Book J^ (b^J^ 
 
s^ 
 

 Department of Public Instruction 
 
 EDUCATIONAL PUBLICATIONS 
 
 Bulletin 
 
 No. 11 
 
 Uniform Course of Study for 
 
 the High Schools of 
 Indiana 
 
 Iisutd by 
 CHARLES A. GREATHOUSE 
 
 State Svpi;Rn<TENDENT of Public Ikstruction 
 
 1914-1915 
 

 X-»kcC« 
 
 Department of Public Instruction 
 
 Uniform Course of Study for 
 
 the High Schools of ^^^ 
 Indiana 
 
 Issued by 
 CHARLES |A. GREATHOUSE 
 
 State Superintendent of]Public]Instruction 
 
 1914-1915 
 
 INDIANAPOLIS : 
 
 WM. B. BURFOKD, CONTRACTOR FOE STATE PRINTIWQ AND BINDINe 
 
 1»14 
 

 0. ef 0, 
 
 OCT \ I91<^ 
 

 INTRODUCTION. 
 
 The high school has become one of the most important factors 
 in Indiana's educational system. 
 
 An outgrowth of the system of academies whose purpose was 
 to prepare students for college, it has more and more assumed a 
 place of its own as a means of free public education beyond and 
 above that furnished by the elementary schools. 
 
 The progress in the standardization of high schools in Indiana 
 and the growth in the number of pupils enrolled have been phenom- 
 enal, as shown by statistics taken from the records of the State 
 Department of Public Instruction and set forth in the following 
 tabulation : 
 
 High School Progress During a Period of Ten Years. 
 
 High Schools. 1901-2. 1911-12 
 
 Commissioned 185 365 
 
 Certified 175 
 
 Accredited 56 
 
 Non-classified 519 205 
 
 Total 704 801 
 
 High School Teachers. 
 
 Commissioned 899 1,931 
 
 Certified 402 
 
 Accredited 75 
 
 Non-classified 661 618 
 
 Total 1,560 3,026 
 
 Pupils 36,307 56,523 
 
 This growth cannot be accounted for by the growth in popula- 
 tion as the percentage of growth shows: 
 
 1. Cain in population in Indiana 1900-1910 7.3% 
 
 2. Gain in the number of High School teachers employed . . . 94% 
 
 3. Gain in the number of High School pupils enrolled 55% 
 
 4. Gain in the number of classified High Schools 222% 
 
 (3) 
 
4 Uniform Course of Study for High Sohools. 
 
 Elimination op Pupils, 
 
 There is one matter that should be deeply impressed upon the 
 mind of each teacher and school official and that is, too many pupils 
 do not enter the High ScJiool, and too many who enter drop out 
 before finishing the course. 
 
 The report of the State Superintendent for 1911-12 shows the 
 enrollment a« follows : 
 
 Pupils. Number Enrolled. 
 
 Eighth grade 39,298 
 
 1st Year High School 21,244 
 
 2nd Year High School 14.986 
 
 3rd Year High School 11,141 
 
 4th Year High School 9,152 
 
 These statistics suggest that a large number of pupils do not 
 enter the High School, and that many of those who enter, do not 
 continue until the end of the course. True, conditions have greatly 
 advanced in these respects, in the past four years, as shown by the 
 following figures, but we still are confronted with a large and im- 
 portant problem of bringing more pupils into our high schools and 
 keeping them there for the entire course. 
 
 The following figures for the four years 1910 and through 1918 
 are as accurate as can be secured. The data regarding increase in 
 population was furnished by the State Statistician : 
 
 Population Total School High School High School 
 
 of Indiana. Enrollment. Enrollment. Graduates. 
 
 1910 2,700,876 531,459 51,103 7,024 
 
 1911 2,723,442 530,267 53,381 7,729 
 
 1912 2,742,117 532,821 56,523 8,000 
 
 1913 2,760,792 537,500 58,742 8,627 
 
 Gain in 4 years.. 59,916 6,041 7,639 1,603 
 
 % Gain in 4 years 2.2 1.1 15 22 
 
 This shows, 1st. That the total school enrollment in the grades 
 has not kept pace with the increase in population. 
 
 2nd. That the increased enrollment in the High School ex- 
 ceeds the total increase in school enrollment. 
 
 3rd. That the per cent, of increase in the High School enroll- 
 ment is almost fourteen times that of the increase in total school 
 enrollment. 
 
 4th. That the number of students actually completing the 
 course by graduation has in<3reased 22% ; in other words the per 
 
Introduction. 5 
 
 cent, increase is just ten times as great as the per cent, of increase 
 in population. 
 
 In view of the fact that the large per cent, of the high school 
 pupils are above the compulsory school age we feel justified in 
 declaring the High School to be reaching more pupils and holding 
 more pupils than at any time in its history. 
 
 While there is a certain proportion of pupils who will neces- 
 sarily be eliminated during the course, a study of the situation has 
 shown the following reasons to be the most common : 
 
 1. Economic necessity of going to work. 
 
 2. Ill health. 
 
 3. Belief that the High School Course is of insufficient eco- 
 nomic value. 
 
 4. Lack of interest in subjects. 
 
 5. Lack of ability. 
 
 6. Dissatisfaction of pupils with teachers who do not under- 
 stand them. 
 
 School authorities should study the local conditions and ascer- 
 tain w^hat causes pupils to drop out of High School, and seek some 
 remedy. 
 
 In regard to the first cause stated a pupil can frequently be 
 shown that it is of greater economic value to remain in the school 
 and get additional training than it is to go to work at small wages. 
 It is probable that assistance can be given pupils in securing work 
 outside of school hours which will enable them to remain in school. 
 
 In regard to the second cause — ill health — the great progress 
 in sanitation of schools under the provisions of the sanitary school- 
 house law insures the conservation of the health of pupils, as never 
 before. The teacher should give direction and advice to the pupils, 
 concerning suitable clothing and the protection of the body, and 
 should see that provisions for proper ventilation, heating and san- 
 itation are made. 
 
 The belief that the High School Course lacks in economic value 
 has been widespread. Indiana has wisely provided for extension 
 of the High School Course by the introduction of pre-vocational 
 work in all commissioned and certified high schools. 
 
 The work as outlined in the course will be of real economic 
 value and will open up many new fields of interesting thought and 
 endeavor. 
 
 This means that interest will be added to the course which will 
 tend to hold pupils longer in school. 
 
6 Unifoem Course of Study for High Schools. 
 
 The lack of ability to finish the course will be a constant factor, 
 but to a smaller extent as more choice of interesting subjects is 
 offered. The wise teacher will exercise much patience with the 
 pupil who is earnestly striving, even if he is lacking in ability as 
 is too frequently asserted. 
 
 The question of dissatisfaction with the teachers who do not 
 understand children is one of importance. Whether real or fan- 
 cied this will determine to a large extent the response the pupil 
 will make to the endeavors of the teacher and the sympathetic rela- 
 tion which exists. 
 
 Each high school teacher should be thoroughly informed on the 
 nature and psychological state of the adolescent mind, and this 
 should be taken into account in all demands made upon the 
 strength of mind and body of the pupils. 
 
 The best solution for most of these problems is a sympathetic 
 relation between teacher and patron, which is the great opportunity 
 the teacher enjoys and which is too often neglected. 
 
 The Course of Study for 1914-15 is considerably changed 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 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 should be put forth 
 to inject into the work the influence of personality and initiative. 
 
 Constant application should be made to local conditions and 
 the work should be vitalized by showing its value in application to 
 the problems of the school, the community and life. 
 
 The outline for the prevocational work is practically the same 
 as for last year. 
 
 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 Department 
 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. 
 
Introduction. 7 
 
 Program. 
 
 The daily program is a matter of great importance and has 
 been studied in much detail. The suggested programs for schools 
 of different sizes have been approved by a committee of the county 
 superintendents' association and are inserted by their request. 
 They should be studied for suggestions as how best to arrange 
 the time and work. 
 
 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 re- 
 turned by the date suggested, as they form a basis for classifica- 
 tion 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' Associstion 
 semi-annual examination questions will be issued by this depart- 
 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 depend 
 largely upon their widespread use, and the schools are asked to 
 use them as a means of standardizing the course of study and char- 
 acter of work in all the high schools of the State. 
 
 Charles A. Greathousb. 
 
 \ 
 
UNIFORM COURSE OF STUDY FOR THE COM- 
 MISSIONED, CERTIFIED AND ACCREDITED 
 HIGH SCHOOLS OF INDIANA, 1914=1915. 
 
 Adopted by the State Board of Education, and Published by 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 pub- 
 lic 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, American. Language (foreign) : 
 Latin or Grerman. Science : Biology, physics or chemistry. Civil 
 government: General, state. Drawing. Music. 
 
 (8) 
 
High School Standards. 9 
 
 [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 
 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 prepared by the State Board of Education. 
 
 Action of the State Board op Education. 
 
 In harmony with the provisions of the above law, the State 
 Board of Education has tak^n 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 in- 
 dustrial 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 
 
10 Unifokm Course op Study for High Schools. 
 
 than 9 months is maintained, 15 units shall be acceptable for gradu- 
 ation. 
 
 Second. Of these 16 units (respectively 15 units) 9 shaU be 
 obtained in the following subjects: 
 
 English, 3 units. 
 
 Foreign Language, 2 units. 
 
 Mathematics, 2 units. 
 
 Natural Science, 1 unit. 
 
 History, 1 unit, and 
 
 7 (respectively 6) additional units to be taken in the above 
 or other subjects, as the school authorities may determine. 
 
 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. 
 
 High Schools. 
 
 The high schools in Indiana are classified as follows : Commis- 
 sioned, 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 building must be of size sufficient to 
 meet the needs without crowding, it must be properly heated 
 and lighted, and it must have sanitary toilets. 
 
 2. Library. — The library must be equipped with good, 
 trustworthy encyclopedias, reference books and books 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. 
 
High School Standards. 11 
 
 b. 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 stand- 
 ard 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. 
 
 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: 
 
12 Uniform Course of Study for High Schools. 
 
 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.) 
 
 b. Teaching and Teachers. 
 
 1. 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 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 
 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 
 
High School Standards. 13 
 
 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 non- 
 commissioned high schools should be so arranged that the pupik 
 can do six or seven months' work in the home school, receive a 
 transfer to a commissioned high school and complete the year's 
 work there. 
 
 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 recognis- 
 ing their work as the equivalent of the same amount of work done in 
 a commissioned high school. 
 
 3. In counties where co-operation as outlined 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 commisv 
 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. 
 
14 Unifoem Couese of Study foe High Schools. 
 
 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 1 35 90 
 
 James & Sanford's American History. Chas. Scrib- 
 
 ner's Sons 1 25 70 
 
 Garner's Government in the United States. 
 
 American 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. Scrib- 
 ner'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 1 13 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. Henry Holt & Co ... . 80 54 
 
 Walter & Krause, Beginner's German. Chas. 
 
 Scribner's Sons 90 60 
 
 Dryer's High School Geography, Complete. Amer- 
 ican Book Co 117 78 
 
 Adams' Commercial Geography. D. Appleton 
 
 & Co 1 07 53 
 
 Modem Commercial Arithmetic. Lyons & Car- 
 
 nahan 75 42 
 
Adopted Texts for High Schools. 15 
 
 Contract Exchange 
 
 Price. Price. 
 
 78 
 
 Bergen & Caldwell, Practical Botany. Ginn & 
 
 Company 1 22 
 
 Coulter's Text Book of Botany. D. Appleton 
 
 & Co 1 03 51 
 
 Coulter's Plant Life and Plant Uses. American 
 
 Book Co 1 08 72 
 
 Andrews' Practical Course in Botany. American 
 
 Book Co 1 12 75 
 
 Andrews' Practical Course in Botany with Flora. 
 
 American Book Co 1 35 90 
 
 Linville & Kelly's General Zoology. Ginn & 
 
 Company 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. Ap- 
 pleton & Co 1 03 51 
 
 Black & Davis, Physics. Macmillan Co 1 10 75 
 
 Hoadley's Elements of Physics. American Book 
 
 Co 1 08 72 
 
 Millikan & Gale, A First Course in Physics (Re- 
 vised) . 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 
 
16 
 
 Uniform Course op Study for High Schools. 
 
 0Ur>5e oj^ Dtudu, 
 
 i^veo,? xy^o^f" ..^ y^^^s ..^'^*^'^^'^' 
 
 orcicjf/ 
 
 ^ units f^tSUWQ^ 
 
 
 RecjuirC'ii •^<>'^' <\^t^,olua,tlovv/ 
 
 TH»5 vvei^K may -fee Jevte* as fyll TTm^ w6f\-\«r ot^^ 
 ; »}» papt Ti'tne wopK, +or four weoi/h S 
 
 ^' 
 
 + 0^ fourtn 
 
 
Daily Peogram, 
 
 17 
 
 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 
 
 n 
 
 2 
 
 1 
 
 1 
 
 
 H 
 
 Butler . . . 
 
 . 15 
 
 3 
 
 2i 
 
 3 
 
 1 
 
 1 
 
 
 H 
 
 DePauw . 
 
 . 15 
 
 3 
 
 3 
 
 3 
 
 
 
 2 
 
 
 4 
 
 Earlham . 
 
 . 15 
 
 3 
 
 2 
 
 2 
 
 1 
 
 1 
 
 
 6 
 
 Franklin . 
 
 . 15 
 
 3 
 
 2 
 
 2 
 
 1 
 
 1 
 
 
 6 
 
 Hanover . 
 
 . 15 
 
 3 
 
 3 
 
 3 
 
 1 
 
 1 
 
 
 4 
 
 Notre Dame. 16 
 
 4 
 
 2 
 
 7 
 
 1 
 
 2 
 
 
 
 
 "Wabash . 
 
 . 16 
 
 3 
 
 3 
 
 3 
 
 1 
 
 1 
 
 
 5 
 
 The above is taken from U. S. Bulletin "College Entrance Re- 
 quirements. ' ' 
 
 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. 
 
 Daily Program. 
 
 The question of the daily program is one of much concern to 
 the teacher and of importance to the school. 
 
 The arrangement of time for the various subjects including the 
 prevocational work has been investigated by a committee working 
 with the department. 
 
 It is generally conceded that the best we can do with two teach- 
 ers is the minimum of elective work and careful attention to com- 
 bining classes and alternating subjects. 
 
 Where this is done there should be conferences with the county 
 superintendent and the various schools concerned, to the end that 
 courses in related schools may be of mutual benefit. Combina- 
 tions of classes in English, Science and History are most easily 
 effected. 
 
 The following program is working in one of our small schools 
 and is given with the idea that it will suggest a solution of the 
 problems of other schools of this type. 
 
 Of course the program for the first term will vary from that of 
 the second term of school in each year. 
 
 2—1508 
 
18 
 
 Unifokm Couese of Study foe High Schools, 
 
 Hour. 
 
 Time. 
 
 Teacher— Mr. A. 
 
 Mr. B. 
 
 Mr. C. 
 
 A. M. 
 1 
 
 .. .to.... 
 
 German 1. 
 
 History 2 and 3. 
 
 
 2 
 
 ....to.... 
 
 English Literature 4. 
 
 Algebra 2. 
 
 
 3 
 
 ....to.... 
 
 Agriculture 3 and 4. 
 Laboratory. 
 
 
 Chorus. 
 
 4 
 
 ....to.... 
 
 U. S. History 4. 
 
 
 Domestic Science. Noon Intermission. 
 
 p. M. 
 
 1 
 
 ...to.... 
 
 American Literature 
 2 and 3. 
 
 
 Drawing. 
 
 2 
 
 ....to.... 
 
 Composition 1. 
 
 Commercial Arithmetic 
 3 and 4. 
 
 
 3 
 
 ....to.... 
 
 Laboratory. 
 Physics 4. 
 
 Latin 2. 
 
 
 4 
 
 ....to.... 
 
 Algebra 1. 
 
 
 The following program from a three-teacher commissioned 
 high school shows the possibilities of meeting the requirements 
 with the teachers giving six hours daily to recitation work. 
 
 This plan admits of wide variation and has many good sug- 
 gestions. 
 
 In schools of this class only one foreign language should be 
 attempted. Election of languages is desirable only when adequate 
 teaching force is provided to carry out election of studies in the 
 various other lines. 
 
 DAILY PROGRAM— THREE TEACHERS. 
 
 Hour. 
 
 Time. 
 
 Teacher— Mr. A. 
 
 Mr. B. 
 
 Mr. C. 
 
 A. M. 
 
 1 
 
 ...to.... 
 
 American Literature 
 2 and 3. 
 
 
 Algebra 1. 
 
 2 
 
 ....to.... 
 
 U. S. History 4 
 
 Latin 2 
 
 Botany 1. 
 
 3 
 
 ....to.... 
 
 
 Domestic 
 
 Science 
 
 Laboratory. 
 
 Laboratory. 
 
 4 
 
 ....to.... 
 
 History 2 
 
 Domestic Science 
 3 and 4. 
 
 Agriculture 
 3 and 4. 
 
Daily Program. 
 
 19 
 
 Noon Intermission. 
 
 p. M. 
 
 1 
 
 ....to.... 
 
 Composition 1 
 
 Music. 
 
 
 2 
 
 ... to.... 
 
 
 Latin 3 and 4. 
 
 Geometry or Algebra 2. 
 
 3 
 
 ....to.... 
 
 Drawing. 
 
 Latin 1. 
 
 Geometry 3. 
 
 i 
 
 ....to.... 
 
 English Literature 3 and 4. 
 
 
 Manual Training 1 and 2. 
 
 Note — Indicate at top the teacher's name. In each space indicate what the teacher has at the hour indicated 
 at the left. Give subject taught, grade, and number in the class as I Latin, Ib, 2.5. I Show laboratory periods 
 in science and vocational work. 
 
 Music and Drawing are offered hours per week. 
 
 The following four-teacher high school program is suggestive 
 in that all the music, drawing and part time subjects are taken 
 the first hour in the day and regular work is done in prevocational 
 subjects each day. This is adapted to schools where it is deemed 
 desirable to give this work regular standing for full credit. 
 
 It is to be held in mind that these programs are intended to be 
 suggestive and that the best interests of the schools require that 
 they be adapted to local needs and conditions. 
 
 DAILY PROGRAM. 
 
 Hour. 
 
 Time. 
 
 Teacher — Mr. A. 
 
 Mr. B. 
 
 Mr. C. 
 
 Mr. D. 
 
 A. M. 
 
 1 
 
 ..to.. 
 
 Music 9, 10, 11, 12 
 
 Monday. 
 
 Music 10, 11, 12 
 
 Wednesday. 
 
 Chorus, Music 9 
 
 Tuesday. 
 
 Spelling 9 
 
 Wednesday. 
 
 Spelling 10, 11, 12 
 
 Tues. and Thurs. 
 
 Drawing 9, 10, 11,12 
 
 Friday. 
 
 
 2 
 
 ..to.. 
 
 Physics 12. 
 
 
 English 9. 
 
 German. 
 
 3 
 
 ..to.. 
 
 Laboratory. 
 
 Sewing 9. 
 
 Algebra 11. 
 
 German. 
 
 4 
 
 ..to.. 
 
 
 Sewing 10. 
 Manual Training 9. 
 
 Geography 12. 
 
 
 Noon Intermission. 
 
 p. M. 
 
 1 
 
 .'.to.. 
 
 Botany 9. 
 
 Manual Training 
 10 and 11. 
 
 
 German. 
 
 2 
 
 ..to.. 
 
 Laboratory. 
 
 English 11. 
 
 History 12. 
 
 English 10. 
 
 3 
 
 ..to.. 
 
 English 12. 
 
 
 History 11. 
 
 German. 
 
 4 
 
 ..to.. 
 
 
 Sewing 11. 
 
 Algebra 10. 
 
 German. 
 
ENGLISH. 
 
 ; Three Units Required.) 
 
 The English course in the high school should accomplish defi- 
 nite results in the ability of the pupil to observe and study accurate- 
 ly, 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 carriage, 
 ease in oral expression, and an ability to think quickly and re- 
 spond readily in conversation. 
 
 It is also recommended that constant attention be given by the 
 English teacher to correlating the English work with the other sub- 
 jects of the curriculum, and with modern life. 
 
 Aims in English. 
 
 Outlined 
 
 I. 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. 
 (6) To teach him to read thoughfully 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. 
 
 ' This 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 Reorganization of Secondary Education. 
 
 (20) 
 
English. 21 
 
 II. Expression in speech includes: 
 
 (a) Ability to answer clearly, brietiy,.and exactly a ques- 
 tion on which one has the necessary information. 
 
 (&) Ability to collect and organize material for oral 
 discourse. 
 
 (c) Ability 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 public 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 sincere desire to stir up some interest, idea, or feeling 
 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 formal- 
 ity or informality appropriate to the occasion. 
 
 (&) 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 literary tastes or ambi- 
 
 tions) to write a short story or other bit of iraagi- 
 
22 Unifoem Couese of Study foe High Schools. 
 
 native composition with some vigor and personal- 
 ity 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, a legible and 
 firm handwriting, correct spelling, correctness in grammar and idiom, and observance 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 
 
 IV. Knowledge of books and power to read them thoughtfully 
 and with appreciation includes: 
 
 (a) Ability to find pleasure in reading books by good 
 authors, 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. 
 
 (&) 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 nov- 
 els, 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 in- 
 dexes, guides, and reference books. 
 
 (e) The habit of weighing, line by line, passages of espe- 
 
 cial 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 reading he is to use and which 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 each grade or term. 
 These lists should be of considerable length and variety, to suit individual tastes and degrees of 
 maturity. 
 
English. 23 
 
 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. 
 
 (&) 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 
 community and in the nation. 
 
 Note. — These fundamental aims should be implicit in the teacher's attitude and in the spirit of 
 the class work, but should not be explicitly set forth as should the immediate 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 comprehension 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 sen- 
 sory effects, and to the vitality of subjective reaction. All diction- 
 ary work and all analytic processes must, however, be wisely sub- 
 servient 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 weU 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 life may wisely be learned in the 
 high school. 
 
24 Unifoem Course of Study foe High Schools, 
 
 Throughout the entire English 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 char- 
 acter. 
 
 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 interpret 
 and impart the thoughts in the assigned selection. Intelligent ap- 
 preciation and such a skill in imparting as will arouse the interest 
 and enthusiasm of pupils are pedagogical requisites in efficient Eng- 
 lish teaching. 
 
 Specific Suggestjons. 
 
 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, feel- 
 ing, odor, taste. 
 
 8. Assign definite passages of prose and poetry for memory 
 work. 
 
 9. Emphasize those topics that tend to develop strength of 
 character. 
 
English. 25 
 
 The Course in Detail. 
 
 _ FmsT Year, 
 
 First Term — 
 
 Franklin : ' ' Autobiography. ' ' 
 
 Longfellow: ''Tales of the Wayside Inn" and other narra- 
 tive poems. 
 Dickens: "Christmas Carol." 
 
