in the general study room, that pupils may have free and easy access to same. Since strong teaching is the most important single point of excellence which a school can possess, and inasmuch as the future efficiency of the high school will be conditioned by the maturity, breadth of experience and strength of character that mark the faculty, all school officials should give very careful attention to the selection of teachers, principals and superintendents. Charles A. Greathouse. HIGH SCHOOL INSPECTOR'S REPORT The following statistics are taken from the State High School Inspector's report, submitted to the State Board of Education on June 20, 1916. ANNUAL REPORT— JUNE 20, 1916 J. B. Pearcy, Inspector Number Commissioned High Schools 535 Number Certified High Schools 127 Number Accredited High Schools 45 Number High Schools with no standing 117 Total number of High Schools 824 Number Private Schools with Commissioned High School Equivalency. 45 Grand total 869 422 Schools have been visited and reported upon this year as follows: 48 Schools have received their first commission. 188 Commissions that had expired have been reissued. 66 Commissions have been renewed. 57 Commissions have been continued. Total 359 9 Schools have received their first Certificate. 19 Certificates that had expired have been reissued. 7 Certificates have been renewed. 13 Certificates have been continued. 1 Certificate was revoked. Total 49 8 High Schools have been accredited for 3 years. 6 High Schools have been accredited for 2 year >. Total 14 Length of time the grades continue as compared ^\^th length of high school term. 376 High Schools continue for a longer period than the grades of the same schools. 28 High schools continue 2 months longer. 27 High schools continue Ij months longer. (7) 8 Uniform Course of Study 281 High schools continue 1 month hunger. 40 PTigrh schools continue 5 month longer. In 448 high schools both grades and high school have same length. Of the 53") Commissioned high schools, 200 countinue longer than the grades as follows : 14 Continue 2 mouths longer. 18 Continue 1| months longer. 150 Continue 1 month longer. 24 Continue § month longer. 169 Commissions, Certificates and Acereditments expired June 30, 1916. NORTH CENTRAL ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS The standards by which secondary schools are accredited by this association are somewhat higher than those standards re- quired for Commission in this State. It will, therefore, doubtless be of general interest to know that 78 of Indiana's high schools are members of the above association. The following paragraphs from the last statistical report of this association give a very good idea of its purposes and requirements. "The aim of the North Central Association of Colleges and Secondary Schools is, first, to bring about a better acquaintance, a keener sympathy, and a heartier cooperation between the col- leges and secondary schools of this territory; second, to consider common educational problems and to devise best ways and means of solving them; and third, to promote the physical, intellectual, and moral well-being of students by urging proper sanitary con- ditions of school buildings, adequate library and laboratory facili- ties, and higher standards of scholarship and of remuneration of teachers. The Association is a voluntary organization consisting of representatives of both secondary schools and colleges. It is devoted solely to the highest welfare of the boys and girls of this territory, and it bespeaks the cordial and sympathetic support of all school men." "T'/je efficiency of instruction, the acquired habits of thought and study, the general intellectual and moral tone of a school are para- mount factors, and therefore only schools which rank well in these particulars, as evidenced by rigid, thorough-going, sympathetic inspection, shall be considered eligible for the list." If any school desires further information relative to the stan- dards of this Association, write Prof. Hubert G. Childs, Inspector for Indiana, Bloomington, Indiana. (9) PROGRAM The daily program is a matter of great importance and should be given very careful consideration by those who are responsible for making it. It is impossible to suggest any sort of a program here that would be suited to all schools — as each unit has its own individual problems which must be considered in making the pro- gram. The plan of combining classes and alternation of work is to be used only where the number of pupils is too small to make a good class and where the number of teachers is limited. The inspection of high schools will be in the hands of the high school inspector, who will visit as many of the schools as possible. Reports will be called for early in the year and blanks sent for this purpose. These reports should be filled promptly and returned by the date suggested, as they form a basis for classification of schools. The hope of the department is that the high school inspector may be of assistance to the greatest number of schools, and ques- tions concerning the course or administration should be forwarded to this office. At the request of the County Superintendents' Association semiannual examination questions will be issued by this depar- ment. These questions are prepared by the committee from that association and their use is a matter of choice with the counties. The value of these examinations to this department will de- pend largely upon their widespread use, and the schools are asked to use them as a means of standardizing the course of study and character of work in all the high schools of the state. The Course of Study for 1916-1917 does not differ materially from that of last year. The outlines for the various subjects have been prepared by the authors of the various texts where there was an exclusive adoption under the operation of the 1913 law. These outlines are to be followed as a guide in using the adopted texts in the manner considered by the author as adapted to the best results. This of course does not mean that the teacher shall be limited thereby, but that constant endeavor shall be put forth to inject into the work the influence of personality and initiative. (10) Program 11 Constant application should be made to local conditions and the work should be vitahzed in showing its value in application to the problems of the school, the community and life. The outline for the prevocational work has been modified to meet the present conditions. As indicated in the Course of Study, Domestic Science includes Sewing, Cooking, and all forms of home-making. Whatever portion of the work is undertaken should be done with regard to standards of quality rather than quantity. This work will be directed by the Vocational Division through the special bulletins which will outline the work in such a manner as to adapt it to the needs of the schools of various sizes. Questions regarding the minimum amount of work, or any variation from the course, should be taken up with the Vocational Division, Department of Public Instruction, Indianapolis. Uniform Course of Study for the Commissioned, Certified and Accredited High Schools of Indiana, 1916-1917 (Adopted by the State Board of Education, and Pul)lish('d l)y the Department of Public Instruction.) HIGH SCHOOL STANDARDS The Law [Approved March 9, 1907. In force April 10, 1907.] Common Schools Defined — High School Courses. 1. The public schools of the State shall be and are defined and distinguished as (a) elementary" schools and (b) high schools. The elementary schools shall include the first eight (8) years of school work, and the course of study for such year (that) which is now prescribed or may hereafter be prescribed by law. The commissioned high schools shall include not less than four (4) years' work following the eight years in the elementary schools. The high school course in noncommissioned high schools shall be uniform throughout the State and shall follow a course to be established and amended or altered from time to time as occasion may arise, by the State Board of Education. High School Studies. The following enumerated studies shall be taught in all commissioned high schools throughout the State, together with such additional studies as any local board of edu- cation may elect to have taught in its high school: Provided, That such additions shall be subject to revision of the State Board of Education. Mathematics: Commercial arithmetic, algebra, geometry. History: United States, ancient, mediaeval or modern. Geography: Commercial or physical. English: Composition, rhetoric. Literature: English, Annnican. Language (foreign): Latin or German. Science: Biology, physics or chemistry. Civil government: General, state. Drawing. Music. [Approved February 22, 1913. In force May 1, 1913.] Vocational Education: Sec. 5. Elementary agriculture shall be taught in the grades in all town and township schools; elementary industrial work shall (12) High School Standards 13 be taught in the grades in all city and town schools, and elementary domestic science shall be taught in the grades in all city, town and township schools. The state board of education shall outline a course of study for each of such grades as they may determine which shall be followed as a minimum requirement. The board shall also outline a course of study in agriculture, domestic science and industrial work, which they may require city, town and town- ship high schools to offer as regular courses. After September 1, 1915, all teachers required to teach elementary agriculture, indus- trial work or domestic science shall have passed an examination in such subjects pi-opared by the State Board of Education. Action of the State Board of Education In harmony with the provisions .of the above law, the State Board of Education has taken the following action: (1) In rural, town, and city high schools of the State, a mini- mum requirement of one year's work of five recitations per week or the equivalent in domestic science and either agriculture or industrial work shall be maintained and no credit allowed in these subjects for less than the amount of work thus prescribed. (2) The law enumerating the studies which shall be taught in commissioned high schools is to be interpreted to mean that com- petent teachers of these branches must be regularly employed and prepared to teach the same to all pupils who may express a desire to receive such instruction. The intent of the law is not satisfied by declaring that there are no pupils in these subjects when no teacher has been previously employed. It is the duty of the schools to offer instruction in all of the subjects required by law. The question as to whether pupils elect to pursue studies is to be deter- mined subsequently to and not in advance of the organization of the school curriculum. (3) On and after September 1, 1912, all graduates from com- missioned high schools in Indiana must have done the following: First. Completed not less than 16 units of high school work. A unit is defined as a year's study of 5 periods a week for not less than 32 weeks, provided that, in schools where a course of not less than 9 months is maintained, 15 units shall be acceptable for graduation. Second. Of these 16 units (respectively 15 units) 9 shall be obtained in the following subjects: 14 Uniform Course of Study English, 3 units. Foreign Language, 2 units. Mathematics, 2 units. Natural Science, I unit. History, 1 unit and 7 (respectively 6) additional units to be taken in the above or other subjects, as the school authorities may deter- mine. In place of either two units of mathematics or two units of a foreign language, a substitution, if previously authorized by the State Board of Education, may be allowed of 2 units, consisting of a second unit of history and a second unit of natural science. The privilege of making such substitution for mathematics or foreign language is accorded by the State Board to pupils as indi- viduals, not in classes, and application for the same must come from the school authorities at the opening of the term. Blanks for this purpose are supplied by the Department of Public Instruction, on request. Application for substitution should be made early in the school year. (4) On December 17, 1912, the State Board of Education declared by resolution that the minimum length of the recitation period in a Commissioned and Certified High School shall be forty minutes. (5) On January 14, 1913, the State Board of Education de- clared by resolution that "not less than two periods of laboratory work shall be considered as equivalent to one period of recitation. It is recommended that the two periods of laboratory work be con- secutive periods and that two such double periods be used each week." (6) On January 22, 1915, The State Board of Education declared by resolution that "the State Department of Education be authorized on application of any Board of Trustees of any school, city or town or any Trustee of any school township to be permitted to give one-half unit of credit in the High School Course of Study for the Course of Bible Study conducted on a syllabus prepared by a joint committee of the Indiana Association of Teachers of English and the High School Section of the Indiana State Teachers Association and conducted under the rules prescribed by such syllabus to grant such school authorities the required permission." High School Standards 15 (These syllabi may be secured by addressing the ''Echo Press," Shortridge High School, Indianapohs, Price ten cents per copy.) For further information and list of questions, address Supt. E. L. Rickert, President Board of Control, Connersville, Ind. (7) On May 6, 1915, the State Board of Education declared by resolution that "in all Township Commissioned and Certified High Schools the trustee shall employ teachers endorsed by the County Superintendent of Schools of the County in which said high schools are located." (8) On March 9, 1916, the State Board of Education declared by resolution: (a) "That the best interests of pupils of non-commissioned high schools require that no teacher attempt to teach more than two years work in any such schools. (b) "That should any township trustee require or permit any teacher to attempt to teach more than two years' work in any non- commissioned high school, pupils from such schools shall not be allowed advanced standing after October, 1916, in any certified or commissioned high school except upon a thorough and satisfac- tory examination in all subjects for which credit is desired. (c) "That any certified or commissioned high school that violates the above resolution shall forfeit its certificate or com- mission." (9) On March 9, 1916, the following report was adopted by the State Board of Education. 'To The School Officials of Indiana: We, your committee appointed to confer with the State Board of Accounts regarding the purchase of supplementary books, desk books, and other necessary school book supplies, report that in the opinion of your committee: (1) Desk books used in the instruction of classes should be the property of the school rather than of the individual teacher, in order that the teacher's desk may be supphed at all times with the adopted books belonging to the grade or grades taught by such teacher. (2) The schools should require the purchase and use of the uniform text books adopted by the State Board of Education for use in the pubHc schools of the State. (3) Concerning the purchase of supplementary books, we believe that the best interests of the schools will be served by pro- 16 Uniform Course of Study viding a reasoiiabU^ number of suitable books, that have been rccomniendcd l)y the State Board of Ediu^ation for such purpose. For the guidance of school officials, a price list, giving the names of the supplementary books recommended and the price thereof, will be prepared by the State Board of Education and mailed to school officials. In selecting such books the school board of the city or school town should secure the written approval of the city super- intendent or town superintendent and the school trustees of the townships should seciu'e the written approval of the county super- intendent as to amount, material and price of the books to be secured. Such written approval shall be on file in the office of the school boards and township trustees for the inspection of the field examiners of the State Board of Accounts. (4) In the purchase of maps, globes, encyclopedias, dic- tionaries, and charts, we recommend that the written approval of the county superintendents, in their respective counties for the townships and the cit}^ superintendents and town superintendents in the respective cities and towns, as to amount, material and price be obtained before any purchase is made. Such written approval shall be on file in the office of the school boards and town- ship trustees for the inspection of the field examiners of the State Board of Accounts. Also for the guidance of such school officials, the price list named above will give the names of the maps, globes, encyclo- pedias, dictionaries, charts, etc., and the price thereof that are recommended by the State Board of Education." The above is an exact copy of the minutes of March 9, 1916, of the State Board of Education. THE STATE BOARD OF EDUCATION. By Charles A. Greathouse, President, W. W. Parsons, Secretary. High Schools The high schools in Indiana are classified as follows: Com- missioned, Certified, and Accredited. I. Commissioned. Commissions are issued by the State Board of Education to high schools upon inspection, provided they meet the following requirements: a. Equipment. 1. Building. — The ])uilding must be of size sufficient to meet the ne(>ds without crowding, it must be properly heated and lighted, and it must have sanitary toilets. High School Standards 17 2. Library. — The lil^rary must be equipped with good, trustworthy encyclopedias, reference books and l)ooks on gen- eral literature. There must be enough books to meet the legitimate needs of good school work. The library must be a growing one, ad- ditions being made each year. 3. Laboratories. — The laboratory must be fully equipped to do well the sciences taught in the school. The laboratory, like the library, must grow each year. h. Teaching and Teachers. 1. Teaching. — The teaching in the high school and also in the grades below the high school must be good. 2. Teachers. — At least two teachers must give all their time to high school work. One of the teachers in the high school must be a graduate of a standard four years' course in a standard college or a standard three years' course in a stan- dard normal school, or the equivalent. c. The Course of Study. 1. Length. — The minimum length of the course is thirty- two months. A high school can not be commissioned until it has maintained an eight months' term for three consecutive years, and its commission can not become effective until the senior class has had thirty-two months of high school work. 2. Subjects. — The course of study must provide for the subjects legally necessary, and such other subjects as local authorities deem advisable, and are approved by the State Board of Education. 3. Continuity. — A few studies pursued one, two or three years are preferable to many studies taken for short periods. No science should be taught for a term of less than one year. 4. Music and Drawing. — Provision must be made for sys- tematic instruction in each of these subjects for one period a week or the equivalent throughout the course. 5. Agriculture or Industrial Training and Domestic Sci- ence must be taught five periods per week during one school year or the equivalent. 6. College Entrance. — All courses that prepare for college should provide for at least three years of foreign language. 2—5077 18 Uniform Course of Study d. Records. 1. Work. — Complete records must be kept, showing the academic progress of each pupil. 2. Advanced Standing. — When a pupil is admitted from another school the record must show what standing was given and why. II. Certified. Certificates are issued by the State Depart- ment of Public Instruction to high schools upon information given on blank reports sent out for that purpose, provided such informa- tion shows that the high schools meet the following requirements: a. Equipment. 1. Building. — (Same as for a commissioned school.) 2. Library. — (Same as for a commissioned school.) 3. Laboratories. — (Same as for a commissioned school.) 6. Teaching and Teachers. \. Teaching. — (Same as for a commissioned school.) 2. Teachers. — (Same as for a commissioned school.) c. The Course of Study. 1. Length. — The minimum length of the course is twenty- eight months. A high school can not be certified until it has maintained a term of seven months for three consecutive years. And the certificate can not become effective until the senior class has had twenty-eight months of high school work. 2. Subjects. — (Same as for a commissioned school.) 3. Continuity. — (Same as for a commissioned school.) 4. Music and Drawing. — (Same as for a commissioned school.) 5. Agriculture, Industrial Training and Domestic Science. — (Same as for a commissioned school.) d. Records. 1. Work. — (Same as for a commissioned school.) 2. Advanced Standing. — (Same as for a commissioned school.) III. Accredited. Every child in the State is entitled to free school privileges in both elementary and secondary schools. School trustees are required to furnish the opportunity for such training. When no high school privileges are offered by a corporation the High School Standards 19 trustee must grant transfers to pupils eligible to attend high school when requested to do so. There is a large number of noncommissioned high schools in the State that are doing excellent work. In order that they may accomplish much good, and to obviate the burden of indiscriminate transfers, the following plans are recommended: 1. The principals of all the high schools in a county, both com- missioned and noncommissioned, should meet and arrange a course of study for the noncommissioned high schools which will enable pupils to do two or three years' work in the noncommissioned high schools, receive full credit for time spent and work done, enter a commissioned high school and complete the entire course in the same length of time that would have been required if all the work had been done in a commissioned high school. This arrangement, of course, would be possible only when the term of the noncommissioned high school is for eight months or more. 2. In noncommissioned high schools having terms of less than eight months, arrangements should be made to have all high schools in the county begin at the same time, and the work of the noncommissioned high schools should be so planned that the pupils can do six or seven months' work in the home school, receive credit for same, and then arrange, if possible, to complete the year's work in a commissioned high school. Either of the foregoing plans will have the approval of the State Board of Education and such noncommissioned high schools, upon request, will be granted certificates of equivalency recognizing their work as the equivalent of the same amount of work done in a commissioned high school. 3. In counties where co-operation as outhned above is not easily effected, the work of noncommissioned high schools which maintain satisfactory standards will receive from the State Board of Education certificates of equivalency recognizing the work done as the equivalent of the same amount of work done in a commis- sioned high school. In schools where one teacher does all the high school work, not more than two years' work should be included in the course. ADOPTED TEXT BOOKS FOR HIGH SCHOOLS Contract Exchange Price Price Wells & Hart, New High School Algebra. D. C. Heath & Co $1 08 .$0 72 Wentworth & Smith, Plane and Solid Geometry. Ginn & Company 1 17 78 Webster's Ancient History. D. C. Heath & Co 1 35 90 Harding's New Mediaeval and Modern History. American Book Co 135 90 James & Sanford's American History. Chas. Scrib- ner's Sons 1 25 70 Garner's Government in the United States. Ameri- can Book Co 90 60 Thomas, Howe & O'Hair, Composition and Rhet- oric. Longmans, Green & Co 90 45 Moody, Lovett & Boynton, First View of English Literature and First View of American Lit- erature (bound in one volume). Chas. Scribner's Sons 90 60 D'Ooge, Latin for Beginners. Ginn & Company. . 90 60 Walker's Caesar, 4-book edition. Scott, Foresman & Co 90 45 Walker's Caesar, 7-book edition. Scott, Foresman & Co 1 13 75 Johnston & Kingery's Cicero, 6 orations. Scott, Foresman & Co 90 45 Johnston & Kingery's Cicero, 10 orations. Scott, Foresman & Co 113 75 Knapp's Vergil. Scott, Foresman & Co 1 26 84 Bennett's Latin Grammar. Allyn & Bacon 72 40 Bennett's New Latin Composition, Complete. Allyn & Bacon 90 60 Vos, Essentials in German. Henrj^ Holt & Co 80 54 Walter & Krause, Beginner's German. Chas. Scrib- ner's Sons 90 60 Dryer's High School Geographj^, Complete. Ameri- can Book Co 117 78 (20) Adopted Text Books 21 Contract Exchange Price Price Adams' Commercial Geography. D. Appleton & Co - $1 07 $0 53 Modern Commercial Arithmetic. Lyons & Car- nahan 75 42 Bergen & Caldwell, Practical Botany. Ginn & Company 1 22 78 Coulter's Text Book of Botany. D. Appleton & Co. 1 03 51 Coulter's Plant Life and Plant Uses. American Book Co 1 08 82 Andrews' Practical Course in Botany. American Book Co 1 12 75 Andrews' Practical Course in Botany with Flora. American Book Co 135 90 Linville & Kelly's General Zoology. Ginn & Com- pany 1 41 90 Davenport's Elements of Zoology. Macmillan Co. 97 66 Colton's Descriptive and Practical Zoology. D. C. Heath & Co 1 35 90 Jordan-Kellogg & Heath's Animal Studies. D. Appleton & Co 1 03 51 Gorton's High School Course in Physics. D. Apple- ton & Co 1 03 51 Black & Davis, Physics. Macmillan Co 1 10 75 Hoadley's Elements of Physics. American Book Co 1 08 72 Milhkan & Gale, A First Course in Physics (Revised). Ginn & Company 1 18 75 Bradbury's Inductive Chemistry. D. Appleton & Co 1 03 51 Brownlee's First Principles of Chemistry. Allyn & Bacon 1 13 75 McPherson & Henderson. An Elementary Study of Chemistry. Ginn & Company 1 18. 75 Hessler & Smith's Chemistry. Benj. Sanborn & Co. 1 13 75 Oourvse ok t^UcLii, I^W rV&a,^ 3" Year .M'Year. 3 l l-niTi Inquired TorciQf/ J On it l\e M U 5 1 C Dow. SCt- Clr/^ A C h I c o I f u r e> Mujt'be o-Mcrecl Cry Q.W/ com-ry-wsbiovit^. ••nol" J3 •n\e*fn. S*l«,^^ce -for ^irU. ^«.«^•o^pa^t tirti^ wor/v. +ftr four ij€,«Lh S Note— U. S. History is;requi red unless both 1 yr. Ancient and 1 yr. Med. and Mod. are taken. College Entrance Requirements in Indiana Total for Entrance Eng. Math. For. Lang. Science Hist, and Civ. Draw. Elective I. u 16 3 3 3 or 4 1 1 5 Purdue .... 15 3 2i or 3 2 1 5i Butler 15 3 2i 3 1 ^ DePauw. . . 15 3 2| 3 1 61 Earlham . . . 15 3 2 2 1 6 Franklin . . . 16 3 2 2 1 7 *Hanover . . 15 3 3 3 1 4 Notre Dame . 16 4 2 7 2 Wabash, . . . 16 3 3 3 lin 5 St. Mary's G. H. College. . 15 4 3 6 1 or 2 1 or 2 . The above requirements were furnished by the president of each institution in June, 1916. Pupils planning to attend any particular college should write for specific information regarding the elective units they wish to offer for entrance. The requirements of the Indiana colleges are similar to those of other states. ♦Drawing, music and industrial subjects are accepted as electiTes. (23) ENGLISH (Three Units Required. See page 14.) The Enghsh course in the high school should accomplish defi- nite results in the ability of the pupil to observe and study ac- curately, to speak fluently and logically, and to write so as to convey thought clearly and in the best language. There is a tendency in the high school to neglect the oral ex- pression of the pupils and place the entire emphasis upon written work. It is, therefore, recommended that more attention be given to oral reading and that an outline in public speaking be made to correlate with the English work, and aid the pupils in expressing themselves readily and easily in public. This course should not have for its aim the making of finished public speakers, but an education that will give to the student, voice control, good car- riage, ease in oral expression, and an ability to think quickly and respond readily in conversation. It is also recommended that constant attention be given by the English teacher to correlating the English work with the other subjects of the curriculum, and with modern life. AIMS IN ENGLISH Outline^ 7. In general, the immediate aim of secondary English is two- fold: (a) To give the pupil command of the art of expression in speech and in writing. (5) To teach him to read thoughtfully and with appre- ciation, to form in him a taste for good reading, and to teach him how to find books that are worth while. These two aims are fundamental; they must be kept in mind in planning the whole course and applied in the teaching of every term. 'Tliis outline here considerably modified, was originally prepared by Allan Abbott, of the Horace Mann School, Columbia University, and appeared in the English Journal for October, 1912. It is recommended by the N. E. A. Committee on Reorgani/.atio" of Secondary Education. (24) English 25 //. Expression in speech includes: (a) Ability to answer clearly, briefly, and exactly a ques- tion on which one has the necessary information. (6) Ability to collect and organize material for oral dis- course. (c) Abihty to present with dignity and effectiveness to a class, club, or other group material already or- ganized. (d) Ability to join in a conversation or an informal dis- cussion, contributing one's share of information or opinion, without wandering from the point and without discourtesy to others. (e) Ability (for those who have or hope to develop quali- ties of leadership) to address an audience or con- duct a pubUc meeting, after suitable preparation and practice, with proper dignity and formality, but without stiffness or embarrassment. (/) Ability to read aloud in such a way as to convey to the hearers the writer's thought and spirit and to interest them in the matter presented. Note.— All expression in speech demands distinct and natural articulation, correct pronunciation, the exercise of a sense for correct and idiomatic speech, and the use of an agreeable and well-managed voice. The speaker should be animated by a smcere desire to stir up some interest, idea, or feehng in his hearers. III. Expression in writing includes: (a) Ability to write a courteous letter according to the forms in general use, and of the degree of formality or informality appropriate to the occasion. (6) Ability to compose on the first draft a clear and read- able paragraph or series of paragraphs on familiar subject-matter, with due observance of unity and order and with some specific detail. (c) Ability to analyze and present in outline form the gist of a lecture or piece of literature, and to write an expansion of such an outline. (d) Ability, with due time for study and preparation, to plan and work out a clear, well-ordered, and inter- esting report of some length upon one's special in- terests — literary, scientific, commercial, or what not. (e) Ability (for those who have Uterary tastes or ambi- tions) to write a short story or other bit of imagi- native composition with some vigor and personality 26 Uniform Course of Study of style and in proper form to be submitted for publication, and to arrange suitable stories in form for dramatic presentation. Note. — All expression in writing demands correctness as to formal details, namely, legilile and Arm handwriting, correct spelling, correctness in grammar and idiom, and oljitiervance of the ordinary rules for capitals and marks of punctuation; the writer should make an effort to gain an enlarged vocabulary, a concise and vigorous style, and firmness and flexibility in constructing sentences and paragraphs. IV. Knowledge of books and power to read them thoughtfully and with appreciation includes: (a) Ability to find pleasure in reading books by good au- thors, both standard and contemporary, with an increasing knowledge of such books and increasing ability to distinguish what is really good from what is trivial and weak. (6) Knowledge of a few of the greatest authors, their lives, their chief works, and the reasons for their importance in their own age and in ours. (c) Understanding of the leading features in structure and style of the main literary types, such as novels, dramas, essays, lyric poems. (d) Skill in the following three methods of reading, and knowledge of when to use each: (1) Cursory reading, to cover a great deal of ground, getting quickly at essentials. (2) Careful reading, to master the book, with exact understanding of its meaning and implications. (3) Consultation, to trace quickly and accu- rately a particular fact by means of indexes, guides, and reference books. (e) The habit of weighing, line by line, passages of expecial significance, while other parts of the book may be read but once. (/) The power to enter imaginatively into the thought of an author, interpreting his meaning in the light of one's own experience, and to show, perhaps, by selecting passages and reading them aloud, that the book is a source of intellectual enjoyment. Note. — All bookwork should be done with a clear understanding on the student's part as to what method of read ng he is to use and whicli of the purposes mentioned above is the immediate one. To form a taste for good reading it is desirable that a considerable part of the pupil's outside reading be under direction. To this end lists of recommended books should be provided for cacli grade or term. These lists should be of considerable length and variety, to suit individual tastes and degrees of maturity. Literature 27 V. The kinds of skill enumerated above are taught for three fundamental reasons: (a) Cultural. To open to the student new and higher forms of pleasure. (b) Vocational. To fit the student for the highest success in his chosen calling. (c) Social and ethical. To present to the student noble ideals, aid in the formation of his character, and make him more efficient and actively interested in his relations with and service to others in the com- munity and in the nation. Note. — These fiindainental aims should be impUcit in the teacher's attitude and in the spirit of the class work, but should not be expUcitly set forth as should the im- mediate aim of each class exercise. That the work in English may cultivate habits of accuracy, develop appreciation of the beauty of language, and secure to the pupil an enlargement and an enrichment of the ideals of life, it is advisable that each teacher of the subject consciously emphasize three distinct phases of English instruction, i. e., (1) Literature; (2) Grammar; (3) Composition. LITERATURE One field that the English course designs to cultivate is literary appreciation. In developing this, the essential thing is the com- prehension of the selection as a whole, — its theme, its spirit, its vital reaction. As a means of securing this, special attention must be given to memory assignments; to the meanings of words, phrases, and figures; to the explanation of allusions; to the study of character; to the development of the plot; to the re-creation of sensory effects, and to the vitality of subjective reaction. All dic- tionary work and all analytic processes must, however, be wisely subservient to the desired end. On the pupil's way to the ultimate goal — appreciation — an over-minute consideration of detail must not cloud; a lack of consideration of detail must not impede. In the literature work, as well as in the composition work, there is constant insistence on accuracy. To secure this, the student must often surrender himself to severe task assignments. He will learn that the highest joy in his work comes in conquering difficul- ties rather than in loitering through primrose paths of dalliance. Some of the severe discipline of Hfe may wisely be learned in the high school. 28 Uniform Course of Study Throughout the entire Enghsh course emphasis is laid upon memory assignments. As Matthew Arnold suggests, these memor- ized selections may be happily used in measuring the worth of other poetry. Nor should the assignment be limited to verse form; wisely selected prose passages thoroughly memorized may secure a ready response in the learner's style. The help which memory work offers the spirit is likewise apparent. It gives the student standards of moral judgment. The course should direct toward the development of character. Constantly the literature period allows the emphasis upon principles of conduct. Lessons in patriotism, courtesy, sincerity, the honest performance of the daily task, — these may direct toward the highest work of the school — the development of a sterling character. The successful following of these principles' implies that the teacher of literature should be thoroughly imbued with a love of literature and an understanding of life. He should cultivate that large and sympathetic view which veers away from narrowness and directs toward the universal. He should seek constantly to store his mind with knowledge that may at will be summoned to inter- pret and impart the thoughts in the assigned selection. Intelligent appreciation and such a skill in imparting as will arouse the inter- est and enthusiasm of pupils are pedagogical requisites in efficient English teaching. Specific Suggestions 1. Consider the selection as a whole. 2. Insist upon good oral reading. 3. Encourage outside reading. 4. See that new words mastered in the literature lesson re- occur in the pupil's composition. 5. Encourage discussion that will bring out individual opin ions. Show respect for these opinions. 6. Try to make the selection leave a definite impression upon the mind of each pupil. 7. Call attention to words that give strong sensory impres- sions — words that make appeals to the sense of sight, hearing, feeling, odor, taste. 