LB 1629 .M9 Copy 1 t> 028 069 890 8 Hollinger Corp. dH8.5 STATE. OF MONTANA DEPARTMENT OF PUBLIC INSTRUCTION COURSES OF STUDY FOR ACCREDITED HIGH SCHOOLS AUTHORIZED BY STATE BOARD OF EDUCATION PREPARED BY G. A. KLTCHAM, DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 1912 "INCEPENCENT FUiUIHINt COHPHKY, HC.DU. HOKTUUL* Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/coursesofstudyfoOOmont 5TATL OF MONTANA DEPARTMENT OF PUBLIC INSTRUCTION COUR5E5 OF 5TUDY FOR ACCREDITED HIGH SCHOOLS AUTHORIZED BY STATE BOARD OF EDUCATION PREPARED BY G. A. KETCHAM, DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 1912 "iMDEreNOStT PU3LISHINS CCM 3 *NV, HEUHA. HOHTAKLP i -:.-;: -'j : - 'T:~ :T- \ V ■ .J ' . D. OF D. AUG 25 1913 INTRODUCTORY NOTE. The state course of study for elementary grades met with so much favor that the department was constantly in receipt of requests for a course of study for High Schools. Finally the demand became so great that I was asked to pre- pare courses and submit them to the State Board of Education for approval. The courses of study presented herewith and the accompanying suggestions are not intended to be iron-clad, but the idea is to standardize the work of the High Schools without attempting to dictate. Xo manual can expect to meet the approval of all the widely varying ideas of super- intendents, principals, and teachers. It is hoped that the man- ual will be of assistance to new high schools particularly and that it will help in standardizing the work of the older high schools. It may, at least, be regarded as indicating in a gen- eral way what will be considered as satisfactory work for Mon- tana accredited high schools. The preparation of the manual was undertaken at the urgent suggestion of State Superintendent W. E. Harmon, and would probably have been given up at several stages of its develop- ment had it not been for his encouragement. Acknowledge- ment is due to many teachers in Montana high schools for advice and suggestions. Much assistance was also derived from state manuals published in other states. The portion of the manual dealing with the Agricultural course was con- tributed entire by Principal L. R. Foote of the Beaverhead County High School. This part of the manual is likely to prove the most valuable of all. Respectfully submitted, G. A. KETCHAM, Deputy Superintendent of Public Instruction. — 4— SUGGESTED PROGRAM OF STUDIES FOR HIGH SCHOOLS OF MONTANA. Classical. Scientific. English. Latin 5. English 5. English 5. Year I. English 5. Algebra 5. Algebra 5. Algebra 5 . Greek History 5. Greek History 5. Semester 1. Greek History 5. Physical Geo- Physical Geo- Public Speaking 1. graphy 5. graphy 5 . Public Speaking 1 . Public Speaking 1. Latin 5. English 5. English 5. Semester II. English 5. Algebra 5 . Algebra 5 . Algebra 5. Roman History 5. Roman History 5 . Roman History 5. Physical Geo- Physical Geo- Public Speaking 1. graphy 5 . graphy 5. Public Speaking 1. Public Speaking 1. Latin 5. English 5. English 5. Year II. English 5. Plane Geometry 5. Plane Geometry 5. Plane Geometry 5. German i5. or or Commercial Semester 1. Medieval His- French io . Arithmetic 5. tory 5 or Public Speaking 1 . Public Speaking 1. German i5 , or Choose One: Choose Two: French io. Medieval His- German i5, or Public Speaking 1. tory 5 . French i5. Biology 5. Medieval His- Botany 5. tory 5. Zoology 5. Biology 5 . Botany 5. Zoology 5. Latin 5. English 5. English 5. Semester II. English 5. Plane Geometry 5. Plane Geometry Plane Geometry 5. German i5. or 5. or Commer- Modern History 5, French i5. cial Arithme- or German i5 , Public Speaking 1. tic 5. or French i5. Choose One: Public Speaking 1 , Public Speaking 1. Medieval His- Choose Two: tory 5 . German i5 . or Biology 5. French i5. Botany- 5. Modern History 5. , Zoology 5 . Biology 5. Botany 5. Zoology 5 . Latin 5. German ii5. or English 5. Year III. English 5. French ii5. Physics 5. Physics 5. or English 5. Advanced Alge- Semester 1 . English 5. Physics _ 5. bra 5 , or History 5. or Public Speaking 1. Bookkeeping 5. Economics 5. Choose One: Public Speaking 1. German i5. or Advanced Alge- Choose One. French i5. bra 5. German io . or or English His- French i5. German 115 . or tory 5 . German 115 . or French ii5. Economics 5. French 115 . Public Speaking 1. English His- tory 5 . Economics 5. — 6— SUGGESTED PROGRAM OF STUDIES FOR HIGH SCHOOLS OF MONTANA. Commercial. Manual Training. Domestic Science. Year 1. Semester I. Algebra 5 . English 5. Greek History 5. Physical Geo- graphy 5 . Public Speaking 1. Algebra 5. English 5. Bench Work 3. Freehand and Mechanical Drawing 2 . Public Speaking 1. Physical Geo- graphy 5 , or Agriculture 5. Algebra 5 . English 5. Sewing 3. Freehand Draw- ing 2. Physical Geo- graph 5 . Public Speaking 1. Algebra 5. Algebra 5. Semester II. English 5. English 5. Roman History 5. Bench Work 3. Physical Geo- Freehand and graphy 5. Mechanical SAME. Public Speaking 1. Drawing 2 . Public Speaking 1. Physical Geo- graphy 5 , or Agriculture 5 . Public Speaking 1. Plane Geometry 5. English 5 . Year II. Commercial English 5. German i5 . or Arithmetic 5. Cabinet Work or French i5. Semester 1. Business Eng- Lathe 3. Freehand Draw- lish 5. Mechanical ing 2. German 5 , or Drawing 2. Cooking 3. Medieval His- Public Speaking 1. Greek His- tory 5. Choose One: tory 5. Choose One: Medieval His- Public Speak- Plane Geometry 5. tory 5 . ing 1. Biology 5. German i5 . or Botany 5. French i5 . Zoology 5. Botany 5. Zoology 5. Biology 5. Commercial Plane Geometry 5. English. 5. - Semester 1 1 . Arithmetic 5. English 5. Germna i5, or Business Eng- Cabinet Work or French i5. lish 5. Lathe 3. Freehand Draw- German 5. or Mechanical ing 2. Modern History 5. Drawing 2. Cooking 3 . Choose One: Public Speaking 1. Roman History 5 Plane Geometry 5. Choose One: Public Speaking 1. Biology 5. Modern His- Botanv 5. ' tory 5 . Zoology 5. German i5 , or Public Speaking 1. French i5. Botany 5. Zoology 5. Biology 5. Year III. Semester I. English 5 . German iio , or Economics 5. Bookkeeping 5. Stenography and Typewriting 5. Public Speaking 1. English 5. Mechanical Draw- ing 2. Iron working or Advanced "Wood Working 3. Physics 5. Public Speaking 1>. Choose One: Bookkeeping 5. Advanced Alge- bra 5. Economics 5. German i5, or French i5. German ii5. or French ii5 . English 5. German iio . or French iio . Applied Design 2. Domestic Art 3. English His- tory 5, or Economics 5. Public Speaking 1. Semester II, English 5. German ii5, or Economics 5. Bookkeeping 5. Stenography and Typewriting 5. Public Speaking 1. SAME. SAME. Year IV. Semester I, Bookkeeping 5. Stenography and Typewriting 5 . U. S. History and Civics 5 . Commercial Geography 5 . Public Speaking 1. Public Speaking 1. English 5. U. S. History and Civics 5. Mechanical Drawing 2. Machine Shop, or Advanced Wood Working 3. Choose One: Chemistry 5. Solid Geometry 5. German iio. or French ii5. German iii5. or French iii5. English 5. German iii5. or French iiio. U. S. History and Civics 5, o Chemistry 5. Applied Design 2 Domestic Science 3. Public Speaking 1. Semester II, Same except Com- mercial Law in place of Com- mercial Geo- graphy. Same except Trig- onometry in place of Solid Geometry. SAME. One hundred and sixty-eight credits are required for graduation. See note concerning music and drawing. A credit is one recitation per week for a semester. Roman numer- als indicate the year of course; Arabic numerals, number of reci- tations per week. NOTES ON THE SUGGESTED PROGRAM OF STUDIES. i. Biology, if properly taught should furnish a strong in- centive toward right living in particularly just those ways in which the High School freshman is likely to go astray. More- over in that year more students are reached than could be reached in any other. Biology is not as good an introductory science as Physical Geography, but it is believed that the above con- dition more than offsets that fact. 2. Science teachers are divided into two pretty equal fac- tions on the question of the precedence of Physics or Chemistry in the course. My own study and observation lead me to agree with those who believe that Physics should precede Chemistry. 3. German teachers are well agreed that the third year's work in German is worth very nearly as much as the other two combined. Language teachers in general hold that three years' work in one language is to be preferred to four years in two 4. The course as outlined makes no provision for French. It's place is decidedly unsettled in my own mind unless it is to stand simply as an alternative to German. It should, of course, be offered in the larger High Schools for the benefit of students who wish to make some particular use of it. 5. Probably the most unusual feature of the course is the year of Advanced Algera in place of the half year commonly taught. The tendency among the high schools is, however, in this direction, a number of the strongest High Schools in the United States, having made the change several years ago. It should be elective and urged only upon students who ex- pect to make special use, of their mathematics. Several years ago several of the chief technical schools of the United States and Engineering Departments of various universities ceased giving credit for high school algebra on the ground that stu- dents were not sufficiently prepared. I believe mathematics teachers are practically a unit in approving the year's course. 6. Perhaps it would be well to substitute a course in ad- vance Arithmetic in place of the course in Trigonometry or at least to offer it as a substitute. 7. Schools desiring to add music or drawing to the first two years of the Classical, Scientific, English and Commercial courses should provide for two recitations per week and the — 9— time be taken from some other subject or subjects in the course. 8. The State Board of Indiana, following the. recom- mendation of the N. E. A., adopted in the report of the Com- mittee on Articulation of High School and College, has recent- ly adopted a course for certified High Schools making it pos- sible for a student to graduate with no mathematics, whatever. Perhaps the time has not yet arrived for such action in Mon- tana. 9. The course in Agriculture has been prepared under the direction of Prin. L. R. Foote of Dillon. Mr. Foote has been working on the problem longer and more successfully than any one else in the state. His course has been criticised because it is too full, attempts too much, or as Prof. Cooley says, "Takes itself too seriously." I wish to make two suggestions as to this criticism, the only one, I believe likely to be offered. First — The course in Agriculture in the High School can be defended only upon the ground of its social value in turning young people away from the shop and office and back to the farm — of upon the ground of its practical value to those who follow Agriculture as a profession. In order to accomplish either of "these pur- poses the work offered must be fully equal both in quality and quantity to that of any other subject in the course. Second — The course has been worked out in great detail because of the present general confusion existing m the minds of teachers and principals with reference to its proper content and method. It is intended to be fully suggestive for all Montana conditions, each school being left to select the course best fitted to its environment and emphasize those phases of these courses which are of especial local significance. 