 Second Term — 
 
 Scott: ''Marmion." 
 
 Hawthorne : ' ' Twice Told Tales. ' ' 
 
 Irving: "Sketch Book." 
 
 Second Year. 
 First Term — 
 
 Macaulay : ' ' Lays of Ancient Rome. ' ' 
 
 Washington : ' ' Farewell Address. ' ' 
 
 Shakespeare: "Midsunmier Night's Dream." 
 
 Second Term — 
 
 Stevenson: "Treasure Island." 
 Burns: "Cotter's Saturday Night." 
 Goldsmith: "Deserted ViUage." 
 
 Third Year. 
 First Term — 
 
 Addison : "Sir Roger de Coverley Papers. ' ' 
 
 Lowell : ' ' Vision of Sir Launf al. ' ' 
 
 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." 
 
 A study of the history of American and English Literature 
 should accompany the study of the classics. (Text: Moody, Lovett 
 and Boynton.) 
 
26 Unifokm Couese of Study for High Schools. 
 
 Supplementary Reading. 
 
 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: "Kenilworth." 
 
 III. 
 
 Swift: "Gulliver's Travels." 
 Bunyan : ' ' Pilgrim 's Progress. ' ' 
 Dickens: "Old Curiosity Shop." 
 Lytton: "Last Days of Pompeii." 
 Thackeray : ' ' Vanity Fair. ' ' 
 
 IV. 
 
 Kingsley: "Westward Ho." 
 
 Thackeray : ' ' Pendennis. ' ' 
 
 Hughes: "Tom Brown at Oxford." 
 
 Eliot : ' ' MiU on the Floss. ' ' 
 
 Shakespeare : "As You Like It. ' ' 
 
 Readings from Bible : Genesis, Samuel, Ruth, Esther. 
 
English. 27 
 
 Composition and Rhetoric. 
 
 (Based upon Thomas and Howe 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 particu- 
 larly 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 systematic 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 suhordinating 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 rather than in written expression, we find it profitable to em- 
 phasize systematic work in oral composition. Now oral composi- 
 tion, as 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 
 
28 Uniform Course of Study for High Schools. 
 
 large enough in scope to demand attention to its form and structure. 
 In this drill, however, the emphasis is not merely upon English 
 form and structure. Effective teaching here demands criticism 
 upon the proper pronunciation of words, clear enunciation of syl- 
 lables, posture, ability to stand before the class and look the mem- 
 bers in the eye, — any of those characteristics, indeed, which aid in 
 the oral delivery of thought. 
 
 The sort of structure which drill in oral composition secures 
 — except, perhaps, in the advanced grades — can never be other than 
 simple. In the aim toward the more elaborate, the valuable dis- 
 ciplinary implement that directs toward accuracy is the written 
 composition. Here the form is neither fragile nor evanescent. The 
 pupil 's production is before him and before his teacher. By each it 
 may 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 taught to ask 
 himself three important questions. Of the whole composition, 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 should 
 possess. It must first of all possess vitality. This quality can more 
 readily be secured — especially in the earlier grades — by 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 general 
 suggestions are fully comprehended and carefully followed: 
 
 General Suggestions. 
 
 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 to 
 the composition work. Encourage all the teachers of other subjects 
 in the school, constantly, to demand good written and spoken 
 English from their pupils. 
 
 5. Criticise constructively and sympathetically — as much by 
 personal conference as possible. 
 
English. 29 
 
 As corollaries to these the following specific suggestions are 
 added : 
 
 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 = unsatisfac- 
 tory. 
 
 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 and Howe'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. 
 
30 Unipoem Couese of Study foe High Schools. 
 
 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 comments of his teacher and classmates. In ad- 
 dition to the observations of those principles which govern effective 
 written discourse the speaker is expected to stand erectly, to enun- 
 ciate distinctly, and to guard carefully against mistakes in the pro- 
 nunciation of words. Chapters I, III, IV, VI, VIII, X, and XI of 
 Thomas and Howe'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 paragi'aphs may be developed by 
 certain specific methods, — by details, by 07ie 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 composition 
 a higher efficiency is constantly expected. All the chapters of 
 Thomas and Howe's Composition and Rhetoric studied in the first 
 year are carefully reviewed. Particular stress falls upon Chap- 
 ters 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 Composition ; 
 debating is strongly encouraged. In this year's work special em- 
 
English. 31 
 
 phasis 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 it is freely encouraged. All the chap- 
 ters of Thomas and Howe's Composition and Rhetoric previously 
 studied are reviewed. Emphasis falls upon Chapter VII, particu- 
 larly upon that portion which relates to Exposition. 
 
 Suggestions for Home Reading. — William Morris: Sigurd the 
 Volsung; Blackmore: Lorna Boone; Thackeray: Vanity Fair; 
 Scott: Ouy Mannering; Dickens: David Copperfield. 
 
 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 and 
 Howe's Composition and Rhetoric, with special emphasis upon 
 Chapter VII, particularly the portion which relates to Argu- 
 mentation. 
 
HISTORY AND CIVICS. 
 
 (One Unit Required.) 
 
 "Where only one year is given the work shall consist of Ameri- 
 can History and Civics — 3rd or 4th Year. ' ' 
 
 While the Course in history has been outlined for the first three 
 years, it may be used for the second, third and fourth years in 
 schools omitting the study of history in the first year. 
 
 No group of studies surpasses in importance that of the social 
 sciences. In the present organization of the school coui'se, his- 
 tory and civics furnish the basis and the opportunity for the study 
 of men in social relationships. 
 
 To bring the life and experience of men in past ages to bear 
 in a vital way upon the present, to give insight into the forces 
 operating in human society and secure intelligent co-operation 
 therein, to awaken civic consciousness and promote civic responsi- 
 bility, to cultivate the power of "thinking historically" — thinking, 
 that is, in terms of causation, of evolving changes, with the exer- 
 cise of the critical faculty upon the sources of information — these 
 are among the results to be secured in teaching history in high 
 schools. While the aim is not so much mere mastery of detail as to 
 discover the larger trend of things, yet there should be sufficient 
 study and mastery of facts to give a sure basis for sound conclu- 
 sions and for interpretation of historical movements. 
 
 Conscious connection should be frequently established between 
 past times and present day life and affairs. In this way, the facts 
 of history are vitalized and the life of the present is illumined. Pos- 
 sible connections are without number for the alert and observant 
 teacher. For example, the administration of a Roman province 
 may be fruitfully compared with that of the Canal Zoue in our 
 day. The Roman system of land surveys sheds important light 
 upon the system introduced into this country by Thomas Jefferson. 
 Parallels between historical personages in widely separated times 
 and countries, between living statesmen and those of past ages, are, 
 if not strained and overdone, highly suggestive and stimulating. 
 The connection or comparison should be something more than a 
 
History and Civics. 33 
 
 casual one and should be draMoi by the pupil with some degree 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 mastery of facts is relieved. Full and free discussion of the 
 :^erits of leaders and public policies, of the comparative benefits 
 of opposing lines of action, may with profit be provoked. Was 
 Jackson justified in his suspicions 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 history 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 lat- 
 ter may and often does degenerate into mere reciting of para- 
 graphs in a textbook. Topical analysis means the logical and sys- 
 tematic 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- 
 
 3—1508 
 
34 Uniform Course of Study for High Schools. 
 
 giual references, index and pronouncing vocabulary, title-page, 
 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, visualizing 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 inexpensive form from old 
 magazines and mounted on cardboard. Cheap prints may be ob- 
 tained from the dealers. Pictures in the textbooks should be util- 
 ized 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 hooks 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. ' ' 
 
History and Civics. 35 
 
 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, 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 fic- 
 tion, 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 sufficient 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 obtained 
 his information. Not all reports need be vfritten out. Some salient 
 incident, some happy anecdote, some piece of vivid description can 
 be assigned to students for oral presentation in the classroom, in 
 this way providing effective training in extemporaneous 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 slug- 
 gish mind, provoke debate, and lead to constructive thinking. The 
 other "Studies" include: (1) exercises requiring the use of out- 
 line 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- 
 
36 Unifoem Coukse of Study fob High Schools. 
 
 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. 
 Notebok keeping is usually enjoyed by students; indeed, the chief 
 danger is that the,y may come to regard their notebooks as fetishes 
 and devote to them time and energy which would better 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 to 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 Avork done here will 
 encourage the 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. 
 
History and Civics. 37 
 
 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 the two remaining chapters on the pri- 
 vate life and art of the classical peoples furnish a means of con- 
 cluding the course with a survey of those features of ancient civil- 
 ization shared in common by G-reeks 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.) Sim- 
 ilarly, 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 regarding them as 
 related and interdependent aspects of one historical evolution lo- 
 calized 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 Grgeco-Roman civilization 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 postponed till the second year of the course. 
 
38 Uniform Couese of Study for High Schools. 
 
 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 v/hich have shaped European history; of the 
 factors with which the Middle Ages started, especially the decaying 
 Roman civilization, the Teutonic nations, and the rising Christian 
 church; of the restored empire under Charlemagne. 
 
 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 Cru- 
 sades, 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 Re- 
 formation period, yet something of the great divisions wliich 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 Eng- 
 land. The characteristics of the Old Regime should form a set- 
 ting 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. 
 
History and Civics. 39 
 
 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 those features that 
 deserve 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 im- 
 portant ; 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. 
 
40 Unifobm Couhse of Study fob High Schools. 
 
 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 
 in maritime 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 PlyTnouth 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 rela- 
 tion of the company 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 depend- 
 ence 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 condi- 
 tions 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. 
 
History and Civics. 41 
 
 Further English Colonization. (Chapter VI.) 
 
 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 immigrants; social and economic conditions in the 
 Carolinas; Penn's motives and his plans for government. 
 
 The Colonies After the Restoration, 1660-1690. (Chapter VII.) 
 
 Treat the navigation laws from the standpoint of English in- 
 dustries and interests. Emphasize the revolt in Virginia against 
 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 
 to arbitrary 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 before 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 Westerward Migration constant reference to the 
 map is essential. The Albany Congress is important. 
 
42 Uniform Course of Study for High Schools. 
 
 The English Colonies in the Eighteenth Century. 
 (Chapter IX.) 
 
 Give much attention to the non-English colonists ; also to indus- 
 tries, 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 
 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. 
 
History and Civics. 43 
 
 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 based 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 
 the government was to be really rational. In connection with the 
 third compromise, discuss reasons why merchants and shippers 
 should desire control of commerce by Congress. Note how this 
 subject and slave importation were balanced against each other, 
 so that each might be carried. In this discussion turn constantly 
 to Appendix II and read clauses of the Constitution. Eatification 
 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 op 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 believe that Congress has implied powers ; the con- 
 troversy arises over the extent to which we should go in implying 
 its authority. Note also that we can imply only upon the basis of 
 powers stated in the Constitution. 
 
46 Unifoem Course of Study for High Schools. 
 
 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 nullification 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 
 list 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 established 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 constructionists. 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. 
 
 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 lead- 
 ing campaigns of the Mexican War. Compare these with the sit- 
 uation 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 ex- 
 treme and which were moderate in their views? Study carefully 
 
History and Civics. 47 
 
 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 stand- 
 point of many northerners ? From that of most southerners ? Be- 
 gin 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 Republican 
 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- 
 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 nsasons why South Carolina and other states 
 seceded. With some classes, time may 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 Vjery 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. 
 
46 Uniform Course of Study for High Schools. 
 
 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 nullification 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 
 list 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 established 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 constructionists. 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. 
 
 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 lead- 
 ing campaigns of the Mexican War. Compare these with the sit- 
 uation 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 ex- 
 treme and which were moderate in their views? Study carefully 
 
History and Civics. 47 
 
 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 stand- 
 point of many northerners ? From that of most southerners ? Be- 
 gin 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 Republican 
 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- 
 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 may 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 Viery 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 Vieksburg or Gettys- 
 burg for intensive study. 
 
48 Uniform Course of Study for High Schools, 
 
 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 1 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. 
 
 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, 
 
History and Civics. 49 
 
 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 protec- 
 tion 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. 
 
 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. Interna- 
 tional 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 
 4—1508 
 
50 Uniform Course of Study for High Schools. 
 
 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 S'st 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? 
 
 Third Year. 
 
 CIVICS. 
 
 (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. 
 
 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 outgTowth 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. 
 
History and Civics. 51 
 
 The various officers of the school and civil corporations are 
 usually willing to visit the civic 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 in- 
 telligent 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.. 
 
 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 in 
 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 pertain- 
 ing 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, and those who are of local interest. 
 (See research questions.) 
 
52 Unifoem Course of Study for High Schools. 
 
 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 
 11.) (Study, in this connection, Chapter III, pages 25-39. Govern- 
 ment in Indiana — see supplement in text. 
 
 Need of Municipal Government. 
 
 City Growth, (Causes and Results) Movement to check immigra- 
 tion 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- 
 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 Government 
 in Indiana. 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.) 
 
History and Civics. 53 
 
 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 VL) (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 Australian 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 Organiza- 
 tion 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 
 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, elections, apportionment, qualifi- 
 cations, 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 Sen- 
 ate? 
 
 V Civic and Political Development of Indiana 's Statehood. 
 
 Brief survey of the stages : (a) Colony of Virginia, (b) Terri- 
 tory of the Nation, (c) Statehood Features and defects of the first 
 and second constitutions, (d) Is a new constitution now needed? 
 
54 Unifoem Couese of Study foe High Schools. 
 
 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 Conunerce. (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). 
 
 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 leg- 
 islation ? 
 
 The Presidency: Organization and mode of election. (Chap- 
 ter 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. 
 
History and Civics. 55 
 
 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, (b) City Government, (c) 
 State Government. Detailed study of local government in the 
 community.. 
 
 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 10). 
 
 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 be 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. 
 
 (Text: 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 foUow the methods recommended by others. 
 
 As a rule pupils beginning Latin are not well prepared in 
 English 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 
 
 56) 
 
Foreign Languages. 57 
 
 is compared with the corresponding English syntax. Pupils may, 
 therefore, begin the Latin lessons at once with no preceding review 
 of English grammar. 
 
 The first assignment of work will naturally be the Intro- 
 duction. Call the pupils' atteation 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, lUyricum, 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 examples 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 v\^ritten on the 
 board and the words divided into syllables and pronounced, being 
 careful about the placing of the accent. You will notice that the 
 rule 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: Memoriz- 
 ing 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. 
 
58 Uniform Course of Study for High Schools. 
 
 Probably the lack of time will prevent securing during the first 
 year more than the correct pronunciation of the individual words 
 in a sentence. 
 
 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 without 
 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 in- 
 cessant drill is necessary, both orally and by the use of the black- 
 board. The inflectional system must be mastered the first year, 
 and requires 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 
 
Foreign Languages. 59 
 
 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. 
 
 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- 
 tion 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 goodf" the pupil should answer, "'bonus, -a, -um"; and 
 to the question "What is the word for advise?" the reply should 
 be "moneo, monere, 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 
 
60 Unifobm Course of Study foe High Schools. 
 
 be encouraegd to think of others. In the text-book provision is 
 made for thorough reviews 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 
 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 planned that all the words to be memorized 
 are reviewed three tunes. This fact, as well as that no new vocab- 
 ularies are assigned after Lesson LX, should give ample time and 
 opportunity for drill and study. 
 
 Translation. Suggestions for translating from Latin into En- 
 glish are given in the text-book, p. 194. Call the pupils' atten- 
 tion to these early in the year and emphasize the importance 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 idiomatic English. 
 When you have corrected the papers, have two or three of the 
 best ones read as models for the rest. This practice will do much 
 to correct the translation jargon that the pupils are prone to 
 employ. 
 
 Pupils always find it much harder to translate from English 
 into Latin than from Latin into English. For the first few weeks 
 help should be given them for this work. For the first few weeks 
 go over the English-Latin exercise with 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 than the book provides, invent some sentences yourself, or 
 have the pupils, with 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 
 in blank books, which are likely to be handed down from class 
 to class. 
 
Foreign Languages. 61 
 
 Sight Beading. A distinguishing feature of the text-book 
 is the large amount of simple Latin it contains in the form of 
 dialogues 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 more quickly than work of this kind and it should be 
 practiced as frequently as possible. 
 
 Oeneral Vocabulary and Index. Pupils need some instruc- 
 tion in the use of the general Latin-English vocabulary and 
 the index. This instruction should be given as early as §136, 
 where the general vocabulary must be used for the first time. 
 
 Reviews and Formulas. — The lesson of the preceding day 
 should always ~be reviewed before the work of the day is taken up. 
 In addition the reviews provided 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 les- 
 sons in the book provide for a review of all the constructions that 
 have been discussed. An unusually careful study of these lessons is 
 advisable just before taking up Caesar. It would be a good plan, 
 therefore, to go over them a second time at the beginning 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, dominae, feminine. Follow this with the rule 
 for the case. 2. For describing adjectives: iondrum, genitive 
 plural feminine from the adjective bonus, -a, -um to agree with 
 the noun . Follow with the rule for the agreement of adjec- 
 tives. 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 agree- 
 ment 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: ament, active subjunctive 
 present from amo, amare, amavi, amatus, third person plural num- 
 ber 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 advance 
 in the reading lessons such words as are to be inflected and parsed. 
 
62 Unifoem Course of Study for High Schools. 
 
 First Tenn. 
 Lessons I-XLVI, pages 1-117. 
 
 The first six lessons are used to review and re-establish certain 
 fundamental grammatical principles and to develop 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 infiection means. The different cases have 
 therefore, been introduced one at a time, and their fundamental 
 values established as a prime essential to all progress. It is not 
 until Lesson VII, after all the cases have been gone over individu- 
 ally, that the first declension is given in full. These first les- 
 sons 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 grammati- 
 cal 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 hav£ 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 
 importance 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. 
 
Foreign Languages. 63 
 
 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 dea, but Diana est dea. 
 
 In the English-Latin exercise, § 39.11, insist upon proper order 
 of words. 
 
 Second Term. 
 
 Lessons XL VII — Complete text. 
 
 Study the directions given at the beginning of the outline in 
 Latin, and the suggestions for the first term. 
 
 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 Cassar'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 vacabulary and syntax 
 become more familiar. A teacher who expects to read the full 
 
64 Uniform Course of Study for High Schools, 
 
 four books must plan to complete Book I in the first half year; 
 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 translation, 
 carefuUy corrected for its English, is helpful. If the English 
 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 knowl- 
 edge of vocabulary. Much time cannot be spared for drill on 
 vocabulary, yet some time should be given to it. In the page 
 vocabularies, 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 Csesar. The number 1, 2, 3, or 4 indicates that 
 the word appears that number of times in Books I to IV; an as- 
 terisk means that the word occurs 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 mil have to be looked up each time 
 in the back of the book unless mastered at once. Some drill on 
 such words may be recommended, 
 
CiCEBO. 65 
 
 CeBsar'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 cooperation is needed. The 
 campaign maps at the beginning of each book should be helpful 
 for this purpose. Some teachers have found it helpful to have their 
 classes prepare similar maps for themselves. Outline maps of 
 Gaul may be obtained at slight expense from The McKinley Pub- 
 lishing Company, Philadelphia, Pa. 
 
 N. B. — Do not let the edition with notes he used in class. 
 
 The publishers furnish a separate copy of the text with every 
 copy 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 convenience 
 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 stady is devoted usually to Cicero — 
 selected orations alone, or these together with some of his let- 
 ters. The student who has mastered his beginner's book and read 
 CsBsar 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 dis- 
 criminate between English synonyms and select the best word or 
 5—1508 
 
66 Uniform Couese of Study foe High Schools. 
 
 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 
 fundamental ideas are to be felt and brought out in translation. 
 
 Intense in his feelings and often unrestrained in his expression 
 of them Cicero employed many rhetorical devices, appreciation of 
 which is essential to a full understanding of his writings. His 
 grouping of words in pairs or longer series, his use of asyndeton, of 
 oxymoron, of exclamations involving nouns, infinitive phrases or 
 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 "Manilian 
 Law" (de Imperio 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 understand- 
 ingly. 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 de- 
 termine. 
 
 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 Philippic; 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 an- 
 other 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 at sixty-three. 
 
ClOERO. 67 
 
 With either edition the letters may be used for re^larly 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 por- 
 tions bearing 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 
 the same debate. In the same connection may be read letter 17, show- 
 ing 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 v,dth 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 
 learned. The list can be extended by the teacher at wiU. 
 
 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, with 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 cursus honorum, Roman courts and juries, etc., ad lib. 
 
 The school library 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 speeches and letters. 
 
68 Unifohm Course of Study for High Schools. 
 
 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 
 translated thus in less than forty minutes. 
 
 First Term. 
 M.L. and Orations Against Cataline I-II. 
 
 Second Term. 
 
 Orations Against Cataline III-IV. Archias. 
 
 Fourth Year. 
 Vergil. 
 
 (Text: Vergil's Aeneid — Knapp.) 
 
 The primary purpose of a course in Vergil, it is needless to 
 say, is to read and to understand Vergil himself. To that end 
 all else should be subordinated. Yet, in the accomplishment of 
 this primary 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 
 preparation is not chargeable to himself. Knowledge and person- 
 ality are the things that count most in teaching. With the aids 
 supplied in Kapp'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 
 
Vergil. 6d 
 
 number of verses to be covered in the entire year should be di- 
 vided by the total 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 advanced 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 
 between the language of Latin prose and the language of Latin 
 poetry; (2) an appreciation of poetical form (meter and versi- 
 fication) as a vital element in poetry; (3) some idea of Greco- 
 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 
 purpose 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 explanation of forms that give him trouble. Other 
 paragraphs should be mastered early. Tastes will 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 In- 
 troduction 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 al- 
 ready 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 Introduction 
 are of first importance; (§§239-260 may be postponed for a time; 
 
70 Unifobm Coukse of Study for High Schools. 
 
 some of them may be omitted) . Before allowing the pupil to try to 
 read Vergil metrically the teacher should drill the pupils on cer- 
 tain 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, especially s; (d) the 
 quantity of vowels in the ' ' increment, ' ' first of nouns, then of verbs ; 
 (e) the quantity of the first syllable of a disyllabic perfect or su- 
 pine; (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 Litera- 
 ture, 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 Grayley, 
 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 KJiapp, Introduction §§48- 
 77. Of service also will be Knapp, Sotne 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. 
 
 Sellar'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 Mackail'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). 
 
German. '71 
 
 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), Tuni- 
 son, 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.) 
 
 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 studying 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, 
 
72 Unifoem Course of Study for High Schools. 
 
 An abundance of dictionaries should be at all times of easy 
 access. Thieme-Preusser, Flugel, Fliigel-Schmidt-Tanger, and Cas- 
 sel 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. 
 