8. Assign definite i)assages of prose and poetry for memory work. 9. Emphasize those topics that tend to develop strength of character. THE COURSE IN DETAIL First Year First Term — Franklin : "Autobiography." Longfellow: "Tales of the Wayside Inn" and other narrative poems. Dickens: "Christmas Carol." Second Ttertn — Scott: "Marmion." Hawthorne: "Twice Told Tales." Irving: "Sketch Book." Second Year First Term — Macaulay: "Lays of Ancient Rome." Washington: "Farewell Address." Shakespeare: "Midsummer Night's Dream." Second Term — Stevenson: "Treasure Island." Burns: "Cotter's Saturday Night." Goldsmith: "Deserted Village." Third Year First Teryn — Addison: "Sir Roger de Coverl}^ Papers." Lowell: "Vision of Sir Launfal." Burroughs: "Birds and Bees." Second Term — Dickens: "Tale of Two Cities." Tennyson: "Idylls of the King." Fourth Year First Term — Milton: Minor Poems. Shakespeare: "Macbeth." Second Term — Byron: "Childe Harold." Lincoln: "Gettysburg Address." Lowell: "Present Crisis." (29) 30 Uniform Course of Study A study of the history of American and English Literature should accompany the study of the classics. (Text: Moody, Lovett and Boynton.) SUPPLEMENTARY READING I Hale: "A Man Without a Country." Gaskell: "Cranford." Hughes: "Tom Brown at Rugby." Cooper: "Deerslayer." Poe: "Gold Bug." Hawthorne: "House of Seven Gables." II London: "Call of the Wild." Stevenson: "Prince Otto." Tennyson: "Princess." Irving: "Life of Goldsmith." Alcott: "Little Women." Scott: "Kenil worth." Ill Swift: "Gulliver's Travels." Bunyan: "Pilgrim's Progress." Dickens: "Old Curiosity Shop." Lytton: "Last Days of Pompeii." Thackeray: "Vanity Fair." IV Kinglsey: "Westward Ho." Thackeray: "Pendennis." Hughes: "Tom Brown at Oxford." Eliot: "Mill on the Floss." Shakespeare: "As You Like It." Readings from Bible: Genesis, Samuel, Ruth, Esther. COMPOSITION AND RHETORIC (Based upon Thomas, Howe and O'Hair Text.) Grammar. It is a mistake for the high school teacher to assume that the teaching of grammar is not his proper function. Even though the instruction in grammar in the graded schools has been particularly efficient, there is in the composition classes of the high school constant need for a review of grammatical principles, and there is likewise constant opportunity for further sj^stematic progress in the study. Review is necessary in order to avoid educational waste. The teacher in his use of technical terms must see that his instruction is being understood. There will be need, too, for further advance in grammatical knowledge. When the teacher feels, for instance, that the compo- sition work of his class can be strengthened by teaching the differ- ence between coordinating and subordinating connectives, he will pause in his work and throw emphasis upon that distinction. And he will not hesitate to do this even though he is put to the ex- ertion of teaching a distinction which the pupils in the graded schools may never have learned. Composition. The definite aim in composition teaching is to enable the pupil to speak and to write in strong, simple, clear, and correct English. Having secured from a majority of his pupils habitual strength, simplicity, clearness and correctness, the teacher may study the advisability of trying to arouse in a few of the more select and capable the additional element of charm. The work in composition is of two sorts — oral and written — each graded in such a way as to accord with the mental equipment of the pupil and at the same time inspire a healthy reach. Inas- much as the pupil's English is far more frequently employed in oral than in written expression, we find it profitable to em- phasize systematic work in oral composition. Now oral composi- tion, thus considered, is not applied to the short, fragmentary sentences that pupils use in play or among unconventional sur- roundings; it is applied to longer, more connected speech — inci- dents, reproductions of stories, character-sketches, explanations, topics in history and in science — any oral account, in short, that is (31) 30 32 Uniform Course of Study large enough in scope to demand attention to its form and struc tiire. In this di'ill, however, the emphasis is not merely upon Eng lish form and structure. Effective teaching here demands criticisn upon the projier pronunciation of words, clear enunciation of syl lables, posture, ability to stand before the class and look the mem hers in the eye — any of those characteristics, indeed, which aid ir the oral deliver}^ of thought. The sort of structure which drill in oral composition secure; — except, perhaps, in the advanced grades — can never be othci than sim])le. In the aim toward the more elaborate, the valuable disciplinary implement that directs toward accuracy is th( written composition. Here the form is neither fragile nor evanes- cent. The pupil's production is before him and before his teacher By each it ma}^ be critically examined. The teacher first points out the errors in spelling, in grammar, in simple rhetoric. Then as a means of securing broad ideas of structure, the pupil is taughl to ask himself three important questions. Of the whole composi- tion, of each paragraph, of each sentence, he asks: (1) Is it unified'; (2) Is it coherent? (3) Is the emphasis proper? Structure, however, is not the only thing a composition shoulc possess. It must first of all possess vitality. This quality can more readily be secured — especially in the earlier grades — bj^ assigning simple subjects from daily life, such as My Experience With a Dog, How I Should Like to Spend the Holidays. Perhaps most of the requirements of the teacher's task in oral and written composition will be met if the five following genera' suggestions are fully comprehended and carefully followed: General Sucjigestions 1. Develop a sense for form and organization. 2. Encourage a free and facile expression of the pupil's in- terest. Use this means to enlarge the pupil's vocabulary. 3. Develop the pupil's power to observe closely. 4. Allow the other studies in the curriculum to contribute t( the composition work. Encourage all the teachers of other sub- jects in the school, constantly, to demand good written and spoken English from their pupils. 5. Criticise constructively and sympathetically — as much bj persoiud confcn'cuice as possible. As corollaries to these the following specific suggestions arc added : The Course in Detail 33 Specific Suggestions 1. Insist on the use of black ink. 2. Insist on the use of uniform paper. 3. Refuse to accept careless penmanship, or crumpled papers. 4. Demand that the theme be ready on the day assigned. 5. Correct and return the themes regularly. 6. The pupil will take more interest if his work is graded; for example, A = excellent; B = good; C = fair; D = unsatisfactory. 7. Teach the pupil to correct his theme carefully before hand- ing it in. Let him learn, as Professor Barrett Wendell has ex- pressed it, that paragraphs and whole compositions are matters for prevision, but that sentences are matters for revision. 8. Faulty and careless themes should be rewritten. 9. Corrected themes should be enclosed within the rewritten themes. 10. For detailed suggestions on oral composition work, read the chapter on Oral Composition in Thomas, Howe and O'Hair's Rhetoric and Composition. 11. Letters may be written in each year. It is a good plan to have them handed in on letter paper, in envelopes properly, ad- dressed. Insist on a good quality of stationery. Discourage fancy colors. Write on consecutive pages, as a book is printed. 12. The teacher who helps the child to think clearly will be helping him to write and speak clearly. 13. Make free use of the blackboard. To criticise before the class a theme previously written out on the board, will save many hours of correction. THE COURSE IN DETAIL First Year Composition. Short weekly themes. The primary aim is to encourage spon- taneity, but emphasis is strongly laid on mechanical items — neat- ness, indentation of paragraphs, spelling, grammatical forms, and the study of such simple rhetorical principles as The Whole Compo- sition, The Sentence, Words, and the simpler principles of Narra- tion, Description, and Letter Writing. In the oral composition work the pupil stands before the class, and when he has finished his theme receives the comment of his teachers and classmates 3—5077 34 Uniform Course of Study In addition to the observations of those principles which govern effective written discourse the speaker is expected to stand erectly, to enunciate distinctly, and to guard carefully against mistakes in the pronunciation of words. Chapters I, III, IV, VI, VIII, X, and XI of Thomas, Howe and OHair's Rhetoric and Composition are carefully studied. Attention is likewise directed to the main points in Chapters II, V, VII (Narration and Description), and IX. Second Year Composition. Weekly themes. Emphasis falls upon the study of the para- graph. The student learns that paragraphs may be developed by certain specific methods, — by details, by one specific example, by comparison, by contrast, by cause and effect, by proofs, by repeti- tion. The principles governing effective Narration and Descrip- tion are carefully studied and applied. There is constant insist- ence upon correct and effective sentence structure and upon care in the choice of words. In both the oral and the written composi- tion a higher efficiency is constantly expected. All the chapters of Thomas, Howe and O' Hair's Composition and Rhetoric studied in the first year are carefully reviewed. Particular stress falls upon Chapters II, IV, V, VI, VII (Narration and Description), and VIII and IX. Third Year Composition. The whole composition; review of the Sentence and the Para- graph; review of Narration and Description, with special atten- tion to Exposition. There is constant practice in Oral Composi- tion; debating is strongly encouraged. In this year's work special emphasis is placed upon the selection and organization of material for the longer theme. Palmer's Self -Cultivation in English is used as a model for this work. An attempt to write verse is an aid to the appreciation of poetry, and is freely encouraged. All the chap- ters of Thomas, Howe and O'Hair's Composition and Rhetoric previously studied are reviewed. Emphasis falls upon Chapter VII, particularly upon that portion which relates to Exposition. Suggestions for Home Reading. — William Morris: Sigurd the Volsung; Blackmore: Lorna Doone; Thackeray: Vanity Fair; Scott: Guy Mannering; Dickens: David Copperfield. Composition and Rhetoric 35 Fourth Year Composition. A careful review of Narration, Description, and Exposition. Special attention to Argumentation. Continued emphasis upon Oral Composition. Review of all the chapters of Thomas, Howe and O'Hair's Composition and Rhetoric, with special emphasis upon Chapter VII, particularly by the portion which relates to Argu- mentation. HISTORY AXD CIYICS (One Unit Required. See page 14.) "W - one year is taken the work shall consist of Ameri- can Hij. . . „_.i Civics — 3rd or 4th Year." While the Course in history has been outlined for the first three years, it may be used for the sec<: : i and fourth years in schools omitting the study of history „ __ first year. Xo group of studies surpasses in impwrtance that of the social sciences. In the present organization of the scL -^. history ^^ ' •": ~ " '•'lish the basis : ^ ^ '-^^ "^^portunity ;.. _- study of lation?hiT>?. To bring ihe lii erience in past ages to bear in a vi* -^ " upon the .-r-e_r. to give _:--^_ :' ■" " - -^ operat- ing jji society and secure intelligeii" i. therein,, to awaken civic consciousness responsibility, to cultivate the power of •■^'""- - — hiking, that is. in terms of causation, o: _ _ - rxercise of the critical faculty upon the sources oi information — these are among the results to be - ~ • '^ — '-^g history in high schools. While the aim is not s stery of de*:ail? as to dis- cover the larger trend of things, yet there st sufficient study ii~ ■ ' -"ery of f: - * r"'~ = - "^isis i' : -'j^nd conclu- sions s.:- Terpreta. - ements. Conscious connection sh y established between past rimes - - - - ~ — - .-. In this way. the facts of history a; present is ill'imined. Pos- sible connections are without number for the alert - rvant teacher. F " -^ ; ■-"--; - - : P "- :r may be fr . ^ day. The Roman system of land surveys sheds important light - ; - - : : Th r - ^ "-rson. - - _ - - :imes and countries, between hving statesme: - past ages, are. if not -' " _ - -- - -" ■ ' "- ing. The , - - - - -'^ C36) History AND Civics 37 than a casual one and should be drawn by the pupil with some de- gree of fulness and clearness of detail. ■';'.. Pupils should be encouraged to express freely their opinions upon the actions of men in the past. In this way valuable training for civic affairs is obtained and much of the drudgery inevitable in the masteiy of facts is relieved. Full and free discussion of the merits of leaders and public policies, of the comparative benefits of opposing lines of action, may with profit be provoked. Was Jackson justified in his suspicion of the Bank? Did the benefits of Napoleon's constructive statesmanship outweigh possible evils of his military career? Was Jefferson's policy of avoiding war at any cost an expedient one? Care should be taken that all sides of a question are brought into the light. Hasty and ill-formed judg- ments should be carefully guarded against. Interest in the romance and the pageantry of histor}^ may well be fostered in adolescent minds. The dramatic episodes, the great crises in human affairs, the wonderfully thrilling moments in the career of some great leader, should be utilized to the utmost in stimulating interest and nourishing the imagination. Topical analysis should form the basis of instruction. This differs greatly from the so-called ''reciting by topics." The latter ma}' and often does degenerate into mere reciting of paragraphs in a textbook. Topical analysis means the logical and systematic grouping of facts about a central topic. This brings into clear perspective the causal and logical aspects of a subject. Even purely narrative and chronological subjects should be reduced to the topical form. Thus, the facts of a military campaign may be so arranged. Stories, anecdotes, narratives may be introduced into the topical study by way of illustrating or re-enforcing a point. A series of lessons may be so planned as to bring out the salient facts of a large topic, an historical movement or an institution. When such a subject has been completed by the class, each student should gather up, in a carefully written topical outline, the elements of the subject. Such a summary outline constitutes a valuable syn- thesis and serves to "clinch" the subject. Of all subjects history demands extensive reading. The amount and character of collateral reading should be carefully graded to the ability and advancement of the class. Beginners in history classes should be cited to specific portions, of limited extent, and should be early instructed in the mechanics of books, using the textbook for practice, — in the purpose and use of footnotes, mar- ginal I'eferences, index and pronouncing vocabulary, title-page. 38 Uniform Course of Study and the like. Evaluation of authors should constantly be in- culcated. Digests and excerpts from the reading may be entered in notebooks and referred to in the discussions in class. Some provision should be made, in the course of instruction, for written reports or theses. The thesis is a valuable device for secur- ing accuracy of statement and fact. Citation by author, title, and page should be insisted upon, and instruction given in compiling bibliography and in taking notes in preparation for the thesis. The subjects should be chosen directly from the field of work and should involve a question or problem to be answered. A few writ- ten theses (two or three per term) rather than too frequent, are desirable, and these may be fairly extended in treatment. This work may be readily correlated with theme work in English. Constant effort is needed to give a sense of reality to the history of past times. For younger students, vizualizing the facts of his- tory is helpful. Maps for physical setting, political relations, and economic or industrial conditions, are visualized forms of historical data. Pictures are even more graphic representations of restricted phenomena. These may be obtained in inexpenseive form from old magazines and mounted on cardboard. Cheap prints may be obtained from the dealers. Pictures in the textbooks should be utilized to the full. Source selections, if properly chosen, often lend a sense of reality and give vivid portrayal of conditions. Letters, memoirs, diaries and journals are usually rich in interesting ma- terials. For historical atmosphere and color, the best historical novels may be commended. Under the magic wand of the artist writer, type characters and real leaders take on life and action and are endowed with emotion and actuated by motives. The following books for the teacher may be recommended: Com- mittee of Seven, "Study of History in Schools;" Bourne, "Teach- ing of History and Civics;" Hartwell, "Teaching of History;" New England Association Committee, "A History Syllabus for Secondary Schools" and "Historical Sources for Schools;" Com- mittee of Five, "Study of History in Schools." THE COURSE IN DETAIL First Year (Webster's Ancient History.) Pedagogical Apparatus. The teacher will in the first place undertake a careful examina- tion of the "Suggestions for Further Study" (Webster's Ancient History and Civics 39 History, pp. 20 to 28), where detailed references are made to the most useful aids to historical instruction, such as encyclopedias, atlases, wall maps, illustrations, works of travel and historical fiction, source collections, and modern books. The "References" preceding each chapter of the text are in- tended to supply adequate material for the pupil's collateral read- ing. Emphasis should naturally be placed on the study of the sources, when these can be presented in an interesting and intelli- gible fashion. The use of Webster's Readings in Ancient History, or of the excellent collections of extracts by Botsford and Davis, will go far toward remedying the lack of library facilities. The collateral reading will usually furnish suflficient material for the preparation of brief essays or written reports. No better means exists of correlating the training in history and English. In such work it is highly desirable that the pupil be required to state exactly (by author, title, volume, and page) where he ob- tained his information. Not all reports need be written out. Some salient incident, some happy anecdote, some piece of vivid de- scription can be assigned to students for oral presentation in the classroom, in this wa}^ providing effective training in extemporan- eous discourse. The "Studies" are most conveniently used for review purposes upon the completion of each chapter of the text. It will be ob- served that nearly all of these take the form of suggestive questions and should arouse stimulating discussions in the classroom. The alert teacher will be able to add more material of the same sort — questions which do not test the memory only, but also stir the sluggish mind, provoke debate, and lead to constructive thinking. The other "studies" include: (1) exercises requiring the use of outline maps and of maps in the text; (2) selections of important dates to be memorized; (3) lists of technical terms and of English words and expressions derived from the classical languages; and (4) questions based upon particular illustrations in the textbook. The use of permanent notebooks with detachable leaves will greatly facilitate the work of historical instruction. In such note- books pupils should be expected to insert abstracts of their col- lateral reading; short but significant passages copied from other books; any essays or written reports they may compose; lists of dates, technical terms, prominent personalities, and important places; digests or outlines of particular chapters of the textbook; and finally, all maps which may be prepared from time to time. Notebook keeping is usually enjoyedby^students; indeed, the 40 Uniform Course of Study chief danger is that they may come to regard their notebooks as fetishes and devote to them time and energy which would l)etter be spent in supplementary reading. Considerations for the Teacher. The elaborate topical analysis of the book — 19 chapters, each a topic in itself, 235 sections, each a topical subdivision, and box notes for every paragraph — should facilitate the mastery of the text and its subsequent review. It should be noted that the Table of Contents includes the title of every numbered section and thus provides a helpful outline of the entire work. Maps and illustrations form an integral part of the text for purposes of study and recitation. These are constantly referred to in the footnotes, in the "Studies," and in the Index and Pro- nouncing Vocabulary. Notice, particularly, that the illustrations are closely correlated with the reading matter and that they are intended not to ornament it but supplement it. The descriptive caption immediately under each illustration, setting forth its special significance, should be carefully read by students. The Table of Events and Dates furnishes a chronological con- spectus of the entire field. The specially important dates chosen for memorization are here italicized. This table should be also useful in bringing out clearly contemporaneous events in Oriental countries and in Greece and Rome. The very full Index and Pronouncing Vocabulary indicates the pronunciation of all difficult proper names, according to the system of diacritical marks found in the latest edition of Webster's New International Dictionary. It is desirable that pupils be carefully trained on these signs and sounds, for good work done here will encourage that habit of consulting a dictionary in connection with any reading, historical, scientific, or literary. Footnotes are to be read, not skipped; and all cross-references to other pages of the text and to maps and illustrations should be looked up with scrupulous care by the pupil. Outline. The first, nine chapters, devoted to prehistoric times, the Orien- tal countries, and to Greece, include about half of the book and may well constitute the first semester's work. Chapters X-XVII, dealing with Rome, will naturally form the basis for the work of the second semester, while tli(> two rcnnaimng chapters on the pri- History and Civics 41 vate life and art of the classical peoples furnish a means of con eluding the course with a survey of those features of ancient civili- zation shared in common by Greeks and Romans. Some teachers may prefer to take up Greek private antiquities and art at the close of the political history of Greece (ending with Chap. IX). Similarly, the study of the sections of Italian geography in Chapter IV may be postponed, by those who prefer the traditional order, until Chapter X is reached. The arrangement in the text has, however, the very great advantage of emphasizing the real unity of classical civilization. It is a serious mistake to treat Greek history and Roman history as separate entities, instead of regard- ing them as related and interdependent aspects of one historical evolution localized in the Mediterranean basin. The first chapter on "The Ages before History" contains a somewhat extended presentation of prehistoric and primitive cul- ture, as providing an indispensable basis for all historical studies. The Oriental period, instead of being broken up into a large number of chapters without inner connection, should be regarded as a unit, and its history, both political and cultural, should be outlined in such a way as to make an impression of unity on the student's mind. The period from 395 A. D. to 814 A. D., covering the Germanic invasions and the formation of Germanic kingdoms, should be dis- cussed briefly and should be presented as the tapering-off of an- cient history. Emphasis ought to be placed, therefore, on those features of Graeco-Roman civilizations which survived the shock of the barbarian inroads and became the basis of the civilization of the Middle Ages. Topics such as Mohammedanism, the Papacy, and Monasticism, while they fall chronologically within this period, are essentially a part of medieval history, and their study may be properly postoned till the second year of the course. Second Year Medieval and Modern History. (Text: New Medieval and Modern History — Harding.) A study of the factors in the making of the Europe of today. A preliminary study of the geographical basis, giving the sa- lient physical facts which have shaped European history; of the factors with which the Middle Ages started, especially the decay- ing Roman civilization, the Teutonic nations, and the rising Chris- tian church; of the restored empire under Charlemagne. 42 Uniform Course of Study The earlier portion of the year should be devoted to (1) the characteristic medieval institutions, such as the Church, feudalism, empire and papacy (and the conflict between the two); (2) the great continental movements, such as the Norse invasions, the Crusades, and the rise of nation states; (3) the life and culture of the Middle Ages, — of the peasants, the nobles, and the townsmen, and of the Universities; (4) the rise of England and France, and the Hundred Years' War. The period of the Renaissance and Reformation is an epoch of tradition and (together with the resulting wars of religion) should be treated as a unit. Only the salient features should be dwelt upon, and these should be made as concrete as possible by means of pictures, stories, documents, and so on. Care must be exercised in touching upon the religious controversies of the Ref- ormation period, yet something of the great divisions which arose should be brought out. Great tact and restraint must be exer- cised to avoid needlessly offending religious susceptibilities. The last half year should be given to the period since 1648. Prior to the French Revolution, the important topics are the Age of Louis XIV, the struggle for constitutional liberty in England, the rise of Prussia, and the colonial rivalry of France and England. The characteristics of the Old Regime should form a setting for the study of the French Revolution. The latter should be seen as a great and successful social upheaval, and should not be limited to the Reign of Terror. Napoleon's career should be viewed in relation to the French Revolution. The growth of national unity and the spread of democracy are the characteristic movements of the nineteenth century. Much emphasis should be placed upon the social, industrial, and economic changes of recent times. Third Year United States History and Civics. Since only one year is given to both the subjects of American History and Civics, it is recommended that the former be given a place on the program three days of each week and the latter two days of each week, throughout the entire year. With this plan it will not be possible to cover all the subject matter included in these texts, and it is suggested that all the chapters of the books be cov- ered, but in each only a few topics selected for full treatment. In the outline the important topics of each chapter are men- tioned and particular attention is called to th6se features that de- United States History 43 serve especial emphasis. In the study of these subjects do not permit mere memorization of the text, but work for an under- standing of it. Emphasize the reasons for events and legislation. Allow full discussion and expression of opinion. Use maps constantly in the history work; do not discuss an event until its location has been determined. Wherever possible, connect all topics with present day conditions and occurrences. COURSE IN DETAIL (UNITED STATES HISTORY) First Year (Text: American History — James and Sanford.) First Term Chapters I-XVI Three Recitations per week The Discovery of America. (Chapter I.) Show how ancient ideas of the earth developed through many centuries. Conditions leading to the discovery of America are important at this point, review European history previously studied. How the name America came to be given, first to South America. Explain the maps on page 13. Spanish Exploration and Colonization. (Chapter II.) If the details of Spanish explorations have been covered fully in the grades, the facts may be summarized here. Use maps to lo- cate the journeys. Pay more attention to motives and results. Why Spanish conquest was easy in Mexico, but difficult farther north. Industries and government of the Spanish colonies. Re- lations with the Indians. Show the relations between these facts and present conditions in Spanish-American countries. The policy of Spain towards her colonies. How many American colonies does Spain now have? The Rivalry of Nations in the Sixteenth Century. (Chapter III.) A skeleton outline of English and French history between 1500 and 1600, in parallel columns, may be used for review of the Euro- pean background. American events may be outlined in a third column, with names and events placed in their proper relative po- sitions according to dates. Show why the English were not active 44 Uniform Course of Study ill iiiaritinic enterprise and colonization at first; why a new era be- gan later; how European events determined the periods of French activity; why the early attempts at English colonization failed. Virginia and Maryland. (Chapter IV.) Teach the fact that the London and Plymouth companies were a part of a great movement for commercial expansion. Show how colonization was related to this. Explain the money-making scheme of the London Company and how it underwent changes. The relation of the compan}" to James I, and the beginning of representative government. The labor problem in Virginia. The conditions that determined the founding of Maryland. New England. (Chapter V.) Place in a column the list of monarchs and great events in English history between 1603 and 1660. Enter in a parallel column, at places corresponding to their dates, the events in Amer- ican history prescribed in this chapter. Thus the very close de- pendence of the latter upon the course of English history may be made more clear. Discuss the likeness of Puritans and Separatists in England, and also the differences between them; show how con- ditions in America made them alike. Show how local and colonial governments in New England developed from necessity and from charter provisions. Emphasize the great ideas embodied in these events; religious freedom, local self-government, toleration. Further English Colonization. (Chapter VL) Here, again, much of our colonial history is shown to be the outgrowth of European conditions. Use a map of the world. Why were the land system and the form of government in New Nether- land unsatisfactory? Extend the outline of English history from 1660 to 1689, and fill in the events of American history. These outlines are not to be merely memorized, but are to be used as aids in the understanding of causal relations. Emphasize the conquest of New Netherland; motives for the founding of the Carolinas; the non-English immigrant; social and economic conditions in the Carolinas; Penn's motives and his plans for government. The Colonies After the Restoration, 1660, 1690. (Chapter VIL) Treat the navigation laws from the standpoint of English in- dustries and interests. Emphasize the revolt in Virginia against United States History 45 bad economic and political conditions (Bacon's rebellion, 1676). Show how and why the English government tried to control the colonies and why the control was imperfect. Refer constantly to the schedule of events in European history. Emphasize resistance toarbitrary government in New England and New York, also the section upon colonial life, especially the influence of physical geography upon industries. Use references here. What the colo- nists and the Indians learned from each other. Why disputes over land were common. The two great tendencies. The French in America. (Chapter VIII.) One or more pupils may make an intensive study of a French explorer: Champlain, Marquette and Joliet, or La Salle. Em- phasize French methods of colonization. The names of the wars may be entered in a schedule one just l^efore and one just after 1700; one preceding and one following 1750. Emphasize causes and results, rather than battles. Note that territory was ceded at the close of two wars only; map the changes. Topics worthy of expansion are: the expedition to Louisburg, Braddock's expedi- tion, siege of Quebec. Topic 13, page 126, deserves full discus- sion. For the topic Westward Migration constant reference to the map is essential. The Albany Congress is important. The English Colonies in the Eighteenth Century. (Chapter IX.) Give much attention to the non-English colonists; also to in- dustries, especially commerce. Changes in religion and education. The conflict between popular government and the policy of control, as represented by the assemblies and governors respectively. What did this conflict foreshadow? Cause of the American Revolution. (Chapter X.) In discussing the mercantile system show how colonial indus- tries were in some cases benefited, in others injured, and in still others let alone. The various acts of the English government were attempts to carry out a "New Policy" of control, especially the enforcement of the navigation acts by various devices; also the establishment of a central military authority. A study of George III and his influence will help to explain the situation. In re- sponse to each obnoxious act of the English government are found two results in the colonies: (1) resistance, (2) a tendency toward 46 Uniform Course of Study union. Make a list of the steps leading to union. Show how the movement for independence was slow in arising, and was not unani- mously supported. The Tories deserve attention. In the sum- mary of causes (pp. 159-160) find specific illustrations under each head. Consult histories of England written by Englishmen to find their method of treating the causes of the Revolution. The Revolutionary War. (Chapter XI.) More profit may be derived from a thorough study of one or two campaigns, with references, than a slight treatment of all. Use maps constantly. Find reasons for the movements of armies, and the results of campaigns. Make the financial side of the war prominent. The Articles of Confederation were another step to- wards a strong union. The treaty with France, and that at the end of the war are important. The expedition of George Rogers Clark and accompanying events should be emphasized. Answer question 23, page 181. The Period of the Confederation. (Chapter XII.) The reading of certain clauses of the Articles of Confederation (see James and Sanford's Government in State and Nation, Ap- pendix B) will make more concrete the discussion of its defects. The western claims and cessions are important. What state or states claimed the ground where your schoolhouse stands? Study the plan of land survey in Indiana. Why was the Ordinance of 1787 important? Did it really exclude slavery from Indiana? Correlate with this chapter the history of early American settle- ment in Indiana. Commercial treaties are important because they make definite and certain the conditions under which merchants and shippers can carry on their foreign business. Note the close commercial relations between England and the United States and the English policy of hampering our shipping. The trade on the Mississippi was very important to the Westerners. Make a list of the condi- tions that demanded the formation of a new government. How many of them are ))ased upon industrial conditions? The Formation of the Federal Constitution. (Chapter XIII.) Try to form a vivid picture of the convention at Philadelphia and its leading members. See in the Virginia and New Jersey plans, new and old ideas respectively of a central government. The former triumphed in all essentials; under the first compromise United States History 47 the government was to be really national. In connection with the third compromise, discuss reasons why merchants and shippers should desire control of commerce by Congress. Note howTthis subject and slave importation were balanced against each other, so that each might be carried. In this discussion turn constantly to Annendix II and read clauses of the Constitution. Ratification of the Constitution was as important as framing. Trace the exact process employed and list the arguments for and against it. The life of the people (pp. 207-215) is as important as their govern- ment; do not make this history too strongly political. The Organization of the New Government. (Chapter XIV.) In studying the departments of our government and the early laws, find the clauses of the Constitution that are their authoriza- tion. Also, refer to our present departments and laws. In order to understand the United States Bank, make a study of the func- tions of a bank today; i. e., deposit, exchange, loaning, and issue. Make a list of rights secured by the first ten amendments. Notice that all persons beheve that Congress has implied powers; the controversy arises over the extent to which we should go in imply- ing its authority. Note also that we can imply only upon the basis of powers stated in the Constitution. Foreign Relations, 1783-1801. (Chapter XV.) Review the important facts of French history in this period. Emphasize the importance of Washington's neutral policy. Make a list of the questions in dispute between England and the United States, including those mentioned in Chapter XII. Place oppo- site each the disposition made of it by Jay's treaty. Show the importance of the treaty with Spain, reviewing page 192. Corre- late the Indian troubles with Indiana history. Note how we came near to actual war with France and how we escaped that necessity. The Alien and Sedition laws reveal the bitter political hatred of that time. The Virginia and Kentucky resolutions show this also and revive certain ideas of a central gov- ernment. The election of Jefferson should be studied in connec- tion with Article II, Section 1, Clause 2, of the Constitution and the Twelfth Amendment. Show how the invention of machinery in England was related to the cotton gin; neither could have full effect without the other. 48 Uniform Course of Study Democracy and Expansion. 