10. I believe the course m Agriculture will be the most valuable part of the manual. The ordinary High School sub- jects have been pretty thoroughly worked out and are in general in charge of teachers who are themselves critical stu- dents of their work with well grounded ideas both as to content and as to method. For such teachers the outlines of work herewith given are without significance while one complete one would simply arouse debate, unless laid down as abiter dicta, unquestionably an unwise proceeding. The best thing to do, therefore, seems to be to furnish a few generally accepted suggestions as to method and content. This has the advantage of furnishing an incentive to the weak teacher while leaving the strqng teacher free to pursue his own aims and methods and to modify the content to suit his purposes. ii. Economics as an independent subject in the High School Course is beginning to recover from the period of de- pression following the report of the Committee of Ten. The conditions which produced that report, — lack of the proper texts, adequately prepared teachers and library recourses, — have now been removed in our better schools. An attempt has been meanwhile made through the course in History to bridge the well-recognized gap created by the omission. The remedy has not been sufficient. The predominating and constantly increasing economic aspect of society's chief problems make it extremely desirable that High School students have their atten- tion very definitely directed to them and be furnished with sound principles for study and criticism. — II — ENGLISH. The Paramount Subject. It is generally admitted that of all subjects taught in the High School the study of the mother tongue is the most im- portant. Whether one is to lead a life of ease or of practical every day work, an effective knowledge of his own language and literature is equally desirable. Three Fold Purpose. The High School course in English has three purposes : First, to develop the ability to write and speak good English ; second, to develop the capacity and desire to read and appre- ciate good English ; third, to give the student a knowledge of the most important facts and tendencies in the History of English Literature. The first is the most important and in practice almost inseparable from the second, while the third naturally accompanies both. Suggestions. For the accomplishment of the first purpose it is necessary that students be given practice in both written and oral compo- sition throughout the High School course. Subjects for themes should be taken, especially in earlier years, from the pupil's own experience : or, at least from topics upon which he may easily acquire first hand information. Avoid bookish or pedantic topics. The second purpose of the English course is best reached by requiring students to read good English. Great care must be exercised to choose reading that is suited to the age, ability, and taste of the majority of the class. Poor judgment on the part of the teacher in the selection of material may alienate the interest of a whole class in the entire field of good literature. For this reason the High Schools welcome the wider opportun- ity for choice now offered by the "Requirements for College Entrance in English." The reading, moreover, must be for the sake of pleasure, not for the sake of analysis. Teachers must not with their classes analyze details so closely as to obscure the beauty of the whole. This has been one of the chief faults in the teaching of High School English. During the last two years a text-book in the History of English Literature should be used and the classics read should correlate with the work in the text. Thus the Historv illumi- — 12 — nates the classics and the classics lead reality to the History. The emphasis should be placed upon the growth and develop- ment of the great movements of English Literature not upon the details of individual lives. American Literature. American Literature must not be ignored. The teacher may require books for outside reading and report to be chosen from this field and may devote some time to study of its his- tory by means of class room talks by the teacher and reports on reference reading by the students. It is not, however,' deemed desirable to offer a separate course in the subject. Responsibility for Results. The responsibility for the results of the High School course in English can not be said to rest solely with the English teachers. The same standards that are applied by the English teachers to an English theme or recitation should be applied by all teachers, of whatever department, to the work of their classes. There is no place in the High School for the teacher Who uses slovenly English or who accepts its use by his stu- dents. Many High Schools have a splendid opportunity for improvement in the line of this suggestion. Criticism of Themes. All criticisms of themes, whether written or oral, should be of the constructive type. The purpose should be to discover and encourage whatever is good, characteristic and individual in the pupil's work and so to direct it as to bring it to its full- est and best expression. Criticism that merely points out de- fects is disheartening to pupils, particularly in the first years of High School. Personal Conferences. In no other subject is personal conference with the pupils so invaluable. It furnishes opportunity for the development of individuality in the pupil which can be found in no other way. At this time, too, the teacher may follow up his criticisms, see that they are understood and insist upon their being put into use. It is the duty of the Principals, Superintendents, and Boards to arrange the work of English teachers in considera- tion of the large proportion of it which must be done outside of class room hours. —13— Arrangement of Work. The introduction to "Foundation English" by MacDonald, Benjamin H. Sanborn and Company, has some excellent sug- gestions to teachers as to the arrangement of work. Reading Aloud. While the English course in the High School cannor under- take to do the work of a course in Public Speaking, students should., nevertheless, be frequently called upon to read portions of the assigned lessons aloud, and every effort should be made, within the time available, to produce fluent, intelligent readers. Ethical Aims. English offers to the teacher greater opportunity than any other subject to develop the ethical instincts of boys and girls and to impress the great lessons of morality. The teacher who fails to make the most of this phase of her work fails altogether. Outside Reading. Most boys and girls of High School age do more or less reading in addition to that required by their regular High School courses. Here is an educational force which should be guided and utilized by the school. Accordingly it is advised that fixed requirements be made for each year both as to the amount and kind of reading to be done. For the first two years 500 pages each semester and for the last 750 pages, each semester are perhaps reasonable and wise requirements. It should likewise be required that at least one half the reading be non-fiction. The appended lists with few exceptions are those adopted for the High Schools of Seattle : Alcott, Louise May Little Women. Alcott, Louise May Old Fashioned Girl. Alcott, Louise May Spinning Wheel Stories. Aldrich, Thomas Bailey Marjorie Daw. Allen, James Lane Aftermath. Allen, James Lane Kentucky Cardinal. Allen, James Lane The Choir Invisible. Alien, James Lane The Flute and the Violin. Andrews, Mary Shipman Bob and the Guides. Andrews, Mary Shipman The Perfect Tribute. Aquillon Days of Bruce. Arabian Nights. Barrie, James Matthew A Window in Thrums. Barrie, James Matthew Sentimental Tommv. Barrie, James Matthew The Little Minister. Brown, Dr. John Marjorie Flemming. Brown, Dr. John Rab and His Friends. Biackmore, Richard Lorna Doone. Bulwer Lytton Harold. Bulwer Lytton Last Days of Pompeii. Cable, George Washington Creole Days. Cable, George Washington Dr. Sevier. . Chambers, Robert Williams Cardigan. Churchill, Winston mchard Carvel. Cooper, James Fennimore The Deerslayer. Cooper, James Fennimore Afoot and Ashore. Cooper, James Fennimore ihe Pathfinder. Cooper, James Fennimore The Pilot. Cooper, James Fennimore The Pioneers. Cooper, James Fennimore The Prairie. Cooper, James Fennimore The Spj T . Cooper, James Fennimore The Two Admirals. Defoe, Daniel Robinson Crusoe. De Morgan, w'illiam F Alice for Short. De Morgan, William F Joseph Vance. Dickens, Charles Christmas Stories. Dickens, Charles Dombey and Son. Dickens, Charles Great Expectations. Dickens, Charles Nicholas Nickleby. Dickens, Charles Old Curiosity Shop. Dickens, Charles Oliver Twist. sickens, Charles The Christmas Carol. Eggleston, Edward : The Hoosier Schoolmaster. Eliot, George Mill on the Floss. Eliot, George Scenes from a Clerical Life. Ewing, Juliana Horatia Jan of the Windmill. Ewing, Juliana Horatia Six to Sixteen. Fox, John Jr Little Shepherd of Kingdom Come. Fraser, Mrs. Hugh In the Fear of the Lord. Frederick, Herold In the Valley. Gaskell, Elizabeth Cleghorn' Cranford. Gordon, Charles William The Sky Pilot. Hale, Edward Everett Back to Back. Hale, Edward Everett Stories of War. Stories of the Sea. The Man Without a Country. Hart, Bret The Luck of Roaring Camp. Hawthorne, Nathaniel Rappaccini's Daughter. Hawtnorne, Nathaniel Tanglewood Tales. Hawthorne, Nathaniel The Snow Image. Hawthorne, Nathaniel The Wonder Book. Hawthorne, Nathaniel Twice Told Tales. Howells, William Dean A Traveler from Altruria. Howells, William Dean The Lady of the Wroustock. —15— Hughes, Thomas Tom Brown at Oxford. Tom Brown's School Days. Hugo, Victor Marie Les Miserables. Jackson, Helen Hunt Ramona. Jewett, Sara Orne A. Country Doctor. Jewett, Sara Orne Betty Leicester. Jewett, Sara Orne Tales of New England. Kingsley, Charles Ilereward the Wake. Kingsley, Charles Westward Ho ! Kipling, Rudyard Captains Courageous. Kipling, Rudyard Indian Tales. Kipling, Rudyard Kim. Kipling, Rudyard Puck of Pook's Hill. Kipling, Rudyard The Jungle Books. Lamb, Charles and Mary Adventures of Ulysses. Lamb, Charles and Mary Tales from Shakespeare. London, Jack The Call of the Wildi Malory, s>ir Thomas Morte d'Arthur. Olivant, Alfred Bob, Son of Battle. Ouide (Louise de la Ramee) The Dog of Flanders. Phelps, Elizabeth Stuart The Madonna of the Tubs. Kenilworth. Scott, Sir Walter Old Mortality. Scott, Sir Walter Rob Roy. Scott, Sir Walter Tales of a Grandfather. Scott, Sir Walter The Abbott. Scott, Sir Walter The Heart of 'Midlothian. Scott, Sir Walter The Talisman. Seton, Ernest Thompson Wahb. Seton, Ernest Thompson Wild Animals I have known. Smith, Francis Hopkinson Gondola Days. Stevenson, Robert Louis David Balfour. Stevenson, Robert Louis Kidnapped. Stevenson, Robert Louis Black Arrow. Stevenson, Robert Louis The Bottle Imp. Stevenson, Robert Louis The Master of Ballentrae. Stevenson, Robert Louis Treasure Island. Stockton, Frank Richard Rudder Grange. Stockton, Frank Richard Selected Short Stories. Stowe, Harriet Beecher Uncle Tom's Cabin. Twain, Mark (Samuel L. Clemens) .. Innocems Abroad. Twain, Mark (Samuel L. Clemens) . .Life on the Mississippi. Twain, Mark (Samuel L. Clemens) . . Tom Sawyer. Van Dyke, Dr. Henry The Blue Flower. Van Dyke, Dr. Henry The Other Wise Man. Wallace, Lew Ben Hur. Warner, Charles Dudley Being a Boy. Watson, John (Ian Maclaren) Days of Auld Lang Syne. Watson, John (Ian Maclaren) The Bonny Briar Bush. — 16— White, Stewart Edward The Blazed Trail. White, Stewart Edward The Forest. White, A The Real Issue. Wiggin, Kate Douglas Diary of a Goose Girl. Wiggin, Kate Douglas The Bird's Christmas Carol. Wiggin, Kate Douglas The Story of Patsy. Wilkins, Mary E Selected Short Stories. Winthrop, Theodore John Brent. II. NON-FICTION. Abbott, Charles C A Naturatist's Rambles About Home. Addison, Joseph Meserole's Selections from the Spec- tator. Ainsworth, William Harrison Old Saint Paul's. Ainsworth, William Harrison Tower of London. Alcott, Louisa May Hospital- Sketches. Lord Avebury, John Lubbock Ants, Bees and Wasps. Bailey, Mrs. Florence Augusta A-birding on a Bronco. Bates, Henry W Naturlists on the River Amazon. Blanchan, Mrs. Nellie Bird Neighbors Blanchan, Mrs. Nellie Birds That Hunt and Are Hunted. Drummond, Henry The Ascent of Man. Bolton, Sarah Knowles Historic Boys. Bolton, Sarah Knowles Historic Girls. Brooks, Norah First Across the Continent. Buckley, Arabella B Winners in Life's Race. Bunyan, John Pilgrim's Progress. Burroughs, John Birds and Bees. Burroughs, John Birds and Poets. Burroughs, John Field Notes. Burroughs, John Locusts and Wild Honey. Burroughs, John Pepacton. Burroughs, John Signs and Seasons. Burroughs, John Wake Robin. Carlyle, Thomas Heroes and Hero Worship. Chisholm, Edwin Old Testament Stories. Crawford, Francis M <. The Little City of Hope . Dana, Richard Henry Two Years Before the Mast. Darwin, Charles Earthworms. Darwin, Charles Insectivorous Plants. Darwin, Charles Naturlist's Voyage Round the World. DeQuincy, Thomas Jean of Arc. DeQuincy, Thomas The English Mail Coach. Dickens, Charles A Child's History of England. Duncan, Norman Dr. Luke of Labrador. Dunn, Martha Baker Cicero in Maine. Escapes of the Civil War. Famous Adventures and Prisons. Fields, James Thomas Yesterdays with Authors. Foster, John „. Life of Dickens. —i7— Franklin, Benjamin Autobiography. Froude, James Anthony ....Life of Caesar. Goldsmith, Oliver A Citizen of the Civil War. Grant, Ulysses Simpson Memoirs. Hale, Edward Everett Memories of a Century. Hay, John Castilian Days. Holmes, Oliver Wendell Autocrat of the Breakfast Table. Holmes, Oliver Wendell Over the Teacups. Huxley, Thomas H American Adaresses. Huxley, Thomas H Lay Sermons. Huxley, Thomas H Citiques and Addresses. Huxley, Thomas H Man's Place in Nature. Huxley, Thomas H Science and Culture. Irving, Washington Alhambra. Irving, Washington Astoria. Irving, Washington A Tour on the Prairies. Irving, Washington Captain Bonneville. Irving, Washington Conquest of Granada. Irving, Washington Life of Columbus. Jenks, Tudor In tne Days of Shakespeare. Job, Herbert Keightley . Among the Waterfowl. Job, Herbert Keightley Wild Wings. Jordan, David Starr Footnotes to Evolution. Jordan, David Starr Science Sketches. Keller, Helen The Story of My Life. Keller, Helen The World I Live in. Kingsley, Charles Greek Heroes. Lamb, Charles Dissertation on Roast Pig. Lamb, Charles Essays of Elia. Lamb, Charles Praise of a Chimney Sweep. Lanier, Sidney Boy's Froissart. Lanier, Sidney Boy's King Arthur. Lord Aveburg, John Lubbock Ants, Bees and Wasps. Lowell, James Russell Fireside Travels. Lowell, James Russell My Study Windows. Macauley, Thomas Babington Essays on Clife, Hastings, Bunya, Pitt. Materlinck, Maurice Life of the Bee. Miller, Mrs. Harriet A Bird Lover in the West. Miller, Mrs. Harriet Birdways. Miller, Mrs. Harriet In Nesting Time. Miller, Mrs. Harriet Little Brothers of the Air. Miller, Mrs. Harriet True Stories from My Note Books. Miller, Mrs. Harriet Upon the Tree Tops. Morris, William Apology in Earthly Paradise. Motley, John Lothrop Rise of the Dutch Republic. Nicoley, John George Boy's Life of Lincoln. Palmer, George Herbert Translation of Odyssey. Parkman, Francis Montcalm and Wolf. Parkman, Francis The Conspiracy of Pontiac. Parkman, Francis The Discovery of the Great West. Parkman, Francis The Oregon Trail. Plutarch Lives. Prescott, William Hinkling Conquest of Mexico. Prescott, William Hinkling .Conquest of Peru: Riis, Jacob The Making of an American. Rolfe, William James Boyhood of Shakespeare. Roosevelt, Theodore Hero Stories from American History. Roosevelt, Tneodore The Winning of the West. Ruskin, John King of the Golden River. Ruskin, John Letters to C. E. Norton. Schurz, Carl Life of Henry Clay. Schurz, Carl Reminiscences. Scudder, Samuel Hubbard The Life of a Butterfly. Southey, Robert Life of Nelson. Stevenson, Robert Louis An Inland Voyage. Stevenson, Robert Louis ....'