 For the child, speech has been a more or less unconscious proc- 
 ess. With the study of a foreign language he should discover the 
 necessity of making sounds and their formation, the object of care- 
 ful attention. He should gain thereby a conscious control of his 
 speech organs; should develop his power 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 been so much a part of his very 
 being that it is extremely difficuUt 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 gram- 
 mar 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 boy 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 perfectly clear, without any explanation. In 
 the case of a foreign language the child comes easily 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 
 
German. 73 
 
 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 stimulate the pupil's interest in the foreign nation, lead- 
 ing him to perceive that the strange sounds are but new ways of 
 communicating thoughts quite like his own; showing him by the 
 close resemblances 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. 
 
 In seeking to attain the special ends for which any subject is pe- 
 culiarly well adapted, the real teacher wiU 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 ob- 
 servation, intelligent discrimination, systematic arrangement and 
 presentation, careful memorizing, independent thinking so far out- 
 weigh the advantages gained merely by knowing something about a 
 particular topic that they are perhaps too generally assumed 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 education, 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 writing, 
 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 be- 
 fore they are classified and memorized; the force of an inflection 
 
74 Uniform Course of Study for High Schools. 
 
 should be made plain from its use in a word group before the 
 pupil is asked to inflect the paradigm ; and in the unceasing repe- 
 tition 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, con- 
 versation, and composition ; and the grammatical knowledge derived 
 from the text as a model will be applied intelligently in written and 
 oral expressions. 
 
 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 the 
 teacher. In later work intelligent reading aloud is helpful in fix- 
 ing 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 en- 
 joyable 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 con- 
 versation 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 homogenous; 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 competent teacher will not 
 find many opportunities to converse easily in the foreign Ian- 
 
German. 75 
 
 guage, now giving a simple explanation, now asking 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 exer- 
 cise which has maintained itself since the beginning of language 
 study is going to vanish in the next generation or two. The diffi- 
 culty is that the meat in the sandwich has a tendency to drop out 
 and leave only the bare bread — ^voces et inter eas nihil — in other 
 words, that translation comes to be a mechanical substitution 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 apprehended, 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 appreciation of its qualities. With 
 the other more common kind of translation the pupil never reads 
 French or German, but only the shabby English into which he 
 has more or less correctly paraphrased 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 persistent efforts will keep the beginner from translating in 
 just that way. Among helpful devices for preventing it we sug- 
 gest 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 
 
76 Uniform Couese of Study for High Schools. 
 
 thought in it as quickly and effectively as in his own ; hence, when- 
 ever 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 consciously 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 language the instruc- 
 tions received in English from his employer; the engineer, the 
 lawyer, the physician, the scientist, the philosopher, the author 
 must all translate when they proceed to use in their business the 
 information gleaned from foreign sources. 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 ex- 
 pression in the new language, not on dictionary 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 language, 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, some- 
 times passes for understanding when our pupils read the mother 
 tongue. Inability to translate rapidly and well must imply either 
 inability to understand clearly what has been read or else a poor 
 command of English. If the latter, the American boy or girl needs 
 nothing so much as just the kind of training in English 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 lan- 
 guage, 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 
 teacher will give but a portion of his time to translation, and he 
 will avoid too great use of spoken English by having a considerable 
 part of the translation which he deems necessary written rather 
 than oral. 
 
German. 77 
 
 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: paraphrasing, with variations of per- 
 son, number, tense, etc., and substitution of other suitable words 
 for those of the text: free reproduction or composition based on 
 the text and closely following it: and free composition. 
 
 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, 
 ete. 
 
 (2) Selections from historical or scientific readings, regarded 
 as having intrinsic value. 
 
 (3) Fiction, fairy tales, etc., regarded as having little intrinsic 
 value, but suited to interest and attract the pupil. 
 
 (4) Texts of literary reputation, as Telemaque. 
 
 However varying tastes and circumstances may influence the de- 
 cision among these groups, it is reasonable to assume that the nation 
 whose history, literature, or commercial importance makes its lan- 
 guage worth studying should have elements of interest for every 
 intelligent person, and that arousing this interest must play an im- 
 portant part both in opening a field of wholesome enjoyment and in 
 stimulating a desire to continue the subject 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 suggested and 
 certain dangers of common practice may be pointed 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 lan- 
 guage, allowing teachers of other subjects to utilize that time in ex- 
 change for classroom time. In this way all work done in the new 
 
78 Uniform Course of Study for High Schools. 
 
 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 
 fi.xiiig wrong speech habits. The use of phonetic script probably 
 makes it possible to assign home work with less danger of associat- 
 ing wrong sounds with the normal spelling. If it is not 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 substitute for a foreign word. The second and more im- 
 portant part is visualizing or otherwise securing a clear and defi- 
 nite concept of what is meant, then associating permanently this 
 concept, and not the English word with the foreign word. If this 
 association 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 quickest and most con- 
 venient means of securing this association, there seems to be no 
 valid reason for depriving ourselves of its aid. Only with or with- 
 out English, we must not fail to attain as our result a direct and 
 accurate association of though 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 
 book as "German Stories Retold," Kern, and continued in "Im- 
 mensee" such books as Gruerber's "Marchen und Erzahlungen. " 
 
 First Term. 
 
 Vos: Lessons I-XVII. 
 
 or 
 "Walter and Krause : Lessons I-XXIV. 
 
 Second Term. 
 Vos: Complete. 
 
 or 
 Walter and Krause : Complete. 
 
Q-ERMAN. 79 
 
 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 Composition. 
 Study: "Wilkommen in Deutschland, " Mosher. "Das Edle 
 Blut," Wildenbrueh. 
 
 Third Year. 
 
 First Term. 
 
 Stories in Reader. Practice in Conversation and Composition. 
 Study: "Flaehsmann als Erziecher," Ernst: "Die Journal- 
 isten," Freytag. 
 
 Second Term. 
 
 Stories in Reader. Practice in Conversation and Composition. 
 Study: "Die Jungfrau von Orleans" or "Marie Stuart," 
 Schiller. 
 
 Fourth Year. 
 
 First Term. 
 
 Stories in Readers. Practice in Conversation and Composition. 
 Study : ' ' Hermann und Dorothea, ' ' Groethe. 
 
 Second Term. 
 
 Stories in Readers. Practice in Conversation and Composition. 
 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. 
 
 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 arrangements: 
 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 paragraphs on page iv. 
 
 Use of the Teaching Done in the Text. — In many cases it may 
 be wise to simply read over the illustrative example or the "devel- 
 opment" given in the text. Good results will follow if the text- 
 book instruction or some similar instruction is taken up in class in 
 a careful manner before any examples of the kind in question are 
 assigned for study outside of class. One good plan is to start the 
 teaching of a new idea at the very beginning of the period so that 
 
 (80) 
 
Al^GEBRA. 81 
 
 tkere will be a sufficient amount 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 exam- 
 ples 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 un- 
 wise to attempt to solve, in the classroom, all of the examples ; cer- 
 tainly 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 examples. 
 
 Problems. — For the same reasons given in the preceding sec- 
 tion a large number 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 
 
 &— 1508 
 
82 Unifoem Couese op Study foe High Schools. 
 
 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 solu- 
 tions of corresponding examples by the pupils. Particular atten- 
 tion is directed to the symbols introduced in paragraph 42. Teach- 
 ers will find that with a little insistence upon the use of these sym- 
 bols by the pupils, as illustrated in Example 11, page 49, they can 
 succeed in getting students to use the symbols both intelligently 
 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 transposition 
 and clearing of fractions. 
 
 Amount of Text to Cover. — ^It is desirable to decide at the begin- 
 ning of the year upon the amount to be attempted during different 
 parts of the year ; to decide that by Christmas-time so many chap- 
 ters 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. Nevertheless there 
 is danger that without some such schedule too much time may be 
 devoted to parts of the course. 
 
 Eequirements 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 teach- 
 ers who desire them. 
 
 First Year 
 It is recommended that such shorter term schools as cannot 
 cover these outlines thoroughly, in the time allotted, omit supple- 
 mental exercises and some of the problems as suggested in the 
 Introduction to this subject. 
 
Geometry. 83 
 
 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. 
 
 Second Term 
 GEOMETRY. 
 
 (Text: Went worth- 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 
 are not indispensable; (3) To keep before the student models of 
 
84 Uniform Course of Study for High Schools. 
 
 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 un- 
 derstood, 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 ease 
 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 relating 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 hold- 
 ing 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, 104-106, 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- 
 306, 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. 85 
 
 tion of the circle is not taken. The Appendix may also be omitted. 
 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 omis- 
 sion with pupils who are not up to the average. It would be un- 
 fortunate, for example, 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 inde- 
 pendently from the very beginning. The exercises are, therefore, 
 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. Arrangemefit of Work. — After reading the above general 
 suggestions, teachers will recognise 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 exercises 
 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 
 
86 Uniform Course of Study for High Schools. 
 
 above given, this selection is easily made. Teachers should look 
 upon the book as 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 reward 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 Geometry. 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 exercises, 
 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 confidence which it 
 is one of the purposes of geometry to foster. 
 
 COMMERCIAL ARITHMETIC. 
 
 This subject should be taught with daily recitations for a half 
 year or with recitations every other day for a full year. If daily 
 recitations are short and little home work is required, the book can 
 be planned to cover daily recitations. The following outlines, 
 based upon the book in use, provide for one semester and two se- 
 mester courses. 
 
 The teacher should bear in mind the practical nature of this 
 subject, and should constantly impress upon pupils the fact that 
 the problems assigned are such as are likely 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 himself 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 
 grasp of a problem entirely. It is safe to say that 50% of the 
 errors in calculation made by pupils are the result of careless work. 
 It is practically impossible to add correctly a column of figures 
 
Commercial Arithmetic. 87 
 
 not neatly arranged in columns, especially when the figures are 
 written badly. 
 
 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 caU 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 every subject. For 
 instance, in studying interest, the pupil, after reasoning out the 
 formula used, should learn to apply it with facility, so that in 
 solving problems involving interest on notes his principal 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 
 DriU thoroughly on fractions. Emphasize aliquot 
 parts as the basis of a short method of multipli- 
 cation. 
 
 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 
 
88 Unifobm Couese of Study for High Schools. 
 
 Partnership, Stocks and Bonds, Taxes, and Review, pages 
 
 251 to 278 5 weeks 
 
 No effort will be necessary on the part of the teacher 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 earnest 
 effort to get a correct solution of every problem 
 in the book from every student. The average 
 number of problems for each day is about 15. 
 Assign more than 15 problems when the charac- 
 ter of the work will permit. In equations and 
 partnershp 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 al- 
 ready well equipped in the mechanics of arith- 
 metic. The teacher should bear this in mind 
 in assigning lessons. The outline caUs 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 fuU year course. 
 Teachers of the one semester course will not as- 
 sign 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, as- 
 signing a large number of written problems to 
 be worked outside of class. The teacher can 
 cut materially the total number of written prob- 
 lems, but should use judgment. 
 
Commercial Arithmetic. 89 
 
 Banking, page 21 to end of book .1 month 
 
 Equations, in this section, is a very difificult sub- 
 ject. Some of the problems under this head 
 may be omitted as soon as the pupils have 
 demonstrated their understanding of the sub- 
 ject. 
 
 References. 
 
 The following books and magazines contain helpful suggestions 
 on the teaching of mathematics and should be read by all teachers 
 of that subject : 
 
 1. The Teaching of Elementary 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 should be done in one of the following sciences 
 or any of the applied phases of these sciences, viz. : 
 
 Botany, Zoology, Physics, Chemistry or Physical Geography. 
 
 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 Botany — Andrews. 
 
 Botany, like any other science, should be presented in the high 
 school course with reference to certain general and fundamental 
 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 at- 
 tempting to make the work correspond more nearly to the ele- 
 mentary course in the college or university. However, plants can 
 and should be taught in the high school as living things, from the 
 standpoint of the general principles of form, structure, and func- 
 tion, including adaptation to surroundings. 
 
 These topics are not to be presented as abstract or isolated sub- 
 jects, 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 indi- 
 cated in the outline following. The order in which the work of the 
 several sections may be taken up is secondary. The equipment of 
 the laboratory and the seasons of the year may determine very 
 largely the sequence of topics: 
 
 (90) 
 
Zoology, 91 
 
 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 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 divi- 
 sion of the body into definite organs and systems for definite func- 
 tions, and the gradual increase in complexity and efficiency 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 excursions must be 
 taken and especial attention paid to the variety of species found, 
 the characteristics differing most in the different species, the pecu- 
 liar surroundings in which each lives, the peculiarities that fit each 
 one to its peculiar home, the habits of each species, the coloration 
 of each species as compared with its surroundings, the comparative 
 number of individuals of each species, the difference between indi- 
 viduals of the same species. 
 
 Each laboratory should secure through the Congressman of the 
 district the publications of the Agricultural Department on nox- 
 ious and beneficial plants, birds, mammals and insects, and the 
 reports of the Indiana State Entomologist. 
 
92 Unifoem Course of Stiidt for High Schools. 
 
 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. Kingsley. 
 
 7. Invertebrate and Vertebrate Zoology. Pratt. 
 
 8. Animal Activities. French. 
 
 The laboratory, for this subject, should be well lighted with 
 table space of 2^ x 1-J 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 clasa 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 distiUery 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 what is taught, as how it is taught. 
 
 The work in physics should consist of two parts: (a) Reci- 
 tation work based on the text-book and illustrated by experi- 
 ments — chiefly qualitative experiments performed by the teacher 
 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 
 
Physics. t.- 93 
 
 somewhat 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 explanation 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 discourage the 
 class by much problem solving. Do not attempt to teach the sub- 
 ject 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 Boss 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. 
 
 Horseshoe magnet, 6-inch. 
 
 1 pound iron filings. 
 
 Helix and ring. 
 
94 Unifoem Course of Study for High Schools. 
 
 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 purchased 
 of local dealers as needed. 
 
 List B. (For an appropriation of $150.) 
 Items of List A. 
 Ball-bearing rotator. 
 Centrifugal ring to fit rotator. 
 Balls unequal weight, on frame. 
 Glass globe for rotator. 
 Crovas disk. 
 Siren disk. 
 
Physics. 95 
 
 Color disk. 
 
 Manometric flame apparatus. 
 
 Specific gravity bottle, adjusted. 
 
 Dipping needle. 
 
 Dissectible Leyden 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 induc- 
 tion 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 reffected into it, 
 omit the porte lumiere and optical disk from the above list. 
 
 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, balances, 
 weights, cells, galvanometers, resistance boxes, etc. 
 
96 Unifoem Cotjese of Study foe High Schools. 
 
 Reference Books. 
 
 S. P. Thompson : ' ' Elementary Lessons in Electricity and Mag- 
 netism. ' ' 
 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, pro- 
 vides excellent training in observation and a useful knowledge of 
 important natural and industrial processes, as well as in logical 
 thinking. The aim of the course in the high school should be mainly 
 to secure an understanding of fundamental principles and the de- 
 velopment of the powers of observation, deduction and expression. 
 The pupil should not be led to think that he is being trained in the 
 practice of analytical chemistry. 
 
 The course should include the study of a suitable text, accom- 
 panied by experiments done by the pupil to show the method of 
 preparation and the properties of various substances. These should 
 be supplemented by demonstrations by the teacher, showing the 
 quantitative relations concerned in some fundamental reactions. 
 The pupil may thus become familiar by observation with the experi- 
 mental evidence of the more important quantitative laws, and thus 
 realize that our present theories have been deduced from and are 
 not the causes of the facts observed, 
 
Physical Geography. 97 
 
 With this in view, most of the time commonly devoted to qual- 
 itative analysis may well be given to more thorough work in gen- 
 eral chemistry. Analytical work in the high school, unless under 
 the guidance of a very exceptional teacher, is limited in its instruc- 
 tional value and has little direct application unless supplemented 
 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 materials 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 instructor. 
 
 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 be 
 impossible to compare prices. 
 
 PHYSICAL GEOGRAPHY. 
 
 Text : High School Geography, Complete — Dryer. 
 
 For schools teaching 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. 
 
 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- 
 7—1508 
 
98 Unifoem Coukse of Study for High Schools. 
 
 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 student must 
 learn to read as he learns the symbols of mathematics and chemistry. 
 No other science possesses a means of expression equal in efficacy 
 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 MoUweide's or Mercator's projec- 
 tion, and the differences between them (compare Figures 162-164), 
 should be carefully noted. The problems of teaching locational 
 geography, in which students are often lamentably deficient, may 
 be largely solved by observing the following rules: 
 
 No lesson in geography which can he illnrstrated by a map (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 al>out any feature which can he 
 shown on a map, without heing 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 substi- 
 
Physical GEoaRAPHY. 99 
 
 tute for his mental map a mental picture of the region as it actually 
 exists. 
 
 Chapter II. This chapter cannot be adequately taught without 
 the use of large scale, physical wall maps. The nature of the con- 
 tinental shelf and the distinction between continental platform 
 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 tv/o. 
 
 Chapter III should be discussed with the class and taught with- 
 out 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 Hot 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 territory acces- 
 sible. 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 school room only. 
 
 The general structure and relief of the state are described and 
 mapped in the supplement to the text, pp. IV to XIX. 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 which 
 may be had on application to the State Geologist, Indianapolis. The 
 United States Department of Agriculture has published 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, Bloom- 
 ington, Boonville, Clay City, Danville, III., Haudstadt, Kosmus- 
 dale, Ky., Mt. Carmel, Newhurg, Ky., New Harmony, Owensioro, 
 Ky., Petersburg, Princeton, St. Meinrad, Tell City, Tolleston, Vel- 
 pen. 
 
100 Unifoem Course of Study foe High Schools. 
 
 They may be had from the U. S. Geographical Survey, Wash- 
 ington, 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 stu- 
 dent 's observation. 
 
 Chapters VII and VIII. Two thirds of Indiana is covered by 
 a sheet of glacial drift, as shown in the supplement, p. VI. This 
 map and pp. X-XIV indicate the glacial features which may be 
 looked for. Here again field work is essential. Northern Indiana 
 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 analysed by shaking up, in a bottle of water and letting 
 it stand to settle. The proportions of clay, sand, and gravel wiU be 
 clearly shown. 
 
 Chapters XI and XII. It is difficult to study the sea in In- 
 diana because it is unaccessible and few 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 human 
 aspects of the sea indicate where emphasis should be laid. 
 
 Chapters XIII-XV. The study of the atmosphere is made more 
 difficult by the facts that it cannot be seen and that many of its 
 conditions can be learned only by the use of instruments. On the 
 other hand the air is everywhere present and its conditions are con- 
 stantly changing. A book knowledge of it without personal ob- 
 servation is of little value. People talk more and know less about 
 the weather than any other topic. Yet if systematic and continu- 
 ous observations are made it is easy to become intelligent on the 
 subject. Thermometers are necessary and a barometer almost as 
 much so. Readings of temperature, pressure, wind direction and 
 state of sky thrice a day, carried on in connection with a study 
 
Physical Geography. 101 
 
 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 texts. Figures 159 and 160 are funda- 
 mental and Figure 164 ought to be almost memorized, because it 
 forms the basis of many chapters which follow. Figures 165-166 
 show the causes of the phenomena shown in Figures 171 and 172, 
 of which Figure 170 is a key diagram to be hurried 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 sununary 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 re- 
 lief, and is correspondingly 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 geographer 
 to bring it into close relationship with relief, climate and vegeta- 
 tion. Fishes in the sea, birds in the air and black men in Africa 
 may be accounted for, but tigers in India, giraffes in Africa, 
 blond, enterprising and world colonizing people aroung the Bal- 
 tic and Yellow Seas, stay-at-home people in China, are problems 
 which cannot be well discussed without the aid of the geologist and 
 the ethnologist. 
 
 Paet 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 prominent parts. The supply of food 
 
102 Unifokm Couese of Study foe High Schools. 
 
 and clothing is almost wholly — and of constructive materials largely 
 — dependent directly or indirectly, upon climate ; hence, in this dis- 
 cussion of materials constant reference is made to the climatic and 
 plant regions of Figures 188 and 192, 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 economies 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 rather 
 than of geography. Their geographical relations are chiefly on the 
 human side and are there supreme. Too much emphasis cannot be 
 laid upon the influence of the coal and iron fields of the United 
 States, Canada, Great Britain, Germany and Belgium upon the 
 industries, wealth and progress and power of those countries. 
 Water power is a product of railfall 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 complex 
 subject. 
 
 Paet III. 
 
 Chapter XXIII. The regional geography of the text is based 
 upon the national provinces of Figure 301 for reasons given in this 
 chapter, which should be carefully studied. The national provinces 
 are almost the same as the climatic regions of Figure 188, b^^t 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 
 
Physical Geography. 103 
 
 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 Fig. 164 with p. 181, and Fig. 185 with pp. 212- 
 218. This should be followed by a study of Figs. 188 and 192. 
 Chapter XXIII should be discussed and explained by the teacher 
 with constant reference to Fig. 301 and the key, p 330, until the 
 principles are thoroughly understood. No attempt should be made 
 to commit to memory (all at once) pp. 335-9. The natural prov- 
 inces 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 simplest 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 province, pp. 505-508; the Arizonan 
 province, pp. 400-411 ; the American Interior province, pp. 391- 
 399; the Mexican and Caribbean provinces. Chap. XXXIII; the 
 Californian and Oregon provinces. Chap. XXVII, then Chaps. 
 XXV and XXVIII. The remaining provinces may be studied in 
 the order of the text, or the teacher may select such provinces as 
 seem most important and interesting, or such as he has the best 
 material and facilities for teaching. 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 of nat- 
 ural provinces the student must be well grounded in the charac- 
 teristics of each type to be studied as given on pp. 335-339 and 
 in Fig. 301. To take the simplest example, the Greenland province. 
 Locate the province on Figs. 301 and 302. Learn the structure 
 and relief from Figs. 16, 57, and 302, and from a good colored 
 relief wall map. Use the index of the text to find various state- 
 
104 Unifoem Course of Study fob High Schools. 
 
 ments about Greenland. Study paragraph on p. 342, giving special 
 attention to the terms "broken block plateau" (see p. 63), "ice 
 cap" (see p. 117), "fiords" (see pp. 163 and 164), and "crystal- 
 line rocks" (see pp. 37 and 38). The climatic conditions are 
 described on pp. 222-224 and the vegetation on p. 242. With 
 these facts in mind, the student is prepared to understand pp. 
 512-515. The caribou is shown in Fig. 213 ; the musk ox, Fig. 216 ; 
 seal and walrus, Fig. 210; an igloo, Fig. 270. The topics to be 
 emphasized are: ice cap, ice floe, sea, seal, kayak, harpoon, igloo, 
 lamp, dog, sledge. When more definite information 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 are based. 
 It may be studied as a whole, or perhaps a better plan is to take 
 it up piecemeal, as it is needed in the study of the successive nat- 
 ural provinces. 
 
 Supplement on the Geography of Indiana. This should be 
 studied toward the end of the course, at least not earlier than Chap- 
 ter XXV, although it may be used at any time as a guide in the 
 study of local geography. Indiana should be treated as essentially 
 a portion of the Glacial Drift Plain and of the Mississippi Prov- 
 ince, and the consequent correlations should therefore be kept 
 in view. 
 
 References. 
 