1801-1811. (Chapter XVI.) The character and influence of Jefferson and Marshall should be emphasized. In tracing the history of the Louisiana Purchase, review the Mississippi question (pp. 192, 229). Correlate with European history. Read under Question 6, page 258. In order to understand the l)lockade policies of England and France, one must realize the great increase of exports from the United States, and specially the almost complete monopoly of the carrying trade by American vessels, in spite of English and French attacks. Show why the embargo policy was not successful. Then came various attempts to settle the matter by diplomacy. The battle of Tippecanoe is a central event in Indiana history. Second Term. Chapters XVII-XXXI (Three Recitations per week) The Second War for Independence. (Chapter XVII.) Show the connection betwee the war policy (in place of the diplomacy policy) and the rise of Henry Clay and other leaders; also the influence of Western ideas. Why was not war declared against France? The war in the Northwest deserves careful study; use maps. Locate the various naval battles on a map of the world. (See Sanford's American History Maps, No. 16, A. J. Nystrom & Company, Chicago.) Compare vessels and naval meth- ods of that time and the present. Compare the causes of the war with the results reached by it and with the terms of the treaty. New England opposition should be discussed. Reorganization, Westward Migration, and Internal Improvements. (Chapter XVIII.) Develop fully the conditions that account for the protective tariff of 1816. Show whom it injured (commercial and shipping interests) as well as whom it benefited. The westward movement deserves the most attention that can be given to it. Review this topic on pp. 170-172, 190-191, 208 (map), 229-230. Study routes, motives, land policy, internal improvements, character of western life. Use maps, pp. 278, 279. Show how the Missouri question was an outgrowth of western migration. Review the history of slavery, (1) in colonial times, (2) during and after the Revolu- tion, (3) the admission of states. Notice that there were two Mis- souri compromises. United States History 49 The Development of Nationalism, 1815-1830. (Chapter XIX.) Evidence of nationalism and the disappearance of the Federal- ist party should be explained. Have outUne maps made showing the new acquisitions and their boundaries. Treat the European background of the Monroe doctrine; the two main points of the doctrine. Discuss the way in which the doctrine is regarded today. Make the personalities of John Quincy Adams and Andrew Jack- son stand out prominently. Connect the various tariff topics (pp. 271, 289, 293, etc.). Note the changes of opinion upon the ques- tion of protection. Account for the changes seen in the election maps on page 295. The New Democracy and the Increase of Sectional Feeling. (Chap- ter XX.) Associate the facts on pages 280 and 297 with the life, charac- ter, and influence of Andrew Jackson. Make a comparison be- tween him and John Quincy Adams. Discuss reasons for location and effects of canals and railroads shown on the map between pages 296 and 297. Show the effect of the inventions mentioned. Cor- relate the educational and literary movements with topics treated in other classes. Show the importance of the humanitarian move- ment. Outline the events connected with nulhfication history (pages 306-308). Review the Virginia and Kentucky Resolutions (pages 235-236) and the Hartford Convention (page 268). Review the United States Banks (pages 220, 272). Make a hst of the reasons why Jackson opposed the bank; how many were good reasons? (Section 9, page 325.) Make a list of the events and conditions that combined to bring about the crisis of 1837; show relations among the various items. The independent treas- ury system (finally estabUshed in 1846, see page 328) has lasted until the present time (1914) and is being superseded by the new currency system enacted in December, 1913. Review the various slavery topics previously studied. Why were abolitionists few in numbers? Explain the importance of the dispute over the "gag rule." Note that the Whig party (see pages 31, 318) was composed of both northerners and southerners, both loose and strict constructionsts. This helps to explain Tyler's attitude and also some subsequent events, such as Clay's attitude in 1844, page 323. Outline the history of Texas from 1819 to 1845. 4—5077 50 Uniform Course of Study Territorial Expansion and Growth of the Slavery Issue. (Chapter XXI.) Make a map that will illustrate the various features of Oregon history (see page 326). Trace Polk's policy leading to the Mexican War; was It justi- fied? What was the opinion of leading statesmen? (Question 4, page 344.) Answer Question 5, page 344. Summarize the leading campaigns of the Mexican War. Compare these with the situa- tion existing in 1914. The Wilmot proviso is important as leading to the free soil party, and further slavery discussion. The election of 1848 illus- trates again the peculiar composition of the Whig and Democratic parties. The Clayton-Bulwer treaty is of interest in connection with Panama Canal history. Have pupils see clearly the attitude taken by each of the lead- ing statesmen upon the Compromise of 1850. Which were extreme and which were moderate in their views? Study carefully the provisions of the fugitive slave and personal liberty laws. Did any routes of the underground railroad run near your home? Emphasize industrial conditions in the South. How was the North different? Slavery Extension and Sectional Feeling. (Chapter XXII.) Connect the Kansas-Nebraska question with westward migra- tion; cotton and slavery demanded more territory because the wasteful system of cultivation wore out the land. Douglas thought he had a solution for the question of slavery in territories and new states; why was it not a good solution from the standpoint of many northerners? From that of most southerners? Begin an outline of events in Kansas (pages 348-350) that will be completed later (pages 360-361). The Gadsden purchase gives occasion for a review of territorial acquisition (see map, page 349). The origin of the Repubhcan party is important. Do not neglect the industrial and social topics (pages 353-359), as these reflect the every-day life of the people more than do slavery controversies. The Dred-Scott decision gives opportunity to review the three prominent views concerning slavery in the territories. Show the importance of the Lincoln-Douglas debates. Most important is the split of the Democratic party over the ques- United States History 51 tion of slavery in the territories. Explain the election map, page 364, and the statistics on page 366. Secession and Civil War. (Chapter XXIII.) Discuss fully the reasons why South Carolina and other states seceded. With some classes, time ma}^ be profitably spent upon a study of the documents mentioned on page 370, rather than upon the campaigns of the Civil War. Make a chronological list of events between November, 1860, and July, 1861. The comparison between North and South is important; emphasize the importance of physical geography. If intensive study of a campaign is feasible, select either Grant's campaign in the West (1862) or McClellan's. The finances of the war are very important. Note that the Emancipation Proclama- tion did not at once (January 1, 1863) free any slaves, but that it had other important effects. Select either Vicksburg or Gettys- burg for intensive study. The Civil War {Continued), 1863-1865. (Chapter XXIV.) Four political topics of great importance : methods of raising troops, National Banking system, European recognition, election of 1864. Make a list of the various attempts that were made by the Northern army to advance to Richmond (1861-1864). Place with each item the names of important battles and commanding gen- erals. Study carefully pages 411-413. Reconstruction, 1863-1872. (Chapter XXV.) Do not allow prejudice against the South to control students' minds; rather let the atmosphere of the class be favorable to sym- pathetic appreciation of both sides of the problems that gave rise to the Civil War and the reconstruction problems. Note that John- son's plan of reconstruction followed that of Lincoln quite exactly. Debate the question of negro suffrage. Was the House of Repre- sentatives right on the impeachment question? Make a list of the steps taken by President Johnson and the southern states and peo- ple in a column; in a parallel column place a list of the acts of Congress; thus show how each side to the controversy tried to check the other at various points. 52 Uniform Course of Study Diplomacy, Finance and Politics, 1865-1877. (Chapter XXVI.) The Mexican incident is of especial interest in connection with the recent trouble in Mexico. The treaty of Washington should be emphasized as leading to a very important case of arbitration. In the period since the Civil War industrial history is especially important; here are seen the beginnings of many movements that account for present industrial conditions. Constantly connect past and present in these topics. Under United States notes, re- view page 338. Review previous commercial crises (1819, 1837, 1857); were there any causes in common? How can these crises be avoided? Show how the disputed election of 1876 was the out- come of the reconstruction policy. Industrial and Social Changes, 1866-1876. (Chapter XXVII.) Have the Bessemer and open-hearth methods and the making of coke looked up. Discuss corporations, how and why formed, illustrations, benefits, evils. Have pupils mention instances of con- centration in industry. Make an illustration of stock-watering, with figures. Get information concerning a labor union from one of its members or an officer. The silver question has ceased to be a problem in this country. As it is quite difficult, it may be omitted, so that more time can be given to other topics that involve important problems as yet un- settled. At the bottom, the demand for free silver, like the green- back movement, represented a demand for more money, and hence high prices, at a time when prices were declining. Political Changes and Industrial Expansion, 1880-1890. Chapter XXVIII.) The history of civil service reform deserves attention; review pages 242, 305-306. The greatest evil of the spoils system lies not in the inefficiency of the officers, but in the low type of politicians and the bad political practices that frequently accompany it. The distinction between interstate and intrastate commerce is important. Review the war tariff; see arguments for protection arising. Our relations with South and Central American countries are important in connection with recent events. Discuss again the concentration of industry, with illustrations of trusts and methods used to suppress competition. Examples of anti-trust suits. Civics 53 Industrial and Political Problems, 1890-1897. (Chapter XXIX.) As with previous controverted questions, bring out both sides of the situation that gave rise to the Populist party. Mention ways in which national and state laws of recent years tend to carry out the ideas of the Populists. Note that the policy of Congress on the silver question, before 1893, was one of compromise; both Re- publicans and Democrats were divided within their own ranks over this question. Compare this situation with the way in which the Whig and Democratic parties treated the slavery issue. Inter- national arbitration is a topic of growing importance. Show how the various inventions have affected the lives of the students. Note that the Democratic party was divided within its own ranks on the question of protection; this accounts for the tariff law of 1894. The Spanish-American War, 1898. (Chapter XXX.) Summarize the causes of the war with Spain. Explain the statement of Wilson (Division and Reunion) that the sensational character of events before the war began stand in contrast to the generosity that characterized its close. Debate the question of Philippine annexation; the question of Philippine independence. The Opening of a New Era. (Chapter XXXI.) At the beginning of this chapter are found facts concerning the new economic condition that banished the free silver ques- tion. The relations of this country to foreign nations are im- portant. In connection with the "new Monroe Doctrine" com- ment upon recent events in our Mexican relations. The history of the Panama Canal (see also pages 335-336) deserves extended treatment. In what ways has its construction set an example of good government? Mention recent labor disturbances in compari- son with those mentioned here. Make a list of reforms that have come about, and others that are being advocated. What more re- cent legislation has superseded the emergency currency law? CIVICS Third Year (Text: Government in the United States — Garner.) The work in Civics should be of such character as to stimulate an interest in the development of our system of government and a desire to contribute to its efficiency. 54 Uniform Course of Study This can best be accomplished by a study of the various forms of local government as suggested in the text adopted. It should be the constant endeavor of the teacher to present the facts in the development of our body of laws and regulations as the outgrowth of certain political and civic needs as developed in the history of our nation and state. The real aim in Civics is to give such a basis for our civil gov- ernment that the pupils may become contributing members of so- ciety in the locality, where they are to live. The suggestive questions for research should receive emphasis and application should be made to such forms of government as most commonly prevail in the vicinity of the school. Visits should be made to such branches of the government as are nearest, and questions of local interest should be discussed by the pupils with parents, friends, and local authorities. The various officers of the school and civil corporations are usually willing to visit the civics classes and discuss the duties and responsibilities of their offices. Representative citizens of various occupations can be relied upon to discuss such legal and civil aspects of their occupations as are of interest to the community. The elections should be observed and studied as a means of an intelligent understanding of the exercise of franchise and the duties of citizens in respect to the election of various officials. In such study and work extreme care must be exercised that no partisan element enters into the study or discussion. The Legislature should be carefully observed and, if possible, visited during its sessions, and acts of general importance followed in the various steps by which they become laws. The various agencies of township, town, city and state should be studied in relation to the local government and welfare. The departments of the State Government which have charge of the protection of life and property should be studied and applica- tion made for material and bulletins giving reports of their work. Special topics for investigation can be carried on by individual pupils and reports made to the class. Discussion and debate of important questions is suggested as a means of increasing the interest and encouraging more careful study. If vitalized and localized this study becomes one of the greatest interest and should be made one of the most important items in the course of study. Civics 55 The supplement in the text on Civics, treating of Government in Indiana should be studied in connection with the entire work in Civics, and reviewed again at the close of the year. Where applicable, reference has been made to this chapter m the general outline in Civics. The research questions at the close of each chapter are suggestive and practical and should be taken up in connection with each chapter, especially those questions per- taining to the State of Indiana and present day affairs. These questions are especially valuable because they call for original opinions and can form a basis for discussion in the class, from opposing views that may be advanced by the pupils. The present officials who are at the head of affairs in the state and nation should be named, also those who are of local interest. (See research questions.) December 11, 1916 is the one hundredth anniversary of the Statehood of Indiana, and some special topics on the development of government in Indiana have been added at the close of the out- line in Civics, for each term. First Term Chapters I-X (Two Recitations per week) Local Government : Towns, Townships, and Counties. (Chap- ter I.) (Study, in this connection. Chapter II, pages 9-24, Govern- ment in Indiana — see supplement in text.) County Government. The County-Township System. Merits of Local Self-Government. Local Government Continued: Cities and Villages. (Chapter II.) (Study, in this connection. Chapter III, pages 25-39. Gov- ernment in Indiana — see supplement in text.) Need of Municipal Government. City Growth, (Causes and Results) Movement to check immi- gration to cities. Position of the city in the state. The City Charter. The City Council and Powers. The Execu- tive and Administrative bodies of the city. City Finances: Sources, Expenditures, Debts. Agents for protection of Life and Property. Municipal Public Utilities — Ownership, Municipal Courts. The State Governments. (Chapter III.) (Study in this con- 56 Uniform Course of Study nection the Constitution of Indiana, page 74, Preamble, Articles I, II, and III.) Place of the states in our Federal System. Powers, Rights and Privileges; Obligations and Duties of the State. The State Constitution — How Framed and Ratified and Amended. (Study in this connection Chapter IV of Government in Indiana, pages 41-45. See in this text, supplement on Govern- ment in Intliana. Study Article IV of Constitution of Indiana.) The State Legislature (Chapter IV). Powers and Structure and Organization of State Legislatures. Compensation of members. How bills are passed. Initiative and Referendum. The State Executive. (Chapter V.) (Study in this connection Chapter IV, pages 45-66 in Government in Indiana.) (See in text. Study Articles V and VI, Constitution of Indiana.) The Governor and Lieutenant-Governor, Election, Qualifica- tions, Salaries. Other executive officers. Powers of the Governor; Legislative, Executive, Military, and Pardoning. State Civil Serv- ice system. Present executives. The State Judiciary. (Chapter VI.) (Study in this connection Chapter IV, pages 66-71 in Government in Indiana, also Article VII, Constitution of Indiana.) Courts of Indiana. Functions and grades of Courts. Judges. Distinguish between Civil and Criminal laws and describe method of procedure in trial of each. Suffrage and Elections. (Chapter VII.) (Study again in this connection Article II of the Constitution of Indiana.) Qualifications for voting. Woman's Suffrage. Duty to vote. Registration requirement. Time and Manner of holding elections. History of the Ballot. The Austrahan Ballot. Give all the details of the casting of a ballot in Indiana. Is the method the same in all states? How are frauds prevented in elections? (Apply to Indi- ana.) Political Parties and Nominating Methods. (Chapter VIII). Nature and Functions of Political Parties. Existing Political Parties in the United States. In Indiana. Discuss Party Organi- zation Primaries and Laws Controlling them. Nominations: By Conventions; by the people; by petition. The Establishment of the Union. (Chapter IX.) The Articles of Confederation. Defects as shown by the opera- tion of the government under them. Constitutional Convention of 1787 and its work. Ratification of the Constitution. Wherein was the system of government thus Civics 57 enacted, an improvement over that maintained under the Articles of Confederation? The Two Houses of Congress. (Chapter X.) The House of Representatives: Members — number, election, apportionment, qualifications, term, compensation. Senate: Members — Number, election, apportionment, ciuali- fications, term, compensation. What change has there been recently in the method of choosing United States Senators? Discuss the steps that led to this change. What are the rights and privileges of the members of Congress? What are the special functions of the Senate? Civic and Political Development of Indiana's Statehood. Brief survey of the states: (a) Colony of Virginia, (b) Territory of the Nation, (c) Statehood Features and defects of the first and second constitutions, (d) Is a new constitution now needed? Second Term (Chapters XI-XX) Two Recitations per week Organization and Procedure of Congress (Chapter XI). Officers, Opening of a New Congress, Oath of office. Adoption of Rules, Quorum, Seating of members. Committees, (how chosen). Describe all steps that accompany the introduction and passage of a bill in the House. In the Senate. What are the powers of the Speaker of the House? Compare with the same official in England. Federal Finance, Taxation, and Money. (Chapter XII.) Distinguish between direct and indirect Federal taxes and tell what constitutes each. Customs, duties, tariff. The Maximum and Minimum Principle — Explain. ^ — What are Internal Revenue Taxes? How collected? Name and describe all other sources of Federal Revenue. How is this Revenue deposited and expended? Describe the Monetary system, and National Bank system. The Regulation of Commerce. (Chapter XIII.) How is foreign commerce regulated? How is interstate Commerce regulated? How is interstate railway traffic regulated? Discuss Federal Anti-trust Legislation. Pure food regulation. Other Important Powers of Congress. (Chapter XIV.) 58 Uniform Course of Study Make a careful study of the postoffice and all topics pertaining to this. What are copyrights and patents and how procured? Discuss the military power of Congress. Discuss the Army and Navy. The present strength of each. The expenditures for their maintenance. Rank and Salaries of Officers. What of the powers of Congress touching upon Bankruptcy legislation? The Presidency : Organization and mode of election. (Chapter XV.) Study this chapter with reference to the research questions on pages 296-297. The Presidency (Continued) : Inauguration, Powers and Duties (Chapter XVI). Study this chapter with reference to the research questions, on pages 322-323. The Cabinet and the Executive Departments (Chapter XVII). Origin and Nature of the Cabinet. Give the history and functions of each Department of the Cabi- net. " Present members. The Federal Judiciary (Chapter XVIII). What is the judicial power of the United States? What are the regular federal courts? Functions. What officials are in these courts? How appointed? What special powers have these courts? What constitutional protection is afforded in the Federal Courts? What amendments to the Constitution have affected the courts in their duties and privileges and the business in such courts? Government of the Territories and Dependencies. (Chapter XIX.) What power has congress over the territories? Discuss the origin of the Territorial System. The Northwest Territory. Rela- tion of Indiana to this Territory. Name and describe the govern- ment of the fully organized territories of the United States ; of the partly organized territories; of the unorganized territories and dependencies. Citizenship (Chapter XXI). Study this chapter with reference to the research questions, pages 391-392. Indiana: Study of the main functions and problems of the (a) County and Township government, (1>) City Government, (c) State Government. Deta^ed study of local government in the community. Civics 59 References: Readings in Indiana History; Bulletin (Indiana University) Davison, "Government in Indiana" (see adopted text on American History) Hodgin; ''Indiana and the Nation." Hen- dricks, "History and Civil Government of Indiana," Gitteau; "Government of Indiana." FOREIGN LANGUAGES If only two years of foreign language are taken both years' work shall be done in one language. Two (2) units required. (See page 14.) LATIN The first end aimed at in the study of Latin should be ability to read the language intelligently and at a fair pace. With this attained other great advantages, certain to be derived from the study, will take care of themselves. The pupil should l)e made to feel from the start that with a reasonable expenditure of time, energy and with fair ability (good teaching being pre-supposed) he can learn to read Latin of average difficulty as he learns to read languages other than his own. To secure proper results the study should be continuously pursued through four years, of which a full year should be devoted to the study of the Elements, a full year each to Caesar, to Cicero and to Vergil. In the case of a three years' course, Vergil should be omitted. First Year (Test: Latin for Beginners — D'Ooge.) The following introduction to the study of Latin is from the "Teachers' Manual to Accompany Latin for Beginners,'' which contains, in addition to the introduction, outlines for each lesson. The author states that these suggestions are designed primarily for inexperienced teachers of first-year Latin and that even for them they are to be taken as suggestive merely. Ultimately every strong teacher must develop his own method, and the stronger he is the less he will feel bound to follow the methods recommended oy others. As a rule pupils beginning Latin are not well prepared in Eng- lish grammar. To meet this defect it has been customary to devote some pages to a review of English grammar before the Latin grammar is begun. It has seemed a wiser plan to combine the review of the former with progress in the latter. Accordingly, in this beginners' book explanations of grammatical terms and con- cepts are introduced at the points where the study of the Latin makes a knowledge of them necessary. Similarly the Latin syntax is compared with the corresponding English syntax. Pupils may, therefore, begin the Latin lessons at once with no preceding review of English grammar. (60) Latin 61 The first assignment of work will naturally be the Introduction. Call the pupils' attention to the Review Questions on p. 4, and use them in the recitation. Besides locating Latium and Rome on the map, pronounce the names and have the pupils' locate the other districts of Italy and the surrounding seas. Also the Alps, Illyricum, Sicily, and Africa should be pointed out. For the second class period, read over with the pupils the first seven sections and pronounce the Latin example for them to imitate. Go over the examples again and again, for an incorrect pronunciation acquired at the outset is apt to persist. Assign the pronunciation of the examples and §§8-10 for the third class period. Begin the third class period with the pronunciation of the ex- amples in §§5-7. Then have the exercise in §10 written on the board and the words divided into syllables and pronounced, being careful about the placing of the accent. You will notice that the lule given for the division of combinations of two or more con- sonants differs from the one formerly observed and still given in many books. The old rule has been shown to be incorrect. For the fourth class period assign the following lesson: Memorizing of the Latin in the exercise and in §10 and the study of §§11-16. For the fourth class period have ready on the board a list of at least twenty words with the long vowels marked, including, for the most part, words used before. First have the pupils recite in- dividually and then in concert the Latin exercise in §10. Then, using the list, let the pupils divide the words into syllables, give the length of each syllable, and pronounce the words. Pupils al- ways confound length of vowel and length of syllable (cf. §13.2, note). Dwell on this point until the distinction is clear to all. Spend the fifth class period in reviewing the whole subject of pronunciation and on the reading of the poem (§18). One or more stanzas may be assigned for memorizing. The recitation in concert of stanzas learned is sure to be stimulating. As outlined above, the average class will be ready to begin Part II after five recitations. This does not mean that the subject of Pronunciation is finished. Much patient effort for many weeks to come will be necessary before pupils will pronounce even tol- erably well. Probably the lack of time will prevent securing during the first year more than the correct pronunciation of the individual words in a sentence. 62 Uniform Course of Study Conduct of the Lesson The Recitation Period. Always devote the first five minutes of the recitation period to the explanation and development of the work for the next day. Make the assignment definite and do not give more than the class can learn and than you are sure you can cover in the time allotted. Explain all rules. Pronounce paradigms and vocabularies and have the class repeat them. Do not allow pupils to accent the final syllables when repeating paradigms. After the lesson for the next day has been assigned, review rapidly the work of the preceding day. Insist on quick and accurate replies to your questions. Blundering and hesitation are to be expected in the advance; but the pupil should be made to understand that they are not excusable in the review. Allowing that one-third of the recitation period has been spent as outlined above, the remaining two-thirds can be devoted to the lesson of the day. Emphasize its proper subject strongly in the recitation of each pupil. Each pupil should be called on at least once, and work at the board, as well as the daily recitation should be the daily rule. Memorizing. Insist on the thorough memorizing of paradigms, vocabularies, and rules. Without it progress is impossible. Forms must be known so well that they are recognized at once and with- out deliberation. Pupils should be able to give instantly the English for the Latin and the Latin for the English of the words in a vocab- ulary, and to recite rules accurately and without hesitation. Learning the Forms. To learn the forms thoroughly incessant drill is necessary, both orally and by the use of the blackboard. The inflectional system must be mastered the first year, and re- quires far more practice than any text-book can provide. When a noun is to be declined either orally or at the board, train pupils always to give the meaning, the gender, and the base before giving the declension. When declining an adjective follow the same method as with nouns. When a verb is to be conjugated either in full or in part, always have its meaning, its principal parts, and its stems given first. It is far better for pupils to learn the verb by stems than by moods. Knowing the stems, tense signs, mood signs, and personal endings, and what stem to use for whatever form, the pupil is soon able to recognize any form at sight and to give instantly any form of any verb of which he knows the principal parts. He should be made to understand that until he can do this he does not know the verbs. Latin 63 It is a good plan to write near the top of the blackboard before the recitation a number of nouns, adjectives, and verbs, one for each member of the class, choosing such words as occur in the lesson of the day. Send the pupils to the board and let each write the meaning of the word falling to him, give its inflection and construct a sentence which shall contain the word in question. This exercise may be varied by the teacher writing beforehand English instead of Latin words. The pupils will then, first of all, have to write the equivalent Latin. The rapid recitation of paradigms by successive pupils is help- ful: for example, one giving the nominative, another the genitive, and so on. Daily practice with the blank declension and conjuga- ion schemes to be explained later (see pp. 12, 27) is strongly rec- ommended. It all comes to this — that drill on forms cannot be overdone. Especially after the class has been over all the regular declensions and conjugations this drill should be constant and merciless. And the work is not done until every pupil knows every form. Vocabulary. The learning of words is of no less importance than the learning of forms and cannot be emphasized too much. The special vocabularies should in each case be thoroughly mas- tered before beginning to read the accompanying exercises. Train pupils from the very outset to give nouns with the genitive and the gender, adjectives with their different gender terminations, and verbs with their principal parts. For example, in reply to the question "What is the word for master?" the pupil should answer, "dominus, domini, masculine"; to the question "What is the word for good?" the pupil should answer, ^'honus, -a, -urn"; and to the question "What is the word for advise?" the reply should be "tnoneo, mo7iere, monul, monitus." However well the vocabularies are learned, earnest efforts on the part of both pupil and teacher will be found necessary to retain them. Much reading of reviews and at sight will be of assistance. Attention should also be called to the kindred English words that are given in the vocabularies, and the pupil should be encouraged to think of others. In the text-book provision is made for thoroughj-eviews of words at short intervals. The test on these should be rigid. Teachers will be able to devise various methods of drilling on words. The following, which may be called the vocabulary roll call, has been found especially useful: When the class enters the room let it remain standing, each pupil at his place. Pronounce words to the different pupils, English words 64 Uniform Course of Study to be translated into Latin or vice versa, and let those who answer correctly take their seats, the others remain standing until they have done the same. Much enthusiasm can be aroused by letting two pupils choose sides for a vocabulary contest, as in a spelling match. The text-book is so jilanned that all the words to l)e memorized are reviewed three times. This fact as well as that no new vocab- idaries are assigned aft(>r Lesson LX, should giv(^ anijile time and opportunity for drill and study. Translation. Sugg(>stions for translating from Latin into Eng- lish are given in the text-book, ]). 194. Call th{> pujiils' attention to these early in the year and em])hasize the im])ortanc(> of forming correct habits from the beginning. It is advisable at intervals to call for a written translation of passages of connected Latin. In these translations demand good idiomatie English. When you have corrected the papers, have two or thre(> of the b(>st ones read as models for the rest. This ])ractice will do much to correct the translation jargon that the pupils are prone to employ. Pui)ils always find it much harder to translate from English into Latin than from Latin into English. P^or the first few weeks help should be given them for this work. For the first few weeks go over the English-Latin exercise wdth the class when you assign it, and explain all the difficult points. Do not fail to insist upon a correct order of words. It is a good plan to train pupils to arrange the English sentence mentally in the proper Latin order before turning it into Latin. If more practice seems to be needed in turning English into Latin tium the book provides, invent some sentences yourself, or have the pupils, w'ith closed books, translate into Latin at your dictation the English of the preceding Latin Exercise. Do not have the translation of the English sentences written iin blank books, w'hich are likely to be handed down from class to class. Sight Reading. A distinguishing feature of the text-book is the large amount of simple Latin it contains in the form of dia- logues and stories. This material will be found well adapted for sight translation, since the selections contain, as a rule, but few words not previously learned. Nothing develops reading power mor(^ quickly than w^ork of this kind and it should lu> jiracticed as frecjuently as possible. General Vocabulary and Index. Pupils nvvd some instruction in the use of the general Latin-English vocabulary and tlu^ index. Latin 65 Tliis instruction should l)e given as early as §136, where the gen- eral voealnilary must be used for the first time. Reviews and Formulas. The lesson of the preceding day should always he reviewed before the work of the day is taken up. In addition the reviews j^rovided for by the text-book at frequent intervals should be made thorough. You will find it profitable to make each the subject of a written test. The last three lessons in the l)ook provide for a review of all the constructions that have b(>en dis- cussed. An unusually careful study of these lessons is advisable just before taking up Caesar. It would l)e a good plan, therefore, to go over them a second time at the l^eginning of the second year. To insure completeness and uniformity in the answers to cer- tain constantly recurring questions, the following formulas are suggested. 1. For describing nouns; dominam, accusative singu- lar from domina, dorninae, feminine. Follow this with the rule for the case. 2. For describing adjectives: hondrum, genitive plural feminine from the adjective bonus, -a, -um to agree with the noun . Follow with the rule for the agreement of adjectives. 3. For describing relative pronouns: quos, accusative plural masculine from the relative qui, quae, quod. It is masculine plural to agree with its antecedent — (give the rule for the agreement of the relative) ; it is in the accusative case because (give the reason), according to the rule (give the rule for the case of the relative). 