. .Letters. Stevenson, Robert Louis Travels with a Donkey. Stevenson, Robert Louis Virginibus Puerisque. Stoddard Leetures. Thackeray, William Makepeace .... Roundabout Papers. Thackeray, William Makepeace The Four Georges. Thompson, J. Arthur Science and Life. Tyaball, John Fragments of Science. VanDyke, Dr. Henry J Days Off. VanDyke, Dr. Henry J Fisherman's Luck. Warner, Charles Dudley In the Wilderness. Washington, Booker T Up from Slavery. Weed, Clarence Moores Seed Travelers. Wister, Owen Seven Ages of Washington. Wright, Mrs. Mabel Osgood Birdcraft. III. POETRY. Selections will be made from the works of the following poets. Students should be encouraged to read at least twenty-five pages of poetry each semester. Credit as non-fiction. Arnold, Matthew. Kingsley, Charles. Aytoun, William E. Lowell, James Russel. Browning, Robert. Mabie, Hamilton W. Bryant, William Cullen. Macaulay, Thomas B. Burns, Robert. Palgrave. Byron, Lord. Scoto, Sir Walter. Doyle, Arthur Conan. Shakespeare, William. Gayley, Chas. Mills. Southey, Robert. Halleck, Fritz-Greene. Stevenson, R. L. Hunt, Leigh. Whittier, John Greenleaf. Kipling, Rudyard. Wolfe, Charles. —19— THIRD YEAR— I. FICTION LIST. Austen, Jane Pride and Prejudice. Austen, Jane Sense and Sensibility. Black, William Juuith Shakespeare. Bulwer-Lytton, Edward G Last of the Barons. Cervantes, Miguel Don Quixote. Cody, Sherwin The World's Greatest Short Stories. Cox, George Wm Popular Romances of the M'ddle Ages. Curtis, George Wm bidney. Dickens, Charles Pickwick Papers. Dickens, Charles Our Mutual Friend. Dickens, Charles Hard Times. Eliot, George Adam Bede. Eliot, George Felix Holt. Hope, Anthony Prisoner of Zenda. Maudeville, Sir John Voyages and Travels. More, Robert Jessemy Bride. More, Sir Thomas Utopia. Matthews, Branaer A Collection of Short Stories. Parker, Gilbert In the Seats of the Mighty. Reade, Charles Cloister and Hearth. Scott, Walter Waverly. Scott, Walter The Monastery. Scott, Walter The Abbot. Scott, Walter Guy Mannering. Sidney, Sir Phillip Arcadia. Stevenson, Robert Louis Will o' the Mill. Stevenson, Robert Louis The Merry Men. . Stevenson, Robert Louis Kidnapped. Stevenson, Robert Louis Dr. Jeckly and Mr. Hyde. Swift, Jonathan Tale of a Tub. Thackeray, Wm. Makepeace Vanity Fair. Thackeray, Wm. Makepeace Henry Esmond. Thackeray, Wm. Makepeace The Newcomers. Walpole, Horace The Castle of Otranto. II. NON-FICTION LIST. Anderson, Hans Christian Tne Story of My Life. Arnold, Matthew Essays. Arnold, Matthew Culture and Anar thy. Arnold, Matthew Thomas Gray. Bacon, Francis Essays. Bancroft, George History of the United States. Boswell, James Life of Dr. Johnson. Brandes, George Select Cnapters from "Wm. Shakes- peare." Browning, Robt. and Mrs Letters. Bunyan, John Reflections o the French Revolution. Carlyle, Thomas History of the French Revolution. — 20 Carlyle, Thomas Sartor Resartus. Carlyle, Thomas Essays. Coleridge, Samuel Taylor Biographia Literaria. Cross, Wilbur The Development of tne English Novel. DeQuincy, Thomas Flight of the Tartar Tribe. DeQuincy, Thomas Essays, Selected. Dryden, John Essays. Granke, Kuno History of German Literature. Gardner, Samuel History of the French Revolution. Gardner, Samuel History of England. Gibbon, Edward Decline and Fall of the Roman Gibbon, Edward Empire. Memoirs. Goldsmith, Oliver She Stoops to Conquer. Green, John Richard Short History of the English People. Hamilton, Madison and Jay The Federalist. Hare, Augustus Walks in Rome. Harrison, Frederick On the Choice of Books. Huxley, Thomas Henry Fragments of Science. Huxley, Thomas Henry Autobiography. Jameson, Mrs. Anna Shakespeare's Heroines. Johnson, Harold Whetstone - *\ivate Life of the Romans. Jusserand, Jean Jules English Wayfaring Life in the 14th Century. Kingsley, Charles The Roman and the Teuton. Landor, Walter Savage Aerope and Rodope. Lee, Sidney Life of Shakespeare. Lockhard, Joseph G Life of Scott, Chaucei Spencer, Mar- low, Shakespeare, Pope and Words- worth. Mabie, Hamilton Wright Shakespeare — Poet, Dramatist, Man. Mabie, Hamilton Wright Norse Legends. Macaulay, Thomas Babington History of England. Macaulay, Thomas Babington Essays on Bunyan, Clive, Warren Hastings and others. Milton, John Areopagitica. Morley, John English Men of Letters. Mitchell, Donald G Jbingllsh Lands, Letters and Kings. Morris, Charles English History Tales. Newman, John Henry Idea of a iJniversity. Pater, Walter H Appreciations. Percy, Thomas On the Ancient Minstrels. Ruskin, John Stones of v enice. Ruskin, John Ethics of the Dust. Ruskin, John crown of Wild Olive. Snider, Denton J Walks in Hellas. Stedman, Edmond Clarence Victorian Poets. Stephenson Shanespeare's London. Stevenson, Robert Louis An Apology for Idlers. — 21 — Thackeray, Wm. Makepeace English Humorists of the 18th Cen- tury. Ticknor, George History of Spanish Literature. Walton, Izaak The Complete Angler. Ward, Thomas Humphrey English Poets. Wordsworth, Wm Essays. ^1. POETS FROM WHOSE WORKS SELECTIONS WILL BE MADE. Arnold, Matthew. Macaulay, Thomas Babington. j_eowulf. Macpherson, James. Blake, William. --Jton, John. Browning, Robert. Marlowe, Christopher. Browning, Elizabeth Barrett. Moore, Thomas. Burns, Robert. ^orris, William. Byron, George Gordon. Newman, John Henry. Campbell, Thomas. Phillips, Stephen. Carew, Thomas. Pope, Alexander. Chaucer, Geoffrey. Proctor, Bryan Walker. Coleridge, Samuel Taylor. Rossetti, Dante Gabriel. Collins, William. Scott, Walter. Cowper, William. Shakespeare, William. Dryden, John. Shelley, Percy Bysshe. Dunbar, William. Southey, Robert. Goldsmith, Oliver. Spenser, Edmund. Gray, Thomas. Stevenson, Robert Louis, herrick, Robert. Suckling, Sir John. Hood, Thomas. Tennyson, Alfreu. iveats, John. Swinburne, Algernon. Kingsley, Charles. Thomas, James. Kipling, Rudyard. Watson, William. Landow, Walter iSavage. Worusworth, William. Lovelace, Richard. FOURTH YEaR-I. FICTION. Allen, James L The Choir Invisible. Allen, James L Aftermath. Allen, James L Kentucky Cardinal. Cable, George W Bonaventura. Cable, George W The Grandissimos. Cable, George W Georgie's Island. . Churchill, Winston The Crisis. Cody, Sherwin The Worlu s Greatest Short Stories. Curtis, George Wm Prue and I. Foote, Mary Hallem Couer a Alene. Harte, Francis Bret Luck of Roaring Camp. Hawthorne, Nathaniel Marble Faun. Hawthorne, Nathaniel The Scarlet Letter. Hawthorne, Nathaniel Blithedale Romance. Hope, Anthony Prisoner of Zenda Howells, William Dean Their Wedding Journey. Howells, William Dean The Rise of Silas Lapham. Howells, William Dean The Traveler from Altruria. James, Henry The Bostonians. Jewett, Sarah Orne Tales of New England. Longfellow, Henry W Kavanaugh. Matthews, Brander Collection of Short Stories. Meredith, George Diana of the Crossways. Page, Thomas Nelson Red Rock. Smith, Francis Hopkinson Col. Carter of Cartersviiie. Smith, Francis Hopkinson Tom Gregor. Smith, Francis Hopkinson Wood Fire. Stowe, Harriet Beecher The Minister's Wooing. Twain, Mark Yankee King Arthur's Court. Wister, Owen The Virginian. II. NON-FICTION. American Men of Letters Seres. American Statesmen Series. Beecher, Henry Ward Patriotic Audresses. Burke, Edmund Speech on American Taxation. Burke, Edmund Letters to a Noble Lord. Burke, Edmund Speech on Trial of Warren Hastings. Burke, Edmund Speech on Nabon of Scot's Debts. Burroughs, John i-ssays. Burroughs, John A Bunch of Herbs. Burroughs, John Hard Fare. Cicero, Marcus Tullius On Friendship. Curtis, George William Addresses on Civil Service Reform. Curtis, George William ur Best Society. Emerson, Ralph Waldo Essays. Fiske, John American Ideals. Fiske, John The Critical Period. Fiske, John The Destiny of Man . Hamilton, Madison and Jay The Federalist. Holmes, Oliver Wendell Poet at the Breakfast Table. Irving, Washington Knickerbocker's History of New York Irving, Washington Life of Goldsmith. Irving, Washington ■ Mahomet and his Successors. Jefferson, Thomas Autobiography. Jefferson, Thomas Notes on Virginia. Larcom, Lucy A New England Girlhood. Lincoln, Abraham Debates with Douglas. L.ncoln, Abraham Inaugural Addresses. Lincoln, Abraham Emancipation Proclamation. Lowell, James Russell Among My Books. Lowell. James Russell Literary Essays. Lowell. James Russell Democracy and Other Addresses. Mabie, Hamilton Wright Short Studies in Literature. Mabie, Hamilton Wright i^ssaj's. Mabie, Hamilton Wright My Study Fire. Mabie, Hamilton Wright Under the Trees and Elsewhere. —23- Mitchell, Donald G Reveries of a Bachelor. Motley, John Lathrop United Netnerlands. Parkman, Francis .Old Regime in Canada. Perry, Bliss Study of Prose Fiction. Prescott, William Hickling Ferdinand and Isaoella. Prescott, William Hickling jfnillip II. Repplier, Agnes Essay on idleness. Stedman, Edmund Clarence American anthology. Stedman, Edmund Clarence American Poets. Sumner, Charles - The True Grandeur of Nations. Thoreau, Henry Davia Walaen. Thoreau, Henry David Week on the Concord and Merrimac Rivers. Ticknor, George History of Spanish Literature. VanDyke, Henry Essays. Warner, Charles Dudley My Summer in a Garden. Washington, George Farewell Address. Washington, George Correspondence. Webster, Daniel Speech on the White Murder Trial. Wendell, Barrett Literary History of America. Winter, William Grey Days and Cold. Woolman, John Journal. III. POETS FROM WHOSE WORKS SELECTIONS WILL BE MADE. Bryant, William Cullen. Markham, Edwin. Dunbar, Paul Lawrence. Poe, Edgar Allen. Emerson, Ralph Waldo. _.ead, Thomas Buchanan. Field, Eugene. Riley, James v'/hitcomb. Freneau, Philip. Saxe, John Godfrey. Halleck, Fitzu-reene. Sill, Edward Rowland. Stedman, Edmund Clarence. Holmes, Oliver Wendell. Taylor, Bayard. Longfellow, Henry W. wnitman, Walt. Lowell, James Russell. Whittier, John Greenleaf. —24— OUTLINE OF COURSE. First Year — First Semester. i. Composition and Rhetoric. Two hours per week during the first two years. The chief aim is to secure freedom and spontaneity of ex- pression. If those things are gained, good writing may be almost certainly secured, but if they are repressed and dis- couraged, good writing becomes impossible. Narration and description should be chiefly employed. Much of the work should be done in class, well prepared oral compositions alter- nating with written. Unless the teacher is particularly skilled and resourceful, a text-book in composition should be em- ployed as a guide. 2. Literature. Three hours per week. Selections from lists furnished by the committee on "Uni- form College Entrance Requirements in English." This list may be secured in printed form from any of the publishers of English classics for schools. First Year — Second Semester. i. Composition and Rhetoric. Two hours per week. Sentence structure emphasized. Elementary study of paragraph. Letter Writing. Grammar. 