 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." 
 Eussell : ' ' Lakes of North America " ; " Rivers of North Amer- 
 ica"; "Glaciers of North America"; "Volcanoes of North 
 America. ' ' 
 Brigham: "Geographic Influences in American History." 
 Semple : ' * American History and Its Geographic Conditions. ' ' 
 Marsh: "The Earth as Modified by Human Action." 
 
Commercial Geography. 105 
 
 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, read 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 underlying trade 
 throughout the world. The first reading of the text, therefore, 
 should be for the general view of the subject. This study will stim- 
 ulate 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, published 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 detail. The Statesman 's 
 Year-Book (American edition) is one of the truest compendiums 
 in English of facts relating to the commerce and industries of all 
 countries. 
 
 In addition to the study of these books, the teacher wiU find 
 the need of a good physical geography. 
 
 2. Determination of the Purpose op 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 
 
106 Unifoem Couese of Study foe High Schools. 
 
 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 consumer. 
 
 d. The basal facts relating to the larger manufacturing in- 
 
 dustries; and, 
 
 e. The causes that effect commercial and industrial develop- 
 
 ment. 
 
 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 undertaken. 
 
 Knowledge of the Subject to be secured (from pupils) — 
 
 a. Broad, general principles which are to be illustrated and 
 
 enforced by every phase of the subject. 
 h. Detailed knowledge of a given portion of the text to eon- 
 form to the time allotted to the work in the school curric- 
 ulum. It is presumed that, at the 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 elasswork should be 
 assigned. 
 
 c. Knowledge of certain phases of commerce or geography 
 
 selected for stress of consideration and determined by 
 the 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. 
 
Commercial Geography. 107 
 
 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. 
 &. To warn them against accepting any plan, no matter by 
 whom devised, which is not based upon a careful con- 
 sideration 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 Adam's 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. 
 &. 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, 
 
108 Uniform Course of Study for High Schools. 
 
 etc. (The fibres 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, reviews. 
 
 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 
 com 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, 
 
 New York, and Pennsylvania. 
 
 5. Industries of the South. 
 
 Special Topics : 
 
 1. The business of a railroad center. 
 
 2. The ocean trade (of the city of Boston or other ports). 
 
 3. The business of a distributing center. 
 
 Other Countries. — Time scheme (the figure gives the number 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; 
 
Commercial Geography. 109 
 
 2, India; 1, China; 2, Japan; 2, Australia; 2, Africa; 2, Central 
 America and Mexico ; 2, South America. Total, 30 lessons. 
 
 Reviews. — Suggested topics (special) : Marketing of petrole- 
 um; moving of grain; estimating cost in labor and investment of 
 capital of one meal; United States agricultural machinery in 
 foreign markets ; corn ; wheat ; iron ; cotton ; the world 's beverages, 
 etc. ; English trade — statistical and descriptive ; German competition 
 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 public 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 Gov- 
 ernment documents. 
 
 A number of school geographies, both physical and political, 
 and a reliable atlas should be placed in the class-room for the use 
 of students. 
 
 Maps. — Map of the world, showing cable and steamship routes. 
 (Navy Department, Hydrographic Office.) 
 
 Cuba. 
 
 Philippines. 
 
 China and Japan. 
 
 East Indies. 
 
 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 railroad maps, though crude and inaccurate, are illuminat- 
 ing to the study of transportation. ''Folders" of any railroad in 
 this country are easily obtainable. The big steamship companies 
 print a great deal of information which may be used to advantage. 
 
110 Unifoem Course of Study for High Schools. 
 
 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 by the instructor, 
 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 mthin 
 a few years a large number of valuable illustrations relevant to the 
 peoples and customs of all nations of the earth. It wiU not be diffi- 
 cult to find "process" pictures of every sort of product, all kinds 
 of manufactures, and of the various means of transportation; 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 excellent 
 work which is everywhere to be found. A filing cabinet can be 
 improvised with a little ingenuity. (48-R-3, 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 busi- 
 ness men, travelers, or teachers, illustrated by the lantern, upon 
 such a subject as sugar, for example, will create a lively interest 
 in geography, commerce, and politics. 
 
COURSES OF STUDY IN INDUSTRIAL ARTS 
 FOR THE HIQH SCHOOLS. 
 
 A. Courses in Industrial Arts. 
 
 For statement of aim or purpose of work, bibliographies, lists 
 of equipment, and detailed suggestions, etc., see Introduction to 
 Vocational subjects in course of study for Elementary Schools and 
 Vocational Bulletin No. 1, issued by the Department of Public In- 
 struction. 
 
 I. Outline of Work in Mechanical Drawing — First Year. 
 
 1. Development of simple floor plans of houses and such farm 
 
 buildings as may appeal to the pupil. 
 
 2. Making of plans from sketches of the school grounds and 
 
 buildings, 
 
 3. Modifications of the above plans as suggested improvements. 
 
 4. Drawing of forms for cement posts, steps, watering troughs, 
 
 etc. 
 
 5. More advanced problems in intersection of solids. 
 
 (a) Type solids of different sizes. 
 
 (b) Development of surfaces of these solids. 
 
 6. Working drawings of some advanced project in woodwork- 
 
 ing, involving more complicated construction and origi- 
 nal design if possible. 
 
 7. Working drawings of more complicated machine details and 
 
 machinery, such as farm machinery, vehicles, engines, 
 etc., from sketches made by the pupil from the original. 
 
 8. Mechanical movements and their development. 
 
 Note. — The instruction in drawing in many of the high schools 
 may well be given a direction by applying it to such subjects as 
 the planning of farm buildings, mapping of farm grounds, plant- 
 ing of the garden, etc., in the case of boys, and for girls, in drawing 
 and designing articles of clothing, decorations, or in the arrange- 
 ment of rooms. In this connection there should be preliminary 
 instruction in elementary mechanical drawing, teaching the use 
 
 cni) 
 
112 Unifoem Couese of Study foe High Schools. 
 
 of simple drawing instruments, drawing to scale, etc. It is be- 
 lieved that the usual course of instruction in art so-called can be 
 given a very useful and no less educational value by giving heed 
 to conditions and materials readily available in rural schools or 
 rural homes and at the same time furnish to the pupil practical in- 
 struction of definite application and use to him in the future. See 
 also outline for four years' course in industrial work for township 
 high schools, Vocational Bulletin No. 1. 
 
 II. Outline for Bench Work in Wood — First Year. 
 
 1. Wood Finishing. 
 
 a. Scraping and sandpapering. 
 
 b. Staining, 
 e. Fillers. 
 
 d. Waxing. 
 
 e. Varnishes. 
 
 f. Paints and painting. 
 
 2. Principles of Saw Action and Saws in General. 
 
 Demonstration of saw filing and practical examples exe- 
 cuted by the pupil, using sheetiron strips for prac- 
 tice at first. 
 
 3. Construction. 
 
 1. Umbrella stand. 
 
 2. Dining chair. 
 
 3. Folding sewing table. 
 
 4. Beclining porch chair with canvas back and seat. 
 
 5. Step ladder. 
 
 6. Settee. 
 
 7. Tool chest with trays and partitions. 
 
 8. Work bench. 
 
 9. Porch swing. 
 
 10. Table (mortise and tenon joints, rails, etc.) 
 
 11. Shaving stand. 
 
 12. Music cabinet. 
 
 13. Rocking chair. 
 
 14. Writing desk chair. 
 
 15. Morris chair with adjustable back. 
 
 16. Chicken brooder. 
 
 17. Yard and field gates. 
 
Domestic Science. 113 
 
 Note. — It is intended that the lists of projects given here and 
 in the course for seventh and eighth grades shall be suggestive 
 only. They should be supplemented by other projects, and selec- 
 tions made as desired. The number of pieces made in any year 
 may be determined by the time, given to the work and the facilities 
 at hand. 
 
 It is also suggested that pupils be guided, as far as possible, in 
 the repair of all tools. 
 
 For bibliography and list of equipment, see Vocational Bulle- 
 tin No. 1. 
 
 B. Outline of Work in Domestic Science.* 
 
 The following outline of work in domestic science is sufficient 
 for two years' work of five double recitation periods per week. 
 The two general lines of work, sewing and cooking, may be con- 
 ducted simultaneously, or the first year may be given to one and 
 the second year to the other. For detailed directions and help, see 
 regular course of study in Vocational Bulletin No. 1. 
 
 I. Foods and Their Preparation. 
 a. Recitation work. 
 
 1. 
 
 The model kitchen. 
 
 2. 
 
 Methods of cooking, with definitions. 
 
 3. 
 
 Methods of cleaning a kitchen. 
 
 4. 
 
 Food and its uses to the body. 
 
 5. 
 
 Carbohydrate foods. 
 
 6. 
 
 Protein foods. 
 
 7. 
 
 Planning a meal. 
 
 8. 
 
 Serving a meal. 
 
 9. 
 
 Salads and desserts. 
 
 10. 
 
 Breads and bread-making. 
 
 11. 
 
 The use of left-overs. 
 
 12. 
 
 Furnishing a dining room. 
 
 13. 
 
 The care of the dining room. 
 
 14. 
 
 The duties of a hostess. 
 
 *Helpful suggestions for the work in "Domestic Science" may be obtained in Vocational Bulletin 
 No. 8. 
 
 8—1508 
 
114 Uniform Couese of Study for High Schools. 
 
 b. Laboratory exercises. 
 
 1. Discussion of cooking utensils. 
 
 2. Canned fruits, preserves and jellies. 
 
 3. Cooking of vegetables. 
 
 4. Meats and their cookery. 
 
 5. Quick breads. 
 
 6. Yeast breads. 
 
 7. Salads. 
 
 8. Cakes. 
 
 9. Desserts. 
 
 10. Planning and serving a breakfast. 
 
 11. Planning and serving a dinner. 
 
 12. Refreshments to be used for parties. 
 
 II. Sewing a/nd Textile Fabrics. 
 
 a. Recitation work. 
 
 1. The work basket. 
 
 2. Definitions used in textile work. 
 
 3. Cotton — its history and manufacture. 
 
 4. A study of cotton materials. 
 
 5. Linen — its history and manufacture. 
 
 6. A study of linen materials. 
 
 7. "Wool — its history and manufacture. 
 
 8. A study of wool materials. 
 
 9. Silk — its history and manufacture. 
 
 10. A study of silk materials. 
 
 11. Rules for buying materials. 
 
 12. Textile adulterations with tests for adulterations. 
 
 13. Buying table linen. 
 
 14. A discussion of carpets. 
 
 15. Materials suitable for draperies in house fur- 
 
 nishings. 
 
 b. Laboratory exercises. 
 
 1. Basting, hemming and running, on models. 
 
 2. Seams. 
 
 3. Mending and darning. 
 
 4. Patching. 
 
 5. Use of sewing machine. 
 
 6. Cutting and making of simple undergarments 
 
 and wash dresses. 
 
Domestic Science. 115 
 
 III. Home Furnishing. 
 
 a. Recitation work. 
 
 1. House plans. 
 
 2. Yards and gardens. 
 
 3. Kinds of building material and their uses. 
 
 4. Wall paper, paints and stains. 
 
 5. Carpets and rugs. 
 
 6. Draperies. 
 
 7. Buying furniture. 
 
 8. Furnishings for the living room. 
 
 9. Furnishings for the bed room. 
 
 10. Care of bedding. 
 
 11. General mles for cleaning a house. 
 
 12. Entertaining in the home. 
 
 b. Laboratory work. 
 
 Make collections of wall papers, carpet samples and 
 curtain materials. Booklets may be made in which are 
 placed pictures of both good and poor types of furni- 
 ture. Compositions should be written describing each 
 room and its furnishings. 
 
 Trips to a furniture store will make the work more 
 interesting. 
 
 IV. Laundry Work. 
 
 a. Recitation work. 
 
 1. Reasons for washing clothes. 
 
 2. Equipment for laundry work. 
 
 3. Preparation of water. 
 
 4. Soap — kinds and uses. 
 
 5. Starch — making and use. 
 
 6. Washing flannels. 
 
 7. Laundering colored clothes. 
 
 8. Laundering table linen. 
 
 9. Laundering doilies and laces. 
 
 10. Ironing. 
 
 11. Folding ironed clothes, 
 
 12. Care of laundered clothes. 
 
 b. Laboratory work. 
 
 Any place where laboratory work is possible it is a 
 good thing to have demonstrations in methods of doing 
 this work. Under other conditions the girl might do 
 some of the work at home and bring it in for examina- 
 tion. 
 
116 Uniform Course of Study for High Schools. 
 
 V. 
 
 Bygiene. 
 
 
 a. Recitation work. 
 
 1. 
 
 Dirt and its dangers. 
 
 2. 
 
 Personal hygiene. 
 
 
 a. Care of teeth. 
 
 
 b. Care of nails. 
 
 
 c. Care of skin. 
 
 * 
 
 d. Care of hair. 
 
 3. 
 
 Using the body correctly. 
 
 4. 
 
 Clothes in relation to health. 
 
 5. 
 
 Fresh air and its relation to health. 
 
 6. 
 
 Contagious disease and its meaning. 
 
 7. 
 
 Laws governing quarantine. 
 
 8. 
 
 Emergencies. 
 
 9. 
 
 Rules for the sick room. 
 
 10. 
 
 Preparing the invalid's tray. 
 
 11. 
 
 Impure water and its dangers. 
 
 C. 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 subject 
 of agriculture, but rather some specific phase, the selection of which 
 will depend upon local conditions and the preparation of the teach- 
 er who is to present the subject. In most cases the calendar 
 becomes a factor in determining the work from week to week. The 
 skilled teacher will be quick to correlate this work with the instruc- 
 tion in botany, zoology, chemistry, or physics, or, where the pupils 
 have not had the benefit of instruction in these subjects, to supple- 
 ment 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 ar- 
 ranged 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 instruc- 
 tion in other special topics. 
 
 The Department of Public Instruction has published a detailed 
 course of study for agriculture which gives references to helpful 
 literature. This should be followed by teachers of this subject. 
 
Agriculture. 117 
 
 I. Soils and Soil Fertility. — Work for on year. 
 
 a. Outline of topics for classroom study. 
 
 1. 
 
 Conditions necessary for plant growth 
 
 2. 
 
 Origin and formation of the soil. 
 
 3. 
 
 Agencies of soil formation. 
 
 4. 
 
 Physical properties of soils. 
 
 5. 
 
 Soil water. 
 
 6. 
 
 Control of soil water. 
 
 7. 
 
 Drainage. 
 
 8. 
 
 Tillage. 
 
 9. 
 
 Mulches. 
 
 10. 
 
 Rotation of crops. 
 
 11. 
 
 Organic matter of the soil. 
 
 12. 
 
 Farm manure. 
 
 13. 
 
 Green manure. 
 
 14. 
 
 Commercial fertilizers. 
 
 15. 
 
 Lime. 
 
 16. 
 
 Bacteria. 
 
 17. 
 
 Inoculation. 
 
 b. Outline of Laboratory exercises. 
 
 1. Practice in securing soil samples. 
 
 2. Practice in preparing soil samples for laboratory 
 
 use. 
 
 3. Approximate mechanical analysis of soils. 
 
 4. Collection of types of soils. 
 
 5. Effect of drainage and slope on the temperature 
 
 of soils. 
 
 6. Practice in planning and conducting fertility plot 
 
 or pot test. 
 
 7. Effect of temperature on the germination of seeds. 
 
 8. Effect of depth of planting on germination of 
 
 seeds. 
 
 9. Problems in calculating the kind of plant food 
 
 removed from soils by the principal farm 
 crops. 
 
 10. Problems in calculating formulae for the com- 
 
 pounding of fertilizers. 
 
 11. Problems in calculating saving of plant food by 
 
 feeding live stock as compared with selling 
 crops. 
 
 12. Study of the characteristic properties of various 
 
 forms of lime used in agriculture. 
 
118 Unifoem Couese of Study for High Schools. 
 
 13. Determining the relative solubility of various 
 
 nitrogenous materials. 
 
 14. Same, using potash fertilizer materials. 
 
 15. Same, using phosphorous fertilizer materials. 
 
 16. Determining water holding capacity of soils. 
 
 17. Determining kind of organic matter in soils. 
 
 18. Studying the power of soils to absorb plant food 
 
 in solution. 
 
 II. Farm Crops. — (Adapted for fall and winter study). A 
 course of laboratory exercises to be supplemented by refer- 
 ence, reading and reports upon botanical and commercial 
 characteristics of the more important farm crops. The ex- 
 ercises are not necessarily to be given in order as named. 
 Regard must be paid to the season and collections of ma- 
 terial made in the fall for winter use. 
 
 1. Collection and labeling and study of weed seeds. 
 
 2. Study of purity of commercial farm seeds, such as 
 
 clover, alfalfa, etc. 
 
 3. Study of the vitality of seeds by germination tests. 
 
 4. Study of the mature plants of grains from observed 
 
 specimens, involving physical and botanical ob- 
 servations and comparisons. 
 
 5. Study of crops in the field, corn plant especially 
 
 adapted. 
 
 6. Determining leaf surface area, especially in com. 
 
 7. Study and comparison of the various clover seeds, 
 
 including alfalfa. 
 
 8. Study and comparison of various clover plants, if 
 
 possible in the field. 
 
 9. Study of grains, particularly oats, with reference to 
 
 percentage of hull and weights of grains from dif- 
 ferent varieties. 
 
 10. Treatment of oats, barley, pot5,to, wheat, for pre- 
 
 venting diseases. 
 
 11. Effects of temperature on germination of seeds of 
 
 farm crops. 
 
 12. Study of grading and valuing grain according to 
 
 market standards. 
 
 13. Scoring and judging grain. 
 
Ageiculture. 119 
 
 III. Gardening and Garden Crops. — (Adapted for spring and sum- 
 
 mer study.) 
 
 1. Make a study of typical home gardens by scoring and 
 
 comparing with reference to the following points : 
 location, soil adaptability, variety of vegetables 
 grown, garden plan, tillage, tools used, freedom 
 from weeds, health of vegetables, and yield. 
 
 2. Vegetable study. Comparison of varieties of the 
 
 common garden vegetables with reference to bo- 
 tanical and commercial characteristics. 
 
 3. Identity of garden seeds. Collection and study of 
 
 garden seeds with particular reference to their 
 purity, germinating power, etc. 
 
 4. Planning the garden with reference to the arrange- 
 
 ment of its planting and list of available and 
 suitable vegetables to be used. 
 
 5. Testing of garden seeds. 
 
 6. Hotbeds and their construction, preparation, and 
 
 operation. 
 
 7. Study of garden problems as to selection of crops, 
 
 managing, marketing, study of local and foreign 
 markets, methods of preparing and packing vege- 
 tables for market, etc. 
 
 IV. Horticulture. — Outline of subjects for classroom study, ac- 
 
 companied by field and laboratory demonstration. Work 
 for one year. 
 
 1. Horticulture, its scope and divisions. 
 
 2. Size, grading and packing fruit. 
 
 3. Harvesting and storing of fruit. 
 
 4. Marketing methods. 
 
 5. Propagation of fruit plants. 
 
 6. Pruning for renovation. 
 
 7. Pruning bearing orchards. 
 
 8. Shaping and training fruit trees. 
 
 9. Insect and fungous diseases. 
 
 10. Measures for controlling diseases. 
 
 11. Orchard fertilizers. 
 
 12. A study of orchard renovation. 
 
 13. Planting a young orchard. 
 
 14. Management of a young orchard. 
 
 15. Influence of weather in fruit growing. 
 
 16. Thinning of apples. 
 
120 Unifoem Couese of Study foe High Schools. 
 
 V. Dairying. — The subject includes classroom exercises, labora- 
 
 tory practice with milk and milk products and observation 
 and study of dairy herds and dairy conditions. Work for 
 one year. 
 
 1-2. Elementary study of breeds of dairy cattle. 
 
 3-4. The care of young dairy animals. 
 
 5. Types of dairying. 
 
 6. The silo. 
 
 7. Ensilage. 
 
 8. The dairy barn. 
 9-10. Milk testing. 
 
 11-12. Butter making. 
 
 13. Cream separation. 
 
 14. Relation of dairy to soil fertility. 
 
 15. Feeding the dairy cow. 
 
 16. Characteristics of the dairy cow. 
 
 17. Study of a small farm dairy. 
 
 18. Marketing of dairy products. 
 
 VI. Fungous Diseases and Insect Pests. — These studies will in- 
 
 volve the collection of material, study of their characteris- 
 tics and habits and of preventive measures for their re- 
 striction. 
 
 1. Study of scale insects. 
 
 2. Study of chewing insects. 
 
 3. Observations of various diseases infesting fruit trees. 
 
 4. The preparation and qualities of various fungicides. 
 
 5. Spraying. 
 
 VIT. Poultry Hushandry. — This should include classroom discus- 
 sions, study of reference literature, laboratory exercises in 
 judging and scoring poultry and eggs, home study of flocks, 
 and visits to poultry farms, markets, etc. Work for one- 
 half year. 
 
 1. General discussions of the poultry industry. 
 
 2. Classes, breeds, and varieties of poultry with their 
 
 general characteristics. 
 
 3. The selection of poultry for various purposes and 
 
 the origin and history of the more important 
 breeds. 
 . 4. Poultry housing. 
 
Agriculture. 121 
 
 5. Feeding, 
 
 6. Marketing. 
 Incubation, natural and artificial. 
 Breeding. 
 Poultry diseases. 
 
 VIII. Animal Husbandry. — This outline may be presented dur- 
 ing one-half year and should consist of lectures and recita- 
 tion work supplemented by live stock judging and observa- 
 tion visits to local herds. 
 
 1. Breeds and types of live stock. Four weeks. 
 
 2. Live stock breeding. Four weeks. 
 
 Main Topic Outline of a One Year Course in Vegetable Grardening 
 
 for High Schools. 
 
 Work planned on basis of pupils' doing the actual work on plots 
 at their homes (at least 1-10 of one acre). 
 
 From September to January 31st. 
 
 1. Study soils on which vegetables will be grown. (Kind, 
 temperature, etc.) 
 
 2. Measure plots and make detailed plans of gardens. (In- 
 clude succession crops, etc.) Plans uniform for a given school. 
 
 3. Study drainage of plots to be used. 
 
 4. Fertilizers for plots to be used. 
 
 5. Kinds and varieties of vegetables to be used. 
 
 6. Construct hotbeds and cold frames. 
 
 From February to July. 
 
 7. Secure and test seeds. 
 
 8. Methods of planting in hotbeds and cold frames. 
 
 9. Transplanting. 
 
 10. Preparation of seed bed. 
 
 11. Time and depth to plant in open field. 
 
 12. Methods of cultivation. 
 
 13. Diseases. 
 
 14. Methods of control of disease. 
 
 15. Pests. 
 
 16. Methods of control of pests. 
 
122 Unifoem Cotjese of Study foe High Schools. 
 
 17. Preparation of fresh vegetables for market. 
 
 18. Methods of canning vegetables. 
 
 19. Methods of marketing canned vegetables. 
 
 The division of topics with regard to months is not an arbitrary- 
 division. 
 