4. For describing verbs: anient, active subjunctive present from amo, amare, aniavi, amatus, third person plural number to agree with its subject . It is in the subjunctive mood because (give the reason for the mood and rule). It leads to better results for the teacher to designate in atl- vance in the reading lessons such words as are to be inflected and parsed. First Term Lessons I-XLVI, pages 1-117 The first six lessons are used to review and re-establish certa'n fundanuuital grammatical principles and to (lev(>lop the meaning and value of the case forms. American boys and girls have no conception of an inflected language, and it is of no profit to them to recite paradigms, be it ever so glibly, unless they have some comprehension of what inflection means. The different cases have therefore, l)e(Mi introduced one at a time, and their fundamental values estal)lished as a prime essential to all progress. It is not 5—5077 66 Uniform Course of Study until Lesson VII, after all the cases have been gone over individu- ally, that the first declension is given in full. These first lessons will be found very simple, but they have a peculiar value in laying the foundation for all that is to follow. The following suggestions for Lessons I-IV will serve as a basis for later lessons. The object of Lesson I is to establish the simplest grammatical concepts. When assigning it, pronounce and have repeated by the class all the Latin sentences. Ask the pupils to prepare and be ready to give English sentences illustrating the subject, object, predicate, and verb or copula. Place special emphasis upon §22a. When assigning Lesson II, pronounce and have the class re- peat not merely the Latin words in §§26, 30, but also the Latin sentences, § §31.11. There are three rules to be learned, § §25, 28, 29. Always make a point of having all rules memorized verbatim. In Lesson III pronounce and have the class repeat the Latin sentences in §§32.1, 34. Point out that the gist of §32 is contained in the last sentence in §32a. In teaching §33 have ready on the board the left half of the table which shows the English cases. Then construct the other half of the table in the recitation period at the dictation of the pupils. When assigning Lesson IV, turn to p. 283 and pronounce and have the class repeat the first vocabulary, and emphasize the im- portance of learning this thoroughly before beginning work on the exercises, §39. There should be no need of turning back to the vocabulary if it is properly learned. Pronounce and have the class repeat the Latin sentences in §§39,40. In answering such questions as occur in the Conversations, as in §40, train the class to answer by a complete sentence and not merely by a single word. For example, the answer to the first question is not merely den, but Diana est dea. In the English-Latin exercise, §39.11, insist upon proper order of words. Second Term Lessons XLVII — Complete text Study the directions given at the beginning of the outline in Latin, and the suggestions for the first term. Caesar 67 Second Year CAESAR (Text: Caesar's Gallic War— Walker.) Study the definitions given at the beginning of the unit lesson in Latin, and the suggestions for the first term. The standard college-entrance requirement for the second year of Latin is books I to IV of Caesar's Gallic War, or an equivalent, with one exercise a week in Latin composition. This amount can be covered properly by well prepared classes in a nine-months' school year, but is too great for many schools. Teachers who find the amount excessive should cover thoroughly as much as possible and should have the rest read at sight in the classroom without previous preparation. Teachers may be advised to postpone or to omit the latter half of Book I, because of the great proportion of indirect discourse contained in it. The state text is planned to facilitate such post- ponement. See Preface, p. 3. If the four-book edition is used. Book I may be completed after Book IV. If the seven-book edition is used, any of the annotated portions of the last three books will be found more interesting. If any portion is to be read wholly at sight, chapters 24 to 58 of Book V will be found most suitable for the purpose. A properly prepared class should read chapters 1 to 29 of Book I in ten or eleven weeks. After that the rate of progress should be progressively more rapid as Caesar's vocabulary and syntax become more familiar. A teacher who expects to read the full four books must plan to complete Book I in the first half 3'ear; or, preferably, the first half of Book I and the Whole of Book II. Books II, III, and IV, or III, IV, and the latter half of I can then be read in the second half year. The four most important aspects of the second year's work are translation, syntax, vocabulary, and a study of the narrative as a whole. Of these the most important is training in vigorous, idio- matic translation into genuine English, since the best justification of Latin in the schools is its influence on English. The Latin teacher inevitably teaches English of some sort; it is his duty to teach good English. It is no waste of time to insist on a discrimi- nating choice of words, the proper construction of every sentence, and even the most effective style. An occasional written transla- tion, carefully corrected for its English, is helpful. If the English 08 Uniform Course of Study teachers will sometimes accept such a translation in place of an original theme, and will correct it in accordance with their usual standards, the co-operation will be most helpful. A thorough drill in syntax is essential, because both correct translation and all hope for the pupil's progress depend on an accurate knowledge of the uses of words in sentences. The state text affords a special opportunity for syntactical drill in connec- tion with the first half of Book I, by giving grammar references three times for each important construction. See Preface, p. 2. At the end of each chapter is given a list of the constructions for which the third references have appeared, so that teachers may know easily and definitely what syntactical points the class should have mastered. Aside from this, most of the syntactical drill should be given in connection with the work in composition. Ease and pleasure in translation depend largely on one's knowledge of vocabulary. Much time cannot be spared for drill on vocabulary, yet some time should be given to it. In the page vocal)ularies, which give each Latin word at the time of its first occurrence in the text, the state text gives some indications of the value of the word for Caesar. The number 1, 2, 3, or 4 indicates that the word appears that number of times in Books I to IV; an asterisk means that the word ajipears five times or more. If a word occurs only once, it would be a waste of time to drill on it. On the other hand, it is an advantage to master as thoroughly as pos- sible all words marked with an asterisk, since they will occur at least four times or more, and will have to be looked up each time in the l)ack of the book unless mastered at once. Some drill on such words may be recommended. Ctesar's narrative is full of interest to those who follow it in- telligently, but no narrative has ever been written which would be interesting if read at the rate of a few lines a day and with no attention to the narrative as a whole. Any effort to make Caesar's story known and understood will be repaid by the interest of the class. Moreover, the effort is worth making for its general educa- tional value, since one of the chief functions of language study is training in getting the full meaning out of a printed work. The state text attempts to ensure an understanding of the story by its maps and notes; but the teacher's co-operation is needed. The campaign maps at the beginning of each book should be helpful for this purpose. Some teaciiers have found it h(>l})ful to have their classes prepare similar maps for themselves. Outline maps of Cicero 69 Caul may l^c obtained at slight expense from The McKinley Pub- Hshing Company, Phihidelphia, Pa. N. B. — Do not Jet the edition with notes he used in class. The publishers furnish a separate copy of the text with every cop3^ sold. Insist that the pupils use it in class. If they have trouble in getting it, write to the publishers. The notes and vo- cabulary are printed on the same page with the text for conven- ience in studying, not for class use. First Term Book I Chapters 1-29. Book II. Second Term Complete Book I. Books III and IV. Third Year CICERO (Text: Cicero's Orations and Letters^ — Johnston-Kingery.) The third year of Latin study is devoted usually to Cicero — selected orations alone, or these together with some of his letters. The student who has mastered his beginner's book and read Caesar should be able now to pay more attention to the elements of style. Of course accuracy in grasping the thought and rendering it into correct English must be required at all stages of the study of any language; but this should at length become largely a mat- ter of habit, leaving the student free to feel and reflect some of the niceties of expression. He should begin to weigh and discriminate between English synonyms and select the best word or phrase for the translation of each particular passage. He must not, for example, slavishly render res "thing" or "affair," but must note its reference in the context and translate accordingly (see note on I. 3. 11). The verb dare certainly means "give" and facere "do," but in various connections many fine shadings of these funda- mental ideas are to be f(>lt and bi'ought out in translation. Intense in his feelings and often uni-estrained in his expression of them Cicero employed many rhetoi'ical devices, appreciation of which is essential to a full understanding of his writings. His gr()ui)ing of words in pairs or longer series, his use of asyndeton, of oxymoron, of exclamations involving nouns, infinitive i)lirases or 70 Uniform Course of Study w/-clauses, his accurate and consistent use of the subjunctive, his delicate shading of ideas in conditional sentences, are but a few of the features of a style which has come to be accepted as the best type of Latinity. It is common to read first the four orations in Catilinam, and this is well. Yet in many cases a class may profitably omit one, say the second, and take instead an equivalent amount from other orations or from the letters. Some teachers prefer to present the speeches in their chronological order, bringing in the "ManiHan Law" {de hnperio Pompeii) before the Catilines. In favor of this is the further fact that this oration is outlined very fully and clearly by its author and consequently is easier to read under- standingly. If this course be followed the order for classes using the smaller edition of the Cicero will be M.L., I, II, III, IV, Archias, with such use of the letters and the Sallust as the teacher may determine. The ten-oration edition offers a much wider range of reading. To the six orations and twelve letters of the smaller book are added the opening argument against Verres — Cicero's first great legal success — and a vivid passage from the latter (unspoken) arraign- ment; two of the "Caesarian" orations; the fourth Phihppic; and nine more letters illustrating phases of the orator's later life. This enables the teacher to vary the programme from year to year, sub- stituting the Verres or some of the later speeches for one or another of those more commonly studied. Between the Verres, at the beginning of Cicero's career, and the Philippic, delivered less than a year before his death, was an interval of more than twenty- seven years, and the careful student will be interested in seeing what difference he can detect between the orator's style at thirty- six and sixty-three. With either edition the letters may be used for regularly as- signed study, for mere illustration or for sight reading. They re- veal the human side of their author as his public speeches cannot do, and their style is more colloquial. Sallust's history of the Catilinarian conspiracy, which is given practically entire, may be read as a whole or merely used for refer- ence. If time permits no more, the teacher may well read to the class — while its members follow with the text before them — the portions Ijearing on the contents of each oration as studied, noting points of agreement or differences between the two authors. The speeches of Caesar and Cato in chapters 51, 52, may be compared with Cicero's fourth in Catilinam, which was made in the course of Cicero 71 the same debate. In the same connection may be read letter 17, showing how the orator felt long afterward regarding his own and Cato's part in the affair. Formal study of the grammar in connection with Cicero will, aside from needed review, deal especially with the matter of com- plex sentences and the use of moods, and this will naturally be em- phasized also in the work in composition. The review questions at the end of the notes of each chapter in orations I and II are in- tended to aid in keeping fresh in mind constructions already learn- ed. The list can be extended by the teacher at will. The Introduction may be assigned for study as a whole in les- sons of convenient length, or the parts bearing on each oration may be taken in connection with it — §§1-43 of the Life of Cicero in preparation for the reading of Oration I; §§44-50 for III; §§51-59 for IV, etc. The second part of the Introduction, dealing with "The Roman Commonwealth," may be studied in formal lessons, or read in class with necessary elaboration and explanation and then used for reference. Special topics, wdth references also to larger works, may be assigned to students for reports — say on the powers and duties of the different officials, the functions of the senate, the curus honorum, Roman courts and juries, etc., ad lib. The school librarj^ will of course contain many of the books named on pp. 73, 74, with others, and the use of these should be encouraged in every way for the sake of added information and in- terest and the formation of the habit of collateral reading. When to this is added the judicious use of maps, pictures and other illus- trative material the student should be able to form some concep- tion of the life of Cicero's day, and, seeing their setting, appreciate more fully his speechs and letters. A difficulty often experienced is that of getting the class to comprehend an oration as a logical whole. Reading a small portion each day and centering his attention on the difficulties of language and style the student is too apt to forget the larger purpose of the whole argument. It is a good practice, therefore, for the teacher ■ — or even better for some member of the class — to take a recita- tion period on the completion of an oration and read it through at one sitting, while the others follow his translation with the text before them. Any one of the Catiline orations can easily be trans- lated thus in less than forty minutes. 72 Uniform Course of Study First Term M.L. and Orutions Against Catiline I-II. Second Term Orations Against Catiline III-IV. Aiehias. Fourth Year VERGIL (Text: Vergil's Aeneid — Knapp.) The primary purpose of a eourse in Vergil, it is needless to say, is to read and to understand Vergil himself. To that end all else should be sul)ordinated. Yet, in the accomplishment of this })rimary purpose should be achieved, naturally, most, if not all, of the results named below as a desirable outcome of the study of Vergil. With respect to the reading of Vergil by a given class little real help can be given to the teacher of that class by any one else. No one else will know so well as the individual teacher the preparation or the lack of preparation of the class under his direction. No one else will know so well the amount of time available for the course. Some general hints may, however, be of service. (1) The teacher should make sure that the lack of prep- aration is not chargeable to himself. Knowledge and personality arc the things that count most in teaching. With the aids sup- plied in Knapp's Vergil, either directly or through the biblio- graphical material given there (see especially §§315-318, the In- troduction), the teacher can, if so minded, make adequate prepara- tion for his important task. (2) If the time is lacking for the proper reading of Aeneid I-VI complete. Books III and V may be read more rapidly or may be omitted entirely. (3) The total number of verses to be covered in the entire year should be di- vided by the toal number of periods available. This will give the average number of verses to be covered per period. At first the number of verses assigned per lesson should be much below the average. (4) Reading at sight may be practiced from day to day, in part in connection with atlvanced lessons for the next period, in part also in connection with the selections given from Books VII-XII. From the study of Vergil certain results should be gained, in the order here named: (1) An appreciation of the difference Vergil 73 between the language of Latin prose and the language of Latin poetry; (2) an appreciation of poetical from (meter and versi- fication) as a vital element in poetry; (3) some idea of Grseco- Roman mythology and religion; (4) some conception of the im- pression made on the Romans by the history of Rome; (5) Ver- gil's purpose in writing the Aeneid and the way in which that pur- pose was accomplished; (6) Vergil's merits; (7) Vergil's re- lation to his contemporaries, in literature and in public life both, and to his literary predecessors; (8) Vergil's influence on later ages. Toward the realization of these purposes help will be found in Knapp's Vergil. To obtain the first result cited in the preceding paragraphs the Introduction, §§86-225, will be of great service. The teacher should pick out the paragraphs that seem to him of most impor- tance, and should drill the pupils on these, as the matters involved in them are met in the actual reading of Vergil. Some paragraphs (e. g. 87-110) may be long postponed; indeed, the pupil may be left to use them as he needs them, from time to time, for the ex- planation of forms that give him trouble. Otlier paragraphs should be mastered early. Tastes wall differ here, as elsewhere, but §§113-117, 122, 124, 125, 127, 128, 136-139, 140-144, 160-170, 191-203 are surely important. With the aid of the Introduction and even more of the Index the teacher can always provide himself with an adequate array of illustrations of points under discussion. One important matter may here be noted; in illustrating usages the teacher should employ only passages already studied by the pupil. In seeking to understand a passage in Book I, for example, the pupil will derive no benefit from a passage in a later book which he has not yet read. For the second result cited above, §§226-238 of the Introduc- tion are of first importance; (§§239-260 may be postponed for a time; some of them may be omitted). Before allowing the pupil to try to read Vergil metrically the teacher should drill the pupils on certain fundamental rules of quantity, which, if mastered, will enable the pupil to determine at once the quantity of most Latin syllables. These are (a) the quantity of syllables made up of diphthongs or containing diphthongs; (b) the quantity of a vowel before another vowel or h; (c) the quantity of final syllables, first those ending in a vowel, then those ending in a consonant, ex- pecially s; (d) the quantity of vowels in the "increment," first of nouns, then of verbs; (c) the quantity of the first sylla1)le of a (lis- 74 Uniform Course of Study syllabic perfect or supine; (f) the quantity of the first two syllables of reduplicated perfects; (g) the quantity of the vowel before nf or ns. Then, after the teacher has carefully read in class some verses, the pupil should write out, from day to day, for a time the 'scansion' of some verses, and, finally, should try reading verses aloud. See, in this connection, H. W. Johnston, The Teaching of Vergil in the High School (Scott, Foresman and Co., Chicago, 1901) ; Knapp, The Scansion of Vergil and the Schools, in The Classical Weekly 3 (1909); 2-5, 10-12; Miss K. E. Carver, Teaching Latin as Literature, in The Classical Weekly 7 (1914), 186-187. Knapp's Introduction, §§267-305, will assist in reaching the third result. Of very great value here is such a book as Gayley, The Classic Myths in English Literature and in Art (Revised edi- tion, 1911, Ginn and Co., Boston). In relation to results (4) and (5) see Knapp, Introduction §§48- 77. Of service also will be Knapp, Some Points in The Literary Study of Vergil, in The School Review 13 (1905), 492-508, and Knapp, The Originality of Latin Literature, in The Classical Jour- nal 3 (1909), 251-260, 299-307. See, also, Rand, Virgil and the Drama, in The Classical Journal 4 (1908), 22-33, 51-61, and Yeames, On Teaching of Vergil, in The School Review 20 (1912), 1-26. Seller's valuable book, Vergil (Oxford University Press, 2d edition, 1883), Glover's Studies in Vergil (2d edition. New York, 1912), and the chapters on Vergil in Makail's Latin Literature and in Duff's A Literary History of Rome should be at the teacher's elbow at all times. Knapp's Vergil, §78, and the books referred to above, under (4) and (5), relate to result (6). Knapp's Introduction §§69-75 and the books referred to in (4) and (5) relate to result (7). For references touching upon result (8) see Knapp's Vergil, § §79-85, and the books referred to under (4) and (5). Add to these Comparetti, Vergil in the Middle Ages (New York, 1895), Tunison, Master Virgil (Cincinnati, 1890); Leland, The Unpublished Legends of Vergil (New York, 1900). First Term Vergil's Aeneid: Books I and II. (For Book III, see suggestions in Introduction.) German 75 Second Term Vergil's Aeneid: Books IV and VI. (For Book V, see suggestions in introduction.) GERMAN (Texts: Essentials in German — Vos or Beginner's German — Walter and Krause.) Either of the adopted texts may be used, according to the choice of the school and the method employed. Little encouragement should be given the student to take up the work in German unless he expects to continue it for at least two years. A single year of German has no very great value. In three or four years the student should master the prin- ciples of grammar and acquire so much of a vocabulary as will enable him to read not too difficult German with some ease and fluency and to understand when spoken to, as well as express him- self in a simple way in the foreign idiom. Some of the time often spent in translation might well be given to conversational exercises and the construction of simple sentences. Constant drill in reading at sight and from dictation should be given so that the student may be impressed that it is not so much any one book that he is styding as a language. The pronuncia- tion should be carefully watched, especially during the first year, to guard against a careless and slovenly pronunciation. Too much stress can hardly be laid on the continued review of grammatical principles. The following suggestions on the study of German are taken from the recommendations of the National Education Association Committee on the Reorganization of Secondary Education. Bulle- tin 1913, No. 41, U. S. Bureau of Education. An abundance of dictionaries should be at all times of easy access. Thieme-Preusser, Fliigel, Flligel-Schmidt-Tanger, and Cassel are excellent. Magazines, preferably illustrated, and newspapers should be placed in the hands of the students, and a Conversation Club will also be of great service to keep the pupils alert and interested. The aims in the study of German, are: (1) To secure a reasonable degree of phonetic accuracy and lead the pupil to feel its importance. 76 Uniform Course of Study For the child, speech has l)een a more or less unconscious pro- cess. Witii the study of a foreign langi^i'i^S^' li^' should discover the necessity of making sounds and their fornuition the ol)ject of care- ful attention. He should gain thereby a conscious control of his speech organs; should develop his i^ower to use them as he wills; should learn to feel the significance of sound distinctions, and to enunciate clearly whenever he speaks. The slovenly mumbling that so often passes for English speech sufficiently emphasizes the need of this. (2) To teach precision in the use of words and to give a clear understanding of grammatical relations and of the common terms which state them, showing why such terms are necessary. The child's own language has l)een so much a part of his very being that it is extremely difficult for him to look upon it as a proper object of study. The normal child feels competent, without any rules, to speak in a perfectly satisfactory way. And If well born and reared he ought to be. To learn to employ the terms of grammar seems to him a most unnecessary and foolish thing. After reading or hearing that John struck James, he gains no further information by being told that John is the subject of the sentence, and he can not conceive of any human being so stupid that he must be told that John is the subject before knowing which ]:»oy struck the other. When he knows offhand how words go together, why should he learn strange, odd-sounding terms to explain relations which to him need no explanation? That is the puzzling mystery which very often befogs the boy who "can't understand grammar." He is confused by the attempt to explain to him by mysterious vocables what seems perfactly clear without any explanation. In the case of a foreign language the child comes easdy to see the need and the use of grammar, if from the beginning it is made what it should be, the handmaid of the text. Vagueness of the thought associated with a word is even more common than faulty enunciation. The study of the foreign lan- guage shows the importance of knowing the exact meaning of words and of using them with care. (3) To stinmlate the pupil's interest in the foreign nation, lead- ing him to i)ei'ceive that the strange sounds are but new ways of communicating thoughts quite like his own; showing him by the close resemblance in words and viewpoints that the German and the Frenchman are his kinsmen, with interests, ambitions, and hopes like his own; revealing to him that their tales can give him pleasure, their wisdom can enlighten him. German 77 In seeking to attain the special ends for which any subject is pe- culiarly well adapted, the real teacher will ever bear in mind those general aims that are indispensable in all teaching that is worthy to be called education. Habits of industry, concentration, accurate observation, intelligent discrimination, systematic arrangement and presentation, careful memorizing, independent thinking so far outweigh the advantages gained merely by knowing something about a particular topic that they are perhaps too generally as- sumed to be universal, and, like the air we breathe or the water we drink are sometimes forgotten or neglected. The personality of the teacher and the manner in which he works, rather than the subject he teaches or the method he uses, will make for those elements which, after all, are the great objects of secondary edu- cation, the business of which is indeed to impart knowledge that is likely to be useful, but far more to develop in the child those tastes, powers, and habits that fit for happy, efficient living. Among processes that are employed in the teaching of Ger- man we may mention grammatical study, reading aloud, writing from dictation, conversation, translation from and into foreign language (version and theme), reproduction orally or in writ.ng, paraphrasing, composition based on the text, and free composition. It is not intended to say what processes should be used or how they should be combined by any teacher, but the following suggestions are offered for making as effective as possible whatever work the teacher may decide to undertake. For all pupils in a secondary school Grammar must be the hand-maid of the text and must be regarded as existing solely in order to make clearer the language which it serves. The need of a rule and its application should be apparent to the pupil before he is required to learn the rule; words should be seen in use with a context before they are classified and memorized; the force of an inflection should be made plain from its use in a word group be- fore the pupil is asked to inflect the paradigm; and in the unceas- ing repetition necessary to fix inflectional forms, care should be taken that they are never parrot-like repetitions, devoid of thought. Make the text the center of all inflection; base it upon grammar, conversation, and composition; and the grammatical knowledge dei-ived from the text as a model will be applied in- telligently in written and oral expression. Reading aloud — now too much neglected in the mother tongue — should be a favorite exercise. With large classes no drill is so effective in teaching pronunciation as reading in unison after 78 Uniform Course of Study the teacher. In later work intelligent reading aloud is helpful in fixing the foreign language in the memory; it may take the place of translation where the simpler character of the text and the manner of reading give sufficient evidence that the meaning is clear; and the practice is enjoyable and useful to those who form the habit of reading aloud in their own study. Writing from dictation has always been much employed in French schools for French children learning their own language, and it is much to be commended. While less difficult than repro- duction or paraphrasing, it is an admirable test of the care with which a passage has been studied, and the dictation of unseen pas- sages is an excellent criterion of the pupil's ability to understand the spoken language. Dictation may begin early in the course, and until the very end it will be found useful both as a test and as training. Conversation has been alternately praised and condemned. Some regard it as enlivening, stimulating, and instructive — the most enjoyable and profitable of all exercises. To others it is futile, inane, productive of no valuable results, and terribly wasteful of time. It seems clear that not all teachers and not all classes can use conversation to good advantage in high-school work. The teacher must be inspiring and perfectly at home in the language; the class must be alert, responsive and homogeneous; the work must be systematically planned and followed out swiftly and directly to a definite end. Otherwise the time can be spent better in other ways. With large classes the necessary conditions rarely obtain, and unfortunately most high-school classes are too large for the best work. Although conversation as a formal class exercise is apt to be a failure, there is no class in which a compe- tent teacher will not find many opportunities to converse easily in the foreign language, now giving a simple explanation, now ask- ing a question and getting an easy answer, all so naturally that no one seems aware that the foreign language is used. The more of this the better. Conversation of this kind is the straight road to effective possession of a language; neither strained nor forced, it is good work. Translation, too, has its warm friends and its bitter enemies. Reformers have worked as hard to drive it out of the class as they have done to drag conversation in; but theme and version are still neither dead nor moribund, and there is no prospect that an exercise which has maintained itself since the^beginning of lan- guage study is going to vanish in the next generation or two. The German 79 difficulty is that the meat in the sandwich has a tendency to drop out and leave only the bare bread — voces ct inter eas nihil — in other words, that translation comes to be a mechanical sub- stitution of the words of one language for the words of another, with little or no thought in the process, while translation ought to mean the study of a passage until its thought is clearly appre- hended, and then an effort to put that exact thought into the other language with all the force and beauty that our command of the second language makes possible. This, of course, is translation of the ideal sort, but it is the kind of translation at which all translation should aim, and the only kind which will contribute effectively to a command of the foreign language and an apprecia- tion of its qualities. With the other more common kind of trans- lation the pupil never reads French or German, but only the shabby English into which he has more or less correctly para- phrased the original; he never writes real French or German, but only English with a foreign vocabulary. Such translation is rightly condemned as vicious and demoralizing, a veritable hindrance to the learner; but only the most vigorous and persis- tent efforts will keep the beginner from translating in just that way. Among helpful devices for preventing it we suggest oral translation of sentences heard but not seen, the translation, with book closed, of a sentence that the pupil has just read, or other ways for avoiding the mot a mot and securing a grasp of the word group as a whole with a complete meaning. "What do you mean?" "So and so." "Then say that!" will sometimes get a real translation instead of the monstrosity that has been first offered by the pupil. Underlying all the discussion for and against translation is the inevitable fact that not one student in a thousand can expect to gain such control of a second language that he can frame his thought in it as quickly and effectively as in his own; hence, whenever a thing is to him real and important, he will think it through first in the vernacular, after which any expression of the thought in a second language can not fail to be more or less con- sciously and directly a translation. The foreign correspondent must translate when he communicates the information received from abroad; he must translate when he writes in a foreign lan- guage the instructions received in English from his employer; the engineer, the lawyer, the physician, the scientist, the phi- losopher, the author must all translate when they proceed to use in their business the informtion gleaned from foreign sources. 80 Uniform Course of Study Even the teacher must translate when he tells his associates what our colleagues in France or Germany say of the direct methods. The practical thing then, is to train the pupil to translate as he ought, and to depend for his expression in the new language, not on dictionai^' substitutes, but on the treasure of foreign words and expressions which he has acquired and learned to associate with their correct meaning. And the time to teach him this, which is no easy thing to learn, is while he is learning the lan- guage, for practice in doing it must be long and careful if it is to be successful. To read and understand a foreign language is much easier than to speak or write in it. Until, however, one can give in his own language a swift and accurate rendering of what he has read, there is good reason to doubt whether he has been satisfied with the vague sort of semicomprehension which, if unchallenged, sometimes passes for understanding when our pupils read the mother tongue. Inability to translate rapidly and well must im- ply either inability to understand clearly what has been read or else a poor command of English. In the latter, the American boy or girl needs nothing so much as just the kind of training in Eng- lish which this translation affords: if the former, we need to try the pupil by the test which most swiftly and certainly reveals the weakness. Hence translation of the right sort, both from and into foreign language, must not be omitted from the high school courses. On the other hand the student must be taught to get thought directly from the original, and instruction in the foreign language is not intended primarily as instruction in English. So the wise t(>acher will give but a portion of his time to translation, and he will avoid too great use of spoken English by having a consider- able part of the translation which he deems necessary written rather than oral. The only safe use of a foreign language is that which imitates the expressions of scholarly natives. Hence all work of the learner must be based on good models and the stages of imitation seem to be: Exact reproduction: paraphasing, with variations of per- son, numlxu', tense, etc., and substitution of other suitable words for thos(^ of the text: free reproduction or composition based on the text and closely following it* and free composition. German 81 FIRST YEAR There exists a very wide difference of opinion as to the choice of material to be used with beginners. Aside from classes that for the first year study the grammar only— may their number ever grow less— the texts used may be roughly classified as— (1) Conversation manuals, based on daily life, foreign travel, etc. (2) Selections from historical or scientific readings, regarded as having intrinsic value. (3) Fiction, fairy tales, etc., regarded as having little in- trinsic value, but suited to interest and attract the pupil. (4) Texts of literary reputation, as Telemaque. However varying tastes and circumstances may influence the decision among these groups, it is reasonable to assume that the nation whose history, literature, or commercial importance makes its language worth studying should have elements of in- terest for every intelligent person, and that arousing this interest must play an important part both in opening a field of whole- some enjoyment and in stimulating a desire to contiliue the sub- ject gladly and diligently. Having agreed, see Introduction, that our first aims should be phonetic training, grammatical comprehension, and interest in the foreign nation, and that our next should treat largely of the life of the people and be of the simplest type, we come next to the question of details in the treatment of this material. Experience indicates that in this respect no universal agreement can be secured, but certain general principles of procedure may be sug- gested and certain .dangers of common practice may be ponited out. First, the time devoted at the beginning to learning accurately the sounds of the new language is usually quite insufficient. It would be advantageous if an arrangement could be made by which for several weeks no home study would be assigned in a foreign language, allowing teachers of other subjects to utilize that time in exchange for classroom time. In this way all work done in the new language might be done in class and under the direction of the teacher. If home lessons must be assigned during those first few weeks, they should be such as to involve the least possible danger of fixing wrong speech habits. The use of phonetic script prob- ably makes it possible to assign home work with less danger of as- sociating wrong sounds with the normal spelling. If it is not G— 5077 82 Uniform Course of Study thought wise to use the phonetic script, keep the vocabulary small, repeat the same words again and again with all the variety of simple real uses that the ingenuity of the teacher can discover; let home work include nothing that has not been exhaustively worked over in class. Much copying of text and writing out at home the most useful inflections of a very large number of words will fill up the time out of class that some teachers feel obliged to demand lest pupils get at first the unfortunate impression that the new study is a "cinch." Using a vocabulary should mean more than merely finding an English substitue for a foreign word. The second and more important part is visualizing or otherwise securing a clear and definite concept of what is meant, then associating permanently this concept, and not the English word with the foreign word. If this asso('iatii)n of concept and foreign word can be secured as swiftly and certainly without the intervention of English, the English, of course, is superfluous; but, if English is the quick- est and most convenient means of securing this association, there seems to be no valid reason for depriving ourselves of its aid. Only with or without English, we must not fail to attain as our result a direct and accurate association of thought and the foreign word. The first year should be given to the systematic study of the subject-matter in the adopted text-book. The reading should be started as early as possible in some such books as ''German Stories Retold," Kern, and continued in "Immensee" such books as Guerber's"MarchenundErzahlungen." First Term Vos: Lessons I-XVII. or Walter and Krause: Lessons I-XX1\'. Second Term Vos: Complete. or Walter and Krause: Complete. German 83 SECOND YEAR First Term Continue the study of simple stories in Readers. Practice in conversation and composition. Study: "Immensee" — Storm: "Hoher als die Kirche," Hil- lern. Second Term Stories in Readers. Practice in Conversation and Composi- tion. Study: "Willkommen in Deutschland," Mosher. "Das Edle Blut," Wildenbruch. THIRD YEAR First Term Stories in Reader. Practice in Conversation and Composi- tion. Study: "Flachsmann als Erzieher," Ernst; "Die Journa- listen," Freytag. Second Term Stories in Reader. Practice in Conversation and Composi- tion. Study: "Die Jungfrau von Orleans" or "Maria Stuart," Schiller. FOURTH YEAR First Term Stories in Readers. Practice in Conversation and Composi- tion. Study: "Hermann und Dorothea," Goethe. Second Term Stories in Readers. Practice in Conversation and Composi- tion. Study: "Minna von Barnhelm," Lessing. MATHEMATICS In case but two years' work is done in mathematics, one year shall be in Algebra and one year in Plane Geometry, (Two units required. See page 14.) The Course — First Year — Algebra. Second Year — Algebra, half year; geometry, half year. Third Year — Geometry completed, plane and solid. Fourth Year — Commercial Arithmetic, half year. Some teachers prefer the following arrangement: First Year — Algebra. Second Year — Geometry, plane. Third Year — Algebra, half year; solid Geometry, half year. Fourth Year — Commercial Arithmetic, half year. ALGEBRA (Text: Wells and Hart.) The Wells and Hart New High School Algebra embodies the suggestions on the Course in Algebra which have appeared in the Uniform Course of Study in recent years. The consequence is that a satisfactory course in algebra will result from simply teach- ing the topics as they are given in the text and in the order in which they are given in the text. Point of View of the Text. — Teachers will get the point of view of the authors by reading the Preface of the text on pages iii and iv. Attention may be directed particularly to the last paragraph on page iii and the first three paragra})hs on page iv. Use of the Teaching Done in the Text. — In many cases it may b(> wise to simply read over the illustrative example oi' the "dv- velopment" given in the text. Good results will follow if the text- book instruction oi' some similar instruction is taken up in class in a careful manner before any exanq^lcs of tiie kind in question are assigned for study outside of class. One good plan is to start the teaching of a new idea at the verj^ beginning of the period so that (84) Algebra 85 there will be a sufficient a'mount of time in which to do it thor- oughly. The developments in the text will prove useful also in assisting backward students in catching up with the class — such students being required to write out the answers to the questions proposed, as in the development on page 127. The Rules; Their Use.