2. Literature. Three hours per week. Selections as' above. The following arrangement based on the requirements for 1912-15 is suggested as one of the many desirable ones. ENGLISH I. First Semester — 1. Silas Marne'r. 2. Old Testament Narratives. Outside Readings — (Alternating to allowing the pupil to choose from the approved lists.) 1. Robinson Crusoe. 2. Vicar of Wakefield. 3. Treasure Island. 4. Lays of Ancient Rome. Second Semester — 1. Lady of the Lake. 2. Merchant of Venice. —25— Outside Readings — 1. Sohrab and Rustum. 2. uourtship of Miles Standish. 3. bnow Bound. 4. Own selections from approved list. ENGLISH II. First Semester — 1. Idylls of the King. 2. Inland voyage or Travels with a Donkey. Outside Readings — 1. Pilgrim's Progress. 2. Franklin's Autobiography. 3. Midsummer Night's Dream. 4. Own selections from approved list. Second Semester — 1. Twelfth Night. 2. Tale cf Two Cities. 3. Julius Caesar. Outside Reading — 1. Quentin Durward. 2. Ivanhoe. 3. Own selection from approved list. ENGLISH III. First Semester — 1. Life of Johnson. 2. Henry V. 3. Deserted Village. 4. Gray's Elegy. 5. Rime of the Ancient Mariner. Outside Reading — 1. De Coverly Papers. 2. Henry Esmond or David Copperfielo. Second Semester — 1. Essay on Burns. 2. selections from Burns. 3. Intimations of Immortality. 4. Jfrisoner of Chillon. 5. Selections from Browning. 6. Vision of Sir Launfai. 7. Poe's Raven. Outside Reading — 1. Crauford or House of Seven Gables. 2. The Princess. 3. As You Dike It. —20— ENGLISH IV.— First S a mester — 1. Chaucer's Prologue. 2. Hamlet. 3. Macbeth. Milton's Minor Poems. Outside Reading — 1. First Bunker Hill Oration. 2. Farewell Address. 3. Carlyle's, The Hero as Poet. " The Hero as Man of Letters. " The Hero as King. Second Semester — 1. Alexander's Feast. 2. -Burke's Conciliation. 3. Sesame and Li-ies. Outside Reading — (Choose two from this group.) (a) Macaulay's Essay on Clive and Hastings. (b) Thackeray's English Humorists. (c) Selections from Lincoln. (See College Requirements.) (d) Oregon Trail. Second Year — First Semester. 1. Composition and Rhetoric. Two hours per week. Clearness of thinking should be the aim. Some argumenta- tions should be introduced and English teachers should remem- ber that their pupils are studying the art of logical statements in their Geometry at this very time. Paragraphing should be carefully studied including transitions from paragraph to para- graph. Unity, coherence, emphasis should receive attention and connectives should be studied. 2. Literature. Three hours per week. Selections as above. , Second Year — Second Semester. 1. Composition and Rhetoric. Two hours per week. The composition as a whole. Introductions. Conclusions. Sen- tence structure, long, short, loose, periodic, balanced, etc. 2. Literature. Three hours per week. Selections as above. Third Year — First Semester, i. Composition and Rhetoric. During the last two years this work should occupy about one-fifth of the recitation time. It should now be possible to —27— leave matters of grammatical accuracy and the ordinary de- tails of rhetorical form and center the work upon the larger problems of the selection and organization of matter and the choice of literary form of expression. Diction should now be emphasized, pupils being trained to scrutinize their words carefully and to choose them critically. Anecdotes and stories with simple plots will prove desirable exercise. 2. Literature. Selection as above. 2. a. Some of the most successful teachers of English intro- duce at this time a text-book in English Literature, covering the subject during this third year down to the Restoration. If this is done the reading of the class should be so chosen as to furnish illustration to the text. Third Year — Second Semester. i. Composition and Rhetoric. Composition should be the chief characteristic of the work. Themes should be of considerable length, roo to 1200 words, and should represent the pupil's best selection and most ef- fective organization of his knowledge of the topics and of his ideas about it. The study of diction as a means to effective expression becomes of increasing importance. 2. Literature. Same as for First Semester. Fourth Year — First Semester. 1. Composition and Rhetoric. Teachers should now begin to be able to perceive the stylistic tendencies of individual pupils. The work of the year should be directed to encourage these tendencies while ridding them of undesirable features. The aim should be not to have all write alike but to have each one write well in his own way. There should be one composition, perhaps an essay or short story, of more length than any hitherto undertaken. 2. Literature. Selections as above. 2 a. If a text in English Literature was not introduced in the third year it should be introduced here and the reading should be guided by it as far as is possible. Fourth Year — Second Semester. 1. Composition and Rhetoric. Exposition and argument with much emphasis on the lat- ter.. At least one argument of considerable length developed through a brief prepared in consultation with the teacher. The subjects chosen should be interesting and within the grasp of the student. Local topics are particularly desirable. This paper should be a final test of the student's ability to write. 2. Literature. Same as for First Semester. The following lists of books are not intended to be complete but merely suggestive. There are many others equally as good. GENERAL REFERENCE. Green — A Short History of the English People Harpers Garden — A Student's History of England Longmans Thraill — Social England Longmans Jasserand — Literary History of the English People Putnam B. Ten Brink — History of English Literature Holt & Co. Stopford Brooke — History of Early English Literature Macmillan Woodberry — Makers of Literature Macmillan Halleck — History of English Literature American Book Welsh — Development of English Literature and Language Scott Foresman Painter — Introduction to English Literature Sibley & Co. Pancoast — Introduction to English Literature Holt Moody and Lovett — History of English Literature Scribners Robertson — History of English Literature Harpers Scudder — English Literature Globe School Book 1 aine — History of English Literature Holt Simonds — Students' History of English Literature Houghton Mifflin Ward — The English Poets Macmillan Craik — English Prose Macmillan Pancoast — Standard English Poets Holt Warner — Literary of the World's Best Literature New York International Society Clark — A Study of English Prose Writers Scribners Clark — A Study of English Poets Scribners Gwyn — The Masters of English Literature Macmillan Arbo Bates — Talks on the Study of Literature Houghton Mifflin Seceombe — Age of Johnson Bell Reynolds — Treatment of Nature in English Poetry from Pope to Wordsworth University of Chicago Press Phelps — Romantic Movement Ginn Beers — English Romanticism in the Eighteenth Century Holt Symons — Romantic Movement in English Poetry Dutton Co. Hereford — Age of Wadsworth Bell J. Stuart Blackie — Burns Life Walter Scott Co. Hall Caine — Coleridge Walter Scott Co. Byron-Noel — English Men of Letters °-eries .- Harpers —29— Saintsbury — Nineteenth century Literature Harpers English Romanticism in the Nineteenth Century Holt S'edman — Victorian Poetc Houghton Mifflin Brandes — Eminent Authors of the Nineteenth Century T. Y. Crowell Baghot — Literary Studies Longman, Green Co. Hodgkins — Nineteenth Century Authors D. C. Heath Cossee — Modern English Literature '. . .Appleton's Garnett — Carlyle's Life . Walter Scott Co. Marzials — Dickens' Life Walter Scott Co. Oscar Browning — George Eliot, Life Walter Scott Co. Wm. Thackeray — Merivale and Marzials Walter Scott Co. Scott-Hutton — English Men of Letters Series Harpers Ruskin — Meynell Dodd, Mead & Co. Stevenson — Margaret Black Scribners Hugh Walker — Age of Tennyson Bell W. D. Howells — Heroines of Fiction Harpers M. E. Wells — Great Characters of Fiction Gardner Button & Co. Introduction to English Fiction D. C. Heath Bliss Perry — A Study of Prose Fiction Houghton Mifflin Stopford' Brook — Tennyson, His Art and Relation to Modern Life... Putnam Co. Van Dyke — Poetry of Tennyson Scribners Alfred Lord Tennyson — Memoir of His Son MacMillan F. M. Wilson — Primer on Browning • Macmillan Jones — Browning as a Philosophical and Religious Teacher. . .Maclehose Wm. Sharp — Browning Walter Scott & Co. Arnold — Saintsbury Blackwood Edward Dowden — Studies of Literature London Mabiel — Backgrounds of Literature Macmillan Pancoast — Representative English Literature Holt Quart Hope — History of English Poetry Holt Lowell — Literary Essay Houghton Mifflin Lowell — Among My Books Houghton Mifflin Fields — Yesterdays With Authors Houghton Mifflin Scudder — Social Ideals in English Literature Houghton Mifflin Special Reference Works. Garnett — Beowulf Ginn & Co. Cook and Tinker — Translations from Old English Poetry. .. .Ginn & Co. Sidney Lanier — Boy's Mabinogian Scribners Skeat — Student's Chaucer Clarendon Press Snell — The --i-ge 01 Chaucer George Bell & Sons, London English Wayfaring Life in the Fourteenth Century Putnam Skeat — Piers the Plowman Clarendon Press Snell — The Age of Transition Geo. Bell & Sons, London More — Utopia Pitt Press Series Pollard — English Miracle Plays Clarendon Press Lodge — Rosalind Manly — Specimens of Pre-Sha^espearian Drama Ginn & Co. Marlowe's Plays — Mermaid Series . Scribners — 3o— Seccombe and Allen — Age of Shakespeare Bell MacEwan — Frey tag's Technique of the Drama Scott Foresman Hudson — Shakespeare, Life, Art and Characters Ginn Moulton — Shakespeare as a Dramatic Thinker Macmillan Moulton — Shakespeare as a Dramatic Artist Clarendon Press Mabie — Wjm. Shakespeare, Poet, Dramatist and Man Macmillan Snider — The Shakespearian Drama Sigma Pub. Co., St. Louis Richard Grant White — Studies in Shakespeare. ...... .Houghton Mifflin Fleming — Shakespeare's Plots Houghton Mifflin Winter — Shakespeare on the Stage Moffat, Yard & Co. Ten Brink — Five Lectures on Shakespeare Holt Corson — Introduction to the Study of Shakespeare. . .D. C. Heath & Co. Stopford Brooks — On Ten Plays of Shakespeare Holt Stephenson — Shakespeare's London Holt Rolf e — Shakespeare the Boy Harpers Goldwin Smith — Shakespeare the Man Doubleday Page Co. Wm. Shakespeare — A Study in Elizabethan Literature Scribners Ben Johnson — The Silent Woman, Mermaid Series Scribners (Work of other dramatists of this period are included in Mermaid Series of works of old dramatists.) Masterman — Age of Milton Bell Richard Garnett — Milton's Life Walter Scott Co., London Bacon — Essays and Advancement of Learning Macmillan Isaac Walton — Complete Angler; Along Dent, London "V enables — Bunyan's Life Walter Scott Co., London Bunyan — Pilgrim's Progress (Golden Treasury Series MacmillaL Richard Garnett — Age of Dryden. Bell A. Dennis — Age of People Bell Craik — Jonathan Swift, Selections Clarendon Press Addison Selections — Golden Treasury Series Macmillan A. Ward — Pope, Poetical Works Globe Edition History of English Literature in the Eighteenth Century T. S. Perry Goose — Eighteenth Century Literature Clarendon Press Miller — Mid-Eighteenth Century Literature Scribners English Literature and Society in the Eighteenth Century Leslie Stephens — English Literature and Society in the Eighteenth Century s Putnam Thackeray — English Humorists Macmillan —3i— SOME SUGGESTED BOOKS. Among the many books desirable, either as texts or as a working library for high school students of English, the fol- lowing are suggested. There are many others equally useful. No reference is made to editions of English classics, concern- ing which teachers seeking information should correspond with the leading publishers. Text and Reference Books for Pupils. Alden— The Art of Debate Holt Andrews — Specimens of Discourse Holt Baker — The Principles of Argumentation (Revised Edition) Ginn Baker — Specimens of Argumentation (Modern) Holt Baldwin — Specimens of Prose Narration Holt Bates, Arlo — Talks on tne Study of Literature. . .Houghton Mifflin & Co. Bates, Arlo — Talks on the "Writing of English Houghton Mifflin Brewster — Specimens of Prose Description Holt Campbell — Handbook of Synonyms and Prepositions. .. .Lee & Shepherd Carpenter — Rhetoric and English Composition Macmillan Gardiner, Kittredge and Arnold — Manual of Composition and Rhetoric Ginn Genung — The Working Principles of Rhetoric Ginn Hanson — English Composition Ginn Herrick and Damon — Composition and Rhetoric. .Scott, Foresman & Co. Hill — 'Beginnings of Rhetoric and Composition American Book Co. Hitchcock — Practice Book in English Composition Holt Lamont — English Composition for High Schools iScribners i^amont — Specimens of Exposition Holt Laurie — S. S. Lectures on Language. Macmillan Laycock and Spofford — Manual of Argumentation for High Schools... Macmillan