 July and August. 
 
 Can Vegetables. 
 
 Detailed record of cost, income, profit or loss, methods em- 
 ployed, etc., must be kept by each pupil. 
 
MUSIC. 
 
 Provision for the teaching of Music at least one period a week 
 during 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 
 proportion 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 ac- 
 cordance with the plan for the other subjects, in that there must 
 be preparation and actual hours of recitation which may be cred- 
 ited 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 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 selection 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 words. But 
 it must be pleasing to the pupils or they will not enter heartily 
 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 songs 
 
 (123) 
 
124 Unifoem Coukse op Study foe High Schools. 
 
 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 subject 
 should not be allowed to drag. If a piece proves not to be accept- 
 able 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 with- 
 out 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 atten- 
 tion is fixed upon the rendering almost exclusively. If possible, 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 teacher 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 counts 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 conditions, 
 become acquainted with some good standard instrumental pieces 
 In most high schools some of the pupils play the piano or other in- 
 struments skillfully, and the teacher will (Jo well to have such 
 pupils play 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. 125 
 
 Coui'ses of instruction may easily be arranged so that the work 
 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 impossible 
 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 instru- 
 ment. 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 ( Somnambula) 2c 
 
 293 A Sailor's Song (Harper) 3c 
 
 44 Happy and Light (Bohemian Girl) 2c 
 
 323 King of the Forest Am I (Parker) 4e 
 
 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 Rodney 3c 
 
 259 In the Harbor We've Been Sheltered (Martha) 3c 
 
 288 Sailing Marks 3c 
 
 43 Pretty Village Maiden (Faust) 2e 
 
 70 Away, the Morning Freshly Breaking 2c 
 
 255 Join in Pleasure (Erminie) 3c 
 
126 Uniform Course of Study for High Schools. 
 
 192 Gloria from Twelfth Mass, Mozart 3c 
 
 203 Five Favorite Anthems 2c 
 
 220 Let Our Voices Be Grlad, Lecocq 4c 
 
 186 Gloria, Viezie 2c 
 
 341 The Forge, Watson 4c 
 
 Medium Difficult : 
 
 327 Lord, How Manifold, Bamby 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 2e 
 
 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 
 
 134 Freedom's Banner, Harvey 
 
 118 The Banner of the Free, Jude 
 
Music. 127 
 
 Medium Difficult: 
 
 130 0, Hush Thee, My Baby, Sullivan 2c 
 
 20 June, Schnecker 3c 
 
 140 Song of lUyrian Peasants, Schnecker 3c 
 
 37 The Flower of Liberty, Neidlinger 4c 
 
 13 The Recessional, Huss 
 
 Difficult: 
 
 127 0, My Love's Like a Red, Red Rose, Garrett 3c 
 
 10 0, Captain, My Captain, Edgar S. Kelly 6c 
 
 1 Beautiful Blue Danube, Strauss 
 
 87 Honor and Arms, Handel 
 
 72 Jerusalem (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, Bellini 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 
 
 49 Unfold, Ye Portals, Gounod 3c 
 
 63 Sleep, Gentle Lady, Bishop 2c 
 
 66 I Will Call Upon the Lord, Mozart 4c 
 
128 Uniform Cotjrse of Study foe High Schools. 
 
 Difficult: 
 
 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 O, 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 Lord, Most Merciful, Concone 3e 
 
 151 The Quietude of Night (Cavalleria Rusticana), Mascagni 4c 
 
 150 Marching Along, Stanford 5c 
 
 234 Summer Fancies (Waltz) , Metra 5c 
 
 Damascus Triumphal March, Costa 6c 
 
 75 Song of the Vikings, Faning 3c 
 
 Difficult: 
 
 106 The Heavens Are Telling, Haydn 6c 
 
 23 The Water Lily, Gade '. 3c 
 
 237 Estudiantina, Lacone 5c 
 
 96 County Fair Waltz, Abt 6e 
 
 14 And the Glory of the Lord (Messiah) , 5c 
 
Music. 129 
 
 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 Company.) 
 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. 
 
 9—1506 
 
DRAWING. 
 
 Provision for the teaching of Drawing at least one period a 
 week, during the four years of high school work, is required in all 
 certified and commissioned high schools. It is an elective subject, 
 unless the local school authorities rule to the contrary. Credit 
 toward graduation may be granted for work in Drawing in propor- 
 tion 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 TEAR. 
 
 1. Drav/ing 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 with re- 
 quirement of higher standard of technique. 
 
 2. Study of the elementary principles of decorative design. 
 Drawing and painting borders and surface patterns. 
 
 (i3o; 
 
Drawing. 131 
 
 couese 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 and 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, sculpture, 
 and painting in connection with the civilization that produced 
 them. 
 
 SECOND HAIiF 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. 
 
 Ambia. 
 
 Amboy. 
 
 Amo. 
 
 Anderson. 
 
 Andrews. 
 
 Angola. 
 
 Arcadia. 
 
 Argos. 
 
 Ashley. 
 
 Atlanta. 
 
 Attica. 
 
 Auburn. 
 
 Aurora. 
 
 Avilla. 
 
 Batesville. 
 
 Battle Ground. 
 
 Baugo Township. 
 
 Bedford. 
 
 Berne. 
 
 Bicknell. 
 
 Blind Institute, Indianapolis. 
 
 Bloomfield. 
 
 Bloomington. 
 
 Bluffton. 
 
 Boonville. 
 
 Boswell. 
 
 Bourbon. 
 
 Brazil. 
 
 Bremen. 
 
 Bringhurst. f 
 
 Bristol. 
 
 Broad Ripple. 
 
 Brook. 
 
 Brookston. 
 
 Brookville. 
 
 Brownsburg.t 
 
 Brownsto"\vn. 
 
 Bruceville. 
 
 Bryant.* 
 
 Buck Creek.* 
 
 Bunker Hill. 
 
 Burlington. 
 
 Burnettsville (Burnett's Creek 
 
 P. 0.). 
 Burney. 
 Butler. 
 
 Cambridge City. 
 Camden. 
 Campbellsburg. * 
 Cannelton. 
 Carlisle. 
 Carmel.* 
 Carthage. 
 Castleton. 
 Cayuga. 
 Centerville. 
 Chalmers. 
 Charlestown.* 
 Charlotteville.* 
 Chesterton. 
 
 * Commission expired June 30, 1914. 
 t Commission to expire June 30, 1915. 
 
 (132) 
 
Commissioned High Schools. 
 
 133 
 
 Chester Township. 
 Chippewa. 
 Churubusco. 
 Cicero. 
 Clarksburg. 
 Clark's HiU.* 
 Clay City- 
 Clayton. 
 Clinton. 
 Cloverdale. 
 Coalmont.* 
 Coesse. 
 Colfax.* 
 
 College Comer, Ohio. 
 Columbia City. 
 Columbus. 
 Connersville. 
 Converse. 
 Corydon. 
 Covington. 
 Cowan.* 
 Crawfordsville. 
 Crown Point. 
 Culver. 
 Cumberland. 
 Cutler.* 
 Cynthiana. 
 Dale. 
 Dana. 
 Danville. 
 Darlington. 
 Dayton. 
 Decatur. 
 Decker. 
 Delphi. 
 Dublin. 
 Dunkirk. 
 Earl Park.* 
 East Chicago. 
 Eaton. 
 
 Edinburg. 
 
 Edwardsport. 
 
 Elkhart. 
 
 Elnora. 
 
 Elwood. 
 
 English.* 
 
 Epsom. 
 
 Evansville. 
 
 Evansville (Colored). 
 
 Fairland.* 
 
 Fairmount. 
 
 Farmersburg. 
 
 Farmland. 
 
 Flora, t 
 
 Forest.* 
 
 Fort Branch. 
 
 Fortville. 
 
 Fort Wayne. 
 
 Fountain City. 
 
 Fowler. 
 Francesville. 
 
 Francisco.* 
 
 Frankfort. 
 
 Franklin. 
 
 Frankton. 
 
 Freelandville. 
 
 Fremont.* 
 
 French Lick. 
 
 Fritchton. 
 
 Galveston. 
 
 Garrett. 
 
 Gary. 
 
 Gas City. 
 
 Gaston. 
 
 Geneva. 
 
 Gilead. 
 
 Glenn.* 
 
 Goldsmith. 
 
 Goodland. 
 
 Goshen. 
 
 * Commission expired June 30, 1914. 
 t Commission to expire June 30, 1915. 
 
134 
 
 Uniform Course of Study for High Schools. 
 
 Gosport. 
 
 Grandview. 
 
 Grass Creek. 
 
 Green Township (P. O. Ridge- 
 
 vUle). 
 Greeneastle. 
 Greenfield. 
 Greensburg. 
 Greensfork. 
 Greentown. 
 Greenwood. 
 Hagerstown. 
 Hamilton.* 
 Hamlet. 
 Hammond. 
 Hanna. 
 Harlan. 
 
 Hartford City. 
 Hebron. 
 
 Helt Tp. (Dana P. 0.). 
 Hillsboro, 
 Hobart. 
 Hope. 
 Hopewell. 
 Hudson.* 
 Huntingburg. 
 Huntington. 
 Hymera. 
 Idaville. 
 Indianapolis — 
 
 Manual Training. 
 
 Shortridge. 
 Inwood. 
 Ireland. 
 Jackson. 
 Jamestown. 
 JasonviUe. 
 Jasper. 
 Jeffersonville. 
 Jonesboro. 
 
 Kempton.* 
 
 Kendallville. 
 
 Kentland. 
 
 Kewanna. 
 
 Kingman. 
 
 Kirklin. 
 
 Knightstown. 
 
 Knox. 
 
 Kokomo.f 
 
 Kouts. 
 
 LaCrosse. 
 
 Ladoga. 
 
 Lafayette. 
 
 Lafontaine.* 
 
 Lagrange. 
 
 Lagro. 
 
 Laketon. 
 
 Lakeville.* 
 
 La Otto. 
 
 Lapel. 
 
 Laporte. 
 
 Lawrenceburg. 
 
 Leavenworth.* 
 
 Lebanon. 
 
 Leo. 
 
 Letts. 
 
 Liberty. 
 
 Ligonier. 
 
 Lima (Howe P. 0.). 
 
 Lincoln.* 
 
 Linden. 
 
 Linlawn (P. 0. Wabash), 
 
 Linton. 
 
 Logansport. 
 
 Loogootee. 
 
 Lowell.* 
 
 Lucerne. 
 
 Lynn. 
 
 Lyons. 
 
 McCordsville. 
 
 * Commission expired June 30, 1914. 
 t Commission to expire June 30, 1915. 
 
Commissioned High Schools. 
 
 135 
 
 McKinley. 
 
 Madison. 
 
 Madison (Colored). 
 
 Marengo. 
 
 Marion. 
 
 Markle. 
 
 Martinsville. 
 
 Matthews. 
 
 Mamnee Tp. (Woodburn P. 0.) 
 
 Mecca. 
 
 Medaryrille.* 
 
 Medora.* 
 
 Mellott. 
 
 Mentone. 
 
 Metea. 
 
 Michigan City. 
 
 Middlebury. 
 
 Middletown. 
 
 Milan. 
 
 Milford. 
 
 Milroy. 
 
 Milton. 
 
 Mishawaka. 
 
 Mitchell. 
 
 Monon. 
 
 Monroe. 
 
 Monroe City. 
 
 Monroeville. 
 
 Montezuma. 
 
 Montieello. 
 
 Montmorenci. 
 
 Montpelier. 
 
 Moreland. 
 
 Mooresville, 
 
 Morocco. 
 
 Morristown. 
 
 Mount Auburn (Edinburg 
 
 P. 0.). 
 Mount Vernon. 
 Mulberry. 
 Muncie. 
 
 Nappanee. 
 
 Nashville. 
 
 New Albany. 
 
 New Albany (Colored). 
 
 New Augusta. 
 
 New Bethel (P. 0. Wana- 
 
 maker) . 
 Newburgh. 
 New Carlisle. 
 New Castle. 
 New Harmony. 
 New Haven. 
 New London. 
 New Market. 
 Newport. 
 New Richmond. 
 Newtown. 
 Noblesville. 
 North Judson. 
 North Liberty. 
 iSTorth Manchester. 
 North Salem. 
 North Yemon. 
 Oakland City. 
 Oaklandon. 
 Oaktown. 
 Odon. 
 Onward. 
 Orland. 
 Orleans. 
 Osgood.* 
 Ossian. 
 Otterbien. 
 Otwell. 
 Owensville. 
 Oxford. 
 Paoli. 
 Parker. 
 Pendleton, 
 Pennville. 
 Perrysville. 
 
 • Commission expired June 30, 1914. 
 
136 
 
 Uniform Course of Study for High Schools. 
 
 Peru. 
 
 Petersburg. 
 
 Petroleum. 
 
 Pimento. 
 
 Pine Village. 
 
 Plainfield. 
 
 Plain ville. 
 
 Pleasant Lake. 
 
 Plymouth. 
 
 Portland. 
 
 Poseyville. 
 
 Princeton. 
 
 Raub.* 
 
 Redlfey. 
 
 Remington. 
 
 Rensselaer. 
 
 Richmond. 
 Ridgeville. 
 Riley. 
 
 Rising Sun. 
 
 Roachdale. 
 
 Roann. 
 
 Roanoke. 
 
 Rochester. 
 
 Rockport. 
 
 Rockville. 
 
 Rolling Prairie. 
 
 Rome City. 
 
 Romney. 
 
 Rossville. 
 
 Royal Center. 
 
 Royerton. 
 
 Rushville. 
 
 Russellville. 
 
 Russiaville. 
 
 St. Paul. 
 
 Salem. 
 
 Sandborn. 
 
 Scottsburg. 
 
 Selma. 
 
 Sejinour. 
 
 * Commisaion expired June 30, 1914. 
 
 Sharpsville. 
 
 Shelburn. 
 
 Shelbyville. 
 
 Sheridan. 
 
 Shipshewana. 
 
 Shoals. 
 
 Silver Lake. 
 
 Smithville. 
 
 South Bend. 
 
 Southport. 
 
 South Milf ord. 
 
 South Whitley. 
 
 Spartanburg. 
 
 Spencer. 
 
 Spencerville. 
 
 Star City. 
 
 State Normal High School. 
 
 Staunton. 
 
 Stilesville. 
 
 Stillwell. 
 
 Stinesville. 
 
 Stoekwell. 
 
 Sullivan. 
 
 Summitville. 
 
 Swayzee. 
 
 Sweetser. 
 
 Syracuse. 
 
 Tangier. 
 
 Tell City. 
 
 Terre Haute — 
 
 Garfield. 
 
 Wiley. 
 Thorntown. 
 Tipton. 
 Topeka. 
 Troy.* 
 Union City. 
 Union Mills. 
 Upland. 
 Urbana. 
 Vallonia.* 
 
Commissioned High Schools. 
 
 137 
 
 Valley Mills. 
 
 Valparaiso. 
 
 Van Buren. 
 
 Veedersburg, 
 
 Versailles. 
 
 Vevay. 
 
 Vincennes. 
 
 Wabash. 
 
 Wakarusa.* 
 
 Walkerton.* 
 
 Walnut Grove (Arcadia P. 0. 
 
 Walton.* 
 
 Wanatah. 
 
 Warren. 
 
 Warsaw. 
 
 Washington. 
 
 Waterloo. 
 
 Waveland. 
 
 Waynetown. 
 
 Wea* (P. 0. Lafayette). 
 
 West Baden. 
 
 Westfield. 
 
 West Lafayette. 
 
 Westland. 
 
 West Lebanon. 
 
 West Middleton.* 
 
 West Newton. 
 
 Westpoint. 
 
 Westport.* 
 
 West Terre Haute. 
 
 Westville. 
 
 \Saieatfield. 
 
 Wheatland. 
 
 Wheeler. 
 
 Whiteland. 
 
 Whitestown.* 
 
 White Water. 
 
 Whiting. 
 
 Wilkinson.* 
 
 Williamsburg. 
 
 Williamsport. 
 
 Winamac. 
 
 Winchester. 
 
 Windfall.* 
 
 Wingate. 
 
 Wolcott. 
 
 Wolcottville. 
 
 Worthington. 
 
 Young America. 
 
 Zionsville. 
 
 Oertifled High Schools. 
 
 Alamo. 
 
 Arlington. 
 
 Atwood. 
 
 Austin. 
 
 Bainbridge. 
 
 Beaver Dam. 
 
 Bellmore. 
 
 Bippus. 
 
 Birdseye. 
 
 Boggstown. 
 
 Boone Twp. (Harrison Co.) 
 
 Boxley. 
 
 Bridgeton. 
 
 * Commiasion expired June 30, 1914. 
 
 Breaks. 
 
 Bristow. 
 
 Brooklyn. 
 
 Bryantsville. 
 
 Burkett. 
 
 Butlerville. 
 
 Cadiz. 
 
 Center Grove, 
 
 Center Twp. (Starke Co.). 
 
 Center (Rush Co.). 
 
 Chrisney. 
 
 Clark Tp. (Franklin P. 0.) 
 
 ClayTp. (ClaypoolP. 0.). 
 
138 
 
 Uniform Course of Study for High Schools. 
 
 ClayTp. (Pike Co.). 
 
 Clear Creek. 
 
 Cortland. 
 
 Clear Spring. 
 
 Cory. 
 
 Crisman. 
 
 Cromwell. 
 
 Crothersville. 
 
 Cutler. 
 
 Daleville. 
 
 Deedsville. 
 
 Deer Creek. 
 
 Denver 
 
 De Pauw. 
 
 Deputy. 
 
 De Soto. 
 
 Dugger. 
 
 Dupont. 
 
 Dyer. 
 
 Economy.* 
 
 Elizabeth. 
 
 Eminence. 
 
 Etna. 
 
 Fairbanks. 
 
 Payettesville. 
 
 Fisher's Switch. 
 
 Freedom, 
 
 Freeland Park. 
 
 Fulton. 
 
 Gilboa. 
 
 Gov. I. P. Gray. 
 
 Graysville. 
 
 Grovertown. 
 
 Haubstadt. 
 
 Hayden. 
 
 Hazelton. 
 
 Heltonville. 
 
 Holland. 
 
 Holton. 
 
 Huntsville. 
 
 Huron. 
 
 * Commission expired June 30, 1914. 
 
 Jefferson (Ward Twp.). 
 
 Jefferson Center. 
 
 Kennard. 
 
 Kent.* 
 
 Keystone. 
 
 Lancaster Center. 
 
 Lapaz. 
 
 Larwill. 
 
 Lawrence. 
 
 Leiter's Ford. 
 
 Liberty Center. 
 
 Lincolnville. 
 
 Lizton. 
 
 Lockhart Twp. 
 
 Losantville. 
 
 Lynnville. 
 
 Mace.* 
 
 Mackey. 
 
 Macy.* 
 
 Manilla. 
 
 Marco. 
 
 Marshall. 
 
 Mauckport. 
 
 Maxwell. 
 
 Michigantown. 
 
 Modoc. 
 
 Monitor. 
 
 Monroe Twp. 
 
 Monrovia. 
 
 Montgomery. 
 
 Monument City. 
 
 Moorefield. 
 
 Morgantown. 
 
 Moscow, 
 
 Mt. Comfort. 
 
 Mt. Oljonpus. 
 
 Mt, Summit. 
 
 Needmore. 
 
 New Lebanon. 
 
 New Palestine. 
 
 New Pekin (Pekin P. 0.), 
 
Certified High Schools. 
 
 139 
 
 New Ross.* 
 New Salem. 
 New Salisbury. 
 New Washington. 
 New Waverly.* 
 New Winchester. 
 Ninevah. 
 
 North Bend Tp. (Starke Co.). 
 North Madison. 
 North Webster. 
 Oolitic. 
 Owensburg. 
 Palmyra. 
 Paragon. 
 Patoka. 
 Patriot. 
 Pierceton. 
 Pittsboro. 
 Pleasantville. 
 
 Polk Twp. (Huntington Co.). 
 Prairie Creek. 
 Raleigh. 
 
 Richland City (Lake P. O.). 
 Richland Center (Fulton Co.). 
 Rich Square (Lewisville P. 0.). 
 Rock Creek Center (Hunting- 
 ton P.O.). 
 Rome.* 
 Rosedale. 
 Saluda. 
 Saratoga. 
 Scipio. 
 Sedalia.* 
 
 Selvin. 
 
 Sidney. 
 
 Somerset. 
 
 Springville. 
 
 Spurgeon. 
 
 Stewartsville. 
 
 Straughn. 
 
 Sugar Ridge Twp. 
 
 Switz City. 
 
 Talma. 
 
 Tennyson. 
 
 Tobinsport. 
 
 Trafalgar. 
 
 Tunnelton. 
 
 Twelve Mile. 
 
 Tyner. 
 
 Union Center (Huntington Co.) . 
 
 Union Twp. (Johnson Co.). 
 
 Union Twp. (Perry Co.). 
 
 Vernon. 
 
 Wadena. 
 
 Wadesville. 
 
 Waldron. 
 
 Wallace. 
 
 Washington 
 
 Co.). 
 Wawaka. 
 Webster. 
 West Twp. 
 Williams. 
 Winslow. 
 Wolf Lake. 
 Yorktown. 
 
 Center (Whitley 
 
 (Marshall Co.). 
 
 Accredited High Schools. 
 
 Beech Grove. 
 
 Black Hawk. 
 
 Center Point. 
 
 Clifford. 
 
 Decker Twp. (Knox Co. 
 
 Dunnington Parochial School. 
 
 Dyer. 
 
 Eden. 
 
 Elizabethtown. 
 
 Emison. 
 
 ' Commission expired June 30, 1914. 
 
140 Unifokm Course of Study for High Schools. 
 
 Flint. New Paris. 
 
 Fountaintowii. Newpoint. 
 
 Freetown. Petersville. 
 
 Gentry ville. Pulaski. 
 
 Greendale. Reynolds. 
 
 Guilford. Rock Creek Twp. 
 
 Gwynne ville. Roll. 
 
 Harrison. Ross. 
 
 Hillsdale. Ryker's Ridge. 
 
 Holton. Saltillo. 
 
 Huntsville. Scott. 
 
 Kingsbury. Shelby. 
 
 Maple Grove. Stone Bluff. 
 
 Merrillville. Taylorsville. 
 
 Milan Center. Waterford. 
 
 Millersburg. Waterloo (Fayette Co.). 
 
 Mooney. Wayne. 
 
 Private Schools. 
 
 (Commissioned High School Standing.) 
 