- — The rules are printed in a manner which renders their use easy. Students should be encouraged from the start to turn to the appropriate rule when in difficulty; to read the first step and do as directed; then to read the second step; etc. Whether or not students should be required to memorize the rules is a matter for the individual teacher to decide. It is more important that a child should thoroughly understand the rule, know where it is to be found, and know how to use it, than merely to be able to repeat it. Many teachers prefer to emphasize the use of the rules and consequently have little interest in efforts to get students to memorize them. Abstract Examples. — The text contains a large number of ex- amples to meet the various classroom needs of teachers. Enough examples have been given so that teachers will be able to have an abundance of drill work without dictating any examples; so that those who wish to send the whole class to the board but do not wish to have neighboring students doing the same example will find enough in the text; so that the teacher may assign optional examples to the bright student who does not have enough to do to keep him busy and additional examples to the weak student who needs additional instruction. The result is that for the small class and in schools having only an eight months' school year it may be unwise to attempt to solve, in the classroom, all of the examples; certainly would it be unwise to attempt to have every pupil solve every example. Toward the end of each list there are some examples which are a little more difficult than the rest; at the beginning of many of the lists are examples which may and should be solved mentally. Examples like those on page 119, numbers 40-58, may be re- garded as supplementary examph^s. Problems. — ^For the same reasons given in th(> preceding sec- tion a larg(^ num])er of problems also is given and, as in the case of examples, it may be unwise to attempt to have every problem solved in class. In some schools where conditions render it neces- sary to economize in time, the following types may be regarded 86 Uniform Course of Study as supplementary and may be omitted without interfering with the rest of the course. Examples 3-8 of Exercise 10; paragraphs 44, 84, 143, 144, 172, 173, 174, and pages 289-296. One of the best plans for teaching problems is to take them up first in class, having the students work out the equations but not solve the equations. Then, for the next study assignment, have the pupils study the same problems, requesting them to form the equations and solve them completely. Each type is preceded by a translation exercise which should never be omitted ; thus. Exer- cise 38 should be done to prepare for Exercise 39. Form and Methods of Solving Examples. — The illustrative solu- tions given in the text may well be regarded as models for the solution of corresponding examples by the pupils. Particular at- tention is directed to the symbols introduced in paragraph 42. Teachers will find that with a little insistence upon the use of these symbols by the pupils, as illustrated in Example 11, page 49, they can succeed in getting students to use the symbols both in- telligently and effectively. The solution of equations by means of the axioms with the aid of these symbols is continued until page 98 in order to avoid meaningless mechanical solutions by trans- position and clearing of fractions. Amount of Text to Cover. — It is desirable to decide at the be- ginning of they.ear upon the amount to be attempted during differ- ent parts of the year; to decide that by> Christmas-time so many chapters will be covered; that so many pages will be covered by the close of the first semester, and so on. Just how much can be done in any particular school depends upon local conditions. It is of course more important that the instruction shall be thorough than that it shall be spread out over much ground. Neverthe- less there is danger that without some such schedule too much time may be devoted to parts of the course. Requirements in algebra for entrance to college are covered adequately in the first four hundred pages. Three semesters are usually allowed for completing this work. In Chapter XXVI some miscellaneous supplementary topics are given for those teachers who desire them. FIRST YEAR It is recommended that such shorter term schools as cannot cover these outlines thoroughly, in the time allotted, omit sup- plemental exercises and some of the problems as suggested in the Introduction to this subject. Geometry 87 First Term Chapters I-VIII, pages 1 to 154. Second Term Chapters IX-XV, pages 154 to 280. SECOND YEAR First Term Chapters XVI-XXVI, pages 280 to 421. Schools where conditions render a briefer course necessary may omit the material termed supplementary in this outline. In extreme cases the chapter on logarithms may be omitted, as many colleges do not demand it; also Chapter XXIV may be postponed until the course in geometry is taken. These omissions will not interfere with the balance of the course. GEOMETRY Second Term (Text: Wentworth-Smith.) 1. Introduction. — It is desirable to devote the first few days to leading the class to a knowledge of what geometry is, what its purposes are, what instruments are used, and how simple figures are drawn. The basis for this work is provided in pages 1-24. If the time permits, a few simple measurements of heights and dis- tances may be taken out of doors so as to accustom the class to thinking of geometry figures in space. Any considerable amount of preparatory work of this kind is not necessary, however, with a class as advanced as the one beginning geometry. 2. Formal Plane Geometry. — The formal part of plane geom- etry covers pp. 25-272 of the text, but, as the authors state, not all of this work is intended for any one class. Teachers should feel free to select such exercises as they believe best suited to the needs of the students and to eliminate certain propositions and corol- laries not needed for the proof of subsequent propositions. It must be remembered that the purposes of the proved propositions are three-fold: (1) To set forth the great basal facts which are used in proving other important propositions; (2) To present to the student other facts which are very helpful in the exercises, but 88 Uniform Course of Study are not indispensable; (3) To keep before the student models of good form which he can follow in his original work. While it is desirable, therefore, to take all the standard propositions of which the proofs are given, a certain number may be omitted without breaking the sequence, and should be omitted with certain classes and individuals. The teacher's good judgment will determine the students from whom such proofs should not be required. 3. The Incommensurable Case. — Now that geometry is taught to a relatively larger class of pupils than formerly it is well to recognize that certain difficulties of theory which were once re- quired should be made optional. Chief of these is the incommen- surable case. It is no longer required for entrance to college, and the teacher's attitude may properly be that this case shall not be taught to all students. The first time it is met the teacher should carefully develop it; the proof as given in the book should then be read aloud with the class, the teacher making certain that it is understood, and showing that a strict adherence to logic would re- quire it as a part of the sequence of work; but thereafter only the commensurable case need be required, although the best students may be encouraged to take the incommensurable one also, and to recite upon it if they have mastered it. In this way both classes of students are given due consideration. 4. Limits. — What has been said of the incommensurable case applies also to the theory of limits. Much less is made of it than was formerly the case, and all that is to be expected is that a pupil shall have a fair idea of the meaning of the statements re- lating to a limit. The subject is not a part of a strict sequence in geometry; it is introduced only for a few cases in measurements; and the teacher is entirely safe in giving it an informal treatment, not holding students to formal recitations Upon it. 5. Sections of Plane Geometry Which May Be Omitted. — While it is desirable that all the propositions and corollaries should be considered by a class, partly because of their bearing upon the exercises, nevertheless a teacher may omit any of the following without breaking the logical chain of geometry, and may assign some or all of these sections as exercises along with the other ex- amples: Optional Sections: 69, 77, 104-10(), 108, 123, 124, 128, 129, 131-133, 136, 146, 171, 173, 175, 179-181, 187, 191, 195, 197, 216, 218, 230, 234, 236-238, 241, 242, 244, 247, 279-281, 290, 300, 303- 30(), 308, 323, 324, 328-330, 335, 336, 343, 345-347, 349, 356, 364, and also 367-404, if, as is sometimes the case, the mensura- Geometry 89 tion of the circle is not taken. The Appendix may also be omit- ted. Teachers should not feel, however, that all of these sections are to be omitted. The list is a maximum one, and enables the teacher to check these sections in the book as possibilities in the way of omission with pupils who are not up to the average. It would be unfortunate, for examples, if sections 367-404 were omitted. 6. Sections of Solid Geometry Which May Be Omitted. — In the same way a 'teacher may omit the incommensurable cases in Solid Geometry, may treat sections 622-634 informally, and may omit, if necessary, sections 565, 568, 602, 610, 616, 682, 690-692, 707, 708, and the Appendix. 7. Selection of Exercises. — The Wentworth-Smith Geometry has an unusually large number of well-graded exercises. They are so arranged as to encourage even the weakest student to work in- dependently from the very beginning. The exercises are, there- fore, the most important feature in any course in geometry. It is very desirable that they should be varied from year to year, so that a body of solutions may not be passed down from class to class. On this account the authors have provided more than any one class will use, and the teacher is urged to adopt some system of selection which will vary the assignment from year to year. 8. Arrangement of Work. — After reading the above general suggestions, teachers will recognize that the variation in localities, in classes, and in individuals makes it impossible to arrange for exactly the^ same amount of work each half year. In general the following plan is a safe one: Outline Book I, Book II (19 theorems), pages 1-125. This is an average assignment, for a class must go slowly at the beginning. If the teacher is judicious in the selection of ex- ercises and in the informal treatment of limits, this ground can be covered in a satisfactory manner by any class. THIRD YEAR First Term (Geometry) Book II Complete. Books III, IV, V, pages 126-260. Pages 126-260, completing Plane Geometry. As already stated the teacher must select with care in order to cover this work in the time assigned; but, with the suggestions above given, this selection is easily made. Teachers should look upon the book as 90 ' Uniform Course of Study their slave, not as their master, and above all they should not feel that every exercise should be taken, or that even half of them are for any one class. The stronger and more ambitious students should be encouraged to take more than the others, feeling a re- ward in the pleasure they get from achievement and in a judicious amount of commendation from the teacher, but especially in the power that comes to them for their later work. Second Term Solid Goometry. Books VI, VII, VIII. With the omissions suggested, it is not difficult to cover this work in the time assigned. Here, as in Plane Geometry, the course is sufficiently flexible for all types of pupils. Suggestions have been made for contraction through the omission of certain propositions, while the Appendix permits the course to be ex- panded if desired. The teacher may assign many or few exer- cises, as circumstances require, but a sufficient number should always be given to cultivate the independence of the student, placing him upon his own resources and giving him that con- fidence which it is one of the purposes of geometry to foster. COMMERCIAL ARITHMETIC This subject should be taught with daily recitations for a half yeaf or with recitations every other day for a full year. If daily recitations are sho/t and little home work is required, the book can be planned to cover daily recitations. The following outlines, bascil upon the book in use, provide for one semester and two se- me«>ter courses. The teacher should bear in mind the practical nature of this subject, and should constantly impress u]wn pupils the fact that the problems assigned are such as are likcily to come within their own experience in business and in the affairs of life. When the pupil is brought to see the reality of a problem he is impressed with its value to liimsolf and his interest is vastly stimulated. Good form should be insisted upon. Illegible work is very dis- couraging to the worker, sometimes making him lose his mental gra^p of a problem entirely. It is safe to say that 50 per cent of the errors in calculation made by pupils are the result of careless work. It is practically impossible to add correctly a column of tigures not neatly arranged in columns, especially when the figures are written badly. Commercial Arithmetic 91 The pupil should be able to give the reason for every process. Never allow pupils to experiment until the right answer is secured. It is recommended that at the time of assigning each lesson the teacher give a few minutes of drill upon the thought of the prob- lems assigned. Business arithmetic should, under wise instruction, prove to be a mine of practical information to the pupil. The teacher should never lose an opportunity to call attention to points of informa- tional value and to teach the customs of business as they relate to the class of vocational work treated in the problems. The fundamental processes (addition, subtraction, multiplica- tion, and division) should be made automatically rapid and accu- rate at the start. This will have a very beneficial effect on the later work, as the attention of the pupil will be released for the consideration of the thought elements of the problems, without the distraction caused by constant attention to the mechanical side of the work. This principle should be applied to eveiy sub- ject. For instance, in studying interest, the pupil, after reason- ing out the formula used, should learn to apply it with facility, so that in solving problems involving interest on notes his prin- cipal attention can be devoted to the thought. Outline for a Year's Course Fundamental processes, pages 6 to 39 3 weeks Emphasize accuracy and speed in the four processes, drilling to secure automatic facility. Fractions, U. S. Money and Aliquot Parts, pages 40 to 75.4 weeks Drill thoroughly on fractions. Emphasize aliquot parts as the basis of a short method of multiplication. Denominate Numbers and Practical Measurements, pages 76 to 138 8 weeks The practical character of this work should be empha- sized in such a way as to arouse the enthusiasm of the pupils. Arithmetic is fascinating when its relation to life is made clear. Percentage, pages 139 to 176 4 weeks Interest and Discount, pages 177 to 210 4 weeks Banking, Accounts and Bills, pages 211 to 250. 5 weeks Partnership, Stocks and Bonds, Taxes, and Review, pages 251 to 278 5 weeks No effort will be necessary on the part of the teacher 92 Uniform Course of Study to arouse interest in the practical business subjects in the latter part of the book. This is the time to lay stress upon quantity of work. Make an eai'nest effort to get a correct solution of every problem in the book from every student. The average number of prob- lems for each day is about 15. Assign more than 15 problems when the character of the work will permit. In equations and partnership settlements you should not assign more than two or three problems for a day's work. Outline for Half Year Course Fundamentals and Fractions pages 6 to 75 1 month It is assumed that pupils proposing to complete commercial arithmetic in four months are already well equipped in the mechanics of arithmetic. The teacher should bear this in mind in assigning lessons. The outline calls for nearly three pages per day. It is also assumed that these pupils will not need to work all the practice problems. The book contains ample problem material for a full year course. Teachers of the one semester course will not assign all problems. Denominate Numbers and Practical Measurements, pages 76 to 138 1^ months Pupils planning to complete the commercial arith- metic in one semester are assumed to know most of the tables. Nearly two pages a day are assigned. Percentage and Interest, pages 139 to 210 1| months The plan should be to hold recitations upon the prin- ciples involved and the mental problems, assigning a large number of written prol)lems to be worked outside of class. The teacher can cut materially the total number of written problems, but should use judgment. Banking, page 21 to end of book 1 month Equations, in this section, is a very difficult sul)- jcct. Some of the problems under this h(>ad may ])v omitted as soon as the pupils have demonstrated tlieir understanding of the subject. Commercial Arithmetic 93 References The following books and magazines contain helpful sugges- tions on the teaching of mathematics and should be read ])y all teachers of that subject: 1. The Teaching of Elementray Mathematics. D. E. Smith. 2. The Teaching of Mathematics. J. W. A. Young. 3. School Science and Mathematics. 4. The Teaching of Geometry. D. E. Smith. SCIENCE One year's work must be done in one of the following sciences: Botany, Zoology, Physics, or Chemistry. (See page 14.) BOTANY One of the following four text books must be used in this subject: Practical Botany — Bergen and Caldwell. Text Book of Botany — Coulter. Plant Life and Plant Uses^Coulter. Practical Course in Botanyi — Andrews. Botany, like any other science, should be presented in the high school course with reference to certain general and funda- mental principles that can be worked out and comprehended by high school pupils in a high school laboratory; for no doubt much harm has been done in the past, both to the science and to the pupil by attempting to make the work correspond more near- ly to the elementary course in the college or university. How- ever, plants can and should be taught in the high school as living things, from the standpoint of the general principles of form, structure, and function, including adaptation to surroundings. These topics are not to be presented as abstract or isolated subjects, such as morphology, anatomy and physiology, but from a concrete basis, and as applying to some definite plant or plant organ accessible to the pupil. In the vast majority of commissioned high schools the work will necessarily be confined largely to the higher plants, although a few of the lower plants may be included in a year's course, as indicated in the outline following. The order in which the work of the several sections may be taken up is secondary. The equip- ment of the laboratory and the seasons of the year may determine very largely the sequence of topics: (94) Zoology 95 Equipment The following articles should be found in every botanical lab- oratory : Good microscopes. Glass slides. Cover glasses. Razors. Camel's hair brushes (small). Watch glasses (flat on bottom). Dissecting needles (self-made by forcing sewing needles into slender handles). Fine pointed forceps. Chemical reagents, such as iodine, glycerine, potassic-hy- drate, potassic-iodine, and a few stains, such as fuchsin, cosin and safranin. ZOOLOGY One of the following four text books must be used in this subject: General Zoology — Linville and Kelly. Elements of Zoology — Davenport. Descriptive and Practical Zoology — Colton. Animal Studies — Jordan, Kellogg and Heath. Fall and winter, a study of comparative anatomy of a series of animals, beginning with the lower types. In this the organism as a living thing may be considered, and then its parts, noting the division of the body into definite organs and systems for defi- nite functions, and the gradual increase in complexity and effi- ciency of these organs and systems as the higher types are reached. The spring may be taken up with a more detailed study of some forms familiar to the teacher. In this connection frequent ex- cursions must be taken and especial attention paid to the variety of species found, the characteristics differing most in the differ- ent species, the peculiar surroundings in which each lives, the peculiarities that fit each one to its peculiar home, the habit of each species, the coloration of each species as compared with its surroundings, the comparative number of individuals of each species, the difference between individuals of the same species. Each laboratory should secure through the Congressman of the district the publication of the Agricultural Department on nox- 96 Uniform Course of Study ioiis and Ixnieficial plants, birds, mammals and insects, and the reports of the Indiana State Entomologist. Reference Library 1. Studies of Animal Life. Walter, Whitney & Lucas. 2. Invertebrate Morphology. McMurrich. 3. Comparative Anatomy of Vertebrates. Wiedersheim. 4. American Insects. Kellogg. 5. Manual of Vertebrates. Jordan. 6. Comparative Zoology. Kinglsey. 7. Invertebrate and Vertebrate Zoology. Pratt. 8. Animal Activities. French. The laboratory, for this subject, should be well lighted with table space of 2|xl^ feet for each student, and should contain at least two compound microscopes, five dissecting microscopes, one scalpel, one pair of scissors, one pair of forceps, one blow pipe, hand lens and mounter needles. Marine animals for class use may be obtained of the Marine Biological Laboratory, Woods Hole, Mass. Alcohol may be purchased for schools at about 50 cents per gallon. Application should be made to some distillery to set aside ten gallons or more for withdrawal, duty free. A bond must be given for twice the amount of the tax of the alcohol to be so with- drawn. Printed instructions may be secured from the nearest col- lector of internal revenue. PHYSICS One of the following four texts must be used in this subject: High School Course in Physics— Gorton. Physics — Black and Davis. Elements of Physics — Hoadley. A First Course in Physics — Millikan and Gale. It is recommended that this science be omitted from the high school curriculum rather than intrust its presentation to a teacher who has not had at least one year's work in Physics, in a college having a good physics laboratory. If physics cannot be taught well, substitute for it a science that can be. It makes not so much difference ivhat is taught, as Jww it is taught. The work in physics should consist of two parts: (a) Reci- tation woi'k based on the text-book and illustratcHl by experi- ments — chiefly qualitative experiments performed by the teacher Physics 97 and, in some cases, repeated by the pupil; (b) laboratory work in which the pupils perform the experiments and the experi- ments are largely quantitative. Where time and room are some- what limited the two kinds of work may be done in conjunc- tion. It is the sense of the State Board of Education that the course in physics should emphasize the ex'planation of natural phe- nomena in a manner which can be appreciated by_ high school pupils of average ability, and that the course should not over- emphasize the mathematical aspects of the subject. Do not dis- courage the class by much problem solving. Do not attempt to teach the subject without illustrative apparatus. List ''A" represents the minimum of equipment. Lists "B" and "C" should be added as soon as possible: List A. (For an appropriation of $100.) Two meter sticks. Adhesion disk. One dozen Prince Rupert drops. Brass ball 1| inch diameter. Wood ball 1^ inch diameter. Lead ball 1| inch diameter. 3 English and metric balances. One Harvard trip balance. Support and pans for balance. 1 set of brass weights, 500 gr. 1 set of universal weights. 1 air pump and compressor. 1 receiver plate. 1 bell jar, open. 1 Boyle's law tube. 1 barometer tube, straight, sealed. 5 pounds of mercury. 5 pounds assorted glass tubing. 12 feet 3-16 inch rubber tubing. Cork borers. 1 gross assorted corks. Hydrometer for heavy liquids. Hydrometer for light liquids. 2 hydrometer jars, 12 in. by 2 in. Double scale thermometer, etched, 300 degrees. Double scale thermometer, etched, 100 degrees. Lodestone. Pair of 8-inch bar magnets. . 7—5077 98 Uniform Course of Study Horseshoe magnet, 6-inch. 1 pound iron filings. Helix and ring. Magnetic needle, agate cap. Friction rod, wax. Friction rod, glass. 2 friction rods, hard rubber. Electroscope. Pith balls and cord. Wimhurst machine, 8-inch. Electrophorus disk and plate. Proof plane. 2 gravity cells. Dry cell. Primary and secondary coil. Dissectible motor. Decomposition of water apparatus. Telephone receiver. Telephone transmitter. Lecture table, demonstration galvanometer. Resistance box. Electric bell. Brass wire spiral spring. Adjustable tuning fork. Concave and convex mirrors. 2 prisms, equilateral, 4-inch. 1 mounted lens, 5-inch. 1 set of demonstration lenses. Iceland spar. 2 retort stands, 3 rings each. 1 clamp. 2 Bunsen burners. 1 soldering outfit. 1 double scale graduate 500 cc. 1 pound double cotton covered office wire, No. 18. Tin cups, glasses, chemicals and other supplies, to be pur- chased of local dealers as needed. List B. (For an appropriation of $150.) Items of List A. Ball-bearing rotator. Centrifugal ring to fit rotator. Physics 99 Balls unequal weight, on frame. Glass globe for rotator. Crovas disk. Siren disk. Color disk. Manometric flame apparatus. Specific gravity bottle, adjusted. Dipping needle. Dissectible Ley den jar. Fuller cell complete. Mechanical power apparatus. Seven in one apparatus. Stop cock, both ends for tubing. Air thermometer tube. Sympathetic forks and hammer. List C. (For an appropriation of $250.) Items of Lists A and B. Micrometer caliper, 1-5 cm. Collision balls, on frame. Second law of motion apparatus. Inclined plane. Harvard apparatus for latent and specific heats. Pair of parabolic reflectors. Palm glass. Chladni plates, large size. Sonometer, with weights. C tuning fork, mounted, without hammer. A tuning fork, mounted, without hammer. Tourmaline tongs. Porte lumiere. Optical disk, including refraction tank. Geissler tube. Tangent galvanometer, complete. Wheatstone bridge. Wireless telegraph outfit, complete, including large size in- induction coil. Balance of $250 to provide blinds for darkening the room, ap- paratus case, etc. If room is not situated so that sunlight can be reflected into it, omit the porte lumiere and optical disk from the above list. 100 Uniform Course of Study If building is not supplied with gas, omit Bunsen burner and buy a gasoline blast lamp. If laboratory work is arranged for and the class is large, it will be necessary to duplicate such pieces as meter stick, bal- ances, weights, cells, galvanometers, resistance boxes, etc. Reference Books S. P. Thompson: "Elementary Lessons in Electricity and Magnetism." Thompson: "Light, Visible and Invisible." Lodge: "Pioneers of Science." Ganot: "Physics." Houston and Kennedy: "Electricity Made Easy." Duncan: "The New Knowledge." Hopkins: "Experimental Science." Hanchett: "Alternating Currents." Fournier: "The Electron Theory." Field: "Story of the Atlantic Telegraph." Ives: "Flame, Electricity and the Camera." Witham: "Recent Developments of Physical Science." CHEMISTRY One of the following four texts must be used in this subject: Inductive Chemistry — Bradbury. First Principles of Chemistry — Brownlee. An Elementary Study of Chemistry — McPherson and Hen- derson, Chemistry — Hessler and Smith. The study of chemistry, accompanied by individual experi- mental work by the pupil and demonstrations by the teacher, provides excellent training in observation and a useful knowl- edge of important natural and industrial processes, as well as in logical thinking. The aim of tlie course in the high school should be mainly to secure an understanding of fundamental principles and the development of the powers of observation, deduction and expression. The pupil should not be led to think that he is being trained in the ])ractice of analytical chemistry. The course should include the study of a suitable text, accom- panied by experiments done by the pui)il to show the method of preparation and the properties of various substances. These should be supplemented by demonstrations by the teacher, show- Physical Geography 101 ing the quantitative relations concerned in some fundamental reactions. The pupil may thus become familiar by observation with the experimental evidence of the more important quantita- tive laws, and thus realize that our present theories have been de- duced from and are not the causes of the facts observed. With this in view, most of the time commonly devoted to qual- itative analysis may well be given to more thorough work in general chemistry. Analytical work in the high school, unless under the guidance of a very exceptional teacher, is limited in its instructional value and has little direct application unless sup- plemented by more advanced study and practice. Not less than one year should be given to the study even in its elementary outline. Three recitations and two laboratory periods per week is a desirable arrangement. Very little is gained from a course in chemistry without laboratory work. Unless a high school can afford a fairly good equipment for laboratory work chemistry would better not be taught at all. Work tables, with gas and water attachments and a complete supply of ma- terials and apparatus needed for the course should be provided. To put a heavy burden upon the instructor by placing him under the necessity of spending half of his time in devising apparatus out of a lamentable scarcity of material is unfair to student and in- structor. It is always best to furnish each student with as complete an outfit as possible, and to hold him responsible for the same. A list of the supplies needed should be sent to a number of firms for quo- tations on prices. In ordering any piece of apparatus a certain form in some catalogue should be designated; otherwise it will h'2 impossible to compare prices. PHYSICAL GEOGRAPHY (Text: High School Geography, Complete — Dry(>r.) For schools teacliing this science the following outline has been prepared, and it is recommended that the division of the work be as follows: FIRST HALF YEAR Part I 102 Uniform Course of Study SECOND HALF YEAR Parts II and III Although this is known officially as a course in Physical Geography, that term does not fully describe it. The physical geography of the first half of the course is designed to serve as a basis for the economic and regional geography which follow. The relations of these different phases of geographic science are dis- cussed in the text on pages 5-7, which should be read. The para- graph and chapters, on economic relations emphasizing the rela- tions of physical features and conditions to human affairs should be given due prominence; to cover the whole ground of the text in one school year is possible only for a strong class using five periods a week for nine months. Teachers who have less time at command should select from the text such a course as seems best suited to their conditions, as the physical and economic geography of Parts I and II; the more important provinces of Part III; the supplementary chapter on Indiana. Part I Chapter I. Latitude and Longitude are as fundamental in geography as notation in Arithmetic. Students should be drilled in using them upon the globe and all sorts of maps until perfection is attained. Failure to understand the change of seasons is due largely to neglect of observation. The points of sunrise and sunset, the path of the sun in the heavens, the angles of the sun's rays and the length of the day at different seasons are important geographical facts open to common observation. A map is a kind of technical language which the students must learn to read as he learns the symbols of mathematics and chemis- try. No other science possesses a means of expression equal in effica{^y to the map. We all carry a mental map of some part of the earth, and the purpose of geography may be said to be, to make that map as extensive, clear, exact and detailed as possible. Most of the maps in the text are drawn on Mollweide's or Mer- cator's projection, and the differences between them (compare Figures 162-164), should be carefully noted. The problems of teaching locational geography, in wdiich students are often la- mentably deficient, may be largely solved by observing the fol- lowing rules: Physical Geography 103 No lesson in geography which can he iUustraied by a tnap {and there are few which cannot) should ever he given without having the appropriate maps hung before the class. Use the best map procurable. A railroad folder is better than none. A student should never he permitted to talk about any feature which can he shown on a map, without being required to point out that feature on a map. Pictures, postcards, stereoscopic views and lantern slides are needed to supplement the maps and enable the student to sub- stitute for his mental map a mental picture of the region as it actually exists. Chapter II. This chapter cannot be adequately taught with- out the use of large scale, physical wall maps. The nature of the continental shelf and the distinction between continental plat- form and oceanic basin are fundamental. A drill in locating upon the map and naming the principal features of the continents may profitably occupy a week or two. Chapter III should be discussed with the class and taught without the expectation that the students will appreciate it at this stage. Chapters IV and V deal with materials, forms and processes which are of world-wide occurrence. For their mastery two things are essential: (1) field work and (2) the use of contour maps. There is not a township, hardly a square mile in the state which does not exhibit some variety of material, relief and gradation which will richly repay study. All that any teacher or class can do is to make use of whatever is accessible. To the drift covered portion of Indiana the ice sheet has brought a larger assortment of pebbles and boulders than can be studied. Clay, sand and gravel are always at hand. Many counties have numerous quar- ries and outcrops are exposed along the banks and bluffs of streams and in railroad and highway cuts. A small stream may be better for study than a large one because more of it can be seen. To most towns the extension of car lines has made a large terri- tory accessible. Let every teacher take his own field as he finds it and make the most of it. No first rate knowledge of relief and gradation can be obtained in the schoolroom only. The general structure and relief of the state are described and mapped in the supplement to the text, pp. 4-19. A physical map of the locality is of great assistance. Many such can now be obtained at little or no cost. The Department of Geology and Natural Resources has published soil maps of many counties 104 Uniform Course of Study which inny be had on application to the State Geologist, Indianap- olis. The United States Department of Agriculture has pub- lished soil maps of a few Indiana counties. Of the Topographic Atlas of the United States, the following sheets of contour maps, wholly or partly in Indiana, have been published: Beogonia Springs, Bloo7nington, Boo7iville, Clay City, Danville, III., Hauh- siadt, Kosmusdale, Ky., Mt. Carmel, Newburg, Ky., New Har- 7nony, Owenshoro, Ky., Petersburg, Princeton, St. Meinrad, Tell City, ToUeston, Velpen. They may be had from the U. S. Geographical Survey, Wash- inton, at ten cents a sheet, or six cents each for fifty or more. Figure 31 of the text is a part of one of the Indiana sheets and all the other contour maps are taken from a similar source. Such maps are the best representatives of relief yet designed and will repay the time and effort necessary to render a student proficient in his interpretation of them. Chapter VI. The general statements of this chapter should be made concrete and realistic by reference to all the economic uses made of the streams in the vicinity of the school or within the student's observation. Chapters VII and VIII. Two-thirds of Indiana is covered by a sheet of glacial drift, as shown in the supplement, p. 6. This map and pp. 10-14 indicate the glacial features which may be looked for. Here again field work is essential. Northern In- diana furnishes the best opportunities for the field study of lakes. Chapter IX. The study of ground water should include an investigation of wells in the vicinity of the school. The sink hole and cave region of Indiana is unrivalled for the study of subter- ranean drainage. The southern shore of Lake Michigan furnishes excellent examples of wind action in the formation of coast dunes. Chapter X. Soils are to be found everywhere. They may be roughly analyzed by shaking up, in a bottle of w^ater and letting it stand to settle. The proportions of clay, sand, and gravel will be clearly shown. Chapters XI and XII. It is difficult to study the sea in In- diana because it is unaccessiblc and fvw teachers or students know anything of it by experience. The most should be made of Figures 16 and 150. The large space given to coasts, ports, and the hu- man aspects of the sea indicate where emphasis should be laid. Chapters XIII-XV. The study of the atmosj^here is made more difficult by the facts that it can not be seen and that many of its conditions can be learned only by the use of instruments. Physical Geography 105 On the other hand the air is everywhere present and its conditions are con stantly changing. A book knowledge of it without per- sonal observation is of little value. People talk more and know less about the weather than any other topic. Yet if systematic and continuous observations are made it is easy to become in- telligent on the subject. Thermometers are necessary and a barometer almost as much so. Readings of temperature, pres- sure, wind direction and state of sky thrice a day, carried on in connection with a study of the daily weather map for at least six weeks, preferably in the winter, will give a grasp of the nature and effects of the cyclones and anticyclones that control Indiana weather. Climate is made up of generalizations of states and must be learned chiefly from maps and exposition of the text. Figures 159 and 160 are fundamental and Figure 164 ought to be almost memorized, because it forms the basis of many chapters which follow. Figjires 165-166 show the causes of the phenomena shown in Figures 171 and 172, of which Figure 170 is a key dia- gram to be burned in for ready use. The nearest weather bureau station will