Lewis — Specimens of the Forms of Discourse Holt Macdonald's Foundation, English. McMurry— How to Study .Houghton, Mifflin & Co. Patterson — First Steps in English Composition Scott and Denny — Composition Rhetoric Allyn & Bacon Scott and Denny — Composition-Literature Allyn & Bacon Scott and Denny — Paragraph-Writing .Allyn & Bacon Simons — First Year in English for High Schools. .. .Silver Burdett & Co. Thomas and Howe — Composition and Rhetoric Longmans Thorndyke — The Elements of Rhetoric and Composition Century Webster — English Composition and Literature. .Houghton, Mifflin & Co. Wendell — English Composition ' Scribners Useful Books for Teachers of English. Carpenter, Baker and Scott — The Teaching of English Macmillan Clark, S. H. — How to Teach Reading Scott, Foresman & Co. Chubb — The Teaching of English Macmillan Education— "Vol. XXV., No. 1, Sept., ^04. —32— Hiiisdale — Teaching the Language Arts Appleton McMurry — Special 'Methods in the Reading of English Classics....... Macmillan Report of the Committee of Ten on Secondary Schools Studies U. S. Bureau of Education Sherman & Reed — The Essentials of Teaching Reading University Publishing Co., Lincoln, Neb. Spalding — The Principles of Rhetoric Heath Thomas — How to Teach English Classics Houghton, Mifflin & Co. Welch — Literature in the School Silver Burdett & Co. Welch— The Changing Values of English Speech PUBLIC SPEAKING. A Neglected Field. Almost nothing is being clone with this subject in the High Schools of the State. Its importance deserves to secure for it more attention. A man's ability to stand before an audience and give clear, forcible expressions to his thought frequently determines his success or failure. The lack of this ability, moreover, puts a very great limitation upon the individual's usefulness in his profession and in civic life. Many teachers would be much better fitted for their positions than they are, if the schools had offered them even slight training in this direction. Place in Curriculum. The subject may well be offered as an elective, two hours per week, throughout the third and fourth years. Students may properly be encouraged to take it in addition to regular work. But this arrangement will still leave many to graduate without the desired training. There are two remedies, first, an added emphasis on this phase of the regular English work. Much more could be accomplished in connection with oral composition than is now accomplished. The same holds true in a limited degree of debates, special reports, etc., in history and many other subjects; second making the course a require- ment instead of an elective in addition to the regular work. Contents of Course. i. Exercises in breathing, mechanics of speech and vocal culture. 2. Study and delivery of standard orations. Avoid the ornate type. 3. Writing, memorizing, and delivering original orations. —33— 4. Similar work on standard poems. 5. Talking from notes on assigned topics that have been worked up in the library. Aim. The aim is not at all to produce elocutionists, but to train in fluent, sensible, effective talking. SCIENCE. Pnysical Geography. Botany. Zoology. Physiology. Physics. Chemistry. Biology. Suggestion. 1. It is urged that no half year courses in any science be offered. Teach fewer subjects and those more thoroughly is the statement of a needed reform in our entire school system. 2. This recommendation is also in line with financial econ- omy. In small schools, especially, a good equipment and a well prepared teacher in two or three sciences are much to be preferred to a poor equipment in five or six in some of which any teacher is certain to be but half prepared. 3. In the great and increasing development of technical occupations, High School science has a splendid opportunity. It is called upon to lay the foundations for that broad, practi- cal, and accurate scientific knowledge which many of our mod- ern industries demand. 4. Of course no High School nowadays expects to give a course in any science without laboratory work. In gen- eral the laboratory and (in some subjects), field exercises — should occupy approximately one-half of the time. Simple apparatus is usually best and an ingenious teacher with the help of his boys, can make much of it. Not infrequently there is good opportunity here for practical correlation with the manual training department. The school program should be so arranged as to allow two consecutive periods for laboratory work. 5. The purpose of the laboratory is not to mystify or amaze the students by spectacular performances. Experiments should be sufficiently simple to be clearly understood by the student —34— both as to apparatus, processes and results. If such is not the case the experiment is a failure. 6. Students should not be lead to expect accurate results. Perfect results are not obtained even with expensive apparatus unless by accident. At the same time it is one of the most essential attributes of the scientific attitude, of mind to under- stand that even those imperfect results may most perfectly verify a principle or law. 7. Every student should be required to perform every exer- cise assigned and to secure, independently, results that are acceptable. Grades on the entire laboratory work may well be withheld, a grade of "Incomplete," being given until the work is done. Such an arrangement is now in force in several schools in the state and is everywhere reported to work well. PHYSICAL GEOGRAPHY. Suggestion. 1. In many ways this subject forms an excellent introduc- tion to the general field covered by High School science. The competent teacher will introduce simple experiments from Physics, Chemistry, and Biology. 2. Since the laboratory side of this subject is less thor- oughly developed than is that of any other science the follow- ing list of desirable equipment may be acceptable to many teachers. 1. Specimens of rocks and minerals. 2. Sheets for your locality and for typical regions from the United States Geological Survey Map. 3. Collection of rocks and minerals of your own vicin- ity. 4. Lantern slides, views of typical regions, formations and agencies. 5. Wall maps for Physical Geography. 6. Compass. 7. - Meter sticks. 8. Thermometers. 9. Barometers (mercurial). 10. Magnets. 11. Sunboard. 12. Spherical blackboard. —35— 13- A good globe. 14. Daily weather charts. To These Might Be Added. 15. A soil thermometer. 16. An aneroid barometer. 17. A U. S. Weather Bureau rain gauge. 18. An anemometer. 19. A barograph. Such a list of course could be indefinitely extended, but the above apparatus, especially the first fourteen articles will fur- nish a very effective working equipment for the average school. The teachers will find useful, "The Use of Government Maps in Schools," Henry Holt & Company. 3. Physical Geography is preeminently an outdoor subject. Field trips, especially in a region so rich in physiographic ma- terials as most parts of Montana, should be-extremely valuable. They must be skillfully handled, however, especially with large classes, to prevent them from degenerating into picnics. Such trips should later always be made the subject of a class exer- cise of some sort. BOTANY. 1. Recent years have seen a reaction against the detached, theoretical and excessively microscopic type of Botany teach- ing in the High School. It is a part of the general reaction against College domination in High School teaching. 2. The best thought among botany teachers at present seems to emphasize: (1) Plant physiology with special refer- ence to plants that are of economic importance especially in the locality; (2) Unity of the plant world from the lowest to the highest form ;. (3) Systematic field work in ecology when- ever possible. 3. Sexual reproduction should be as fully and frankly treat- ed as is vegetative. 4. The making of an indiscriminate herbarium is not re- garded as time well spent. For students who have the time and the inclination to make a collection of some sort, it is recommended that their herbarium represent some distinct idea in plant association or of representation of plant types, etc. 5. For schools maintaining a course in Agriculture there is -36- opportunity for very profitable correlation of courses. It is believed that a course in Botany taught so as to render it agriculturally profitable need not lose one particle of its gen- eral educational value. Likewise in horticultural sections of the state, the emphasis should be placed upon fruit plants. 6. On account of the late springs and early falls of Mon- tana it is difficult to follow any text. The teacher must study the conditions of his own locality and adapt the course to them. Some ingenuity must be exercised to secure an arrange- ment at once logical and seasonal. For instance, the study of seeds naturally follows that of flowers, but for obvious rea- sons should be taken up in winter and flowers postponed until spring. In general ecological phases of the subject should be emphasized spring and fall physiological and morphological in the winter. 7. The subject should be made human by keeping constant- ly in evidence the relation to man and his welfare of the facts brought out. Practical bacteriology and forestry should re- ceive notice. 8. The notebooks should be a correct and complete state- ment of the laboratory work. Neatness, accuracy and good English should be required. ZOOLOGY. Suggestion. 1. The compound microscope should not absorb too much time in Zoology. Animal life in its larger and particularly in its economic aspects is of more importance than a study of microscopic forms and structures. This does not mean that the microscope is not to be used but that its use is to be care- fully limited. 2. The grasshopper is a good insect with which to begin in the fall. The laboratory work may be continued by the use of the frog, fish, bird, protozoan, mammal, reptile, crayfish, clam or. other mussel, earthworm and hydra. 3. The general natural history — including external struc- tures in relation to adaptations, life histories, geographical range, relations of the types studied to other animals and to plants. Exercises in the practical classification of animals. General plan of • internal structure. Comparison of general —37— life processes in plants and animals. Very general but very candid treatment of sexual reproduction of some of the lower forms. The prominent similarities which suggest evolution. Some evidences of the struggle for existence, adaptations to environment, etc., should be noted. No attempt to present the scientific theory of evolution should be made. The class should gain some idea of the great discoveries and "careers of such men as Darwin, Huxley, Pasteur and Agassiz. 4. The note books should furnish an accurate survey of the laboratory and field work, with drawings, some of which should be made under the compound microscope. Emphasis should be placed upon neatness, accuracy of observation and the cor- rect use of English. PHYSIOLOGY. Suggestion. 1. This subject, for evident reasons, is of primary impor- tance. For reasons not quite so evident it is almost wholly neglected in our High Schools. The emphasis which has long been placed upon anatomy and histology should be shifted to hygiene and sanitation and these should be treated both from the public and from the private view point. 2. When this change is made students will at once appre- ciate the practical value of the subject. It will cease to be academic and theoretical but will become intensely human, appealing to the strongest instincts of students of high school age. 3. All that has been said about laboratory work and note books under Botany and Zoology applies here. Following are some typical suggestions as to the direction the course should take. 1. Brief consideration of human anatomy. If students have previously had a course in Zoology or Biology, some further evidences" of the evolutionary theory may well be pointed out. 2. Elementary study of cells, with more emphasis on func- tion than on structure. 3. Food and food values. 5. Prevention and treatment of common diseases. Patent medicines. —38— BIOLOGY. i. "The syllabus for Secondary Schools" of the New York State Education Department for 1910 thus sums up the aims of a High School course in Biology in the ninth grade. (1) To give to boys and girls first hand-knowledge of some common plants and animals. (2) To lead them to some understanding of the essen- tial functions carried on by living things. (3) To teach them something of the enormous economic importance to men of plant and animal products, and the necessity of conserving the biological re- sources of our country. (4) To emphasize especially the essential conditions of individual and public health in city and state. 