 Academy of The Immaculate Conception Oldenburg 
 
 Academy of The Immaculate Conception Ferdinand 
 
 All Saints Academy Hammond 
 
 Bloomingdale Academy Bloomingdale 
 
 Central Catholic H. S Fort Wayne 
 
 Central College — Academy Huntington 
 
 Central Normal College — Academic Department Danville 
 
 DePauw Academy Greencastle 
 
 Fairmount Academy Fairmount 
 
 Goshen Academy Goshen 
 
 Hanover Academy Hanover 
 
 Ind. Central University — Academy University Heights 
 
 Interlaken School -. Rolling Prairie 
 
 Jasper College Jasper 
 
 Manchester Academy North Manchester 
 
 Marion Normal Institute Marion 
 
 Moore 's Hill Academy Moore 's Hill 
 
 Muncie Normal Institute Muncie 
 
 Oakland City Academy Oakland City 
 
 Plainfield Academy Plainfield 
 
High School Library. 141 
 
 Sacred Heart Academy Fort Wayne 
 
 St. Agnes Academy Indianapolis 
 
 St. Augustine Academy Ft. Wayne 
 
 St. Catherine 's Academy Ft. Wayne 
 
 St. John 's Academy Indianapolis 
 
 St. Joseph 's Academy South Bend 
 
 St. Joseph 's Academy Terre Haute 
 
 St. Joseph 's Academy Tipton 
 
 St. Mary 's Academy St. Mary 's 
 
 St. Hose Academy Vincennes 
 
 St. Joseph 's College CoUegeville 
 
 Sacred Heart Academy Fowler 
 
 Spieeland Academy Spiceland 
 
 Taylor University Upland 
 
 Theological Institute . . . . r~. 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 SOIIOOL LIBRAEY. 
 
 A high school library is an essential part of the equipment. 
 Great judgment should be exercised in the selection, care, catalogu- 
 ing and distribution of the books. 
 
 Many schools have a good working library which, for lack of 
 organization is not fulfilling its purpose. In view of this fact 
 there is included this year directions for the classification of 
 libraries according to the Dewey decimal system. 
 
 This system is the basis of classification in all larger libraries 
 and is equally adaptable to the small library. 
 
 The list of books submitted is one which has been revised by 
 the state library and is classified according to the same system. 
 It has been planned with reference to the needs of the average 
 high school, and the suggestions in regard to the relative value of 
 books will be of much aid in the choice of books to be selected 
 first. 
 
142 Unifoem Course of Study for High Schools. 
 
 Classification of Library. 
 
 To have a school library of the most use possible, the books 
 should be arranged according to subject, and the subjects should 
 be arranged with some regard to their relations. Many schemes 
 have been divised for the classification of books, but the one most 
 generally used and probably the simplest to use is the Dewey 
 Decimal Classification. As the name indicates, all knowledge is 
 divided into 10 main divisions, and these divisions are again di- 
 vided into 10 more divisions, and so on into many subdivisions. To 
 classify a book one must decide two things : First, Of what subject 
 does the book treat ? Second, With what other books or under what 
 subject will it be of most use? For example, if in your school 
 library there is a book on Chemistry of foods, you mil classify it 
 with 640, Domestic Science, rather than with 540, Chemical Tech- 
 nology. Do not be misled by the title of a book, but put it with 
 the other books with which it will be used. Under the class numbers 
 arrange all books alphabetically by authors. 
 
 Following is a simplied list of numbers under which a school 
 library may be classified. This list is partly suggested by a scheme 
 drawn up for the use of the Oregon schools. 
 
 Bej. General reference work alphabetically arranged: 
 
 150 Phychology. 
 
 170 Conduct of Life, Ethics. 
 
 290 Mythology. 
 
 320 Politics and Government. 
 
 330 Economics. 
 
 370 Education. 
 
 378 Colleges and Universities — Alphabetical by name of college. 
 
 380 Commerce — Communication (for business methods use 650). 
 
 398 Legends, folk-lore, etc. 
 
 510 Mathematics. 
 
 520 Astronomy. 
 
 530 Physics. 
 
 540 Chemistry — Mineralogy. 
 
 550 Geology — Physical geography. 
 
 570 Biology — Heredity and eugenics. 
 
 580 Botany. 
 
 590 Zoology — Habits of animals. 
 
 607 Vocational guidance. Books about. 
 
High School Library. 1*3 
 
 612 Physiology. Hygiene. Physical training. 
 
 630 Agriculture — General — 
 
 631 Soil. Drainage. 
 
 632 Pests. 
 
 633 Grains, grasses, tobacco, etc. 
 
 634 Fruits. 
 
 635 Kitchen garden. 
 
 636 Domestic animals. 
 
 637 Dairy and dairy products. 
 
 638 Bees. 
 
 639 Fishing, trapping. 
 
 640 Household Economics. 
 
 650 Business and Professions— Business methods, etc. 
 
 680 Manual training. 
 
 700 Fine Arts. 
 
 736 Wood Carving. 
 
 740 Drawing. 
 
 780 Music. 
 
 790 Sports. 
 
 793 Indoor Amusements. 
 
 800 Literature — General. 
 
 807 Literature Study and Teaching— Manuals, etc. 
 
 808 English language— Composition and Rhetoric. 
 808.5 Debating. Public Speaking. 
 
 808.8 Collections of literature, general, including various lang^aages. 
 
 820 English and American literature. 
 
 820.9 English and American literature. History and criticism. 
 
 821 English and American poetry. 
 
 822 English and American drama. 
 
 823 Fiction. 
 
 830 German language and literature. 
 840 French language and literature. 
 870 Latin language and literature. 
 8S0 Greek language and literature. 
 910 Travel and description— General. 
 
 914 Travel and description — Europe. 
 
 915 Travel and description— Asia. 
 
 916 Travel and description — Africa. 
 
 917 Travel and description— North America. 
 917.3 Travel and description — United States. 
 
 918 Travel and description— South America. 
 
144 Uniform Course of Study for High Schools. 
 
 919 Travel and description — Australia and Oceanica. 
 
 920 BiogTaphy. Collective. 
 
 921 Individual — Alphabetical by name of the subject of the bi- 
 
 ography. 
 930 Ancient history. 
 
 937 Roman history. 
 
 938 G-reek history. 
 
 940 History of Europe — General history. 
 
 942 History of England. 
 
 943 History of Germany. 
 
 944 History of France. 
 950 History of Asia. 
 960 History of Africa. 
 
 970 History of North America. Indians. 
 
 971 History of Canada. 
 
 972 History of Mexico and Central America. 
 
 973 History of United States. 
 980 History of South America. 
 990 History of Australasia. 
 
 If a school librarian Avishes to classify more closely than the 
 numbers provided in this list, she is advised to use the "Abridged 
 decimal classification and relative index. . . . ed. 2, by Melvil 
 Dewey," published in 1912 and to be obtained from the Library 
 Bureau, 6 N. Michigan Ave., Chicago, for $1.50. 
 
 The basis of choice has been the selection of those books regarded 
 as essential, and those that are recent. Some schools are just start- 
 ing their libraries, and need to know the indispensable books ; others 
 possess good working libraries and are interested in the new books 
 and late editions. While unfortunately it has been impossible to 
 examine carefully all the books listed, and while the books repre- 
 sent in a considerable degree a compilation, with selections from 
 many lists, catalogs, bibliographies, and reviews, extreme care has 
 been exercised in making the selections. For those desiring more 
 extensive lists the following are suggested : 
 
 A. L. A. Catalogs. Vol. 1 to 1904; Vol 2, 1904-1911; also the 
 subsequent annual and monthly lists. Published by American Li- 
 brary Association, Chicago. 
 
 A List of Books Suitable for High School Libraries, a bulletin 
 recently published by the U. S. Bureau of Education. It is ex- 
 cellent because the list is prepared from the standpoint of the 
 teacher rather than the regular librarian. 
 
High School Library. 145 
 
 Dana's "Library Primer" published by the Library Bureau, 156 
 Wabash Ave., Chicago, is a standard work. The State Library, 
 Demarchus C. Brown, librarian, is ready to give assistance at any 
 time on any points of library management or the purchase, shelv- 
 ing and repairing of books. 
 
 This list has been prepared according to the Dewey system, in- 
 asmuch as that is the one currently employed. A teacher of a spe- 
 cific subject will find reference books included under more than 
 one heading ; for instance, the Latin teacher will find valuable refer- 
 ence books under 430, Latin Philology ; 870, Latin Literature ; 920, 
 Biography; and 930, Ancient History. To follow the other plan 
 and group books by high school subjects would require frequent 
 repetitions of titles. 
 
 Grovernment documents and bulletins have been for the most 
 part left off the list. Librarians and teachers should secure the 
 recently published bulletin, "Teaching Material in Government 
 Publications" by F. K. Noyes, from the U. S. Bureau of Education. 
 It lists the useful and available material. Lists of Farmers' Bul- 
 letins, bulletins of the Bureau of Plant Industry, the Bureau of 
 Entomology, the Bureau of Soils, the Bureau of Foods may be 
 obtained from the Department of Agriculture. The U. S. Geolog- 
 ical Sui*vey publishes valuable maps and documents. The reports 
 and publications of the Smithsonian Institution are excellent for 
 science instruction. 
 
 Valuable state publications are : The bulletins of Purdue Ex- 
 periment Station, the reports and bulletins of the State Executive 
 Departments, especially the Superintendent of Public Instruction, 
 the Bureau of Weights and Measures, the State Geological Sur- 
 vey, the State Board of Tax Commissioners. Send to the State 
 Library for special material on any subject. The State Library 
 Commission also sends out circulating libraries on request. 
 
 10—1508 
 
146 Unifoem Course of Study for High Schools, 
 
 LIST OF LIBRARY BOOKS. 
 
 Books marked with two stars ** are either indispensable or the best in the particular field; books 
 marked with one * are very desirable, while those unmarked are either of less worth or less suitable 
 for high school work. 
 
 000 General Reference Works. 
 
 Abstract of the thirteenth census. 1910. Bureau of the 
 
 Census, Washington, D. C Free 
 
 Appleton 's new practical encyclopedia. 6v. Appleton .... $18 00 
 Should be purchased only by schools unable to buy the 
 International. 
 
 Bartlett, John. Familiar quotations. Little 3 00 
 
 **Bliss, W. D. P. and Binder, R. N. Encyclopedia of social 
 
 reform. New ed. 1908. Funk 7 50 
 
 Invaluable for work in civics and economics. 
 
 Brewer, E. C. comp. Reader's handbook of famous names 
 
 in fiction, allusions, references, etc. 1906. Lippincott 2 00 
 
 **Century dictionary, cyclopedia and atlas. ]2-v. New ed. 
 
 Century 80 00 
 
 Cram's unrivaled atlas of the world. 1911. Cram 5 75 
 
 Flemming, Louis A. Synonyms, antonyms and associated 
 
 words. 1913. Putnam 1 25 
 
 *Harper's dictionary of classical literature and antiquities. 
 
 H. T. Peck, ed. Amer. bk. co 6 00 
 
 *Hart, A. B. and McLaughlin, A. C. Cyclopedia of Ameri- 
 can government. 3v. 1914. Appleton 22.50 
 
 Hoyt, J. K. comp. Cyclopedia of practical quotations. Eng- 
 lish, Latin and modern foreign languages. Rev. ed. 
 Funk 6 00 
 
 Lippincott 's new gazeteer of the world, ed. Heilprin. New 
 
 ~ ed. Lippincott 10 00 
 
 **New international cyclopedia. 22-v. Dodd 85 00 
 
 **New standard dictionary. 1913. Funk. Various prices. 
 
 *Rand-McNally 's commercial atlas of America. 1911. 
 
 Rand-McNally 15 00 
 
 Scientific American reference book. 1914 ed. Munn 1 50 
 
 Statistical abstract (annual). Bureau of Statistics, Wash- 
 ington, DC Free 
 
 ** Webster's new international dictionary. 1910. Merriam 12 00 
 
 World almanac (annual). Press pub. co., N. Y. (cloth) .... 50 
 
High School Library. 147 
 
 290 Mythology. 
 
 Anderson, R. B. Norse Mythology. Scott, Foresman & Co. 2 50 
 **Gayley, C. M. Classic myths, based chiefly on Bulfinch's 
 
 age of fable. Ginn $1 50 
 
 *Guerber, H. A. Myths of Greece and Rome. Amer. bk. co. 1 50 
 *Smith, W. Smaller classical dictionary. Amer. bk. co . , . . 1 25 
 
 Or Everyman. Button 35 
 
 320 Politics and Government. 
 
 **Ashley, R. L. The American federal state. 1910. Mac- 
 
 millan $2 00 
 
 **Beard, Charles A. American government and politics. 
 
 New and rev. ed. 1914. Macmillan 2 10 
 
 ** ed. Readings in American government and 
 
 politics. New and rev. ed. 1914. Macmillan 1 90 
 
 **Bradford, Ernest S. Commission government in Ameri- 
 can cities. 1912, Macmillan 1 25 
 
 **Bryce, James. American commonwealth. 2v. New ed. 
 
 Macmillan 4 00 
 
 ihid, abridged edition. Macmillan 1 75 
 
 **Commons, J. R. Races and immigrants in America. Rev. 
 
 ed. Macmillan 1 50 
 
 Coolidge, A. C. The United States as a world power. 1908. 
 
 Macmillan 50 
 
 *Dealey, J. L. The development of the state, its government- 
 al organization and its activities. 1909. Silver 1 50 
 
 Federalist, The. Ed. by H. C. Lodge. Putnam 1 50 
 
 Or Everyman. Button 35 
 
 Goodnow, F. J. Municipal Government, 1909. Century. . 3 00 
 
 Hart, A. B. Actual Government as applied under Ameri- 
 can conditions, 1904, Longmans 2 00 
 
 Haskins, F. J. American Government. Lippineott 1 00 
 
 Lowell, A. L. The government of England. 2v. 1908. Mac- 
 millan 4 00 
 
 Munro, W. B. Government of American cities. 1912. Mac- 
 millan 2 00 
 
 Oberholtzer, E. P. The initiative, referendum and recall in 
 
 America. New ed. Seribner 2 00 
 
 Ogg, F. A. Social Progress in Contemporary Europe. 1912. 
 
 Macmillan 1 50 
 
148 Uniform Course of Study for High Schools. 
 
 Robert H. M. Rules of Order. Scott 75 
 
 Smith, J. Allen. The Spirit of American government. 1907. 
 
 Macmillan 50 
 
 Steiner, E. A. The immigrant tide, its ebb and flow. 1909. 
 
 Revell 1 50 
 
 Weyl, W. E. The new Democracy. Macmillan 50 
 
 White, A. B. The making of the English constitution. 1908. 
 
 Putnam 2 00 
 
 Willoughby, W. F. Territories and dependencies of the U. 
 
 S. 1905. Century 1 25 
 
 Woodburn, J. A. The American republic and its govern- 
 ment. New ed 2 00 
 
 , . .' Political parties and party problems in the United 
 
 States. 1903. Putnam, new ed 2 00 
 
 320 Economics. 
 
 Adams, T. S. and Sumner, H. L. Labor problems. 1905. 
 
 Macmillan $1 60 
 
 Addams, Jane. The spirit of youth and the city streets. 
 
 1909 1 25 
 
 Twenty Years at Hull House. 1910. Macmillan 2 50 
 
 Bogart, E. L. Economic history of the United States. 1907. 
 
 Longmans 1 75 
 
 Brown, F. K. Through the mill, the life of a mill boy, by Al. 
 
 Priddy. 1911. Pilgrim 1 35 
 
 Fiske, A. K. The modern bank. 1904. Appleton 1 50 
 
 Freeman, W. G. and Chandler, S. E. The world's commer- 
 cial products. Ginn 3 00 
 
 Jenks, J. W. The trust problem, 3rd ed. Doubleday 1 00 
 
 Johnson, E. R. American railway transportation. 2nd 
 
 ed. Appleton 
 
 Social insurance. 1910. Macmillan 1 00 
 
 *Tarbell, Ida M. The tariff in our time. 1911. Macmillan 1 50 
 **Taussig, F. W. Tariff history of the United States. 1910. 
 
 Putnam 1 75 
 
 Van Hise, C. R. Conservation of natural resources in the 
 
 United States. 1910. Macmillan 2 00 
 
 Van Vorst, Mrs. Bessie. The cry of the children, 1908. 
 
 Moffat 1 25 
 
High School Library. 149 
 
 370 Education. 
 
 **Briggs, L. B. R. College life. 1913. Houghton $0 35 
 
 *Cooper, C. S. Why go to college? 1912. Century 1 50 
 
 *Corbin, John. Which college for the boy? 1908. Houghton 1 50 
 Gillette, J. M. Vocational education. 1910. Amer. bk. co. 1 00 
 **Hall, G. Stanley. Youth, its education, regimen, and hy- 
 giene. Appleton 1 50 
 
 **Johnson, C. H., and others. High school education. 1912. 
 
 Scribner 1 50 
 
 *Laselle, Mary A. and Wiley, Katherine. Vocations for 
 
 girls. 1913. Houghton 85 
 
 McKeever, W. A. Training the boy. 1913. Macmillan. . . . 150 
 
 * Training the girl. 1914. Macmillan 1 50 
 
 Parsons, F. Choosing a vocation. 1909. Houghton 1 00 
 
 Richardson, Anna S. The girl who earns her own living. 
 
 1909. Dodge, N. Y 1 00 
 
 * Vocational training, prep, by com. of assn. of collegiate 
 
 alummae. 1913. Address Vida Hunt Francis, gen. 
 
 secy., 1420 Bellevue-Stratford, Philadelphia 50 
 
 *Sachs, Julius. The American secondary school. 1912. 
 
 Macmillan 1 10 
 
 Talbot, Marion. The education of women. Univ. of Chicago 1 25 
 
 * Weaver, E. W. Vocations for girls. Barnes 75 
 
 Foght. Rural school of the twentieth century. 1910. Mae. 
 
 millan ] 25 
 
 398 Legends. 
 
 Bulfinch, Thomas. The age of chivalry, ed. by E. E. Hale. 
 
 Lothrop $1 25 
 
 *Church, A. J. Heroes of chivalry and romance. Macmillan. 1 75 
 * Stories of Charlemagne and the twelve peers of 
 
 France, from the old romances. Macmillan 1 75 
 
 **Lanier, Sidney. The boy's King Arthur. Scribner. ... 2 00 
 
 Or The Mabinogion, tr., by Lady Guest, Everyman. 
 
 Button 35 
 
 **Malory, Sir Thomas. Morte D 'Arthur, ed. by W. E. Mead. 
 
 Ginn 80 
 
150 Uniform Course of Study for High Schools. 
 
 400 Philology. 
 
 **Alden, R. M., ed. English verse ; specimens illustrating its 
 
 principles and history. 1903 Holt $1 25 
 
 **Chubb, P. Teaching of English. Macmillan 1 00 
 
 **Greenough, B. and Kittredge, G. L. Words and their 
 
 ways in English speech. Macmillan 1 10 
 
 *Gummere, F. B. A handbook of poetics. Ginn 1 00 
 
 470 Latin. 
 
 **Allen, J. H. and Greenough, J. B. New Latin grammar. 
 
 Ginn $1 20 
 
 *Lane, G. M. Latin grammar. Rev. by M. H. Morgan. 
 
 Amer. bk. eo 1 50 
 
 **Lewis, C. T. and Short, C. Harper's Latin dictionary. 
 
 Amer. bk. co 6 50 
 
 *Smith, W. and Hall, T. D. English-Latin dictionary. 
 
 Amer, bk. co 4 00 
 
 **Becker, W. A. "Gallus." Longmans 125 
 
 510 Mathematics. 
 
 *Ball, W. W. R. Mathematical recreations. 5th ed. Mac- 
 millan $2.50 
 
 * Short history of mathematics. 1898. MacmiUan. 3 00 
 
 *Breckenridge, W. E., Mersereau, S. F., and Moore, C. F. 
 
 Shop problems in mathematics. Ginn 1 00 
 
 *Cajori, F. History of mathematics. Macmillan 3 50 
 
 History of mathematics in the United States. U. 
 
 S. Bureau of Education Free 
 
 *Fine, H. B. Number system of algebra. Heath 1 00 
 
 *Gibson, G. A. Elementary treatise on graphs. 1904. Mac- 
 millan 1 00 
 
 **Marsh, H. W. Industrial mathematics. Wiley 2 00 
 
 McFarlane. Mathematical tables. Ginn 75 
 
 **Moritz, Robert E. Memorabilia mathematica. 1914. Mac- 
 millan (In press) 
 
 *Row, S. Geometric exercises in paperfolding, ed. by Be- 
 
 man and Smith. Open court 1 00 
 
 *Schubert, H. Mathematical essays and recreations. 1898. 
 
 Open court 75 
 
 **Sehultze, Arthur. The teacliing of mathematics in secon- 
 dary schools. 1913. Macmillan 1 25 
 
High School Library. 151 
 
 Smith, D. E. The teaching of geometry. 1911. Ginn 1 25 
 
 Smith, W. B. Geometry of the point, ray and circle. 1892. 
 
 Macmillan 75 
 
 *Yoiing, J. W. A. Teaching of mathematics. 1906. Long- 
 mans 1 50 
 
 530 Physics. 
 
 **Adams, J. H. Harper's electricity book for boys. 1907. 
 
 Harper $1 75 
 
 *Boys, C. V. Soap bubbles. 1900. S. P. C. K 50 
 
 *Cajori, F. History of physics. 1899. Macmillan 1 60 
 
 *Edser, E. Light for students. 1903. Macmillan 1 50 
 
 *Ganot, A. An elementary treatise on physics. 17th ed. 
 
 1906. Longmans 2 50 
 
 **Hopkins, G. M. Experimental science. 2v. Munn 5 00 
 
 *Jackson, D. C. and J. P. Elementary book on electricity 
 
 and magnetism and their applications. Macmillan. . 1 40 
 
 *Maxwell, J. C. Theory of heat. 1902. Longmans 1 50 
 
 Page, V. W The modern gasoline automobile. Henley .... 2 50 
 
 Complete and practical. 
 
 *Perry, John. Spinning tops. S. P. C. K 85 
 
 Eamsay, Sir William. Conquest of the air. Moffatt 1 00 
 
 Rotch, A. L. Sounding the ocean of air. S. P. C. K 85 
 
 **Tyndall, John. Sound. 3rd ed. 1903. Appleton 2 00 
 
 A classic. 
 **Watson, W. Text-book of practical physics. 1906. 
 
 Longmans 3 00 
 
 540 Chemistry. 
 
 **Armitage, F. A. History of chemistry. 1906. Longmans $1 60 
 **Bailey, E. H. S. Sanitary and applied chemistry. 1906. 
 
 Macmillan 1 40 
 
 *Dannerth, F. Methods of textile chemistry. 1908. Wiley 2 00 
 **Duncan, R. K. The chemistry of commerce. 1907. Har- 
 per 2 00 
 
 **Lassar-Cohn. Chemistry in daily life. 1899. Lippincott 1 75 
 
 *Ostwald, W. Conversations on chemistry. 2v. 1905. Wiley 3 50 
 
 Introduction to chemistry. 1911. Wiley 1 50 
 
 *Philip, James C. The romance of modern chemistry, 1909. 
 