supply daily maps similar to Figures 177-180. Figure 185 shows the results of the conditions and processes previously studied, and Figure 188 is a summary of all the factors of climate classified according to temperature and rainfall under twelve well marked types. Its importance may be judged from the fact that it forms the basis of Figures 192, 239, and 301, upon which Parts II and III are organized. On the whole, climate exercises more influence upon human affairs, than does relief, and is cor- respondingly important in Geography. Chapter XVI. Vegetation is a visible expression of soil and climate, and as the basis of human economy, may be called the master-key to geographic relations. Some knowledge of Botany is desirable, but not much is necessary to a fair understanding of the climatic control of plant distribution and human industries dependent upon plants as set forth in this chapter. Chapters XVII and XVIII. The present distribution of ani- mals, including man, is due so largely to conditions which existed so largely in the remote past that it is difficult for the gcograi)her to bring it into close relationship with relief, climate and V(>geta- tion. Fishes in the sea, birds in the air and black men in Africa may be accounted for, l)ut tigers in India, giraffes in Africa, blond, enterprising and world colonizing people around i\\v Baltic and Yellow Seas, stay-at-home people in China, are piohlcins which 106 Uniform Course of Study can not be well discussed without the aid of the geologist and the ethnologist. Part II Chapters XIX and XX. The economic geography of the text is designed to show the intimate relationship between human life and the natural conditions and resources of all parts of the world. In the business of getting a living, plants, animals, and through them climate, play the most important parts. The supply of food and clothing is almost wholly — and of constructive materials largely- — dependent directly or indirectly, upon climate; hence, in this discussion of materials constant reference is made to the climatic and plant regions of Figures 188 and 19'2, enlarged copies of these maps should be hung before* the class and used to locate regions referred to. Mineral resources are but little influenced by climate, but their distribution is intimately related to structure and relief. The general principles of economic geography should be constantly illustrated by local examples and applied to the economics and industries of the home community. Chapter XXI. Modern industrial civilization is based upon an increasing use of artificial heat, light, power, and these\are ob- tained chiefly from mineral fuel and the energy of running water. The great factors are coal, iron, and water power. The origin and distribution of coal and iron are problems of. geology M'ather than of geography. Their geographical relations areichiefly on the human side and are there supreme. Too much- emphasis can not be laid upon the influence of the coal and iron fields of the Un'ited States, Canada, Great Britain, Germany and Belgium upon the industries, wealth and progress and power of those countries. Water power is a product of rainfall and relief and is rapidly as- suming a part in the human affairs second only to that of coal. Chapter XXII. The study of trade and transportation con- stitutes a department by itself called commercial geography. To pursue it successfully requires the widest possible knowledge of physical, economic, and regional geography. The brief outline here given may serve at least to open the door into this most com- plex subject. Part III Chapter XXIII. The regional geography of the text is based upon the national provinces of Figure 301 for reasons given in this chapttn-, which should be carefully studied. The national pro- Physical Geography 107 vinces are almost the same as the climatic regions of Figure 188, but are modified somewhat by the physiographic provinces of Figure 57 and the plant regions of Figure 192. "In the study of regional geography the main purpose is to dis- cover how the natural environment influences or controls human life, and the various ways in which human life responds to the environment and reacts upon it. To understand such relations the student must know (1) the natural features and conditions of the region, and (2) the human activities which prevail there. "Natural factors, in their general relations to human life, have all been discussed in Parts I and II. In Part III the same factors and relations are studied more closely, as they are found in differ- ent natural environments. The division of the land into natural provinces is based upon the temperature belts and rainfall regions, as shown in Chapters XIII to XV. It is advisable to begin with a thorough review of Figure 164 with p. 181, and Figure 185 with pp. 212-218. This should be followed by a study of Figures 188 and 192. Chapter XXIII should be discussed and explained by the teacher with constant reference to Figure 301 and the key, p. 330, until the principles are thoroughly understood. No at- tempt should be made to commit to memory {all at once) pp. 335-9. The natural provinces are designed as the fundamental units of study and may be taken up in the order of the book, which places the most important first, or in the order of the simp- lest first, which is easier and more logical. If the latter plan is adopted, the class should begin with the Greenland province, pp. 512-515. The order, then, is the American Arctic province, pp. 511-512; the Canadian province, pp. 508-511; the Alaskan pro- vince, pp. 505-508; the Arizonan province, pp. 400-411 ; the Ameri- can Interior province, pp. 391-399; the Mexican and Caribbean provinces, Chap. XXXIII; the Californian and Oregon provinces, Chap. XXVII, then Chaps. XXV and XXIII. The remaining provinces may be studied in the order of the text, or the teacher may select such provinces as seem most important and interest- ing, or such as he has the best material and facilities for teach- ing. The teacher should not feel bound to follow the order of the book, if for any good reason he thinks some other order better adapted to the conditions and requirements of his school and class. "Only one rule should never be overlooked. The class must have a good knowledge of the natural factors of each province — relief, drainage, climate, and plant life^ — before taking up the study of the people and their activities. For success by the method 108 Uniform Course of Study of natural provinces the "student must l)e well grounded in the characteristics of each type to be studied as given on pp. 335- 339 and in Figure 301. To take the simplest example, the Green- land ])rovince. Locate the province on P'igures 301 and 302. Learn the structure and relief from Figures 16, 57, and 302, and from a good colored relief wall map. Use the index of the text to find various statements about Greenland. Study paragraph on p. 342, giving special attention to the terms "broken block plateau" (see p. G3), ''ice cap" (see p. 117), "fiords" (see pp. 163 and 164), and "crystalline rocks" (see pp. 37 and 38). The cli- matic conditions are described on pp. 222-224 and the vegeta- tion on p. 242. With these facts in mind, the student is prepared to understand pp. 512-515. The caribou is shown in Figure 213; the musk ox, Figure 216; seal and walrus, Figure 210; an igloo, Figure 270. The topics to be emi)hasized are: ice cap, ice floe, sea, seal, kayak, liarpoon, igloo, lamp, dog, sledge. When more definite hiformation is needed, use the index of the textbook, the dictionary, the encyclopedia, the atlas, and the reference books." Chapter XXIV. Figure 382 and the text present the relief and structure of North America, as distinguished from climate and vegetation upon which the provinces of Figure 381 arc l)a6ed. It may be studied as a whole, or perhaps a l)etter plan is to take it u]) piecemeal, as it is needed in the study of the successive nat- ural provinces. Supplement o)i the (ieoiiraphy of Indiana. This should be studied toward the end of the course, at least not earlier than Chapter XXV, although it may be used at any time as a guide in the study of local geography. Indiana sliould be treated as es- sentially a portion of the Glacial Drift Plain and of the Missis- si])pi province, and the consequent correlations should therefore be kept in view. References Dryer-Price: "Student's Manual of Physical Geography." Salisbury: "Physiography" (advanced course). Powell and others: "Physiography of the United States." Shaler: "Aspects of the Earth." Geikie: "Fragments of Earth Lore." Dryer: "Teachers' Manual of High School Geography." Russell: "Lakes of North America;" "Rivers of North Amer- ica;" "Glaciers of North America;" "Volcanoes of North America." Commercial Geography 109 Brigham: "Geographic Influences in American History." Semple: "American History and Its Geographic Conditions." Marsh: "The Earth as Modified by Human Action." COMMERCIAL GEOGRAPHY (Text: Commercial Geography — Adams) Work Essential for the Teacher 1. Study of the literature of the subject. 2. Determination of the purpose of instruction. 3. Outlining the course. 4. Accumulation of teaching material. (In a general way this course will touch upon the two ques- tions of teacher-preparation of the subject and methods of in- struction.) 1. READING First of all, road the text with the student's attitude toward it. This book treats of all the peoples of the earth and sets forth their lands, products, and industries, as well as their connection with our commerce. It makes little difference whether the class-work is to be limited to the United States or is to cover the entire field of the world's trade, the teacher's general reading should be the same. It is impossible to teach any part of the great subject of commerce without a broad knowledge of the conditions under- lying trade throughout the world. The first reading of the text, therefore, should be for the general view of the subject. This study will stimulate and determine collateral reading, which should be curtailed only by the limit of the time available. A study of the material contained in the Statistical Abstract, pub- lished annually by the Treasury Department, should follow, for a better grasp of the immensity of the products of the United States. The Year-Book published by the Agriculture Department treats of the agricultural products of the country in comprehensive de- tail. The Statesman's Year-Book (American edition) is one of the truest compendiums in English of facts relatmg to the com- merce and industries of all countries. In addition to the study of these books, the teacher will find the need of a good physical geography. 110 Uniform Course of Study 2. DETERMINATION OF THE PURPOSE OF INSTRUCTION Whether the course is to be limited to the United States and her colonies, or is to include the United States and all other Anglo-Saxon countries, or whether the entire subject presented in the text is to be undertaken, it will be admitted that there must be such a presentation of the subject as will establish fundamental principles in wide application. Whatever the scope of the course, it should familiarize the student with — a. The important areas of production of all the leading arti- cles entering into commerce. b. The important areas of consumption. c. The means of carriage from the producer to the con- sumer. d. The basal facts relating to the larger manufacturing in- dustries; and, e. The causes that effect commercial and industrial de- velopment. It will be the teacher's problem, before beginning actual class- room instruction, to determine — 1. The knowledge of the subject which is to be secured from pupils. 2. The mental training which is to be aimed at. 3. The outline of the course : the parts of the book which are to be omitted and those which are to be studied, with the time allotment for each division of the subject to be un- dertaken. Knowledge of the Subject to be secured (from pupils) — a. Broad, general principles which are to be illustr ated and enforced by every phase of the subject. b. Detailed knowledge of a given portion of the text to con- form to the time allotted to the work in the school curric- ulum. It is presumed that, at least, thirty-six ''periods" or recitations will be given to Commercial Geography, where it is deemed desirable to place it in the list of studies also, that under the most favorable conditions for a year's instruction not more than one hundred and eighty periods of classwork should be assigned. c. Knowledge of certain phases of commerce or geography selected for stress of consideration and determined by the Commercial Geography 111 locality of the school. Such work would vary widely in different localities. d. Knowledge of a few special topics upon which research- work by able pupils should be done and the results pre- sented to fellow students. 3. OUTLINING THE COURSE The most valuable service which this course can render to teachers is, perhaps — a. To urge upon them the necessity of some very definite plan of the course which they are to give. b. To warn them against accepting any plan, no matter by whom devised, which is not based upon a careful consid- eration of purpose and existent conditions of school work. Such a plan as is here set down can be rationally used only when the conditions which dominated its production are the actual conditions of the school where it is proposed to adopt the plan. For schools teaching Commercial Geography, the following outline of work is recommended: Total, 90 Lessons Introduction lessons— 9 United States lessons— 36 Other countries lessons— 30 Scattered reviews lessons 15 90 Introduction: One lesson on basis of history of commerce. Talk by teacher on origin and development of commerce with the purpose of developing general principles. Five lessons based on Adams' introduction, Chapters II, III, and IV. Subjects: Effect of climate and physiography upon production. Effect of physiography upon location of towns. Two lessons on basis of Chapter V, study of transportation in general : a. Different means; comparison as to value for specific purposes and under certain conditions. 112 Uniform Course of Study 6. Routes; reasons for, value of railroads, canals, steam- ships, etc. One lesson on basis of Chapter VI, study of governmental work for protection and encouragement of commerce. United States. — In studying each commodity, pupils should be directed to do outside reading, using the index as a guide, in order to get a world-wide view of such subjects as sugar, cotton, wheat, etc. (The figures denote the order in which the lessons are to be given.) 1 and 2, climate and natural conditions of country; 3 and 4, grains; 5 and 6, sugar, fruit, etc.; 7 and 8, meat and fish; 9, 10, 11, fibers; 12 and 13, wood and its products; 14 and 15, petroleum and coal; 16 and 17, iron; 18, other minerals;. 19-24, manufactures; 25-29, transportation; 30, summary; 31 and 32, United States Colonies and Cuba; 33-36, re- views. Reviews. — After the completion of the United States, the colo- nies, and Cuba, as outlined above, the review should be planned under the following heads: 1. Areas of production (grains; sugar; coal, iron, and other minerals; forests, cattle, etc.). 2. Areas of consumption (through manufactures, use as food, exporting, etc.). 3. Transportation (carriage from producer to consumer). 4. Cause and effect of commercial development. In addition to these topics, the teacher will naturally divide the United States into its sections — i. e., the New England States, Middle Atlantic — for localization of products, industries, and in- dustrial growth. The same ground may be gone over advan- tageously by classifying by-products — i. e., the cotton States, the corn belt, etc. Topics for Reviews : 1. Statistical work — comparison of export trade of ports (e. g.. New York, Boston, etc.). 2. Graphic map-work^ — direction of traffic^ in four or five chief exports. 3. Prospects for the Western States. 4. Commerce (import and export trade) of New England, N(!w York, and Pennsylvania. 5. Industries of the South. Commercial Geography 113 Special Topics: 1. The business of a railroad center. 2. The ocean trade (of the city of Boston or other i)orts). 3. The business of a distributing center. Other Countries. — Time scheme (the figure give the numbc. of lessons): 2, Canada and Newfoundland; 3, Great Britain and Ireland; 3, Germany; 3, France; 2, Belgium and the Netherlands; 2, Russia in Europe and Asia; 2, Austria, Hungary, and Italy; 2, India; 1, China; 2, Japan; 2, Australia; 2, Africa; 2, Central America and Mexico; 2, South America. Total, 30 lessons. Revieios. — Suggested topics (special): Marketing of petrol- eum; moving of grain; estimating cost in labor and investment of capital of one meal; United States agricultural machinery in for- eign markets; corn; wheat; iron; cotton; the world's beverages, etc.; English trade — statistical and descriptive; German com- petition in Europe's markets. Some of the above, as wheat, or iron, can be done by the class as a whole, others can profitably be used as special topics assigned to selected individuals. The school library should be made as full and as serviceable under the head of Commercial Geography as under Literature or History. Whether this result can be secured is not entirely a question of school funds, though a liberal allowance of money can be most advantageously expended. Through the energy of the teacher, much of the literature of this subject can be collected without cost. Many Government publications are made with the sole idea of broadening and bettering pubhc information; heads of bureaus are given discretion to issue their publications to schools and colleges, upon application. The reports of chambers of commerce, commercial exchanges, and of many large corporations may be obtained as easily as Government documents. A number of school geographies, both physical and political, and a reUable atlas should be placed in the class-room for the use of students. Maps. — Map of the world, showing cal)le and steamship routes. (Navy Department, Hydrographic Office.) Cuba. Philippines. China and Japan, East Indies. 8—5077 114 Uniform Course of Study Europe. United States, North America. A list of the maps of the United States Coast Survey may be procured from the department at Washington. Many raih'oad maps, though crude and inaccurate, are illum- inating to the study of transportation. "Folders" of any railroad in this country are easily obtainable. The big steamship com- panies print a great deal of information which may be used to advantage. Newspapers and Magazines.- — The magazines contain many articles which treat of American commerce. These, torn from the magazine and bound by themselves in stout paper covers, will soon provide a valuable pamphlet library. Clippings on commercial subjects — e. g.. Pacific Cable, Isth- mian Canal, etc. — should be requested from all students; this will insure careful daily reading upon current trade topics. Few of these clippings are desirable for general class use. As a conse- quence they should be filed in large envelopes; once in a few weeks they should be sorted by competent students, or b}' the in- structor, and those of more than ephemeral value classified and pasted into a large scrap-book. Of course, the use of a good filing and index system is more desirable than the suggested envelopes and scrap-books. Illustrations. — It should be the teacher's aim to collect within a few years a large number of valuable illustrations relevant to the peoples and customs of all nations of the earth. It will not be difficult to find "process" pictures of every sort of product, all kinds of manufactures, and of the various means of transpora- tion; the date palm of the desert, the manufacture of beet sugar, packing tea in China, the ocean greyhound, etc. The illustrations of Adams's Commercial Geography are an example of the ex- cellent work which is everywhere to be found. A filing cabinet can be improvised with a little ingenuity. (-iS-R-S, Library Bureau.) If the school owns a lantern, slides can be made by copying many of the best of these illustrations. Slides may also be pur- chased or rented to illustrate almost any subject. Lectures by business men, travelers, or teachers, illustrated by the lantern, upon such a subject as sugar, for example, will create a lively in- terest ill geography, commerce and politics. PRE-VOCATIONAL WORK The law requires that Elementary Agriculture, Elementary Domestic Science and Elementary Industrial Arts shall be taught in the grades of all town, township and city schools as a part of their regular courses of instruction, and further provides that the study of these subjects be continued in all city, town and township high schools, as the State Board of Education may direct. Every teacher required to teach any of these practical arts subjects should study carefully, and often, the following suggestions and directions for this pre-vocational work. A. MINIMUM REQUIREMENTS FOR WORK IN PRAC- TICAL ARTS SUBJECTS The minimum requirements for the practical arts work are fixed by the law and the State Board of Education and are as follows: Requirements for Grades in Rural Town and City Schools. All town schools must teach Agriculture and Industrial Arts to the boys of the 7th and 8th grades, and Domestic Science to the girls of the same grades. All city schools must teach Industrial Arts to the boys of the 7th and 8th grades and Domestic Science to the girls of these grades. Agriculture must be taught in the rural or district schools to the 7th and 8th grade boys, and Domestic Science to the 7th and 8th grade girls. Industrial Arts is not re- quired in the rural schools. The minimum amount of time to be devoted to each of these practical arts subjects in the grades has not been increased this year and is fixed by the State Board of Education, at two regular recitation periods per week. Requirements for the High Schools. All Commissioned and cer- tified high schools must provide at least one full year's work in Domestic Science for the girls and a full year's work either in Agriculture or Industrial Arts for the boys. These practical arts subjects should be placed on the same plane as the work in other High School subjects. They should be elective for all first year students, and no credit towards graduation will be allowed by the State Board of Education unless a full year's work has been done in the subject taken. Qualifications of Teachers. All teachers required to teach one or more of the practical arts subjects must hold a valid license in (115) IIG Uniform Course of Study the subject or sul)jeets they teach and present such hcensc or special certificate to their Trustee or School Board when they sign their contracts to teach. B. AIM AND SCOPE OF THE PRE-VOCATIONAL WORK It has long been argued by students of education and cl ild nature, that children can l)est be educated through then- own activity and experience; that children can find themselves better through the avenues of metals, clay and wood construction than through the avenue of Iwoks. It has also been pointed out how a study of Nature, a study of Agriculture, Drawing, Manual Train- ing and the Household Arts helps to overcome the isolation which so often exists between school and life; how all forms of hand and constructive work motivates the other school work; how such work is needed to insure the natural and healthy growth and de- velopment of all children, and how, without it, normal habits of healthful activity can not be accjuired. But aside from these educational considerations, it may be shown that instruction and jiractice in these practical arts subjects is absolutely essential for laying the right sort of a foundation for all forms of productive and creative work. There is, therefore, a double reason for the emphasis put upon this work. We, in Indiana, have taken upon ourselves the task of pro- viding vocational instruction for all of our people. We are com- ing to feel that the real glory and true worth of life is not to the spender, l)ut to the producer; that education should prepare us not merely to understand and appreciate the work and achieve- ments of other men and times, but that it should fit us to become skilled and wilhng producers in some important and useful field of human endeavor. We have come to feel that it takes a skilled woi'kcr or producer to make a good citizen of the state, and that every citizen should be prepared by education and training to do some useful form of work. We beheve that until this has been achieved the individual will not bo able to make his own life of value to himself, or of service and worth to society. There are at least three steps in the process of i)reparing our present and future citizens for creative and productive work in every field : 1. A period of gxsneral education is necessary, a period when the foundations for all occupations and work are laid. All occu- pations or callings in life recjuirc a certain amount of general edu- Aim and Scope of Pre- Vocational Work 117 cation before efficient preparation for that specific occupation can profitably begin. The amount of such genei'al prei)aration differs widely for the various professions or callings in life. 2. There must also be a pre-vocational period of training when the pupils should be finding themselves vocationally and trying themselves out to determine which calling in life they should follow and prepare for. During this period pupils should be given the kind of instruction and guidance which would help them to make a wiser choice of their life work and enable them to try themselves out, as it were, in several fundamental lines of work to determine in wdiich line they are most interested, and for which they have the most talent or capacity. They should also pursue, during this period, those studies which would be genera lly helpful and which would give the necessary foundations for the work they expect to do later. 3. There must be in the third place a period for vocational training proper, when the dominant aim should ])e to prepare di- rectly for the particular occupation they expect to follow as their life work. It is the opinion of the State Department that vocational training which aims to prepare directly for a specific occupation or calling in life can not be given with economy or profit unless the right sort of foundation for this training has been laid. Begin- ning with the kindergarten and extending through the elementary and pre-vocational periods there should be well co-ordinated hand and industrial work which Avould build up, in connection with the regular work of the school, such ideals of service, such a knowl- edge about and interest in the fundamental occupations of life, such habits of thinking and work, such powers of observation and control of all parts of the body as are a necessary prere- quisite for all kinds of work. The practical arts work in the regular school is, therefore, a very necessary and important part of our State Program for Vo- cational Education. It is the necessary pr(diminary step to effi- cient vocational training as such, a step that can not be omitted and upon whose successful solution very largely depends the suc- cess of all future vocational work. Three lines of practical arts work have been provided for by our law. Industrial Arts, Domestic Science and Agriculture. These will be treated in their order below : 118 Uniform Course of Study C. COURSE OF STUDY IN INDUSTRIAL ARTS A somewhat careful study of the Industrial Arts work now being done in the schools of the state reveals the fact that the in- struction given in most of the schools consists merely of following a few set exercises in woodworking, which give pupils no help whatever for understanding present day industrial conditions and processes, and little help or skill for working in an efTective way even in this occupation or trade. There are too few teachers employed for this work. The teachers employed are not properly trained. There is a marked confusion and conflict of purposes and aims, often inadequate equipment and accommodation, insufficient time, and little appreciation on the part of the school authorities as to the real value or place, in the school curriculum, of the In- dustrial Arts work. In the hght of these facts it seems desirable that we define for ourselves as clearly and definitely as we can just what we be- lieve should be accomplished by means of the Industrial Arts work, which the law requires us to teach as a part of the regular course of instruction in the public schools of the state, or adopt, as it were, a platform upon which we propose to stand in the con- du ct of this work. This would be desirable even though we should find after we have worked at the problem for a while that our plat- form ought to be changed in certain respects. 1. Aim of Instruction in Industrial Arts The aim of the instruction in Industrial Arts, as in all other subjects or fields of educational work, should be determined not by the nature or character of the work to be done, but by the nature and needs of the students taking the work. In most of our educa- tional work, in the past, we have been trying to fit boys and girls into set schemes of education instead of fitting our educational system to the nature and needs of our students. In teaching a par- ticular subject, for example, we have tried to fit our students into a logically arranged scheme for developing that subject; instead of fitting the subject to the nature and needs of the individual stu- dents who are to do the learning. Keeping in mind, therefore, the fact that the aim of the in- struction in the Industrial Arts should be determined by the nature and needs of the students taking the work, we may profit- ably distinguish the following four stages or periods for the In- Industrial Arts 119 dustrial Arts work. (1) The kindergarten period, embracing whatever Industrial Arts instruction is given during the first six years of a child's Hfe. (2) The elementary period, extending normally from six to about twelve and embracing the instruc- tion given in the first six years of the public school course. (3) The pre-vocational period, extending from about twelve to six- teen, and embracing normally the work of the last two years of the elementary and the first two years of the high school. (4) The vocational period proper, extending normally from sixteen to eighteen or thirty when all instruction should be controlled by a definite vocational aim and when specific training in preparation for a particular occupation or profession is given. It is, of course, clear that the limits of these several stages can not be definitely fixed. For some the pre-vocational period will be short and will consist merely of a brief finding and try-out period, followed at fourteen or sixteen by special vocational instruction, designed to prepare for a particular occupation or trade. Where such special vocational and pre-vocational instruction is not given the boy will merely drift into some line of work without any guidance or special preparation for the work he undertakes. For many this finding and try-out period will be followed by a study of certain subjects which give a broad and necessary foundation for the professional or technical work that is later to be taken up when the preparation for a particular occupation begins. In such cases the vocational work in the higher technical and pro- fessional school will not begin until these pre-vocational or pro- fessional preparatory courses have been finished. We are at present concerned only with the aims and methods of the Industrial Arts work to be done in this early try-out period in the regular schools — the Industrial Arts work in the seventh and eighth grades and the first two years of the high school- — which we have called the pre-vocational period to distinguish it from the period which naturally follows where all the instruction should be controlled by a definite vocational aim. Only such statements will be made about the character and aim of the work in the elementary and vocational periods as may be necessary to make clear the work to be done in the pre-vocational period under consideration, or to make clear the relation of the instruction given during this period to what naturally precedes and should follow. 120 Uniform Course of Study a. INDUSTRIAL ARTS WORK IN THE ELEMENTARY PERIOD (1) Aim of Instruction. The Industrial Arts work for the ele- mentary period should be essentially informational and develop- mental in character, appealing directly to the instincts and inter- ests of the pupils. It should give to the child, through observa- tion and contact with the things found in his environment, the greatest possible amount of information about these things. The method used should be largely constructive, and the project work undertaken should be so planned and carried on that it would develop the child's senses and powers of observation as well as the more fundamental forms of mental and muscular co- ordination so essential for efficiency in all forms of future work. The hand work given should be so planned and conducted that it would reduce, so far as possible, the awkwardness to which the <']iil(l is by nature heir and develop a large variety of mental and physical forms of control which would later form the necessary basis for success in any field of work. Special attention should also be given in this period to de- veloping the artistic sense or taste of the pupil. Mere busy work should be avoided. Everything made 1)y the child should serve some useful purpose or end, at least for him. True appreciation for the beautiful, the appropriate and the us(>ful should be de- veloped by m(>ans of the constructive work. The instruction for this period should be made an integral part of the regular school course and should be given by the regular teachers, under the direction of an expert in general and Industrial education. The work should be the same for all ]nipils regardless of future oc- cu]:)ation or sex, l)ecause the interests and activities of children during this period are fundamental and racial in character. The Industrial Arts work for this jieriod is, therefore, not voca- tional nor even pre-vocational in any real sense. It is chiefly edu- cational and can be made the greatest educational instrument in the entire curriculum if only the work is wisely planned and skill- fully executed. No detailed State Course of Study for this period has as yet been outlined by the State Board of Education, and no specific requirements for this period have been made. b. INDUSTRIAL ARTS WORK IN THE PRE-VOCATIONAL PERIOD (1) Aim of Work. The elementary pcu'iod just described is followed by a stage where chief attention should be given, in the Industrial Arts 121 Indu.strial Arts work, to a study of the fuiulanuuital ()("('ui)ations and industries pursued by present day society. During this period a true appreciation and understanding of the more important in- dustries used by present day society to make a living should be gained by observation and actual experience with one or more fundamental lines of work. The student should get by ol)serva- tion and experience in a school shop first hand knowledge of the industries studied. They should be given experiences which are really typical of actual present daj^ conditions and methods of work in a few selected fields. This information and participa- tion would give them not only the kind of knowledge and ap- preciation concerning these industries that every intelligent citizen should have, but it would aid them greatly in making a wiser choice of their life occupation. The aim of the Industrial Arts work for this pre-vocational period is, therefore, two-fold: (1) It should give the pupil a true understanding of and appreciation for the more funda- mental and important industrial activities represented in his own community and those upon which the maintenance and welfare of his country and state depend. These industrial activities have come to play such an important role in modern civilization that an individual can scarcely be considered well educated or expected intelligently to discharge his duties as a citizen unless he has a sympathetic understanding of the fundamental industrial ac- tivities of present day society. (2) The instruction should, in the second place, assist the pupil in determining his vocational aim or bent, by providing a series of typical experiences in a few fundamental lines of work, whereby he could try himself out, as it were, or test his interest in and fitness for the lines of work taken up in the school shop. The instruction in this period should be such as to enable the teacher and pupil to make a wiser choice of an occupation for which to prepare specifically in the next stage of his educational career. It is for this period that a definite course of study in the Practical Arts subjects has been made and certain minimum re- quirements set. {2) Scope of the Work. In the organization of the Industrial Arts work for this pre-vocational, or finding and try-out period, chief emphasis should be laid on the study of the industries of the local community and those Avhich may be taken up in the school shop. Special attention should be given to those activities (wood- working, printing, joinery, bookkeeping, stenography, electricity, 122 Uniform Course of Study cement work, elementary iron ■work and the rest) which can be carried on in the school shop somewhat as these operations take place in the industrial world. Cliief emphasis is generally laid on woodwork and other conventional forms of manual training, irre- spective of whether these represent one of the industries of the community or not. This should r>ot be. For the observation or general study those industries should be selected which are represented in the school community, or which are fundamental for the State and Nation. In th^ practice or shop work those lines should be selected which c^n be introduced into the school to the best advantage and the work made real and practical. In a Township High School, for example, a mixed course in wood- working, blacksmithing and cement instruction might most pro- fitably be introduced. In a city a course in elementary woodwork- ing, prmting or some of the other basic arts should be introduced. Too many lines of work should not be undertaken, as a mere smattering of several lines of shop work will be less valuable than one or two lines well done. The two ends to be attained in this period should be kept clearly in mind and the work planned and conducted in a manner that would attain the desired results in the most efficient and economic way. {,-i) Methods )f Studij (a) The Pamcipation or Shop Method. To get the desired results the method of study should be by actual participation in the industry studied. The pupi! should get actual experiences in the fields of work taken up. He must take part in the work it- self fully to understand and appreciate the industry studied. The experience he gexs must be true to that industry, if it is to have any vocational guidance or permanent value for him, which means that so far a» a boy come;-; in contact with, say, the wood- working industry, it must be along real lines. He must be in- troduced, so far as possible to the processes of woodworking as they are actually carried on in this industry today and only such industries should be selec^.ed for shop work as may be studied in this way and enough time devoted to the subjects taken up to enable the pupil to profit by the instruction given. (6) The Observation Method. There is, however, another group of industries, some of which may be represented in the school community, whien can not be duplicated or studied to ad- vantage in a school shop. They must be studied, if at all, by the Work in the Vocational Period 123 observation method, because no active participation in the work itself is possible. Railroad and steam engineering, paper making, the more advanced phases of the texile industry, the manufac- ture of automobiles and boots and shoes and many others belong in this group. For a study of this group of industries pupils should be taken to the mills, the factory or the railroad yards for first hand observation and information. Actual participation is impossible. (c) The Academic Method. Many industries, some of which are important, can not be studied either by the participation or observation method. Information concerning them must be gotten, if at all, from moving pictures, illustrations, lectures and the reading of books. This group would include for Indiana boys and girls such industries as navigation, the fishing industry of New England, cattle raising, as it is carried on in the northwest and southwest. Most reliable information about the industries can, of course, be obtained by the first and second methods and those industries should be selected for intensive study, which may be studied ei her by the shop or observation method, but many of the others are important and should not be ignored during this pre-vocational period. c. WORK IN THE VOCATIONAL PERIOD PROPER (1) Aim of the Work. The pre-vocational or finding period is in turn followed by a stage where the instruction should be con- trolled and the selection of the subjects for study guided by a definite vocational purpose or aim. During this period the con- trolling purpose of the instruction should be to fit for a particular occupation or calling in life. In the case of most students a period of specific vocational instruction in preparation for a particular occupation or trade, in a vocational department or school, should begin as soon as the pre-vocational or finding and try-out stage has been past. In the case of those who desire to prepare for the skilled trades on the highest plane and for those who wish to pre- pare for the so-called higher professions, this pre-vocational or finding stage should be followed by a period of instruction where chief attention would be given to laying a necessary or helpful basis for the special vocational instruction which comes later on in the professional school. But in either case, after a decision has been made in the finding or try-out period described above, all 124 Uniform Course of Study the insiruclioii ii;iven should function hi a definitely recognized way. Some will begin at once to tlo real vocational work in a vocational department or school. Those who expect to prepare for the so-called higher professions and for positions of leader- ship in the higher technical, industrial and commercial fields, will l)egin to take a course which prepares directly for a higher technical, commercial or industrial school. They will not begin their special vocational course until such a selected high school or college course has been completed, but in any event the course should be selected with the end to be attained in view, so that the vocational or life motive may lend zest, interest and definiteness to the work. A mere generalized course, which does not lead any- where in particular is wasteful, to say the least. (2) Scope of Work. Nothing will here be said about the scope and methods of instruction for the vocational period proper ex- cept to say that the work is as extensive and varied as the voca- tional needs of our people. All classes of people should somehow be reached by vocational instruction, and until a complete scheme of vocational training becomes operative for our young people we must also provide for those who are now at work, but who have had no special ti-aining in preparation for their present wage earning pursuits. The specific groups of people that must be taken care of in a complete state scheme for vocational educa- tion have elsewhere been pointed out. See First Annual Report on Vocational Work in Indiana, Department of Public Instruc- tion, Indianapolis, December 1, 1914, pp. 197-199. 