2. To give such a course with adequate results there must be good equipment and above all a thoroughly prepared teacher. If schools can not offer courses in all the biologic sciences, it is recommended that they concentrate on this and present it adequately. PHYSICS. Suggestions. 1. There is a wide difference of opinion on the question whether Physics should be required of all High School stu- dents and whether it should be taught in the third or fourth year. The tendency seems now to be in favor of the third. Certainly no student should be allowed to graduate without at least one year's work in science. Whether this should be in Physical or Biological science, is the real question at issue. It is recommended that neither one be absolutely required of all students but that every student be required to elect one or the other. Students should be encouraged to take both. 2. Of course Physics will be required of all students look- ing to engineering. 3. High School Physics suffered for many years by the introduction into its teaching of university methods and ideals and even of abridged university text-books. The subject was over-technical, too theoretical and bristled with mathematics beyond the knowledge of High School students. Few teach- ers now adhere, however, to that condition. The subject has —39— been rendered more human by the introduction of illustrations and applications drawn from scientific history and from real life. List of Experiments. MECHANICS— 1. Weight of unit volume of a substance, prism or cylinder. 2. Principle of Archimedes. 3. Specific gravity of a solid body that will sink in water. 4. Specific gravity of a liquid; two methods (bottle and displace- men: methods.) 5. Specific gravity of a liquid by balancing columns. 6. Boyle's Law. 7. Density of air. 8. Hooke's Law. 9. Strength of materials. 10. The straight lever, principle of moments. 11. Centre of gravity and weight of a lever. 12. x arallelogram of forces. 13. Four forces at right angles in one plane. 14. coefficient of friction between solid bodies — on level and by slid- ing on an incline. 15. Efficiency test of some elementary machine either pulley, incline plane, or wheel and axle. 16. Laws of the pendulum. 17. Laws of accelerated motion. HEAT— 18. The mercury thermometer: Relation between pressure of steam and its temperature. 19. Linear expansion of a solid. 20. Increase of pressure of a gas heated at constant volume; or 21. Increase of volume of a gas heated at constant pressure. 22. Heat of fusion of ice. 23. Cooling curve through change of state (during solidification). 24. Heat of vaporization of water. 25. Determination of the dew point. 26. Specific heat of a solid. SOUND— 27. Velocity of sound. 28. Wave length of sound. 29. Number of vibrations of a tuning fork. LIGHT— 30. Use of photometer. 31. Images in a plane mirror. 32. Images formed by a convex mirror. 33. Images formed by a concave mirror. 34. Index of refraction of glass; Or, 35. Index of refraction of water. 36. Focal length, and conjugate foci of a converging lens. 37. Shape and size of a real image formed by a lens. 38. Magnifying power of a lens. 39. Construction of model of telescope or .compound microscope. MAGNETISM AND ELECTRICITY— 40. Study of magnetic field. 41. Magnetic induction. 42. Study of a single fluid voltaic cell. 43. Study of a two-fluid voltaic cell. 44. Magnetic effect of an electric current. 45. Electrolysis. 46. Laws of electrical resistance of wires: Various lengths cross section and in parallel. 47. Resistance measured by volt-ammeter method. 48. Resistance measured by Wheatstone's bridge. 49. Battery resistance — combination of cells. 50. Study of induced currents. 51. Power or efficiency test of a small electric motor. Every successful teacher will modify these according- to locality to bring them as far as possible within the experience of his pupils. 4. In addition to general suggestions already given as to laboratory work and -notebooks the following are perhaps worth while : 1. The purpose of every experiment should be clearly stated. 2. There should be a brief description of the experiment. Illustrative drawings should be purely illustrative, not ornamental. 3. Numerical data should be neatly tabulated. 4. Statements of reasoning and conclusions should be brief, clear, logical, after the models of geometry. 5. In order that the teacher may be certain of the inde- pendent character of the work note books should rarely or never be taken from the laboratory. 6. The following list of topics for a course in Physics is that adopted by the North Central Association of Colleges and Secondary Schools to which would now have to be added the wave theory of electricity and its applications: 1. Weight, center of gravity. 2. Density. 3. Parallelogram of force. 4. Atmospheric pressure; barometer. 5. Boyle's law. —4i— 6. Pressure due to gravity in liquids with a free surface; varying depth, density, and shape of vessel. 7. Buoyancy; Archimedes', Principle. 8. Pascal's law, hydraulic press. 9. Work as force times distance and its measurement in foot, pounds and gram-centimeters. 10. Energy measured by work. 11. Law of machines, work obtained not greater than work put in; efficiency. 12. Inclined plane. 13. Pulleys, wheel and axle. 14. Measurement of moments by the product of force times arm; levers. 15. Thermometers; Fahrenheit and centigrade scales. 16. Heat quantity and its measurements in gramcalories. 17. Specific heat. 18. Evaporation; heat of vaporization of water. 19. Dew point; clouds and rain. 20. Fusion and solidification; heat of fusion. 21. Heat transference; conduction and convection. 22. Qualitative description of the transfer of energy by waves. 23. Wave length and period of waves. 24. Sound originates at a vibrating body and is transmitted by waves in air. 25. Pitch and period of sound. 26. Relation between the wave length of a tone and the length of a string or organ pipe. 27. Resonance. 28. Beats. 29. Rectilinear propagation of light; pin-hole cameras. 30. Reflect-on and its laws; image in a plane mirror. 31. Refraction and its use in lenses; the eye; the camera. 32. Prisms and dispersion. 33. Velocity of ..ght, 34. Magnetic attractions and repulsions. 35. Field of force about a magnet. 36. The earth a magnet; compass. 37. Electricity by friction. 38. Conductors and insulators. 39. Simple galvanic cell. 40. Electrolysis; definition of the amperes. 41. Heating effects; resistance; definition of the ohm. 42. Ohm's law; definition of the volt. 43. Magnetic field about a current. 44. Electromagnetic induction. 45. Simple alternating current dynamo of one loop. 46. Electromagnetic induction by breaking a circuit; primary and secondary. 47. Conservation of energy. 48. Wave theory. —42— Numerous excellent laboratory manuals are published. From them teachers may receive much helpful information as to laboratory equipment and experiments. Hot and cold water, gas and electricity should be available in the laboratory if in any way possible. Schools in towns where there is no gas supply may remedy the defect by installing a gas plant of their own. These plants are not excessively expensive when one considers the waste, inconvenience, and danger* of alcohol lamps. The one manufactured by the Matthews Gas Machine Company of Chicago is giving satisfaction in the state CHEMISTRY. Suggestions. 1. This subject, the most highly specialized and technical of all the High School Sciences, should be taught in the Senior year and offered only when good laboratory equipment can be had. 2. For satisfactory laboratory work, water is the first es- sential hot and cold, if possible, while gas and electricity fol- low closely. Alcohol lamps are a poor substitute for gas. 3. With the introduction of Agriculture and Domestic Science into our schools has come the need of furnishing instruction in the chemical phase of those subjects. Most schools do not feel able to establish separate and partially duplicate courses and thus has arisen the problem of how to modify the regular course in chemistry so as at once to meet the demands of the colleges, and the needs of agriculture and of cooking. The problem is by no means a simple one and any general sug- gestion that may be made will fail unless the individual teacher applies time, patience, and much study to his particular situa- tion. Mr. George B. Aiton, inspector of High Schools for Minne- sota, recommends, that about Thanksgiving the class in Chem- istry be divided into two divisions one composed of girls to take up the question of sanitation and foods ; the other com- posed of boys to study agricultural chemistry. These sections might recite every other day with laboratory days intervening. In the spring these sections might be reunited for further work in chemical theorv. —43— The objection to such an arrangement will arise from two causes : i. Cooking and the study of soils are usually taught within the first two years of the High School course, while Chem- istry is invariably and for good reasons, taught within the last two. This means that students in Cooking and Agricul- ture must take their Chemistry with students much more mature or that thev must take it one or two years after the completion of the course to which it is supposed to relate. Both alternatives are bad. (2) Strictly college preparatory students, especially those looking toward technical industrial or engineering work do not desire to have the applications and illustrations of their chemical theory drawn from cooking and agriculture. Other industrial fields are much more important for them. Xo means for avoiding these difficulties has been suggested. It therefore seems best, unless the exigencies of the school require it. that no attempt be made to unite these diverse and conflicting demands but that the requisite Chem- istry for each course be taught separately. 4. Most of what has previously been said with reference to laboratory work in other sciences may be applied here. 5. The chief thing to be avoided is making the work too technical and theoretical. Chemical theory is so unstable that it forms very unsatisfactory material for the consideration of High School students. Only the absolute essentials of the theory should be taught, but much time spent upon applied chemistry. HISTORY. Subdivisions. 1. The High School courses in History as commonly ar- ranged are as follows : First Year — Greek and Roman History. Second Year — Medieval and Modern History. Third Year — English History. Fourth Year — American History and Civics. Alternative Arrangement. First Year — Greek and Roman History. Second Year — English History with strong emphasis on English relations to Western Europe. —44— Third Year — American History. Fourth Year — Civil Government of the United States with considerable attention to elementary econo- mics and sociology. 2. These arrangements probably cannot be improved upon for the large school. For the smaller school several modifica- tions may be suggested. 1. The second and third year courses may be alternated. 