 Lippincott 1 50 
 
152 Uniform Course of Study for High Schools. 
 
 **Remsen, Ira. Organic chemistry. 5th rev. Heath 1 25 
 
 *'Sherman, H, C. The chemistry of food and nutrition. 
 
 1911. Macmillan 1 50 
 
 *Snyder, H. Chemistry of plants and animal life. 1903. 
 
 Macmillan 1 40 
 
 * Chemistry of soils and fertilizers. 1899. Chem. 
 
 pub. CO. (Baston, Pa.) 1 50 
 
 630 Agricultural Books. 
 
 SOILS. 
 
 Soils. Lyons and Fippin. Macmillian & Co., Chicago.... $1 75 
 Soils. Brooks. Home Correspondence School, Springfield, 
 
 Mass 1 25 
 
 Soils. Fletcher. Doubleday-Page Co., Chicago 2 00 
 
 First Principles of Soil Fertility. Vivian. Orange Judd 
 
 Co., New York 1 00 
 
 The Soil. Hall. E. P. Button & Co., New York 1.50 
 
 Soil and Soil Fertility. Whitson and Walster. Webb Pub- 
 lishing Co., St. Paul, Minn 1 25 
 
 Fertilizers and Crops. Vanslyke. Orange Judd Co 2 50 
 
 POULTRY. 
 
 American Standard of Perfection. Reliable Poultry Pub- 
 lishing Co., Quincy, 111 $2 00 
 
 Specialty Books on Breeds and Their Histories and Poultry 
 Management. Reliable Poultry Pub. Co., Quincy, 
 Illinois 50c to 1 00 each 
 
 Principles and Practice of Poultry Culture. J, H. Robin- 
 son. Ginn & Co., Chicago 2 50 
 
 Productive Poultry Husbandry. Lewis. Lippincott Pub. 
 
 Co., Chicago 2 00 
 
 DAIRYING. 
 
 Dairy Cattle and Milk Production. Eckles. Macmillan & 
 
 Co $1 60 
 
 Milk and Its Products. Wing. Macmillan & Co., Chicago. . 1 50 
 
 Testing Milk and Its Products. Farmington and Woll. 
 
 Mendota Book Co., Madison Wis 1 25 
 
 Feeds and Feeding. Henry. W. A. Henry, Madison, Wis. . 2 25 
 
High School Library. 153 
 
 HORTICULTURE. 
 
 Diseases of Economic Plants. Stevens and Hall. Macmillan 
 
 & Co $2 00 
 
 Vegetables Gardening. Watts. Orange Judd Co., New York 1 75 
 
 Injurious Insects. 'Kane. Macmillan & Co 2 00 
 
 The Principles of Fruit Growing. Bailey. Macmillan & Co. 1 50 
 
 Bush Fruits. Card. Macmillan & Co 1 50 
 
 Productive Orcharding. Sears. Lippincott Publishing Co. 
 
 Pruning Book. Bailey. Macmillan 1 50 
 
 CROPS. 
 
 Field Crops. Wilson and Warburton. Webb Publishing Co. $1 50 
 Purdue Circular No. 23. (Limited to 5 copies to a school.) 
 Purdue Extension Bulletin No. 2. (Limited to 5 copies to a 
 
 school. ) 
 Purdue Extension Bulletin No. 20. (Limited to 5 copies to a 
 
 school.) 
 Purdue Circular No. 25. (Limited to 5 copies to a school) 
 
 ANIMAL HUSBANDRY. 
 
 Purdue Circular No. 29. (Limited to 5 copies to a school.) 
 
 Types and Breeds of Live Stock. Plumb. Ginn & Co $2 50 
 
 Beginnings in Animal Husbandry. Plumb. Webb Pub. Co. 
 Animal Husbandry for Schools. Harper. Macmillan Pub. Co. 1 50 
 
 Diseases of Animals. Mayo. Macmillan Pub. Co 1 50 
 
 Feeds and Feeding. Henry. W. A. Henry, Madison, Wis. 2 50 
 Teachers should write to the United States Department of 
 Agriculture, Washington, D. C, for a classified list of bulletins 
 for use by teachers. Bulletins dealing with the topics of agri- 
 culture that are being taught should be selected from the list and 
 then procured through the Congressman from the district in which 
 the school is located. 
 
 780 Music. 
 
 *Alchin, C. A. Ear training for teacher and pupil. Ditson $1 00 
 Baker, T., ed. Biographical dictionary of musicians. Schir- 
 
 mer 3 50 
 
 ed. Dictionary of musical terms. Schirmer. ... 1 00 
 
 Elson, L. C. National music of America. Page 1 50 
 
154 Unifokm Coukse of Study foe High Schools. 
 
 **Faulkner, A. S. What we hear in music. Victor Talking 
 
 Machine Co 1 00 
 
 *Goepp, P. H. Symphonies and their meaning. Lippineott 2 00 
 
 *Groetschius, P. Melody writing. Schirmer 1 25 
 
 **Grove, G. Dictionary of music and musicians. 5v. Mac- 
 
 millan 25 00 
 
 Guerber, H. A. Stories of the "Wagner operas. Dodd 1 50 
 
 * What is good music? Scribner 1 00 
 
 Sooial games, plays and marches, old folk dances and rhyth- 
 mic movements (American Indian). Supt. docs. . . . 
 *Surette, T. W. and Mason, D. G. The appreciation of 
 
 music. Doubleday 1 50 
 
 *Upton, G. P. Standard operas. McClurg 1 75 
 
 Standard oratorios. McClurg 1 50 
 
 Standard cantatas. McClurg 1 50 
 
 * Victor Book of the opera. Victor Talking Machine Co. . . . 75 
 
 **White, W. A. Harmony and ear training. Silver 1 25 
 
 800 Literature. 
 
 No attempt has been made to compass the whole field of litera- 
 ture in this list. In fact the selections have been greatly limited, 
 particularly in fiction; but the books included have been chosen 
 with care. The variety of editions of standard authors is confusing, 
 and purchasers should exercise discrimination in making selections, 
 noting the editor or compiler, the translator, and the publishers of 
 the book. Reliable editions are: Astor, Gladstone (Crowell) ; 
 Everyman's library, Temple Classics (Button) ; Oxford edition 
 (Clarendon) ; Globe poets (Macmillan) ; Belles-Lettres (Heath) ; 
 Cambridge, Household, Riverside literature series (Houghton) ; 
 Athenaeum (Ginn). For translations of the works of classic 
 writers of Greece and Rome the best editions are the Loeb classical 
 library (Macmillan), and Everyman's library (Button). 
 
 Arnold, Matthew. Essays in criticism. 1st and 2nd series. 
 
 2v. Macmillan. Each $1 05 
 
 *Bates, Katherine Lee, ed. A ballad book. Sibley (Boston) 50 
 Bellamy, B. W. and Goodwin, M. W., eds. Open sesame. 
 
 3v. Ginn ' 2 25 
 
High School Library. 155 
 
 Books of reading and declarations: 
 Caffin, C. H. The appreciation of the drama. Baker and 
 
 Taylor 1 50 
 
 *01ark, S. H. ed. Handbook of best readings. Scribner. ... 1 25 
 *Cumnock, R. M. Choice readings. 1913 ed. McClurg.... 150 
 *Foster, "W. T. Argumentation and debating. 1908. 
 
 Houghton 1 25 
 
 Garrett, Phineas, comp. The speaker's garland and literary- 
 bouquet. Vols. 7-9. Penn pub. co. (Philadelphia) . . 6 00 
 Hale, E. E., Jr. Dramatists of today. 6th ed. 1911. Holt. 150 
 *Hamilton, C. M. Materials and methods of fiction. 1908. 
 
 Doubleday 1 50 
 
 ** Jones, Leo. Manual for debaters. 1913. Extension divi- 
 sion. Univ. of Washington 15 
 
 Riddle, George, ed. Modern reader and speaker. Stone .... 1 50 
 *Winchester, C. T. Some principles of literary criticism. 
 
 1899. Macmillan 1 50 
 
 Wendell, Barrett. Literary history of America. 1900. 
 
 Scribner 3 00 
 
 811 American Poets. 
 
 Moody, W. V. Poems and poetic dramas. 1912. Houghton $1 50 
 
 Poe, E. A. Complete poetical works. Home lib. Burt 1 00 
 
 **Stedman, E. C, ed. American anthology. Student's edi- 
 tion. Houghton 2 00 
 
 Stevenson, B. E., ed. Poems of American history. Houghton 3 00 
 Van Dyke, Henry. Poems. Complete collection. 1911. 
 
 Scribner 2 00 
 
 Most libraries are supplied with the poems of Holmes, Whittier, 
 Longfellow, Lowell, and Bryant. Accordingly they have been 
 omitted from this list. 
 
 812 American Drama. 
 
 *Browne, Walter S. Everywoman. H. K. Fly and Co., 
 
 Philadelphia $1 00 
 
 Mackaye, Percy W. Jeanne d'Arc. Macmillan 1 25 
 
 * The Canterbury pilgrims. Macmillan 1 25 
 
 Sappho and Phaon. Macmillan 1 25 
 
 **Peabody, Josephine Preston. The piper. Houghton 1 10 
 
 **Zangwill, Israel. The melting pot. Macmillan 1 25 
 
156 Unifoem Couese of Study for High Schools. 
 
 813 American Fiction. 
 
 Aldrich, T. M. Marjorie Daw and other stories. Houghton $1 00 
 
 Allen, J. L. A Kentucky cardinal. Harper 1 00 
 
 Andrews, Mary R.. S. The perfect tribute. Scribner 50 
 
 Balch, F. H. The bridge of the gods. McClurg 1 50 
 
 Burnett, Mrs. F. H. The secret garden 50 
 
 *Cable, G. W. Old Creole days. Scribner 1 25 
 
 Carleton, W. One way out 1 20 
 
 *Churchill, Winston. The crisis. Macmillan 1 50 
 
 Mr. Crewe 's career. Macmillan 1 50 
 
 Richard Carvel. Macmillan 1 50 
 
 *Clemens, S. L. Adventures of Huckleberry Finn. Harper 1 75 
 
 Adventures of Tom Sawyer. Harper 175 
 
 Cooper, J. F. The leather-stocking tales. 5v. Macmillan. 
 
 Each 1 25 
 
 *Davis, W. S. A friend of Caesar. Macmillan 1 50 
 
 Ford, P. L. The Honorable Peter Stirling. Holt 1 50 
 
 *Fox, John, jr. Little Shepherd of Kingdom Come. Scrib- 
 ner 1 50 
 
 * Trail of the Lonesome Pine. Scribner 1 50 
 
 Gale, Zona. Mothers to men 1 50 
 
 Grayson, David. Adventures in contentment 1 20 
 
 *Harris, Joel Chandler. Uncle Remus and his friends. 
 
 Houghton 1 40 
 
 *Harrison, H. S. Queed. Houghton 1 35 
 
 **Harte, Bret. Luck of Roaring Camp and other tales. 
 
 Houghton 1 50 
 
 **Hawthorne, Nathaniel. House of the seven gables. 
 
 Houghton 60 
 
 The marble faun. Houghton 60 
 
 The scarlet letter. Houghton 2 00 
 
 * Twice-told tales. Houghton 60 
 
 *Howells, William Dean. Rise of Silas Lapham. Houghton 60 
 
 Jackson, H. H. Romona. Little 1 50 
 
 James, Henry. The American. Houghton 2 00 
 
 * Portrait of a lady. Houghton 2 00 
 
 Jewett, S. 0. Deephaven. Houghton 1 00 
 
 Johnson, 0. Stover at Yale 1 35 
 
 Johnston, Mary. To have and to hold. Houghton 1 35 
 
 London, Jack. Call of the wild. Macmillan 1 50 
 
High School Library. 157 
 
 *Mitchell, S. Weir. Hugh Wynne, free Quaker. 2v. Cen- 
 tury 1 ^^ 
 
 Muir, John. Stickeen. Houghton 25 
 
 Norris Frank. The pit. Doubleday 1 50 
 
 *Page, T. N. In ole Virginia. Scribner 1 25 
 
 **Poe, E. A. Tales. Century 125 
 
 Or Everyman. Button 35 
 
 **Van Dyke, Henry. The blue flower. Scribner 1 50 
 
 *Wallace, Lew. Ben-Hur. Harper 1 50 
 
 *White, Stewart Edward. The blazed trail. McClure 1 50 
 
 *Wister, Owen. The Virginian. Macmillan 1 50 
 
 814 American Essays, Prose Miscellany. 
 
 Burroughs, John. Fresh fields. Houghton . /. $1 15 
 
 Birds and bees. Houghton 60 
 
 Choate, J. H. Abraham Lincoln and other addresses. Cen- 
 tury 2 00 
 
 **Crothers, S. M. The gentle reader. Houghton 1 25 
 
 ** The pardoner's wallet. Houghton 1 25 
 
 **Emerson, R. W. Essays, first and second series. Hough- 
 ton 90 
 
 **Harding, S. B., ed. Select orations illustrating American 
 
 political history. Macmillan 1 25 
 
 **Holmes, 0. W. Autocrat of the breakfast table. Hough- 
 ton 50 
 
 ** Irving, Washington. The sketch book. Everyman, But- 
 ton 35 
 
 ** The Alhambra. Ginn 45 
 
 ^Johnston, A., ed. American orations, rev. ed. by J. A. 
 
 Woodburn, 4v. Putnam 5 00 
 
 *Lincoln, Abraham. Speeches and letters. Everyman, 
 
 Button 35 
 
 **Parkman, Francis. Oregon trail. Grinn 45 
 
 **Parkman, Francis. Oregon trail. Little 2 00 
 
 *Repplier, Agnes. Essays in idleness. Houghton 1 15 
 
 Ringwalt, R. C. Modern American orations. Holt 1 12 
 
 Reed, T. B. Modern Eloquency, 15vols 45 00 
 
158 Unifoem Course of Study foe High Schools. 
 
 640 Home Economics. 
 
 *Batchelder, E. A. Design in theory and practice. Mac- 
 
 millan $1 75 
 
 **Farmer, F. M. The Boston cooking school book. 1906. 
 
 Little 2 00 
 
 **Gibbs, Charlotte M. Household textiles. 1912. Whit- 
 comb and Barrows 1 25 
 
 *Holt, L. E. The care and feeding of children. 1909. Apple- 
 ton 75 
 
 Hutchinson, R. Food and the principles of dietetics. Wood 3 00 
 *Jordan, W. H. Principles of human nutrition. 1912. Mac- 
 
 millan 1 75 
 
 **Library of home economics. 12v. Amer. school of home 
 
 econ. Chicago. Each 1 50 
 
 The set covers the field quite completely. 
 
 *Richards, E. H. The cost of cleanness. 1908. Wiley 1 00 
 
 **Snyder, H. Human foods. Macmillan 125 
 
 * White, C. E. Successful houses and how to build them. 
 
 1912. Macmillan 2 00 
 
 *Wing, H. H. Milk and its products. 1908. Macmillan... 150 
 *Woolman, Mary S., and McGowan, Ellen K. Textiles. 
 
 1914. Macmillan * 2 00 
 
 680 Manual Training^. 
 
 **Anthony, G. C. Elements of mechanical drawing. Heath $1 50 
 
 ** Machine drawing. Heath 1 50 
 
 **Atkins, E. A. Practical sheet and plate metal work. Mac- 
 millan 2 00 
 
 Bacon, J. L. Forge practice. Wiley 1 50 
 
 **Bennet, Chas. A. Problems in mechanical drawing. Man- 
 ual arts press 1 00 
 
 Bringham, Percy A. How to draw a bungalow. Milton, 
 
 Bradley co 50 
 
 Carter and Holt. Easy-to-make furniture. Grand Rapids. . 2 00 
 **Crawshaw, F. D. Problems in furniture making. Man- 
 ual arts press 1 00 
 
 * Problems in wood turning. Manual arts press . . 80 
 
 **Griffith, I. A. Essentials of wood working. Manual arts 
 
 press 1 00 
 
 ** Correlated courses in wood working. Manual 
 
 arts press 1 50 
 
High School Library. 159 
 
 Haney, J. P. Class room practice in design. Manual arts 
 
 press 50 
 
 *Hodgson, F. J. Steel squares and their uses. Manual arts 
 
 press 50 
 
 * Practical carpentry book. Manual arts press ... 50 
 
 Ilgen, Wm. S. Forge work. Amer. bk. co 80 
 
 Manual training magazine, see numbers for Dec. 1911, April 
 and Oct. 1913, for material on carpentry. Manual 
 
 arts press. Each 35 
 
 Mathewson, F. E. Notes for mechanical drawing. Taylor- 
 
 Holdin CO., Springfield, Mass 1 20 
 
 ** Perspective sketching from working drawings. 
 
 Taylor-Holdin co 1 00 
 
 ** and Stewart, J. L. Applied mechanical draw- 
 ing. Taylor-Holdin co 1 00 
 
 Mechanical drawing for high schools. Atkinson, Mentzer 
 
 and CO 65 
 
 **Noyes, Wm. Handwork in wood. Manual arts press. ... 2 00 
 **Palmer, R. H. Foundry practice. Manual arts press. . . 2 00 
 *Payne, Arthur F. Metal work with inexpensive equipment 
 for grammar grades and high schools. Manual train- 
 ing magazine. Vol. XI, 1910 ; Vol. XIV, 1913. Man- 
 ual arts press. To be published in book form. 
 
 Riehey, S. E. Wood working. Amer. bk. co 1 45 
 
 **Rose, A. F. Copper work. Manual arts press 1 50 
 
 **Ross, S. A. Wood turning. Ginn 1 00 
 
 **King, Chas. A. Constructive carpentry. Amer. bk. co. . 70 
 
 700 Fine Arts. 
 
 **Caffin, C. H. Art for Life's Sake. Prang Educational Co. 
 
 Cross, A. K. Freehand drawing. Ginn. 80 
 
 **Goodyear, W. H. Renaissance and modern art. Mac- 
 
 millan 50 
 
 *. Roman and mediaeval art. Macmillan 1 00 
 
 Hamlin, A. D. F. History of architecture. 1896. Longmans 2 00 
 
 *Hurll, Estelle. Greek sculpture. 1901. Houghton 50 
 
 Jones, H. C. Photography of today. 1912. Lippincott .... 1 50 
 **Reinach, S. Appollo: An illustrated manual of the his^ 
 
 tory of art. New ed. Seribner 1 50 
 
 Richardson, R. B. A history of Greek sculpture. Amer. 
 
 bk. CO 
 
 **Tarbell, F. B. History of Greek art. Macmillan 50 
 
 Wagner, Leopold, ed. Modern political orations. Holt ... 1 12 
 
160 Uniform Course of Study for High Schools. 
 
 820 Eng-lish Literature. 
 
 **Cunliffe, Pyre, Young, ed. Century Reading for a course 
 
 in English literature. Century $2 50 
 
 Gosse, E. W. History of eighteenth century literature. 
 
 Macmillan 1 00 
 
 **Mair, G. A. English literature; modem. Home univ. 
 
 lib. Holt 50 
 
 **Manly, John M., ed. English prose. Ginn 1 50 
 
 *Newcomer and Andrews, ed. Twelve centuries of English 
 
 prose and poetry. Scott, Foresman 1 75 
 
 Saintsbury, G. E. B. History of nineteenth century litera- 
 ture. Macmillan 1 50 
 
 **Taine, H. A. History of English literature. 2v. Holt. 5 00 
 
 821 English Poetry. 
 
 Beowulf, tr. by Child. Houghton $ 25 
 
 tr. by Gummere "The oldest English epic." 
 
 Macmillan 1 10 
 
 *Chaucer, Geoffrey. Complete works, ed. Skeat. Oxford 
 
 ed. Clarendon 1 25 
 
 Canterbury tales. Everyman, Button 35 
 
 **Kipling, Rudyard. Collected verse. Doubleday 1 80 
 
 **1Manly, John M., ed. English poetry. 1170-1892. Ginn. . 1 50 
 
 Noyes, Alfred. Collected poems. 1913. 2v. Stokes 3 00 
 
 **Palgrave, F. T., ed. The golden treasury, 1st series. Rev. 
 
 ed. 1913. Macmillan 1 00 
 
 *Quiller-Couch, A. T., ed. The Oxford book of English 
 
 verse. Clarendon 1 90 
 
 Rosetti, D. G. Poems. Gladstone ed. Crowell 75 
 
 **Stedman, E. C, ed. Victorian anthology. Student's 
 
 edition. Houghton 2 00 
 
 **Stevenson, R. L. Poems. Biographical ed. Scribner. ... 1 00 
 Swinburne, A. C. Selected poems. Belles lettres ed. 
 
 Heath 60 
 
 Van Dyke, Henry. Poetry of Tennyson. Scribner 2 00 
 
 Recommended editions of standard English poets are: 
 Matthew Arnold, Oxford, ed. ; R. Browning, Cam- 
 bridge or Everyman; Burns, Cambridge or Every- 
 man; Byron, Globe; Coleridge, Everyman; Keats, 
 Oxford; Milton, Cambridge; Pope, Gladstone; Shel- 
 ley, Globe; Spencer, Globe; Tennyson, Oxford; 
 Wordsworth, Globe or Gladstone. 
 
High School Library. 161 
 
 822 English Drama. 
 
 **Barrie, J. M. Peter Pan. Scribner $1 50 
 
 *Dowden E. Shakespeare, his mind and art. Harper 1 75 
 
 Galsworthy, John. Plays, second series; including "Jus- 
 tice," "The little dream." 1913. Scribner 1 35 
 
 **Goldsmith, Oliver and Sheridan, R. B. Plays. Am. bk. 
 
 CO 80 
 
 Gregory, Lady I. A. Seven short plays. Luce, Boston. ... 65 
 
 Marlowe, C. Plays. Am. bk. co 80 
 
 *Moulton, R. G. Shakespeare as a dramatic artist. Clar- 
 endon 1 90 
 
 Phillips, Stephen. Ulysses. Macmillan 1 25 
 
 Pinero, A. W. The thunderbolt. Baker (London) 1 50 
 
 Shakespeare, William. Plays. Cambridge ed. Houghton. . 2 25 
 Best one volume edition. 
 
 ** The temple edition. 40v. Button. Each 35 
 
 "The best known single play edition." 
 
 The new Hudson edition. Ginn. Each 50 
 
 Each play one volume ; excellent for notes. 
 
 The Arden edition. Heath 25 
 
 A volume to a play. Quite satisfactory. Not yet com- 
 pleted. 
 Woodbridge, Elizabeth. Drama, its laws and technique. 
 