2. Necessary Teachers, Rooms and Equipment for In- dustrial Arts Work in Town, Township and City Schools a. MINIMUM REQUIREMENTS FOR TOWN AND CITY SCHOOLS (/) Tcdchcrs. There must he a teacher specially equipped by training and ('xperi(>n('e to do th(> ty])e of Industrial Arts work undertaken in the school. It is better to have a well-trained teacher for the work and little equipment, than much equip- ment and an ideal shop but no t(>a('h(M' (lualified to do the work. The first consideration siiould be to secure a well trained teacher. Two or more schools may combine to employ a competent teacher for th(> Industrial Arts v^oi'k if the teacher can i)rofitably serve Minimum Requirements for Town and City Schools 125 more than one scliool. Such teachers shoukl spend their sum- mers working in the industry represented in the school shop or in advanced study of industrial education. (2) Shop and Rooms. There should be a room or rooms, suitably equipped to do effective shop work in at least one of the following subjects: Woodworking, Freehand and Mechanical Drawing, Printing, Electrical work. Clay and Cement work or a mixed course in Wood, Iron (Blacksmithing) and Cement. The shop for the Industrial Arts work need not necessarily be located in the school building. A suitable building convenient to the school may be rented or leased for the shop work. Such a shop can often be more economically and efficiently equipped than any room that could be provided in the school building. (5) Type of work to he Done. Chief attention must be given to the shop work which should be so conducted that it will lead directly and without friction or loss of motion on the part of the learner to the more advanced practical courses in that field, as provided m a vocational school. Some study should also be made of the industries of the local community by excursions, conferences with business and profes- sional men, selected readings and reports. Some study should also be made of the more fundamental industries not represented in the school community, by the use of lantern slides, assigned read- ings, lectures, conversations and the study of books. This is to give students an intelligent understanding of the conditions and facts of present day industries and to acquaint them with the op- portunities offered to workers in these various occupations. Ex- perts from the various industries should occasionally be secured to give talks to the boys on their occupation or industry. (4) Work in City Schools. In city schools the requirements are similar to those for town and township schools, except that more than one line of shop work should be arranged for. In a city high school the pupils should be given an opportunity to do two, three, or even four years' work in Industrial Arts subjects. {o) Shop- Eqiiiptncnt. The total cost for e(iuipi)ing a wood- working shop for 10 pupils need not exceed $150.00. For a mixed course in Wood, Iron and Cement suitable equipment would cost about !!i!l8l.50. The first consideration, however, should be to secure a competent teac^her. The course should then be developed and e(iuipm(>nt added as rapidly as local needs and financial con- ditions will permit. For official lists of equipment and suggestions 126 Uniform Course of Study for fitting up a school shop for Industrial Arts work in rural and commissioned schools, see Special Bulletin, Department of Public Instruction, Vocational Series No. 12. For a mixed shop course in Woodworking, Elementary Blacksmithing and Cement Con- struction, the equipment in list A and B would be needed. If Woodworking is taken up alone the equipment in list A or C should be purchased. {6) Library Equipment. The Library should contain enough journals and books to enable the boys to study the biographies of successful workers in the more fundamental occupations and in- dustries. Also a few farm and industrial magazines and books along the lines of industrial work taken up in the school. See Special Bulletin Vocational Series No. 12. Additional helps and suggestions will be given whenever possible upon application to the Vocational Division, Department of Public Instruction, In- dianapolis, Ind. 3. Course of Study in Industrial Arts for the High School As already pointed out two things should be accomplished by a study of the Industrial Arts work given during the pre-voca- tional period. (1) It should give young people a better appre- ciation of the local industries and the more important lines of work followed by present day society. (2) It should give by ac- tual shop work a direct first hand knowledge of one or more of these lines of work. a. A STUDY OF LOCAL AND BASIC INDUSTRIES Much might be done in these and the preceding grades by way of acquainting children Avith the facts pertaining to our complex industrial and economic life, facts which would have a substantial bearing on their general education and on any particular voca- tion for which they might later wish to prepare. An informational study of the basic industries might be made by starting with the most primitive methods and processes of doing the work and end- ing with present day methods and processes, or by starting with the industries to be found in the community and then briefly tracing their historic development. Lectures might be given by the teacher or by experts in the various fields when such can be secured. Books and pamphlets might be collected showing the evolution and present state of development of the leading in- dustries and of important tools. In most cases materials may be Shop or Constructive Work 127 collected from leading manufacturers that will show both their present state of development and their evolutional history. The aim of this Informational Study should be: (1) To de- velop the right sort of industrial intelligence concerning the more fundamental industries. (2) To stimulate and cultivate a de- sire in the minds of the pupils for a thorough study of the partic- ular occupation or industry they may take up as their life work. (3) To help pupils to choose more wisely and intelligently their calling in life. Some schools may find it desirable or necessary to emphasize this phase of the Industrial Arts work until suitable equipment for shop work can be provided. No school should neglect it, but it should be remembered that the best way to develop real in- dustrial intelligence is by direct participation in the work itself on a real shop basis. During this pre-vocational period enough study of the more fundamental and important Indiana industries should be made to make clear to our young people the preparation and training that is needed for success in these fields of work the difficulties and dangers that are encountered in each line of work, the rewards in salary or wages, of industry and skill in each, etc. These facts for all lines of work should be determined and studied by our young people. All should be made to feel the importance of mak- ing the right selection of a life career; all should be made to see the value of preparing themselves throughly for their life occupa- tion, and made to see that this is the only way of making a per- sonal success in life. All should be impressed with the oppor- tunity for service which such a mastery of a useful occupation or trade gives them, and be made to see that it is only through the doing of such useful work that they are able to help themselves or to be of service to society and the state. b. SHOP OR CONSTRUCTIVE WORK Many lines of constructive work might be arranged for, but a course in Elementary Wood Work, Printing, Electricity, Ele- mentary Blacksmithing or Cement construction would be found the most profitable line to take up. But whatever line is taken up in the shop it should be correlated with freehand and mechanical drawing and, wherever possible, with constructive design. It is clear that a detailed course of study in each of these lines could not be inserted. It is also clear that all schools would 128 Uniform Course of Study not find it profitable to follow the same line of shop work, oi- same cours(> of study. For further and more d etailed .suggestions for a course of study in industrial arts, suitable for this pre- vocational p(>riod, see special l)ulletin, Department of Public In- •struction, Vocational series No. 12, pages 23-31. d. DOMESTIC SCIENCE Tlu^ law of Indiana requires the teaching of Domestic Science in all rui'al, town, and city high schools and authoi'izes the State Board of Education to fix the minimum time requiixunent, for this work. In accordance with such provision, a period of one school year has been fixed by the State Board of Education as the mini- mum time requirement, with five regular periods per week given to Domestic Science. These five periods per week should be used as laboratory periods for demonstration and actual practice, and recitation periods, for the discussion of the theory and underlying principles of the work. There should be at least three laboratory periods per week, not less than eighty minutes each in length (the mini- mum time fixed by the State Board of Education for laboratory periods in Commissioned and Certified high schools), and ninety minutes in length would be better. By such an arrangement, Domestic Science is put on the same basis as any other high school subject and one unit or two credits allowed for the work. This requirement may be met in one year by the five labora- tory and recitation periods per week or may be extended over two years, a portion of the requirement being met the first year and the remainder the second year but no credit is allowed for the work until the full minimum requirem()pl(>? lieasons for answer.) (4) Milk, eggs, vegetables, cereals and fruits are food sources of mineral matter, which assists in building up the body and reg- uhitiug body })rocesses. (Should i)e()ple eat some food contain- ing mineral salts daily? Reason for answer). (5) Water found in almost all foods is one of the most valu- able of food stuffs in the aid it fui'nishes in regulating l)ody pro- cesses. (Should water in addition to what is found in foods, be taken into the system (hiily? Reason for answer.) (6) Cellulose not a food stuff but hel])ful iji regulating body processes, is a tough substance somewhat like the fiber of wood. The skins of vegetables and fruits, the covering of seeds, the fib- rous material found in rolled oats, all contain much cellulose. Foods and Cookery 143 Cellulose is valuable in the diet because mineral matter ex- ists with it and because it furnishes bulk to foods, thus stimulat- ing the flow of the digestive juices as it brushes against the walls of the digestive organs. Vitamines: Recent discoveries and experiments recognize a food ingredient called vitamines, extremely essential to health. Of this interesting material Dr. J. N. Hurty, Secretary State Board of Health, states: "Vitamines are found in all real foods. Real foods give nourishment and strength. The word vitamines means, life- ammonias. They are ammonia compounds and may be said to give life to foods. Rice, one of our best known foods is whole- some and nourishing, but if we remove its faintly brown coat by polishing, it becomes actually poisonous. Pigeons or chickens fed on polished rice cjuickly develop paralysis and die, but they grow well and strong if the polishings are given to them. The reason is, the life giving vitamines are in the coatings of the grains. Whole unpolished rice grains, will support life in birds and people, but when polished, they lose their food value. Until lately, polish- ed rice was sold at all groceries, but now the health authorities forbid its sale. It was polished by tradesmen to make it white and pearl like in appearance. Natural rice is not as pretty as polished rice, but "pretty is that pretty does" and so we have gone back to the natural grain. A disease called beriberi which is fre- quently fatal, is caused by eating foods in which the vitamines have been destroyed by over-cooking or removed as in the in- stance of polished rice. Another disease called pellagra which fre- quently ends in insanity and death is also produced by eating devitamised foods. It is found that soda kills vitamines, and, therefore, we must not put soda in our foods. Corn bread if cooked with bicarbonate of soda to make it light, has its food value destroyed. If, however, the corn meal and soda are made into a dough with sour milk instead of water or sweet milk, then the vitamines are not killed. This is because the lactic acid in the sour milk neutralizes the bicarbonate and makes lactate of soda which does not attack vitamines. At the same time the lactic acid liberates the carbon dioxide gas and it makes the corn bread light and more wholesome. Biscuits made light with bicarbonate of soda (baking soda) and which always have a "soda taste," are very unwholesome. Bicarbonate of soda is frequently called sim- ])l3^ "soda," but this is not soda as known to chemists for they ap- ply this name to concentrated lye. Cooks should not use bi- 144 Uniform Course of Study carbonate of soda in cooking dried beans, dried corn, dried peas and the like, even if it does hasten the process. Our modern fine process white fiour, is not as wholesome and nourishing as so- called whole wheat flour because the high milling process takes out the vitamines. Canned goods have no vitamines, or at most only very small amounts. Nevertheless they are desirable foods, but people who "live out of cans" make a great mistake. Everyone should eat some raw food or foods every day, at every meal, if possible. All raw fruits and vegetables contain vitamines. Salads are always wholesome, but they like all foods should be eaten in moderation. An apple a day keeps the doctor away, is an old saying and means eat plenty of raw fruit." During the day people should take into the body as foods, a well proportioned amount of these various food stuffs and it is wise not to have any meal with one of them in great excess. (What would be the effect of a meal of proteins alone? Of carbohydrates alone? Of fats alone?) Which one needs more protein food, a blacksmith or a lawyer? A carpenter or a preacher? A farmer or a teacher? A six year child or a man in the prime of life? A man of thirty-five in or- dinary health or a man of eighty? Meals should be eaten regularly, no matter what the number per day and there should not he a wide variation in the time for eating and the amount consumed on different days, nor should the digestive system be abused b}^ being called upon to take care of food between meals. In this grade of school work and at this stage in the study of foods and cookery, the scientific knowledge of the pupils is too limited to make it advisable to take up a study of the exact amount of food stuffs, needed daily by different individuals under vary- ing conditions, but some general principles can be applied in the preparation of foods and planning of meals. (1) In apportioning the kinds and amounts of foods in or- der to have a balanced diet, the whole day should be used as a unit, rather than the individual meal. (What relation will this have to the housewife's planning of meals? How many and what meals planned at a time?) (2) Endeavor to distribute the protein, fat and carbohydrate through the day, so that no meal will have a striking preponder- ance of one kind of food stuff'? (Would it be a good thing to serve a meal of meat with ma- caroni and cheese? Reason for answer. Of rice and potatoes? Foods and Cookery 145 Reason for answer. Of pie with fried potatoes? Reason for answer.) (3) With tiie exception of a few sucli staples as bread, but- ter and milk, try to avoid sei'ving any food in the same form twice in the same day and serve it preferably only once in any foi'm. (Would it be well to have mashed potatoes for both dinner and supper? Would it be well to have boiled potatoes for dinner and the left overs in some other form for suppei'? Would not the econ- omy in this case compensate for repetition of same kind of food? Reason for answer.) (4) Try to avoid serving any food which gives character to a dish, twice in the same meal, even in different forms. (Should tomato soup and tomato salad be served for the same meal? Reasons for answer.) Have pupils study their own food needs, and those of members of their families, with reference to age, health conditions and occupations and try to decide in a general way the best diet for all. "It is not beneath the dignity of any family to avoid useless expenditures no matter how generous its income and the in- telligent housekeeper should take as much pride in setting a good table, at a low price, as the manufacturer in lessening the cost of production in his factory." What is meant by the statement "one man's meat is another man's poison?" (Milk is a wholesome digestible food for many people, but there are persons who are made ill from drinking it and should avoid it. How did they discover that milk was not good for them? Eggs are considered good food for children, but oc- casionally children cannot eat eggs, even when combined with other food materials as in making cake or other foods.) When the program can be so arranged the periods in cooking should come just before the noon hour, that the articles may be eaten with the school lunch or taken home by the pupils to eat with the noon meal. OUTLINE OF WORK (Not less than three laboratory periods per week, the remain- ing periods given to recitations.) Caution: Absolute cleanliness' of person, of foods, and all equipment used must be rigidly observed. The cooking ai)rons made hi the 7th and 8th grades, if still in good repair, may l)e used here. If they are worn out, new aprons may be made outside of school, as part of the supplementary woi'k in Sewing, following the instruction gi\(Mi last year for mak- 10 — 5077 146 Uniform Course of Study ing these articles. Two such aprons should be availalole for change in laundering. 1. (Classification of Food Stuffs: (One week.) a. Read to pupils that part of the Introduction to this Course of Study dealing with the Classification of food stuffs (p. 143), placing on blackboard the important points. Write on blackboard the questions asked in that part of the Introduction and let the pupils discuss them and arrive at conclusions. To show the presence of these food stuffs in the food we eat, simple tests have been devised. Exei'cises: (1) The presence of water is shown by heating a small quan- tity of the food in a test tube. The water will condense on the upper part of the tube. (2) The presence of carbohydrates (starch) in corn meal or buckwheat may be shown by the Iodine test. Grind for some time a sample of corn meal with cold water, in a mortar, then filter the mixture through a cotton cloth into a tall cylinder or beaker. Allow this to stand until the next day so that the starch may settle; then pour off the liquid and carefully dry the residue in an evaporating dish on the water bath. Make a paste by mix- ing about five grams of the residue with cold water and pour into a beaker containing 100 c.c. boiling water. When this solution cools add a few drops of iodine to some of it, and if a blue color results, the presence of starch is shown. (3) The presence of protein in flour may be shown by mix- ing about 50 grams of flour with cold water. Put the dough in a cloth, knead the mass under a steam of running water for some time. The starch will pass through the mesh of the cloth and the protein (in the form of gluten) will remain. Gluten is yellowish gray in color extremely elastic and sticky and if moistened and heated expands. Why are such qualities desirable in flour when making yeast bread? Which flour is better for bread baking, th© one with more or the one with less protein? (4) To show the presence of Fat in milk shake a few cubic centimeters of fn^sh milk in a test tube, with half its volume of ether, and allow the mixture to settle. Draw off the ethereal Foods and Cookery • 147 layer with a pipette and allow it to evaporate spontaneously in a watch glass. Note taste and odor of butter thus obtained. The Babcock apparatus has been designed to determine the exact quantity of Butter Fat in a certain amount of milk. Suggest and make other simple tests to show the presence of these food stuffs in different kinds of food. The Daily Food: (One week.) Read to the pupil the Introduction to this Course (p. 145) on the balanced meal. Write principal points on the blackboard, and all the questions asked in that part of the Introduction. Have the pupils answer the questions and discuss freely their opinion of the day's rations in their own homes relative to a balanced ration. The teacher should have written on the board some menus and get the opinions of the pupils as to whether these are bal- anced menus. Suggestive questions: How many kinds of meat should be served with a meal? How many kinds of vegetables should be served with a meal? How many kinds of desserts should be served with a meal? How many kinds of beverages should be served with a meal? In packing a school lunch for children what attention should be paid to having a balanced meal? Why do children get tired of hot soup served with their noon lunch? Cocoa? Pupils may suggest a half dozen good simple school lunches. Teachers criticize these lunches. What would l)e the difference between a lunch to be packed for a boy and one for a man? We buy most of our food materials, and it is important to know how to market. Why has New York City a Mayor's Committee on Food Supply? Why has such a Committee prepared a pam- phlet entitled "What the Purchasing Public Should Know?" Sometimes the food we buy is adulterated. Food laws have been made to protect the public against these adulterations, and simple tests provided to detect the presence of these adulterants. What are some of the Federal Food Laws? Are there special Food Laws in Indiana? If so what are they? How far should the following affect one's buying? (Season to buy, tastes of family.) 148 Uniform Course of Study Exercis('i<: (1) To d(>toct the presence of glucose in honey, add to a small portion of hone}- 3 or 4 parts of strong alcohol; if dextrin (a con- stituent of glucose) is present, quite a precipitate will appear, ])ut with genuine honey only a slight cloudiness. (2) To show when the vinegar is genuine cider vinegar, evap- orate 20 c.c. in an evaporating dish over a water bath, nearly to dryness. Notice odor and taste of residue. If not genuine cider vinegar, l)ut a spirit vinegar colored to resemble cider vinegar, the residue will be very small and practically odorless. (3) To distinguish genuine fresh butter from renovated but- ter and oleomargarine, melt a lump of butter the size of a hickory nut in a large spoon, by heating it directly over a gas fiame. Fresh l)utter will melt cpiietly Vv'ith many small bubliles, thi'oughout the mass, which produce much foam as the water is drained off; oleomargarine or process l)utter will sputter and crackle like hot fat containing water, and produce little foam. (4) To test table salt for starch, which is sometimes added to prevent its becoming hard upon standing, boil ten grams of salt with water, allow it to cool and give Iodine test. The blue or violet color will show the presence of starch. The Morning Meal: (3 weeks.) What is the morning meal called? Why? Is it usually a light or heavy meal? How should that l)e determined? Should the breakfast for a carpenter and a school teacher be the same? A farmer and a preacher? A blacksmith and a lawyer? (Rea- sons for answers.) Should the bn^akfast for a child six years old and a mature man or woman be the same? Should the breakfast for a strong mature man and a man eighty years old be the same? Why is fruit usually eaten with breakfast? (First course.) For people of what age and occupation would each of the follow- ing breakfasts serve the best purj^ose? Suggest improvements in any of these menus that will make better balanced meals: (1) Baked Apple Cereal (Cooked) Eggs Meat Potatoes Coffee Foods and Cookery 149 (2) Grape Fruit Cereal (uncooked) Poached Eggs Toast Wheat Cakes and Maple Syrup Coffee (3) Bread and Butter Cold Meat Doughnuts Stewed Fruit Cocoa (4) Stewed Apriocots Soft Cooked Eggs Buckwheat Cakes and Syrup Coffee or Cocoa (5) Stewed Prunes Cracked Wheat Dropped Egg on Toast Cocoa (6) Oranges Cereal Creamed Dried Beef and Egg on Toast Coffee Laboratory: (1) Make Muffins: 2 cupfuls flour 1 to 2 tb. sugar. 3^ tp. baking powder 1 egg ^ tp. salt I cup milk 2 tb. melted butter Break egg into a mixing bowl, beat it and add milk. Mix dry ingredients thoroughly. Add these (through a sifter) to the egg mixture. Melt the fat and drop into flour mixture. Mix quickly and thoroughly and drop into buttered muffin pan. What do we call such a mixture? (Drop batter.) Relation of flour to water in such a mixture. Other forms of batter. (Pour.) Difference between the two. Difference between bat- ter and dough. Explain. How would you modify this recipe to make whole wheat muffins? (2) Make cocoa: I cupful cold cocoa 3 cui)fuls milk 1 cupful water | cupful sugar I tp. salt. 150 Uniform Course of Study Mix cocoa and water together an(i boil for ten minutes. Add milk and sugar to mixture and cook over hot water for half an hour. Add salt. Beat well and serve. What are good food stuffs? What food stuffs are most abundant in cocoa? (3) Make Coffee: (Proportion for one cupful.) 1 heaping tb. coarsely ground coffee. 1 tb. cold water. 1 cup boiling water. Bit of crushed egg shell or a little egg white. 1 tb. cold water. Place coffee, cold water, and egg into a well cleaned coffee pot. Mix and then add boiling water. Boil for about three minutes. Remove from fire, pour out about one-half cupful of coffee, in order to rinse grounds from inside and spout of coffee pot; add second quantity of cold water. Allow to stand in a warm place for about five minutes for coffee to become clear. What food stuffs are most abundant in coffee? Is coffee nutritious? Why do people drink it? (4) Cook Cereal: Pour cereal slowly into boiling salted water. Cook directl}^ over flame for alwut ten minutes. Then place over boiling water and cook from one-half to three hours. Generally one scant teaspoonful of salt is used for each cupful of cereal. The amount of water depends upon kind of cereal. Should be cooked if possible in double boiler. Name some different cereals used for food, both cooked and uncooked. Common ones are rolled oats and wheatena. Have the pupils tell if they use cereals in their homes and what kinds. How will the amount of water used differ in the cooking of rolled oats and wheatena. What food stuffs are especially abundant in cereals? Is rice a cereal? {5) Make Toast: Dry toast. Buttered toast. Creamed toast. Creamed toast: 1| tb. butter 1, tl). (lour ^ tp. salt 2 cupfuls milk or cream 6 slices of toast. Foods and Cookery 151 Heat butter, add flour and salt and mix. Add the milk, a small portion at a time, heating the mixture as the milk is added until it thickens. Pour the mixture over the toast. Have the pupils prepare and serve a breakfast of fresh fruit, cocoa, a cooked cereal, eggs, and plain muffins. Have the pupils estimate the cost of this meal. Have pupils prepare breakfasts at home and report on menu and time occupied. Have pupils determine what breakfasts are best in their homes for the members of their families. Have the pupils plan a breakfast for four people at a total cost of fifty cents. Dinner: (4 weeks.) This is usually the heavy meal of the day and may be eaten either at noon or in the evening. A meat of some kind is gen- erally served with dinner. How many times a day should a school teacher eat meat? a high school girl? a high school boy? a carpen- ter? a lawyer? What are meat substitutes? Meats: This subject was touched upon in the 7th and 8th grades last year. What are different kinds of meats? (Beef, lamb, veal, mutton, etc.) What are different cuts of meat? (Sirloin, porterhouse, rib roast, the round, neck, brisket, etc.) What is the best way to use each of these various cuts? Have pupils tell wdiat kinds of meat are usually served in their homes and how most frequently prepared. How can you tell good meat? If when you purchased a piece of meat you were not ready to use it where should it be kept until used? (Ice box, refrigerator, etc.) Why? (Bacteria: decay of food is due largely to the pres- ence of minute vegetable organisms. What will prevent the growth of these organisms? Dryness, a low temperature, ex- clusion of air.) How are ice boxes built? Could the boys in the manual training department build an ice box for use in the home? What are the essential parts of an ice box? Why should an ice box or refrigerator be kept in a cool place? Why should the ice chamber of a refrigerator or ice box be washed out once a week and a 152 Uniform Course of Study solution of washing;- soda poured down the waste pipe? Why should the food chambers be washed out once a week and dried, and no spilled food allowed to remain a moment? Why should the lid of an ice box or doors of a refrigerator never be left open? What other food should be served with the meat for a dinner? (Vegetables, salad or relish, desserts, beverages, etc.) How many and what kinds of vegetables served with the different kinds of meats? Plow many and what kinds of desserts? Beverages? Salads? What are different kinds of vegetables (green, starchy)? If two vegetables are served with the meat should both be of the same kind, namely both starchy or both green? How are vege- tables prepared? (Boiled, steamed, creamed, baked, escalloped, etc.) Which ones are served sometimes uncooked? How? Is there a difference in the length of time in cooking different vege- tables? Why? Laborafonj: 1. Visit meat market and study tlifferent cuts of meat and cost. Determine which are the most economical for house- hold use. Learn how to tell good meat from poor meat (color, texture, etc.). Visit a meat packing plant, if there is one in the community, and stock-yards. 2. Cook a piece of meat by the best method adapted to that kind and cut of meat to make it palatable and nutritious. 3. Have pupils plan three dinners to be criticized by teacher. Have pupils criticize the following dinner menus as to their suit- ability for a school teacher, farmer, blacksmith, child six years old, high school pupils and suggest improvements in them: (1) Breast of Lamb Creamed Potatoes Mashed Rutabagas Lettuce and Pimento Salad Lemon Gelatin Chocolate Wafers. (2) Lamb Chops Scalloped Potatoes Beets Appl(> Pie. (3) Veal (^itlets CreanuMl Cabbage Mashed Potatoes Tomato Aspic Pineapple Whip Foods and Cookery 153 (4) Soup Roa t Beef Creamed Potatoes Stewed Corn Shirred Tomatoes Pudding. (5) Baked Ham Scalloped Potatoes Peas Lettuce Salad Ice Cream (6) Roast Lamb Mashed Potatoes Beans Asparagus Pickles or Olives Cherry Pie. 4. Have pupils prepare and serve dinner for four people us- ing one kind of meat, two vegetables, one salad, a dessert and a beverage. (Pupils may add anything they feel is needed to make the meal complete.) Estimate cost of meal. 5. Have each pupil plan a dinner menu suitable for her own family. Have pupils prepare such dinners in their own homes and report on same. 6. Have pupils plan dinner for four people. The entire dinner to cost $L00. Luncheon or Supper: (3 weeks.) Third Daily Meal: If in the homes of the pupils the dinner is eaten in the evening and the third daily meal is served at noon, the work on luncheons should be taken. If in the homes of the pupils the dinner is eaten at noon and the third meal in the even- ing, the work on suppers should be taken. Luncheon: When luncheon is served in the home, the daily meals usually are, breakfast in the morning, luncheon at noon and dinner in the evening. Is the luncheon a light or heavy meal? Should it vary with age, occupations and health conditions of people? Have pupils criticize the following luncheon menus : (1) Fried Baby Sausages and Apple Rings Lemon Cream Rice Rolls Tea (2) Spaghetti with Cheese and Pimento Celery Salad Sliced Oranges Jelly Roll 154 Uniform Course of Study (3) Croquettes Bran Muffins Pickled Beet Relish Cocoanut Pudding with Hot Chocolate Sauce. (4) Creamed Fish on Toast Fruit Tapicoa Lemon Snaps Cocoa Laboratory: (1) Make soup (often served with dinner as an opening course). What is meat stock? (Prepared last year in 7th and 8th grade?) What is vegetable stock? Relation to soups. Vegetable Cream Soup: (White sauce flavored with vegetable pulp or juice or vegetable stock^the water in which the vege- table was cooked.) Use I to ^ cup pulp to 1 cup sauce. For soup flavored with juice or stock use a maximum of ^ cup juice to 1 cup sauce. The amount of flour will depend upon kind of vegetable used, the amount varying from 1 teaspoonful for potato soup to 1 tablespoonful per cup for tomato soup. (2) Prepare scalloped potatoes. (White sauce made in 7th and 8th grades, last year.) (3) Make tea. | to 1 tp. black tea leaves to 1 cupful fresh- ly l)oiled water. Heat teapot by pouring l^oiling water into it. Pour out the water and add the tea leaves. Pour over them fresh- ly })oiled water. Place teapot in warm place to steep for about five minutes. (4) Make Blanc Mange. 2 capfuls milk 2 tsp. vanilla I cupful cornstarch I cupful sugar Salt. Scald milk in double boiler. Mix sugar and cornstarch. Add hot milk slowly to sugar and cornstarch mixture, stirring rapidly. Return to double boiler and cook 30 minutes, stirring rapidly until mixture thickens. Add salt and flavoring and pour into a mold which has been moistened with cold water. Cool, turn from mold. Serve with sugar and cream. Have pupils prepare luncheon of vegetable cream soup, scalloped potatoes, sliced tomatoes, blanc mange and tea. Foods and Cookery 155 Have each pupil plan a luncheon for her own home and estimate cost. Have each pupil plan a luncheon menu for four people that will cost sixty cents. Supper: When dinner is served at noon the evening meal is called supper. Why is there some economical advantage in having supper in- stead of luncheon? (Use of left-overs from dinner.) May the left-overs from the preceding day be utilized in the luncheon? What care in keeping them for such purpose? What are some left- overs? (Meats, vegetables, desserts, etc.) It is estimated that great waste occurs in many homes because of lack of knowledge in utilizing left-overs. Let pupils tell what disposition is made of left-overs in their homes. Is a light meal in the evening better than a heavy one? Is the order of meals i.e., breakfast, dinner, supper; or breakfast, luncheon, dinner affected by the occupations of the people? (Reason for answer.) Laboratory: (1) Make Baked Hash. 1| cupfuls chopped meat and fat 1| cupfuls mashed potatoes Salt and pepper 1 teaspoonful scraped onion Chopped parsley \ cupful (or more) boiling water or stock 1 cupful cracker crumbs, or 2 cupfuls soft bread crumbs 2 tablespoonfuls butter. Mix all ingredients, except the butter and crumbs. Add enough water or stock to moisten all ingredients. Place the mix- ture in a buttered baking dish. Butter the bread or cracker crumbs. Cover the hash mixture with the buttered crumbs, and bake slowly until the meat is thoroughly heated and the crumbs browned. (2) Make Scalloped Meat. 2 cupfuls chopped meat 2 tablespoonfuls fat 3 tablespoonfuls flour 1| teaspoonfuls salt \ teaspoonful pepper 1 teaspoonful scraped onion or chopped parsley 156 Uniform Course of Study 1^ cupfuls milk, stock or water 2 ci^jfuls l)uttcre(l (•niinl)s. Make a brown sauce of the fat, salt, pepper, flour, onion or parsley, and milk or stock. Mix with the meat. Butter the crumbs, and place about one half cupful in the bottom of the buttered bakino- dish. Add the meat mixture, and cover the top with the remainder of the crumbs. Bake in the oven until the mixture is thoroughly heated and the crumbs are brown. (3j Broil steak. (4) Make stuffed potatoes. 