2. In schools where even with this alternation, it still seems unwise, to attempt four courses in History, the following arrangement is recommended: For the first year ; eight to twelve weeks devoted to Ancient History and the balance of the year to English History to be followed by American His- tory and Civics in the fourth year. 3. The attempt to cover the whole historical field by a course in General History does not meet with approval. The hardest problem of the course probably arises in the Senior year when the attempt is made to cover the entire field of American History and Government. It seems to be the almost universal experience of High School history teachers that the eighth grade work in those subjects has well nigh vanished from the minds of the twelfth grade students. It cannot be depended upon to furnish a basis for any material relief. The only practical suggestion looking to the lighten- ing of this year's work that has come to notice is that in the course in English History, sufficient emphasis be given to its American aspects up to the end of the Colonial Period, 1760, so that in the course in American History, it will be possible to dismiss that much of the subject after a brief review. The review should be of such nature as to enable the students to obtain a clear understanding of the causes of the Revolution, and of the problems confronting- the Colonists thereafter. It is hoped that texts based upon this suggestion will soon ap- pear. Of course this difficulty does not arise in the second arrangement suggested above. General Suggestion. The aim of all history teaching should be not the memoriz- ing of a category of facts, but the development of the social —45— sense, the ability better to understand the institutions and life of the modern world and better to find one's place in it. "History may be said to put the third dimension into the field of knowledge. It gives it depth, by extending it backward in time, which is a liberalizing effect. In relation to the other subjects, history is chiefly preparatory. Language, literature, art, and philosophy and cer- tain aspects even of science, cannot be fully understood without history. But the chief value of history is the social. Says Dewey: " 'The evils 'of the present industrial and political situation, on the ethical side are not due so much to actual perverseness on the part of the individuals concerned, nor to mere ignorance of what constitutes the ordinary virtues (.such as honesty, industry, purity, etc.) as to the inability to appreciate the social environment in which we live. It is tremendously complex and confused. Only a mind trained to grasp social situations and to reduce them to their simpler and typical ele- ments, can get sufficient hold on the realities of this life to see what sort of action, critical and constructive, it really demands. Most peo- pleare left at the mercy of tradition, impulse, or the appeals of those who have special and class interests to serve. In relation to this highly complicated social environment, training for citizenship is formal and nominal unless -t develops the power of observation, analysis, and the agencies through which it is modified. Because history rightly taught is the chiet instrumentality for accomplishing this, it has an ultimate ethical value. " 'History gives social insight by revealing both the genesis and structure of the social order and the conditions of social advance. Pres- ent social life is so complex that its elements cannot be grasped when approached directly. These elements must be approached historically, and traced from their inception, if their real significnce is to be appre- ciated. From Greece we get the significance of art and individual iniative, from Rome the principles of political organization, from Pales- tine the heart of our moral and religious life, and from the Middle Ages many minor customs and practices. Anthropology wbich may be regarded as a phase of history, carries this analysis still farther back, giving us the initial development of the very elements of civili- zation. The conditions of social progress can be apprehended directly still less. Although the causes of advances and retrogressions are complex, they may in measure be ferreted out and made available for the pres- ent and the future. Types of the influences involved here are the atti- tude toward individual initiative: toward freedom of the press, speech, belief; toward civic and personal righteousness: and the effeetion of inventions, of international commerce, and of the dissemination of education. Nations, like individuals, must live according to the prin- ciples of enlightenment, and justice, and both this fact and the princi- ples involved can be appreciated fully only through the study of history.' " — Ruediger, Principles of Education. -46- However, teachers must not come to despise facts. An ac- curate and sufficiently extensive knowledge of them is an es- sential means to the desired end. Even dates must be mem- orized in sufficient numbers to furnish a working outline of the subject. But the facts must be so employed as to make the subject a thoroughly rational one, inducing pupils to weigh evidence and draw conclusions. W. E. H. Lecky said : "History is one of the best schools for that kind of reasoning which is most useful in practical life." How many teachers make it so? The emphasis should be placed upon political, social and economic development. Very ■ little time should be given to purely military affairs. Ethical and patriotic lessons should be unavoidable by-products of the teaching of history. They should not be dragged in by force like the moral in a fable. Every visual aid which the teacher, can employ from the illustrations in the texts up to a judicious use of the sources adds effectiveness to the instruction. A constant reference to geography is one of the most effective aids. Map drawing should be included in every course. Outline maps are recom- mended, saving much time for both students and teachers. Such maps may be obtained from McKinley Publishing Com- pany, Germantown Avenue, Philadelphia, Atkinson, Mentzer and Grover, Chicago, and elsewhere. If the school is provided with a stereopticon, especially of the new reflecting type, it can be made a most valuable aid to the history teacher. GREEK AND ROMAN HISTORY. Suggestions. This course, coming as it does in the ninth grade, furnishes the student his first introduction to the study of peoples far distant in time and place. It is therefore peculiarly important and peculiarly difficult. In the hands of an inexpert teacher, it is likely to sicken pupils of the whole subject. Great pains must be taken to create clear and correct mental images of ancient life. Pupils in possession of such images will be interested. To this end, maps, pictures, guide-books, stere- opticon slides and other illustrative material, should be used in abundance. —47— The subject will introduce to the ai'erage ninth grader a vocabulary containing a very large percentage of new words and phrases. Teachers should take great pains in assigning lessons to see that words in the following day's work are understood. In fact the course in Ancient History presents almost innumerable difficulties to the High School teacher, a condition to which successful teachers are keenly alive. Outline of Course. First Semester. 1. The Nile — Tigris and Euphrates valleys. 2. Hellenic development to 750 B. C. 3. Tendencies in Greece to the Persian Wars. 4. Foreign Wars of 479 B. C. 5. Athenian supremacy 479-431 B. C. 6. Internal discensions; rise of Macedonia, 461-362 B. C. 7. Alexander and the Hellenistic Movement, 336-146 B. C. Second Semester. 1. Rome from the foundation of the city to its supremacy in Italy. 753-264 B. C. 2. The Conquest of the Mediterranean region. 264-133 B. C. 3. Republic overthrown; monarchy established, 133-31 B.' C. 4. The Roman world under the empire. 31 B. C. 375 A. D. 5. The coming of the Teutons and the foundations of medieval Europe. 367 to 800 A. D. REFERENCE BOOKS IN ANCIENT HISTORY. For the following list of books on this subject, than which it would be difficult to find one better suited to the needs of the high school, we are indebted to the list of books published by the Oregon Library Commission, 1907. Abbott, Evelyn — History of Greece. 3 Vols Putnam Abbott, Evelyn — Pericles and the Golden Age of Athens Putnam Abbott, Evelyn — History and description of Roman Institutions. .. .Ginn Botsfora, G. W. — History of the Orient and Greece Macmillan Botsford, G. W. — Ancient History for Beginners Botsfora & Botsford — L. S. Story of Rome as Greeks and Romans Tell It Macmillan Bury, J. B. — History of Greece to the death of Alexander the Great. '. . Macmillan Church, A. u. — Roman Life in the Days of Cicero Macmillan Church, A. J. — Stories of the East from Herodotus Dodd Davidson, J. L. — Strachan. Cicero and the Fall oi the Roman Re- public Putnam Day, Edward — The Social Life of the Hebrews Scribner Dill. Samuel — Roman Society m the Last Century of the Western Empire Macmillan - 4 8- Firth, J. B. — Augustus Caesar Putnam Fling, F. M. — Source Book of Greek History Heath Fowler, W. W. — The City State of the Greeks and Romans. . .Macmillan Fowler, W. W. — Julius Caesar and the Foundation of the Roman Im- perial System Putnam Goodspeed, G. S. — A History of the Ancient World Scribner Goodspeed, G. S. — History of the Babylonians and Assyrians. .. .Scribner Gow, James — A Companion to School Classics Macmillan Greenridge, A. H. J. — A Handbook of Greek Constitutional History ! - Macmillan Gulick, C. B. — Life of the Anient Greeks, With Special Reference to Athens Appleton Harper's Dictionary of Classical Literature and Antiquities; Ed. by H. T. Peck American Book Co. Hoernes, Moriz — Primitive Man Macmillan How and Leigh — History of Rome Longmans Inge, W. R. — Society in Rome Under the Caesars Scribner johnston, W. H. — Private Life of the Romans Scott Lord, J. K. — Atlas of the Geography and History of the Ancient World Sanborn Mahaffay, J. P. — Old Greek Life American Book Co. Mahaffay, J. P. — The Story of Alexander's Emipre .Putnam Maspero, G. C. C. — Life in Ancient Egypt and Assyria Appleton Morris, W. O. — Hannibal, Soldier, Statesman, Patriot; and the Crisis of the Struggle Between Carthage and Rome Putnam Munro, D. C. — Source, Book of Roman History Heath Pelham, H. F. — Outlines of Roman History Putnam Plutarch — Lives. 2 Vols Burt Seignobos, Charles — History of Ancient Civilization, Translated and Edited by A. H. Wilde Scribner Shuckburg, E. S. — Short History of the Greeks Cambridge Tozer, H. F. — Classical Geography American Book Co. Wendel, F. C. H. — History of Egypt American Book Co. West, W. M. — Ancient History to the Death of Charlemagne Allyn Wheelei, B. U. — Alexander the Great Putnam Wolfson, A. M. — Essentials in Ancient History; from the earliest records to Charlemagne American Book Co. Translations: Plutarch's Lives. Livy. Odyssey & Iliad. —49— MODERN AND MEDIEVAL HISTORY. This course presents more difficulties from the standpoint of content than any other. The great purpose of the course is to show how the modern world was evolved from the an- cient; to trace modern institutions from their origins in the ancient or medieval world. The emphasis should be placed upon the modern field. Outline of Course. First Semester. 1. A brief review cf the contributions made to civilization by the Hebrews, Greeks and Romans. What the medieval world started with. 2. The settlements of the Teutons in western Europe and the origin of the great modern states. 3. The church, its origin, and growth as a spiritual and temporal power; its influence and the decline of its political authority. 4. Feudalism; origin, development and decline. 5. The Crusades, Renaissance, Beginnings of Protestant Reforma- tion. Second Semester. 1. The Reformation. 2. English Revolution of the 17th century, 3. The growth of the consolidated monarchy at the expense of feudalism in France. 4. England as a colonizing power. 1497-1763. 5. The balance of power. Rise o± Russia and Prussia. 6. The French Revolution. 7. Unification of Italy and Germany. 8. Growth of Constitutionalism. 9. The near east and the far west. 10. Recent events in Persia and China; their significance. LISTS OF BOOKS ON MODERN AND MEDIEVAL HISTORY. Adams, C. B. — Civilization During the Middle Ages Scribner Adams, C. B. — European History Macmillan Adams, C. B. — Growth of the French Nation Macmillan Andrews, C. M. — Historical Development of Mcdern Europe Putnam Archer & Kingford — The Crusades Putnam Bryce, James — Holy Roman Empire Macniillan Cunningham, William — An Essay on Western Civilization in Its Economic Aspects; Medieval and Modern Times Cambridge Davis, H. W. C, — Charlemagne American Book Co. Eginhard — Life of Charlemagne American Book Co. Emerton, Ephraim — Introduction to tne Study of the Middle Ages..Ginn Fisher, G. C. — Outlines of Universal History American Book Co. Fournier, August — Napoleon the First; Edited by E. G. Bourne Holt Fyffe, C. A.— History of Modern Europe Holt Gardiner, Mrs. B. M. C— French Revolution Longmans Guerber, H. L. — Legends of the Middle Ages American Book Co. Harding, S. B. — Essentials in Medieval and Modern History American Book Co. Hassall, Arthur — The French People Appleton Haydn, J. T. — Dictionary of dates and universal information relating to all ages and nations, containing the history of the world to the end of 1903 Putnam Headlam, J. W. — Bismarck and the Foundation of the German Empire. Henderson, B. F. — Short History of Germany Macmillan Hume, M. A. S — Modern Spain. 1788-1898 Putnam Hume, M. A. S. — Spain, Its Greatness and Decay. 