 AUyn & Bacon 80 
 
 823 English Fiction. 
 
 *Austen, Jane. Pride and prejudice. Everyman, Button. $0 35 
 
 *Barrie, J. M. Little minister. Caldwell 1 50 
 
 Sentimental Tommy. Scribner 1 50 
 
 Bennett, Arnold. Clay hanger. Button 1 50 
 
 Buried alive. Brentano 1 00 
 
 **Blackmore, R. D. Lorna Doone. Everyman, Button. . . 35 
 *Bunyan, John. Pilgrim's progress ed. Moody. Hough- 
 ton 40 
 
 *Defoe, Daniel. Robinson Crusoe. Everyman, Button. ... 35 
 
 DeMorgan, "William. Alice-for-short. Holt 1 75 
 
 Joseph Vance. Holt 1 75 
 
 **Dickens, Charles. Works published in various editions. 
 The Macmillan edition $1 per vol., or Everyman edi- 
 tion, 35c per vol., is recommended. Novels most de- 
 ll— 1508 
 
162 Unifoem Couese of Study foe High Schools. 
 
 sirable are David Copperfield, Tale of Two Cities, 
 Nicholas Nickelby, and Martin Chuzzlewit. 
 
 *Eliot, George. Adam Bede. Everyman 35 
 
 Mill on the Floss. Everyman 35 
 
 Eomola. Everyman 35 
 
 Silas Marner. Everyman 35 
 
 **Gaskell, Mrs. E. C. Cranford. Everyman, Button 35 
 
 **Goldsmith, Oliver. Vicar of Wakefield. Everyman, But- 
 ton 35 
 
 Hardy, Thomas. The return of the native. Harper 1 50 
 
 Far from the madding crowd. Harper 1 50 
 
 *Hughes, Thomas. Tom Brown's school days- Everyman, 
 
 Button . . . . : 35 
 
 Jerome, J. K. Passing of the third floor back. Bodd 1 00 
 
 *Kingsley, Chas. Hereward the wake. Everyman, Button, 35 
 
 * Westward ho ! Everyman, Button 35 
 
 **Kipling, Rudyard. Kim. Boubleday 1 50 
 
 ** . Plain tales from the hills. Boubleday 1 50 
 
 Marryatt, F. M. Midshipman easy. Everyman. Button. 35 
 **Scott, Sir Walter. Works. There are many editions; 
 most of the novels are included in Everyman's lib- 
 rary, 35c each. The most desirable are Guy Manner- 
 ing, Ivanhoe, Kenil worth. Talisman, and Quentin 
 Burward. 
 
 **Stevenson, L. L. Black arrow. Scribner 1 25 
 
 ** Bavid Balfour Scribner 1 25 
 
 ** Kidnapped. Everyman. Button 35 
 
 ** Treasure Island. Ginn 45 
 
 **Thackeray, W. M. Henry Esmond. Everyman, Button. . 35 
 
 ** The Newcomes. 2v. Button. Each 35 
 
 ** Vanity Fair. Button 35 
 
 The Virginians. 2v. Button. Each 35 
 
 TroUope, Anthony. The warden. Everyman, Button , 35 
 
 824 English Essays. 
 
 **Addison, Joseph. Selections from the Spectator. Cam- 
 bridge Univ. Press $ 40 
 
 *Arnold, Matthew. Essays. Everyman, Button 35 
 
 *Bacon, Francis. The essays. Button 45 
 
 Benson, A. C. From a college window. Putnam 1 25 
 
 *Birrell, Augustine. Obiter dicta. Scribner 2 00 
 
High School Library. 163 
 
 *Bronson, W. C, ed. English essays. Holt 1 25 
 
 Or *Lobbaii, J. H., ed. English essays. Blackie, London 1 00 
 
 **Carlyle, Thomas. Heroes and hero worship. Ginn 80 
 
 * Sartor resartus. Ginn 80 
 
 Lamb, Charles. Essays of Elia. Clarendon 75 
 
 **Macaulay, T. B. Critical and historical essays. 2v. Every- 
 man, Button - 70 
 
 **Ruskin, John. Sesame and lilies. Everyman, Button. . 35 
 
 ** Unto this last. Everyman, Button 35 
 
 ** Stevenson, R. L. Works, published in several editions. 
 Best in Biographical ed. 31v. Scribner, $1.00 each. 
 The best of his essays for high school use are : 
 Across the plains ; In the south seas ; An inland voy- 
 age ; Travels with a donkey ; Virginibus Puerisque. 
 
 Essays, ed. by Phelps. Scribner 75 
 
 *Thackeray, W. M. The four Georges. Everj'-man, Button 35 
 
 920 BiogTaphy. 
 
 **Plutarch's lives. So-called Bryden translation, rev. by 
 
 Clough. 3v. Everyman. Button. Each 35 
 
 *Rose, J. H. The life of Napoleon. 1906. Macraillan 3 00 
 
 Johnston's Napoleon (1901. Holt. $1.25) and Tar- 
 bell's Life of Napoleon Bonaparte (1911, Macmillan. 
 $2.50) are good. 
 
 **Rosebery, Lord. Pitt. Macmillan 75 
 
 *Strachan-Bavidson, J. L. Cicero. Putnam 1 50 
 
 *Tarbell, Ida M. Abraham Lincoln. 1900. 2v. McClure. . . 5 00 
 **Thayer, W. R. The life and times of Cavour. 2v. 1911. 
 
 Houghton 7 50 
 
 A recent and cheaper life of Cavour that is of merit is 
 the one by Pietro Orsi, in the Heroes of the nations 
 
 series. Putnam 1 50 
 
 *Wheeler, B. I. Alexander the great. 1900. Putnam 1 50 
 
 930 Ancient History. 
 
 *Abbott, Evelyn. History of Greece. 3v. published to date. 
 
 Putnam. Each $2 25 
 
 The best long histories of Greece are Curtius (5v. 
 
 Scribner. $10.00), and Grote (lOv. Harper, $17.50 or 
 
 12v. Everyman, 35e each.) 
 *Abbott, F. F. Roman political institutions. 3rd ed. 1901. 
 
 Ginn 1 50 
 
164 Unifoem Couese of Study for High Schools, 
 
 Or Greenidge, A. H. J. Roman public life. 1901. Mac 
 
 millan 2 50 
 
 *Baikie, James. Story of the Pharaohs. 1908. Macmillan. 2 00 
 The same author's History of the ancient Egyptians. 
 1908. Scribner, $1.25; briefer than above; is better 
 for small libraries. 
 
 *Ferrero, (?. The greatness and decline of Rome. (133 B. 
 
 C. to 14 A. D.) . 5v. Putnam. Each 1 75 
 
 **Gulick, C. B. The life of the ancient Greeks. 1903. Ap- 
 
 pleton 1 50 
 
 ** Johnston, H. W. Private life of the Romans. 1908. Scott. 1 50 
 
 **Jones, H. S. The Roman empire. (29 B. C. to 476 A. D.) 
 
 1908. Putnam 1 50 
 
 *Mahaffey, J. P. What have the Greeks done for modern 
 
 civilization ? 1909. Putnam 2 50 
 
 **Maspero, G. C. C. Life in ancient Egypt and Assyria. 
 
 Appleton 1 50 
 
 Mommsen's history of Rome (to the death of Caesar). 5v. 
 
 Scribner. Each 2 50 
 
 Or 4v. Everyman, Button, each 35c ; and Gibbon's His- 
 tory of the decline and fall of the Roman empire, 7v. 
 Macmillan, $2.00 each, or 6v. Everyman, Button, 35c 
 each, are standard works, but too massive to be recom- 
 mended for the ordinary school library. 
 
 *Myers, J. L. The daAvn of history. 1911. Home univ. 
 
 lib. Holt 50 
 
 **Pelham, H. P. Outlines of Roman history (to the fall of 
 
 Rome) . 4th ed. 1907. Putnam 1 75 
 
 **Schuckburgh, E. S. Greece to A. B. 14. 1905. Putnam. 1 50 
 
 *Tighe. Bevelopment of the Roman constitution. Amer. bk. 
 
 CO 35 
 
 Tozer, H. F. Classical geography. Amer. bk. co 35 
 
 *Tucker, T. G. Life in ancient Athens. 1906. Macmillan. 1 25 
 
 Valuable source books are Botsford, Source book of ancient 
 history, 1912; Macmillan, $1.30; Bavis, Readings in ancient his- 
 tory, 2v. ; AUyn and Bacon, each $1.00 ; Fling, Source book of 
 Greek history, 1907; Heath, $1.00; and Munro, Source book of 
 Roman history. Heath, $1.00. 
 
 The best atlases on ancient history are Sanborn's Classical 
 Atlas, 1902; Sanborn, $1.75; Kiepert, Atlas Antiquus, Sanborn, 
 $2.00; Shepherd, Atlas of ancient history. Holt, 90c ; and Long- 
 man's Classical atlas, Longmans, $2.00. 
 
High School Library. 165 
 
 940 European History. 
 
 **Adains, G. B. Civilization during the middle ages. 1894. 
 
 Scribner $2 50 
 
 Adams, G. B. Growth, of the French nation. Macmillan . . 1 25 
 *Archer, T. A. and Kingsford, C. The crusades. 1890. 
 
 Putnam 1 50 
 
 *Bryce, James. The holy Eoman empire. Rev. ed. 1899. 
 
 Macmillan 1 50 
 
 **Carlyle, Thomas. French revolution. Crowell 1 25 
 
 Also in many other editions. 
 
 *Dow, E. W. Atlas of European history. 1907. Holt 1 50 
 
 *Emerton, E. Mediaeval Europe. 1894. Ginn 1 50 
 
 ** Introduction to the study of the middle ages. 
 
 1888. Ginn 1 12 
 
 *Gardiner, S. R. The thirty years' war. Longmans or 
 
 Scribner 1 00 
 
 **Froissart, Sir John. Chronicles. Everyman, Dutton. . . 35 
 *Fyffe, C. A. History of modern Europe. 1792-1878. 
 
 1896. Holt 2 75 
 
 *Hausser, L. Period of the reformation. Amer. Tract 
 
 Society (N. Y.) 1 50 
 
 *Johnston, R. M. The French revolution. 1909. Holt 1 25 
 
 H. M. Stephens' The French revolution (to 1793), 2v. 
 
 Scribner, $6.00, is more complete for the period 
 
 covered. 
 Lowell, E. J. The eve of the French revolution. 1892. 
 
 Houghton 2 00 
 
 **Mathews, Shailer. The French revolution. 1901. Long- 
 mans 1 25 
 
 Ogg, F. A., ed. Source book of mediaeval history. 1908. 
 
 Amer. bk. co 1 50 
 
 **Robinson, J. H. and Beard, C. A. Development of modern 
 
 Europe. 2v. 1907-8. Ginn v. 1, $1.50 ; v. 2, 1 60 
 
 **Schevill, F. History of modern Europe. 1907. Scribner 1 50 
 Seebolm, F. Era of the protestant revolution. Longmans 
 
 or Scribner 1 00 
 
 *Seignobos, C. History of mediaeval and modern civilization 
 
 to the end of the seventeenth century. 1907. Scrib- 
 ner 1 25 
 
 Symonds, J. A. Short history of the renaissance in Italy. 
 
 Ed. by Pearson, 1894. Holt 1 75 
 
166 Uniform Couese of Study for High Schools. 
 
 **Thatcher, 0. J. and Schevill, F. Europe in the middle age. 
 
 Scribner 2 00 
 
 Whitcomb, M. A literary source book of the Italian renais- 
 sance. (Univ. of Pennsylvania.) Longmans 1 00 
 
 942 English History. 
 
 **Cheney, E. P. Industrial and social history of England. 
 
 1901. Macmillan $1 40 
 
 * ed. Readings in English history. 1908. Ginn. . 1 80 
 
 **Colby, C. W., ed. Selections from the source of English 
 
 history. 1899. Longmans 1 50 
 
 **Gardiner, S. E. Atlas of English history. 1902. Long- 
 mans 1 50 
 
 * The first two Stuarts and the Puritan revolu- 
 tion. Longmans or Scribner 1 00 
 
 **Green, J. R. Short history of the English people. Rev. 
 
 ed. 1899. Amer. bk co 1 20 
 
 *Montague, F. C. Elements of English constitutional his- 
 tory. Rev. ed. 1910. Longmans 1 00 
 
 *Morris, E. E. The age of Queen Anne. Longmans or 
 
 Scribner 1 00 
 
 Oman, C. W. G. England in the 19th century. Longmans 1 25 
 
 973 American History. 
 
 **American history series, ed. by J. W. Burgess, 7v. 1901-2. 
 
 Scribner. Each $1 00 
 
 *Bassett, J. S. A short history of the United States. 1913. 
 
 Macmillan 2 50 
 
 *Brigham, A. P. Geographic influences in American history. 
 
 1903. Ginn 1 25 
 
 **Channing, E., Hart, A. B., and Turner, F. J. Guide to 
 
 the study of American history. 1912. Ginn 2 50 
 
 *Channing, E. History of the United States, to be complete 
 
 in 8v. 3v. published to date. Macmillan. Each. ... 2 50 
 *Dodge, T. A. A bird's eye view of the civil war. 1897. 
 
 Houghton 1 00 
 
 **Elson, H. W. History of the people of the United States. 
 
 1904. Macmillan 1 75 
 
 **Epochs of American history, 3v. ed. by A. B. Hart. Long- 
 mans Each 1 25 
 
 Excellent for small libraries. 
 
High School Library. 167 
 
 **Fiske, John. Historical writing, llv. Houghton. Each 1 80 
 Of Fiske's works the best are: Discovery of America, 
 2v., and Critical period of American history. 
 **Halsey ' F "W. ed. Great epochs in American history. 
 
 lOv. Funk & Wagnalls Per set 2 50 
 
 **Hart, A. B., ed. The American nation. 28v. Harper. . . 42 00 
 (Vols. 2o'and 21 on civil war by Hosmer, revised, 1913. 
 Also Social and economic forces in American history, 
 1913, Harper, $1.50 ; consists of chapters taken from 
 
 above. ) 
 
 **Hart A. B. ed. American history told by contempora- 
 ries. 1897-1901. 4v. Macmillan 7 00 
 
 Or A source book in American history. 1899. Macmillan 60 
 
 *Irving, Washington. Astoria. Putnam • • • • 75 
 
 **Macdonald, W. Documentary source book of American 
 
 history. 1908. Macmillan 1 '^^ 
 
 **01d South leaflets. Directors of Old South work, Old 
 South meeting house, Boston, Mass. 5c each; per 
 hundred 
 
 **Parkman, Francis. Historical works. Popular ed. 12v. 
 
 1898. Little ^^ ^^ 
 
 "A half -century of conflict," 2v. and "La Salle and the 
 discovery of the great west," are very desirable. 
 
 **Rhodes, J. F. History of the United States from the com- 
 promise of 1850. 7v. Macmillan. Each _• 2 50 
 
 *Semple, E. C. American history and its geographic condi- 
 tions. 1903. Student's edition. Houghton 160 
 
 **Sparks, E. E. Men M^ho made the nation. 1900. -Mac 
 millan 
 
 The expansion of the American people. Scott . . 1 50 
 
 *Stanwood, B. History of the presidency (to 1897). 1898. 
 Houghton 
 
 * History of the presidency, 1897-1909. 1912. 
 
 Houghton 
 
 List of Publishers. 
 
 j^llyn— AUyn and Bacon, Boston or Chicago. 
 
 Amer. bk. eo.— American Book Co., New York, etc. 
 
 Appleton— D. Appleton & Co., New York. 
 
 Barnes— A. S. Barnes & Co., New York. 
 
 Blakiston— P. Blakiston's Sons and Co., Philadelphia. 
 
 50 
 
 50 
 
 2 25 
 
 1 75 
 
168 Uniform Course of Study for High Schools. 
 
 Bobbs-Merrill— Bobbs-Merrill Co., Indianapolis. 
 
 Burt — A. L. Bnrt & Co., New York. 
 
 Cambridge — Cambridge University Press, London or New York. 
 
 Cassell — Cassell and Co., New York. 
 
 Century — The Century Co., New York. 
 
 Chemical — Chemical Publishing Co., Easton, Pa. 
 
 Clarendon — See Oxford. 
 
 Columbia univ. press — Columbia University Press, Lemcke & 
 
 Buechner, Agents, New York. 
 Cram— George F. Cram, 55-61 Market St., Chicago. 
 Crowell— T. Y. Crowell & Co., New York. 
 Ditson — Oliver Ditson & Co., Boston. 
 Dodd— Dodd, Mead & Co., New York. 
 Doubleday— Doubleday, Page & Co., Garden City, N. Y. 
 Duffield— Duffield & Co., New York. 
 Button— B. P. Button & Co., New York. 
 Funk — Funk and Wagnalls Co., New York. 
 Ginn — Ginn and Co., Boston. 
 Harper — Harper and Bros., New York. 
 Heath— B. C. Heath & Co., Boston. 
 Holt— Henry Holt & Co., New York. 
 Houghton — Houghton Mifflin & Co., Boston. 
 Jacobs — George W. Jacobs & Co., Philadelphia. 
 Judd — Orange Judd Co, New York. 
 Kennerley — Mitchell Kennerley, New York. 
 Lemcke — ^Lemcke & Buechner, New York. 
 Lippincott — J. B. Lippincott Co., Philadelphia. 
 Little — Little, Brown & Co., Boston. 
 Longmans — Longmans, Green & Co., New York. 
 McBride— Nast & Co., McBride, Nast & Co., New York. 
 McClure — McClure, Phillips & Co., New York. 
 McClurg— A. C. McClurg & Co., Chicago. 
 McKay — Bavid McKay, Philadelphia. 
 Maemillan — The Macmillan Co., New York. 
 Manual arts press — Manual Arts Press, Peoria, 111. 
 Merriam — G. and C. Merriam Co., Springfield, Mass. 
 Methuen — Methuen & Co., London. 
 Moffat— Moffat, Yard & Co., New York. 
 Munn — ^Munn & Co., New York. 
 Newson — Newson & Co., New York. 
 Open Court — Open Court Publishing Co., Chicago. 
 
High School Library. 169 
 
 Outing — Outing Publishing Co., New York. 
 
 Oxford— Oxford University Press, New York. 
 
 Pilgrim — The Pilgrim Press, New York. 
 
 Prang— Prang Educational Co., Chicago, New York. 
 
 Putnam — Q. P. Putnam's Sons, New York. 
 
 Presser — Theo. Presser, Philadelphia. 
 
 Kand-McNally— Rand, McNally & Co., Chicago. 
 
 Revell— F. H. Revell & Co., New York. 
 
 Sanborn — Benjamin H. Sanborn & Co., Boston. 
 
 Scott — Scott, Foresman & Co., Chicago. 
 
 Scribner — Chas. Scribner's Sons, New York. 
 
 Silver— Silver, Burdett & Co., New York. 
 
 Small— Small, Maynard & Co., Boston. 
 
 S. P. C. K.— S. P. C. K., E. C. Oorham, Agent, New York. 
 
 Stokes— Frederick A. Stokes & Co., New York. 
 
 Stechert— G. E. Stechert & Co., 151 W. 25th St., New York. 
 
 Supt. of Docs.— Superintendent of Documents, Washington, 
 D. C. 
 
 University of Chicago press— University of Chicago Press, Chi- 
 cago. 
 
 Van Nostrand — D. Nostrand Co., New York. 
 
 Whitcomb and Barrows— Whitcomb and Barrows, Boston. 
 
 Wiley — John Wiley & Sons, New York. 
 
 Indiana Young People's Reading Circle. 
 LIST OF BOOKS FOR 1914-1915. 
 
 Second Grade. 
 
 1. Stories of Famous Pictures, Book II $0 26 
 
 2. Cherry Tree Children 33 
 
 3. Nixie Bunny in Manners Land 34 
 
 4. Fables from Afar 37 
 
 $1 30 
 
 Third Grade. 
 
 5. The Magic Speech Flower $0 30 
 
 6. The Jatakas Tales of India 30 
 
 7. Barbara 's Philippine Journey , 45 
 
 8. Old Mother West Wind 55 
 
 $1 60 
 
170 Unifoem Couese of Study foe High Schools. 
 
 . Foueth and Fifth Geadbs. 
 
 9. Our Common Friends and Foes $0 26 
 
 10. Tales of the Romans 36 
 
 11. AVheu Sarah Went to School .- 56 
 
 12. Robin Hood , 57 
 
 $1 75 
 
 Sixth and Seventh Geades. 
 
 13. Peggy Owen, Patriot. - $0 63 
 
 14. Joe the Book Farmer 63 
 
 15. Secret of the Clan 72 
 
 16. Boy Scouts of Birch Bark Island 72 
 
 $2 70 
 Eighth Geade. 
 
 17. Young Skipper of the Great Lakes $0 64 
 
 18. Blue Bonnet's Ranch Party 77 
 
 19. Phoebe and Ernest 77 
 
 20. On the Trail of Grant and Lee 77 
 
 $2 95 
 
 Total cost for the set of books $10 30 
 
 High School Books. 
 
 21. An Honor Girl $0 60 
 
 22. AVhen She Came Home from College 63. 
 
 23. New Lives for Old 70 
 
 24. George Washington (by Woodrow Wilson) ... 77 
 
 $2 70 
 
 Complete set of twenty-four books $13 00 
 
 J. H. Stahl^ Manager, 
 615 Lemcke Bldg., Indianapolis, Ind. 
 
CONTENTS. 
 
 PAGE 
 
 Introduction 3 
 
 Laws and Rulings on High Schools 8 
 
 Requirements for Graduation 10 
 
 Classification of High Schools 10 
 
 Adopted Text Books for High Schools 14 
 
 Outline Course of Study 16 
 
 College Entrance Requirements 17 
 
 Daily Program 17 
 
 English, Aims 20 
 
 Literature 23 
 
 Course in Literature. . . . . 25 
 
 Supplementary Reading 26 
 
 Composition and Rhetoric 27 
 
 Grammar 27 
 
 Course in Composition 30 
 
 History and Civics 32 
 
 History — • 
 
 Ancient History 35 
 
 Mediaeval and Modern History 38 
 
 United States History and Civics 39 
 
 Civics 50 
 
 Foreign Languages 56 
 
 Latin 56 
 
 Beginning Latin 56 
 
 Caesar 63 
 
 Cicero 65 
 
 Vergil . 68 
 
 German 71 
 
 Mathematics 80 
 
 Algebra - SO 
 
 Geometry So 
 
 Commercial Arithmetic , 86 
 
 Science 80 
 
 Botany 90 
 
 Zoology 91 
 
 Physics 92 
 
 Chemistry 96 
 
 Physical Geography 97 
 
 Commercial Geography 105 
 
 Tiidustrial Arts (Prevocational ) Ill 
 
 Domestic Science (Prevocational) - 113 
 
 Agriculture (Prevocational) 116 
 
 (171) 
 
172 Uniform Couese of Study for High Schools. 
 
 PAGE 
 
 Music 128 
 
 Drawing 1.30 
 
 Commissioned High Schools 132-1.37 
 
 Certified High Schools 187-1.39 
 
 Accredited High Schools 189-140 
 
 Private Schools (Commissioned High School Rank) 140-141 
 
 High School Library 141 
 
 Classification of Library 142 
 
 List of Library Books 146 
 
 List of Publishers 167 
 
 Reading Circle (Young People's) 169 
 
/fa.Ayfoc.