1 tp. butter ^ tp. hot milk I tp. salt pepper 1 baked potato. Cut the baked potato in half, lengthwise, taking care not to break the skin; mash the potato, adding the milk, butter and seasoning and beat as ordinary mashed potatoes. Place the mixture in the potato shell, place in pan and bake in hot oven until brown. How modify the recipe for six potatoes? (5) Stew fruit. (0) Prepare the following supper antl estimate cost: Baked Potatoes Tomato Salad Stewed Fruit Bread and Butter Tea or Cocoa Should left-overs ])e put in the ice-box or refrigerator in the best china? Should they be put there in old dishes that have had grease cooked into them? (Use for this purpose cheap bowls, plates and cups.) Have pupils plan a supj^er for their own homes and prepare it there, reporting on the same at school. Have pupils plan a supper menu for four people that will cost fifty cents. One that will cost sixty cents. One that will cost seventy-five cents. Criticise the following su})pers for ])eople of different ages and occupations: (1) Meat (hash fi-oni left over from dinner) Baked Potato(>s Salad Dessert Invalid Cookery 157 (2) Creamed finnan hacldie Brownbread sandwiches Fruit Loaf Cocoa with jNIarshmallow Whip Supplementary: 1. Should we select foods for the table with reference to cost at different seasons? 2. What are seasonable foods? (Eggs, butter — more ex- pensive at some seasons — fresh fruits, new vegetables, etc.) 3. W^hat foods are canned for household use? Have pupils tell what are canned and preserved in their homes. (Review prin- ciples of canning 7th and 8th grade outlines.) 4. Many people buy bread. How can you tell good bread? (Review points in 7th and 8th grade work.) 5. Have pupils write out day's menu with well-balanced meals. (Explain.) 6. Have pupils write out one with poor combination of foods. (Explain.) 7. Write out a time schedule for preparing dinner. When to start the cooking of each dish, and order of cooking, so all may be ready to serve at proper time. 8. How may fuel be saved in cooking? What about the temperature of boiling water? Simmering water? What about turning on a large amount of gas to flame up about the cooking vessel when heating water for cooking purposes? 9. Steps in cooking: (1) Grouping food materials and utensils. (2) Actual work. (3) Cleaning up. 10. Is it cheaper to buy by the pound or large quantity? On what does this depend? What about perishable foods? Invalid Cookery: (1 week.) It is generally conceded that the diet and care of an invalid are indispensable to improvement. Every household has, at some time, members who are sick and must be cared for in the home. The feeding of the sick then plays no unimportant part in family life. The appetite of an invalid is fastidious, and must be tempted often l)efore it needs satisfaction. In serving an invalid a tray should be used just large enough for the dishes it is to hold. Cover it with a spotlessly clean napkin 158 Uniform Course of Study or tray cover. Arrange it as if you were setting a place at a table. Use the prettiest daintiest dishes you have. No food left by the patient sliould be served a second time, nor should food that has been in the sick room be eaten by others. Food should be prepared in most digestible form for invalids. Milk^ — hot or cold, in junket (how made?) should b(> combined with eggs in eggnog, custards, etc. Eggs — poached, served on toast, dainty omelet, egg kMuonade. Mild fruit juice —orange, gra])e, pinea])ple. If no fever — chicken, lamb chops, under lnoilcd sicak oi- roast beef. Broths, cereals, eggs, milks. If vegetables, are served only those mild flavored, as asparagus, spinach, should be used. Coffee spilled in serving, dirty tray cloth, cracked dishes, etc., are not appetizing. Laboratory: Prepare two different trays for sick people and send out to them. There may be a sick pupil, teacher, neighbor, or some one in the community who can ill afford the n-^cessary nour- ishment. Health of Household: (1 week.) The health of the household depends on sanitary conditions and cleanliness. The care of the sleeping rooms is most impor- tant in family health. Open wintlows at night. Keep clean room. (How make the bed?) Should one sleep under a great amount of heavy cover? Care of clothes and linen pieces. Airing room. Impress upon pupils that personal care and cleanliness are great factors in family health: 1. Breathe plenty of fresh air. 2. Clean teeth at least twice a day. 3. Keep windows of bed room open at night. 4. Breathe through nose. 5. Daily bath in hot weather and at least three times a week at other seasons. 6. Keep ears and neck clean. 7. Keep hair clean. 8. Keep finger nails clean. 9. Chew food well. 10. Drink plenty of pure water daily. 11. Sleep seven or eight hours a night. Scientific Housekeeping 159 Laboratory: (1) Have pupils report on heating, plumbing, water sup- ply in their homes. Source of water supply for the community. (2) Visit water plant if there is one. (3) If doll's bed can be provided or pupils can use a private home as a laboratory, instruction should be given in proper bed making and care oi bed room. (4) How could you make the bed if some one was in it who was ill and could not be taken up? Scientific Housekeeping: (1 week.) Planning of work: a. How buy in advance, by the day or week or month or year? Reasons for answer. 6. When should meals be planned? Why? c. Why is it better to plan for a day than a single meal? d. What do you mean by an emergency shelf? e. Should housekeepers attempt to estimate the time in which it takes them to do the various household tasks? Reason for answer. /. Should they compare the plan and order of one day with that of another as to comparative amount of time and energj- needed in performing the same tasks? (Reason for answer.) g. Essentials: Sink and table of proper height. Kitchen not too large, well ventilated and light, with equipment easy of access in order of use. Long handled dust pans, brushes. Consideration of new methods of cleaning as brush or vacuum cleaner in- stead of broom. Fireless cooker. (Can hoys, in Manual Training Department make a fireless cooker?) Simple not complicated kitchen tools. Utensils that are comfortable to hold, grasp and handle. Laboratory: Plan meals for a week. If a cottage or home is used in con- nection with the school, groups of gii'ls should take a day to the care of such cottage, in planning and currying out work. If there is no cottage, let this be done in tlieir own homes and re- ports made on it at school. 160 Uniform Course of Study Hovie Nursing: (1 week.) In every household the "care of the sick" is a very important consideration. Many a prolonged and dangerous illness may be avoided by arresting the di; ea^e in the early stages, through proper care in the home. There are some cases where, as in typhoid fever, recovery depends almost wholly upon the care of the patient. The nund)er of ])hysicians who prescribe more care and less materia nKnlica is a constantly increasing one. The following are important points to be considered in this study : 1. Arrangement and Care of the Sick Room. (Located on sunny side of house, bright and cheerful, quiet, simply furnished, clean, well ventilated, easily darkened or made light. Are flowers ever harmful in a sick room? Explain. — Odor too heavy, flowers not fresh, etc.) 2. Care of Patient. (Taking of temperature, giving baths, changing garments and bed linen, arrangement of pillows, covers of light weight, food. — See Invalid Cookery, etc.) 3. The Sick Room Nurse or Visitor. (Loud tones and whisp- ers to be avoided. Why? If conversing with patient should cheerful or gloomy topics be discussed?) 4. An instructor in home nursing once said, "Always look at the label on the bottle three times before giving medicine to a patient; once when you take the l)ottle from the shelf or table; again when you pour out the medicine; and a third time just be- fore you give the medicine to the patient." Why is this extreme precaution advised? Much expense and needless suffering may be avoided by a knowledge, in the home, of simple remedies and how to apply them in case of sudden illness or accident, and what to do until the ar- rival of the physician if one is needed. 1. How care for cuts (arteries, veins)? 2. How care for sprains, bruises, burns, bites, scalds? 3. How bandage different wounds? 4. What remedies should be api)lied in case of fainting, poisoning (narcotic or irritant poisoning), (h'owning, insomnia, sunstroke, ear ache, tooth ache? 5. How remove foreign bodies from eye? Ear? 6. What are some simph^ antis(>ptics? (Boric acid, 4% solution, is a non-irritating, non-poisonous anti- septic.) Home Furnishing 161 Home Furnishing: (1 week.) A convenient, healthful home in which the inmates are prop- erly fed and have their physical needs met is a splendid institu- tion, but unless some attention is given to the attractiveness of the household and the social life of the members, the young people will want to wander off into other homes and communi- ties and the older ones will miss an element in their lives that helps take the drudgery out of work and creates a l^etter atmos- phere. Points to keep in mind in decorating and furnishing a home that it may be attractive and artistic: (/) Vnity. (What do you mean by this? Does it mean that rugs, curtains, walls must be of same color? (Explain.) It refers to proper relation of shapes, lines, dark and light, color.) Does the decoration of one room affect in any way the decoration of another opening into it? Why? {2) Simplicity: a. Are a few good pictures or many poor ones desirable? h. Should people who are beginning housekeeping, try to buy everything at once or a few essentials that are good and add to them from time to time? c. How many of your acquaintances have discarded old furniture because it was not properly selected in the first place? d. Adaptability to income? A home of four rooms (liv- ing room, dining room, kitchen, bedroom), was neatly furnished in Indianapolis at an entire cost of $150.00? The income of the family was $600.00? Was that cheap or expensive for that income? The house was artistic and attractive, yet the wall decorations, furniture and furnishings were inex- pensive. Is money an essential in making an at- tractive home? Is taste more essential? e. Color, good lines, wall decorations, floor finish, etc., are points to be taken into account in such a study. Laboratory: 1. Pupils plan a living room and its wall decoration, floor finish, draperies, pictures and furniture. Criticize one another's plans. 2. Let pupils describe homes they have seen that are artistic and those that are not. 11 — 4077 162 Uniform Course of Study E. OUTLINE OF WORK IN AGRICULTURE Pre-vocational subjects in the high school must be taught not less than five periods weekly throughout the year, with double periods allotted for laboratory exercises, in order to be credited for graduation. There should be no attempt to teach the broad general sub- ject of agriculture, but rather some specific phase, the selection of which will depend upon local conditions and the preparation of the teacher who is to present the subject. In most cases the cal- endar becomes a factor in determining the work from week to week. The skilled teacher will be quick to correlate this work with the instruction in botany, zoology, chemistry, or physics, or, where the pupils have not had the benefit of instruction in these subjects, to supplement by simple explanations. A number of subjects are outlined in the course, some of which will constitute sufficient work for a year, others for a half year each, and in case so much time can be given, a sequence may be arranged running through two or three years. A knowledge of the soil and of its products or crops is fundamental and these subjects should receive first attention, to be followed, if desired, by instruction in other special topics. The Department of Public Instruction has published a de- tailed course of study for agriculture which gives references to helpful literature. This should be followed by teachers of this subject (See Courses of Study in Agriculture, State Department Bulletin, No. 15, pages 109 to 176). The above course of study may be had upon application to the State Department of Public Instruction. MUSIC Provision for the teaching of Music at least one period a week (luring the four years of the high school work is required. It is an elective in all commissioned high schools unless the local school authorities rule to the contrary. Credit toward graduation may be granted for work-in Music in i)roportion to the amount of time given the subject. If Music is taken one hour per week for one year, one-fourth of one credit may be granted, and one credit or one half unit for the four years' course. If credit beyond this is given for Music work it must be in accordance with the plan for the other subjects, in that there must be preparation and actual hours of recitation which may be credited in proportion to the hours spent. It is well to note that these credits do not count as college entrance credits in Indiana colleges. The vitality of a course of music in high schools is determined by three elements: First, the attitude of the students toward the subject; second, the musical material; and, last, the teacher. Of these determining factors, the first depends largely upon the sec- ond and third. Given a supply of good music that appeals to the pupils and given also an enthusiastic and inspiring teacher, the best possible beginning has been made. Many standard high school music books offer a good selec- tion of material, and most publishing houses carry a good line of the right sort of supplementary music, costing only a few cents a copy. Generally speaking, music with good strong words should be selected. Avoid the commonplace both in music and w^ords. But it must be pleasing to the pupils or they will not enter heart- ily enough into the work to make their music study a real means of education. Variety in the music to be used is necessary, and this applies to each lesson; hard work can be gotten from a music class through an entire music period if the pieces offer sharp contrast to one another. Unison songs are good because they unite the class in the same melody, thus emphasizing the idea of unity. Part 163 164 Uniform Course of Study songs are good for a different reason. They appeal to and educate the sense of harmony and widen the musical horizon of the pupils. It will be wise to use both kinds of songs. During the music lesson no time should be lost and the sub- ject should not be allowed to drag. If a piece proves not to be acceptable upon any particular day, it is wise policy to quietly turn to some other more congenial song. Do not work too long upon any one difficulty; stop when the interest stops, other things being equal. In taking up a new song, it is wise to sing it through without halting to correct mistakes. This gives the class a chance to grasp the song as a whole and to seize upon its general spirit ; it also forces reading the music more into prominence, since the attention is fixed upon the rendering almost exclusively. If pos- sible the work should be so planned that a new song could be started in every lesson, or at least every alternate lesson. It is of the utmost importance that the pupils be taught to keep time for themselves and not to depend upon either the teach- er or their neighbors. This result may be secured by diligent work, the class counting the time of a few measures while the teacher plays. Then they should mentally feel these coun ts when they sing. The voices should be kept up; the vitality and character of the voice do not appear unless the tones are placed well above the throat. This, like keeping time referred to in the last paragraph, is one of the good habits pupils should gain from their work in music. Generally speaking, when any piece is sung only indiffer- ently well, it is largely the poor placing of the voice which is at fault. Besides vocal music, the pupils may, under favorable condi- tions, become acquainted with some good standard instrumental pieces. In most high schools some of the pupils play the piano or other instruments skillfully, and the teacher will do well to have such pupils plajj for their fellow pupils. The use of music reproducing instruments is heartily endorsed and is coming into prominence in the schools as in the home. A piano player is of great value in the presentation of the best com- positions of the greatest composers and adds greatly to musical appreciation, which is a part of musical and cultural education. The Graphonola, the Victrola and the Edison Phonograph are especially valuable in that they are portable and easily taken from room to room. The range of selections covers instrumental, vocal, orchestral, and band compositions. Music 165 Courses of instruction may easily be arranged so that the A>ork of a special composer or a group of composers may be studied and appreciated. In this way musical taste may be developed in a way impos- sible before the development of these instruments. In purchasing such instruments the fact should be borne in mind that money expended above a certain amount is for differ- ence in case and does not increase the musical value of the in- strument. The money is better invested in additional records than in a fancy case. It will be well for the teacher to say a word or two, if possible, of explanation of the music or perhaps say a few words about the composer. The best results will be obtained by keeping the work as informal as possible. In conclusion it is well to emphasize the fact that it is the pupil and not the subject which should be the teacher's chief care. No teacher who understands the subject of music thoroughly will go far astray if she does not forget the pupil in her anxiety to teach the subject. The following is a list of selections suitable for high school music, graded according to the degree of difficulty: High School Music CODA {Ginn & Co.) Easy: No. 32 Spring's Bright Glances (Somnaml)ula) 2c 293 A Sailor's Song (Harper) 3c 44 Happy and Light (Bohemian Girl) 2c 323 King of the Forest Am I (Parker) 4c 379 The Soldier's Dream, Paul Rodney 4c 256 The Old Guard 4c 34 Come to the Fair (Martha) 2c 297 The Clang of the Forge, Paul Rodnej^ 3c 259 In the Harbor We've Been Sheltered (Martha) 3c 288 Sailing Marks 3c 43 Pretty Village Maiden (Faust) 2c 70 Away, the Morning Freshly l^r(>aking 2c 255 Join in Pleasure (Erminie) 3c 166 Uniform Course of Study 192 Gloria from Twelfth Mass, Mozart 3c 203 Five Favorite Anthems 2c 220 Let our Voices Be Glad, Lecocq 4c 186 Gloria, Viezie 2c 341 The Forge, Watson 4c Medium Difficult: 327 O Lord, How Manifold, Barnby 4c 221 The Lawn Party (Waltz Song), Lecocq 5c 311 Olaf Trygvason, Grieg 5c 134 Summer Morning, H. Smart 2c 61 The Vesper Bells, J. Eichberg 3c 149 Awake! Awake! the Flowers Unfold, Leslie 2c 202 Jubilate Deo, B. Tours 2c 112 Wiegenlied, J. L. Frank 2c 99 May Day Sports, Gounod 2c Difficult: 333 The Joy of the Hunter, Weber 4c 181 As Pants the Hart, Spohr 2c 329 Wake! to the Hunting, H. Smart 3c 275 Lady, Rise, Sweet Morn's Awaking, H. Smart 4c 83 'Tis May Day Morn, J. L. Hatton 2c 240 The Miller's Wooing, Faning 5c 377 Day Break, Faning 6c 280 Song of Peace, Sullivan 4c 162 Heaven and the Earth Display, Mendelssohn . 3c 201 Bridal Chorus from Rose Maiden 5c The Laurel Octavo (C C. Birchard & Co., Boston, Mass.) Easy: No. 141 Lullaby from Erminie, Jakobowski 3c 30 The Barefoot Boy, Johns 3c 109 Concord Hymn, Birge 3c 32 The Flag, Henry K. Hadley 4c . 128 Santa Lucia 2c 16 A Merry Life, Denza 3c 25 Uncrowned Kings, Loomis 4c Music 167 134 Freedom's Banner, Harvey 118 The Banner of the Free, Jude Medium Difficult: 130 0, Hush Thee, My Baby, Sullivan 2c 20 June, Schnecker 3c 140 Song of Illyrian Peasants, Schnecker 3c 37 The Flower of Liberty, Neidlinger 4c 13 The Recessional, Huss Djfficult: 127 0, My Love's Like a Red, Red Rose, Garrett 3c 10 0, Captain, My Captain, Edgar S. Kelly Gc 1 Beautiful Blue Danube, Strauss 87 Honor and Arms, Handel 72 Jersualem (Gallia), Gounod The Jennings Collection (The Geo. B. Jennings Co., Cincinnati, Ohio) Easy: No. 8 It is Better to Laugh (Lucretia Borgia) 2c 79 A Rose in Heaven, Abt 2c 23 Oh! Hail Us, Ye Free, Verdi 3c 27 Praise Ye the Father, Gounod 2c 91 Soldier's Chorus, Gounod 3c 87 Come Where My Love Lies Dreaming, Foster 2c 65 Battle Hymn, Wagner 2c 26 The God of Israel, Rossini 3c 57 Hark! the Lark, Dr. Cooke 2c Medium Difficult: 92 Who Knows What the Bells Say? Parker 2c 58 Song for Spring, E. Silas 2c 50 Mighty Jehovah, BelHni 4c 24 The Dawn of Day, Hastie 2c 75 The Gallant Troubadour, Watson 4c 90 The Lost Chord, Sullivan 3c 67 The Morning Sweetly Breaking, Rossini 2c 168 Uniform Course of Study 49 Unfold, Yet Portals, Gounod 3c 63 Sleep, Gentle Lady, Bishop 2c 66 I A\'ill Gall Upon the Lord, Mozart 4c Dijficnlt: 47 Hail the Glorious Dawn (Lucia) 2c 20 Gypsy Life, Schumann 3c 14 How Lovely Are the Messengers, Mendelssohn 3c 13 He Watching Over Israel, Mendelssohn 3c 12 Be Not Afraid, Mendelssohn 3c 44 Light and Gray, Gounod 4c 86 Pilgrim's Chorus, Wagner 2c 74 Lovely June, Arditi 3c 48 Rise! Sleep No More, Benedict 3c 45 As the Hart Pants, Mendelssohn 3c 93 Zion, Awake, Costa 4c Beacon Series {Silver, Burdett & Co.) Easy: No. 141 Recessional, Boyd 2c 163 God of Our Fathers, Custance 5c 26 0, How Fair, Romberg 3c 82 The Lord is Great, Mendelssohn 4c 38 Wanderer, Schubert 3c 53 Men of Harlech 3c 230 The Heavens Resounding, Beethoven 3c 76 Prayer During Battle, Hummel 3c 40 Lovely Night, Chwatel 3c 118 Joy, Joy, Freedom, Benedict 6c 120 The Banner of the Free, Richards 4c Medium Difficult: 45 O Lord Most Merciful,, Concone 3c 151 The Quietude of Night (Cavalleria Rusticana), Mascagni4c 150 Marching Along, Stanford 5c 234 Summer Fancies (Waltz), Metra 5c Damascus Trium])hal March, Costa 6c 75 Song of the Vikings, Faning 3c Music 169 Difficult: 106 The Heavens Are Telling, Haydn 6c 23 The Water Lily, Gade 3c 237 Estudiantina, Lacone 5c 96 County Fair Waltz, Abt 6c 14 And the Glory of the Lord (Messiah) 5c High School Music Books and Song Collections Beacon Song Collection No. 1. Silver, Burdett & Co. Beacon Song Collection No. 2. Silver, Burdett & Co. The Euterpean. Silver, Burdett & Co. The Fourth Modern Music Reader. Silver, Burdett & Co. The Laurel Song Book. C. C. Birchard & Co. Natural Advanced Music Reader. (American Book Com- pany.) Part Songs and Choruses for High Schools. (American Book Company.) Corona Song Book. (Ginn & Co.) The Complete Music Reader. (D. C. Heath & Co.) Necollin's Glee and Chorus Book. — A. B. C. Cantatas King Rene's Daughter, Women's Voices, Smart. (Beacon Series, Silver, Burdett & Co.) The Norman Baron, Auderton. (Beacon Series, Silver, Bur- dett & Co.) The Building of the Ship, Labee. (Beacon Series.) The Lady of Shalott, Women's Voices, Bendall. (Natural Course Leaflets.) American Book Company. DRAWING Provision for the teaching of Drawing at least one period a week, (luring the four years of high school work, is required in all certified and commissioned high schools. It is an elective sub- ject unless the local school authorities rule to the contrary. Credit toward graduation may be granted for work in Drawing in proportion to the amount of time given the subject. If Drawing is taken one hour per week for one year, one-fourth of one credit may be granted, and one credit or one-half unit for the four years' course. If any credit beyond this is given for Drawing work it must be in accordance with the plan for the other subjects, in that there must be preparation and actual hours of recitation which may be credited, in proportion to the hours spent. It is well to note that these credits do not count as college en- trance credits in Indiana colleges. The first essential in the teaching of drawing is a teacher who has been well trained in the subject. Such training should have been taken in a good art school. The Board makes the suggestion that it is advisable for the smaller towns and cities situated in the same territory to unite in the employment of a teacher or director of drawing. In this way a really competent and trained teacher of the subject can be se- cured. Two suggested courses follow : COURSE I First Half Year 1. Drawing and painting of plant studies. 2. Drawing of objects singly and in groups — in outline and limited tone values. 3. Study of the principles of perspective. Drawing in outline. Second Half Year 1. Course of Study outlined for the first half year wath re- quirement of higher standard of technique. (170) Drawing 171 2. Study of the elementary principles of decorative design. Drawing and painting borders and surface patterns. COURSE II First Half Year Media: Pencil, charcoal, water color, and simple craft ma- terials. 1. Nature Study — landscape, trees, plants. 2. Elements of pictorial composition in landscape, tree and plant work. 3. Principles of perspective and their application. 4. Still life composition. 5. Decorative design: (a) The study of foundation principles of design in good buildings, furniture, rugs, book covers, dishes, etc. (b) The production of design with nature an d abstract motives. (c) The application of design in stenciling, wood block printing or some other line of craft work. 6. The study of a few masterpieces of architecture, sculp- ture and painting in connection with the civilization that pro- duced them. Second Half Year 1. Course of study outlined for the first half year with re- quirement of higher standard of technique. 2. Application of the decorative work in a line of craft work differing from that of the first half of the year. 3. Study of the figure. PUBLIC SCHOOLS COMMISSIONED HIGH SCHOOLS Acton. Advance.* Akron. Albany. Albion.* Alexandria. Arabia.* Amboy. Arao. (Clay Tp.) Anderson. Andrews. Angola. Arcadia.* Argos. Ashley.* Atlanta.* Attica. Aulnirn. Aurora. Austin.* Avilla.* Batesville. Battle Ground. Baugo Township, P. O. Osceola. Beaver Dara, P. O. Mentone.* Ben Davis.* Bedford. Berne. Bicknell. Black Hawk. Blind Institute, Indianapolis. Bloomfield. Blooniington. * Com mission expired June :U), 191G. Bluff ton. Boggstown. Boone Grove. Boonville. Boswell.* Bourbon. Brazil. Bremen. Bringhurst. Bristol. Broad Ripple. Brook. Brookston. Brookville. Brownsburg. Brownstown. Bruceville. Bryant. Buck Creek. Bunker Hill. Burket.* Burlington. Burnettsville. (Burnett's Creek P. O.) Burney. Butler. Butler Tp.* Cadiz.* Cambridge City. Camden. Campbellsburg. Cannelton. Carlisle. Carmel. (172) Commissioned High Schools 173 Carthage. Castleton. Cayuga.* Center Grove.* Centerville. Chalmers.* Charlestown.* Charlotte ville. Chesterton. Chester Township (P. O. N. Manchester). Chippewa (P. O. Wabash), Chrisney.* Churubusco. Cicero.* Clarksburg. Clark's Hill.* Clark Tp.* Clay City. Claypool.* Clayton. Clear Springs.* Clinton. Cloverdale. Coalmont.* Coesse. Colfax. College Corner, Ohio.* Columbia City. Columbus. Connersville. Converse. Cortland.* Corydon. Covington. Cowan.* Crawfords ville. Cromwell. Crown Point. C rot hers ville. Culver. Cumberland. Cutler. Cynthiana. Dale.* Dale ville.* Dana. Danville. Darlington. Dayton.* Decatur. Decker. Delphi. Deputy.* DeSoto. Dubhn. Dunkirk. Earl Park. East Chicago. Eaton. Economy.* Edinburg. Edwardsport. Elkhart. Ellettsville. Elnora.* Elwood.* Eminence.* Emison. English. Epsom.* Etna Green. Evansville. Evans\dlle (Colored). Fairland. Fair mount. Farmersburg. Farmland. Flat Rock Tp.* Flora. ♦Commission cxpir d June 30, 1916. 174 Uniform Course of Study Fontanct.* Forest.* Fort Brancli. Fortville. Fort Wayne. Fountain City. Fowler. Francesville. Francisco. Frankfort. Franklin. Frankton. Freedom.* Freelandville. Fremont.* French Lick.* Fritchton. Fulton.* Galveston.* Garrett. Gary. Emerson. Froebel . Gas City. Gaston. Geneva.* German Tp.*(Taylorsville, P.O. Gilead. Glenn. Goldsmith. Goodland. Goshen. Gosport. Gov. I. P. Gray.* Grand view.* Grass Creek. Green (P. O. Ridgeville). Green castle.* Greenfield. Grcensburg. Greensfork. Greenwood. Grove rtown.* Hagerstown. Hamilton. Hamlet.* Hammond. Hanna. Harlan. Hartford City. Haubstadt.* Hazelton.* Hebron. Helt Tp. (Dana P. 0.). Henry ville.* Hillsboro. Hobart. Holton.* Hope.* Hopewell (P. 0. Franklin). Hudson. Huntingburg. Huntington. Hunts ville. Hymera. Idaville. Indianapolis — Manual Training. Short ridge. Technical. Inwood. Ireland.* Jackson (P.O. Union City.) Jackson Tp. (P. O. New Rich- mond). Jamestown.* Jasonvillo. Jasper. Jefferson.* Jefferson Center.* Jeffersonville. Jonesboro. ♦Commission expired June 30, 1916. Commissioned High Schools 175 Kempton.* Kendallville. Kentland. Kennard.* Ke wanna.* Kingman. Kirklin.* Knightstown. Knox. Kokomo. Kouts. LaCrosse. Ladoga.* Lafayette. Lafontaine. Lagrange. Lagro. Laketon. Lakeville. La Otto.* Lapel. Laporte. Larvvill.* Lawrenceburg. Leavenworth. Lebanon. Leo.* Letts. Lewisville.* (Franklin Tp.) Liberty. Liberty Center. Liberty Tp. (Greentown P.0.) = Ligonier. Lima (Howe P. O.). Lincoln. Lincoln ville.* Linden. Linlawn (P. 0. Wabash). Linton. Lizton. Logansport. ♦Commission e.xpired June 30, 1916. Loogootee. Lowell. Luce Tp. (P. (). Lake). Lucerne. Lynn. Lyons.* McCorcls ville. McKinley (P. O. Winchester). Madison. Madison (Colored).* Manilla. Marengo. Marion. Markle. Martinsville. Matthews. Maumee Tp. (Woodburn P.O.) Mecca. Medaryville. Medora.* Mellott. Mentone. Metea.* Michigan City. Michigantown.* Middle bury. Middletown. Milan. Milford. Millersburg Milltown.* Milroy. Milton. Mishawaka. Mitchell. Modoc. Monon. Monroe (Adams Co.). Monroe (Randolph Co., P. O. Parker). Monroe City. 176 Uniform Course of Study Monroeville. Monrovia.* Monterey.* Montezuma.* Monticello. Montmorenci. Montpelier. Moreland. Mooresville. Morgantown.* Morocco. Morristown. Mount Auburn (Edinburg P.O.^ Mt. Summit. Mount Vernon. Mulberry. Muncie. Nappanee.* Nashville. Needmore.* New Albany. New Albany (Colored). New Augusta. New Bethel (P. 0. Wanamaker) Newburgh. New Carlisle. Newcastle. New Harmony. New Haven.* New Lisbon.* New London.* New Market. New Palestine.* New Pans. Newport.* New Richmond. Newtown. New Winchester.* Ninevah. Noblesville. North Bend.* North Judson.* North Liberty.* North Manchester.* North Salem. North Vernon. Oakland City. Oaklandon. Oaktown. Odon. Onward.* Orland. Orleans. Osgood. Ossian.* Otterbein. Otwell.* Owensville.* Oxford. PaoH. Paragon. Patoka.* Pekin.* Pendleton. Pennville. Perry sville. Peru. Petersburg. Petroleum.* Pierce ton.* Pimento. Pine Village. Pittsboro.* Plainfield.* Plain ville. Pleasant Lake. Pleasantville.* Plymouth. Poling. Portland. Posey ville. Princeton. ♦Commission expired June 30, 1910. Commissioned High Schools 177 Princeton (Col.). Pulaski.* Raub. Redkey. Remington. Rensselaer. Reynolds. Richmond. Ridge ville. Riley. Rising Sun. Roachdale. Roann. Roanoke. Rochester. Rockport. Rockville. Roll.* Rolling Prairie. Rome City. Romney. Rosedale.* Rossville. Royal Center. Royerton.* Rushville. Russellville. Russiaville. St. Joe.* St. Paul. Salem. Sandborn. Saratoga.* Scircleville. Seottsburg. Selma. Seymour. Sharpsville.* Shelbyville. Sheridan. Shipshewana. ♦Commission expired June 30, 191G. 12 — 4077 Shoals. Sidney.* Silver Lake. Smithville. Somerset.* South Bend. South Milford. Southport. South Whitley.* Spartanburg (P. O. Crete). Spencer. Spencerville.* Star City. State Normal High School Staunton.* Stewartsville. Stilesville. StiUwell. Stinesville.* Stockwell. Straughn.* Sullivan. Summitville. Swayzee. Sweetser.* Switz City. Syracuse.* Tangier. Tell City. Terre Haute — Garfield. Wiley. Thorntown. Tipton. Tocsin.* Topeka, Trafalgar.* Troy.* Tunnelton.* Twelve Mile. Tyner.* 178 Uniform Course of Study Union City. Union Mills. Union Tp. (Johnson Co.).* Upland. Urbana. Valley Mills. Vallonia.* Valparaiso. Van Buren. Veedersburg. Versailles. Vevay. Vincennes. Wabash. Wadesville. Wadena.* Wakarusa. Waldron. Walkerton.* Wallace. Walnut Grove (Arcadia P.O.) Walton.* Wanatah. Warren. Warsaw. Washington. Washington Center (Whitley Co.).* Waterloo. Waveland. Wawaka. Wayne. Waynetown. Wea (P. O. Lafayette). ♦Commission expired June 30. 19 IG. Webster.* West Baden.* Westfield. West Lafayette. Westland. West Lebanon. West Middleton.* West Newton. Westpoint. Westport West Terre Haute. Westville. Wheatfield. Wheatland. Wheeler. Whiteland. Whitestown.* White Water. Whiting. Wilkinson. Williamsburg. Williamsport. Winamac. Winchester. Windfall.* Wingate. Winslow.* Wolcott. Wolcottville. Wolf Lake. Worthington. Yorktown.* Young America. Zionsville. CERTIFIED HIGH SCHOOLS Alamo. Alquina (Fayette Co.). Anderson Tp. (Perry Co.). Arlington. AtwoocL* Bainbridge. Banquo.* Bellmore. Bippus.* Birdseye. Boone Twp. (Harrison Co.). Borden. Bowers. Boxle3^* Bridgeton. Bristow. Brooklyn.* Bryantsville. Butlerville. Cannelburg (Daviess Co.). Center (Rush Co.). Center Pohit (Clay Co.). Centralized (Starke C'o.). Clay Tp. (Pike Co.). C/lear Creek Center.* Cory. Crisman. Cuzco. Deedsville. Deer Creek.* Denver. De Paiiw. Dugger. Dunnington Parochial.* ♦Certificate expired Juno ;iOth, 191 (j. Dupont.* Dyer. Elberfield. Elizabeth. Fairbanks Tp. Fairview Tp.* Fayetteville.* Fillmore. Fishers. Flint. Folsomville.* Freeland Park. Georgetown.* Gilboa.* Graysville. Griffin.* Hayden. Helmsl)urg.* Heltonville. Holland (Dubois Co.). Houston.* Huron. Jackson Tp. (Spencer Co.).* (Gentryville P. 0.). Jefferson Tp. (P. O. Coal City). Kent.* Keystone.* Lancaster Center.* Lapaz. Lawrence.* Lecsburg.* Lciter's Ford.* Leopold.* Lock hart Tp. (179) 180 Uniform Course of Study Losantvillp. Owensburg. Lynnville. Palmyra.* McCainprnn Tp. (Martin Co.). Paris Crossing.* Mace.* Patriot. Prairie Creek. Mackey. Quincy Macy.* Raleigh. Marco. Richland Center (Fulton Co.).* Rock Creek Center. (Hunting Marshall. ton Co.).* Mauckport. Rockfield.* Maxwell.* Rome.* Monitor. Rykers Ridge.* Monroe Tp. (Pike Co.). Saluda. Montgomery. Scipio. Monument City. Scotland.* Moorefield. Sedaha.* Moscow. Selvin. Mt. Comfort.* Mt. Olympus. Springville. New Amsterdam. Spurgeon. Newberry (Green Co.).* Sugar Ridge Tp. New Lebanon. Talma. New Middletown.* Tennyson. New Ross.* Tobinsport. Union Center (Huntington Co.). New Salem. New Salisbury. Union Tp. (Perry Co.) New Washington. New Waverly.* North Madison. North Webster. Oil Tp. Oolitic* Orange (Orange Tp., Fayette Co.). ♦Certificate expired June 30, 1916. Van Buren Tp. (P. O. Colum- bus, R. 32.) Vernon.* Washington Tp. (P. O. Mar- shall.) West Tp. (Marshall Co.) Williams. ACCREDITED HIGH SCHOOLS Avon. Beech Grove. Bentonville (Fayette Co.), Center Point. Decker Tp. (Knox Co.). Eden. Eli z abet ht own. Fount aintown. Freetown. ♦• Ging. Gladden's Corner.* Glenwood. Greendale. Guilford. Gwynneville. Harrison. Hillsdale. Jackson Tp. Judyville. Kingsbury. Liberty Tp. Lincoln. *Accreclitmeiit expired June 30, 1916. Maple Grove. Merrillville. Midland. Milan Center. Newpoint. North Grove. Osborn. Petersville. Rock Creek Tp. Rockfield. Ross. Saltillo. San Pierre. Scott. Shelby. Stone Bluff. Stroh. Sulphur Springs. Water ford. Waterloo (Fayette Co.). Washington Tp. (Porter Co.). Westphaha. Wheeling. (181) PRIVATE SCHOOLS {Commissioned High School Standing) Academy of The Immaculate Conception Oldenburg Academy of The Immaculate Conception Ferdinand All Saints Academy Hammod Bloomingdale Academy Bloomingdale* Central Academj^ Plainfield Central CathoHc High School Fort Wayne Central College — Academy Huntington Central Normal College — Academic Department Danville De Pauw Academy Greencastle Fairmount Academy Fairmount Goshen Academy Goshen Hanover Academy Hanover Indiana Central University — Academy University Heights Interlaken School Rolling Prairie Jasper College . Jasper King-Crawford Classical School Terre Haute Manchester Academy North Manchester Marion Normal Institute Marion Moore's Hill Academy Moore's Hill Muncie Normal Institute Muncie Oakland City Academy .Oakland City Sacred Heart Academy Fort Wayne Sacred Heart Academy Fowler St. Agnes Academy Indianapolis St. Augustine Academy Fort Wayne St. Catherine's Academy Fort Wayne St. John's Academy Indianapolis St. Joseph's Academy ' . . . Hammond St. Joseph's Academy South P.end St. Joseph's Academy Terre Haute St. Joseph's Academy Tipton St. Joseph's College Collegeville St. Mary of the Woods St. Mary's St. Mary's Academy Notre Dame St. Rose Academy Vincennes Spiceland Academy Spiceland (182) Private Schools 183 Taylor University Upland Theological Institute Fairmount Tri-State College Angola Tudor Hall Indianapolis Union Christian Academy Merom Valparaiso University Valparaiso Vincennes Academy Vincennes Weidner Institute Mulberry Winona Academy Winona Lake HIGH SCHOOL LIBRARY The suggestive list of library reference books does not appear in this Course of Study. The Library Committee appointed by the State Board of Education is making a careful preparation of this list and same will be printed under separate cover and for- warded to school officials latei'. FOR INDIANA YOUNG PEOPLE'S READING CIRCLE BOOKS 1. Notice. — Any of the books listed Ir.'low will be sent pre- paid for the price stated. 2. Books can be sent by parcel post. Orders for less than a set will usually be sent by parcel post as it is cheaper than express and more convenient for the purchaser. 3. Give name of county in which books will be used. 4. Please remit l)y Money Order, Draft or Registered Letter. LIST OF INDIANA YOUNG PEOPLE'S READING CIRCLE BOOKS FOR 1916-17 Second Grade So-Fat and Mew-Mew ."yo . 16 Mewanee; the Indian Boy 23 Peter and Polly in Winter 31 Pretty Polly Flinders 40 Third Grade Gockel, Hinkle and Gackelia 10 . 30 GHmpses of Pioneer Life 30 Chats in the Zoo 35 Adventures of Reddy Fox 40 Fourth and Fifth Grades The Weaver's CLildren $0.31 Sure Pop and the Safety Scouts 31 A Dog of Flanders 35 The Riley Reader 43 What Gladys Saw 65 (I.S4) Young People's Reading Circle Books 185 Sixth and Seventh Grades Polly of the Hospital Staff $0 . 60 The Call of the Wild 77 The Barnstormers 72 Uncle Abner's Legacy 77 Phylhs 84 Advanced Grades By Reef and Trail $ . 60 Johnny Appleseed .85 Athletic Training .■ 60 Profitable Vocations for Boys 72 Florence Nightingale 73 Panama; The New Route to India 90 Set of twenty-four books 12 . 60 JOHN F. HAINES, MANAGER Indiana Young People's Reading Circle 615 Ltmcke Building, Indianapohs, Ind.