1479-1788. .. .Putnam Irving, Washington — Chronicle of the Conquest of Granada Putnam Johnson, A. H. — Normans in Europe Longmans Labberton, R. H — Historical Atlas, 3800 B. C. to 1900 A. D Silver Larned, J. N. — History for Ready Reference Nichols Lodge, Richard — Close of the Middle Ages. 1273-1494 Macmillan Longman, F. W. — Frederick the Great and the Seven Year's War.. Longmans Lowell, E. J. — Eve of the French Revolution Houghton Mohammed — Speeches and Table Talk of Mohammed; Edited by Stanley Lane-Poole Macmillan Motley, J. L. — Peter the Great Maynard Motley, J. L. — Rise of the Dutch Republic Crowell Munro, D. C. — History of the Middle Ages Appleton uman, C. W. C. — The Dark Ages Macmillan Orsi, Pierto — Modern Italy, 1748-1898 Putnam Ploetz, Carl — Epitome of Ancient, Medieval and Modern History... Houghton Lane-Poole Stanley — Moors in Spain Putnam Lane-Poole Stanley — Saladin and the Fall of the Kingdom of Jerusa- lem Putnam Putzger, F. W. — Historischer Schul Atlas zur Altem Mittleren und Neuen Gesichten. Revised Edition Lemck Robinson, J. H. — Introduction to the History of Western Europe. . .Ginn Robinson, J. H. — Readings in European History Ginn Rose, J. H. — Revolutionary and Napoleonic Era, 1789-1815. .. .Cambridge Sedgwick, H. D. Jr. — Short History or Italy. . : Houghton Seebohm, Frederic — The Era of the Protestant Revolution. .. .Longmans Symonds, J. A. — Short History of the Renaissance in Italy Holt Thatcher and McNeal — A Source-Book of Medieval History. ... Scribner ENGLISH HISTORY. I. It is impossible without going more into detail than the limits of this pamphlet permit, to offer an outline of the field of English History, which would be applicable to all the var- ious suggestions made above with reference to that subject. A very general outline as in the other sources is therefore offered and individual teachers are left to make their own adaptations. Outline of Course. 1. Celtic and Roman Britian to 449 A. D. 2. Saxon England to 1066. 3. Norman England to 1154. 4. England under the Plantagenets to 1485. 5. England under the Tudors to 1603. 6. The Stuarts, the Revolution and American Colonization, 1603- 1688. 7. constitutionalism and Colonial Expansion. Relation with Amer- ican Colonization, 1688-1820. 8. Imperialism, 1820 — 9. Growth of the Democratic Spirit. LIST OF REFERENCE BOOKS ON ENGLISH HISTORY. Andrews, C. M. — History of England Allyn Beteson, Mary — Medieval England Putnam Beard, C. A. — An Introduction to the English Historians Besant, Sir Walter — Story of King Alfred Appleton Bolton, Mrs. S. K. — Famous English Statesmen of Queen Victoria's Reign Crowell Bryce, James — William Ewart Gladstone Century Cheyney, E. P. — An Introduction to the Industrial and Social His- tory of England Macmillan Cheyney, E. P. — A Short History of England Macmillan Cheyney, E. P. — Readings in English History Ginn Colby, E. — Selections from the Sources of English History. .. .Longmans Firth, C. H. — Oliver Cromwell and the Rule of the Puritans in England. Freeman, E. A. — William the Conquerer Macmillan Froude, J. A. — English Seamen in the Sixteenth Century Scribner Gardiner, S. R.— Atlas of English History Longmans Gardiner, S. R. — First Two Stuarts and the Puritan Revolution, 1603-60 Longmans Gardiner, S. R. — Student's History of England irom tlie Earliest Times to 1885 Longmans Green, J. R. — Short History of the English People. . .American Book Co. Green, W. D. — William Pitt, Earl of Chatham and the Growth and Division of the British Empire Putnam Harrison, Frederic — Oliver Cromwell Macmillan Hooper, George — Wellington Macmillan Johnston and Spencer— Ireland's Story Houghton Kendall, E. K. — Source Book of English History Macmillan Lamed, J. M. — History of England Houghton McCarthy, Justin — British Political Portraits....... Macmillan McCarthy, Justin — Epoch of Reform, 1830-1850 Longmans McCarthy, Justin — Story of the People in England in the Nineteenth Century. 2 Vols Putnam Moberly, C. E. — The early Tudors Longmans Morley, John — Walpole Macmillan Oman, C. W. C. — England in the Nineteenth Century Longmans Plummer, Charles — The Life and Times of Alfred the Great Reich, Emil — New Student's Atlas of English History Macmillan Rose, J. H. — The Rise and Growth of Democracy in England. .. . Duffield Seelye, Sir J. R. — Expansion in England Little Stubbs, William — The Early Plantagenets Longmans Synge, M. B. — A Short Story of Social Life in England Trail, H. D— William III. Conqueror Walker, A. P. — Essentials in Engash History American Book Co. Woodward, W. H. — Short History of the Expansion of the British Empire Cambridge Wrong, G. M. — The British Nation Appleton AMERICAN HISTORY AND CIVICS. i. No attempt is made to divide the work by semesters. 2. In any High School course in History which is so plan- ned as to require American History and Civics to be given in a single year, the preceding course, whether in English or in general Medieval and Modern History, should have been so handled as to make it possible to cover the periods of Ameri- can discovery and colonization by means of a brief review. 3. It is the belief of this department that there should be no formal division between the work in civics and in history in these courses ; that instead of teaching, say a half year of each, the two should be regarded as one subject, treating the origin and development of our political system in their proper historical setting. Many teachers, however, will prefer to han- dle the subjects separately. In that case about three-fifths of the time should be given to history and two-fifths to civics. The work in the text books in High School civics should be supplemented by a study of local civics under the teacher's careful direction. The aim is not to teach political statistics but to produce good citizens, intelligently and sincerely devot- ed to what is right in government. 4. There is probably a tendency among High School teach- ers of United States History to devote a disproportionate —53— amount of time to the "'critical period - ' and to matters affect- ing slavery. Our traditional point of view, of course, favors such a result. But it seems now time for us 'to realize that the period from 1865 down is really of prime importance inasmuch as most of the great issues of today have had if not their origins, at any rate their chief acceleration since that time. 5. In case it is possible to devote an entire year to U. S. History alone, the result should prove \ T ery satisfactory. It should be possible to use some such substantial text as Chan- nings, Student's History and to do much outside work. 6. Likewise a whole year devoted to Civics in the hands of a skillful and well prepared teacher, should be as valuable as any year's work which can be done in the High School. Such a book as A. B. Hart's Actual Government suggests the ground which the course should cover. 7. Many history teachers need to be reminded that history is still in the making. No opportunity should be lost to con- nect past events with present conditions ; students should be encouraged to look for such relationships and to follow out their course. The work in Modern, in English and in Ameri- can History should be so planned as to leave opportunity for the study of contemporary conditions, events and tendencies. They should leave the pupil in touch with things as they are now, not as they were ten or twenty years ago. Of course to accomplish this result the teacher must keep himself well informed and the school should itself subscribe to such reviews as the Literary Digest, Outlook, Review of Reviews, World's Work, Pathfinder, Current Events, etc. Outline of Course. 1. The period from 1760 to 1783 should be treated from the standpoint of the cause and results of the Revolution with very slight attention to military details. 2. Government under Confederation, formation and adop- tion of Constitution, 1781-1789. 3. Political development, 1789-1829. 4. Economic, social and industrial development, 1760-1829. 5. Political History, 1829-1865. 6. Territorial, commercial, industrial and social progress, 1829-1865. 7. Political History, 1865. —54— 8. Territorial, commercial, industrial, and social progress, 1865. (Previous to 1760, the work should be in the nature of a review -noting only topics of prime importance.) LISTS OF REFERENCE BOOKS IN AMERICAN HISTORY. Brady, C. T. — Border Fights and Fighters McClure Brigham, A. P. — Geographic Influences in American -History Ginn Burgss, J. W. — The Civil War and the constitution. 2 Vols Scr'bner Burgess, J. W. — The Middle Period Scribner Burgess, J. W. — Reconstruction and the Constitution Scribner Cambridge — Modern History Macmillan Channing, Edward- — History of the United States Macmillan Channing & Hart — Guide to the Study of American History Ginn Coman, Katherine — Industrial History of the United States. . .Macmillan Dodge, T. A. — a Birdseye View of Our Civil War Houghton Es rle, Mrs. A. M. — Home Life in Colonial Days Grosset Eggleston, G. C. — A Rebel's Recollections Putnam Elson, H. W.— History of the United States Macmillan Fisher, G. P. — The Colonial Era Scribner Fiske, John — The American Revolution. 2 Vols Houghton FisKe, John — Beginning of New England Houghton Fiske, John — Critical Period of American History Houghton Fiske, John — Discovery of America. 2 Vols Houghton Fiske, John — Dutch and Quaker Colonies in America Houghton Fiske, John — New France and New England Houghton Fiske, John — Old Virginia and Her Neighbors. 2 Vols. ..... .Houghton Gordon, J. B. — Reminiscences of L ne Civil War Scribner Gordy, j. O. — Political History of the United States Holt Jtiart, A. B. — Essentials in American History American Book Co. Hart, A. B. — Formation of che Union Longmans Hart, A. B. — American History Told oy Contemporaries. 4 Vols.... Macmillan Cheyney, E. P. — European Background of American History (Ameri- can Nation Series) Harper Bourne, E. G. — Spain in America (American Nation Series) Harper Howard, G. E. — Preliminaries of the Revolution (American Nation Series) Harper McLaughlin, A. C. — The Confederation of the Constitution (Ameri- can Nation Series) Harper Turner, F. J. — Rise of the New West (American Nation Series) . .Harper Hart, A. B. — Slavery and Abolition (American Nation Series) ... .Harper Garrison, G. P. — Westward Extension (American Nation Series) . .Harper Smith, T. C. — Parties and Slavery (American Nation Series) ... .Harper Chadwick, F. E. — Causes of the Civil War (American Nation Series) Harper Hosmer, J. K. — The Appeal to Arms American Nation Series) .. .Harper Hosmer, J. K. — Outcome of the Civil War (American Nation Series) Harper Hill, Mabel — Liberty Documents Longmans JohnstCL, Alexander — American Orations. 4 Vols Putnam JLecky, W. E. H. — American Revolution Appleton Lodge, H. ^. — Short History of the English Colonies in America. .Harper Macdonald, William — Select Chapters and Other Documents Illustra- tive of American History Macmillan Macdonald, William — Select Statutes and Other Documents Illustra- tive of the History of the United States Macmillan McLaughlin, -_. C. — History of the American Nation ' Appleton McMaster, J. B. — History of the People of the United States from the Revolution to the Civil War Appleton Madison, James — Journal of the Federal Convention Scott Mowry, W. A. — Territorial Growth of the United States S'lver Parkman, Francis — Conspiracy of Pontiac and the Indian War After the Conquest of Canada Burt Parkman, Francis — County Frontenac and New France Under Louis XIV Little Parkman, Francis— A Half Century of Conflict. 2 vols Little Parkman, rrancis — The Jesuits in North America in the Seven- teenth Century Little Paikman, Francis — Montcalm and Wolfe. 2 Vols Little Parkman, Francis — Pioneers of France and the New World Little Parkman, Francis — Struggle for a Continent Little Rhodes, J. F. — History of the United States from the Compromise of 1850. 7 Vols Macmillan Roosevelt, Theodore — Episodes from the Winning of the West.. Putnam Rouse, A. L. — National Documents Unit bchouler, James — History of the United States of America Under •the 'Constitution Dodd Sloane, W. M. — The French War and the Revolution Scribner Sparks, E. E. — Expansion of the American People Scott Sparks, E. E. — The Men Who Made the Nation Macmillan Spears, J. R. — Short History of the American Navy Scribner Thwaites, R. G. — The Colonies Longmans Walker, F. A. — Making the Nation Scribner Wilson, Wcodrow — Divis'on and Reunion Longmans Wilson, Woodrow — History of the American People. 5 Vols Harper No satisfactory course in High School History can be taught without reasonable library facilities. The lists of reference works appended at the discussions of the various sub-divisions of the field of History will suggest what is meant by reason- able facilities. References for student's reading especially in the early years of High School should be given in very explicit form, volume and page, and some time should be spent in teaching students the use of books. The note-book, preferably the loose-leaf variety, should find a- place in every High School course in History. Many inex- -56- perienced teachers fall into the mistake of greatly overdoing the notebook work, regarding it as an end in itself instead of as a purely supplementary aid in the illumination and organiza- tion of facts. Long and complicated outlines of the texts are not profitable note-book material, if indeed, they are useful at all. Maps, notes on assigned readings, tabulations, and graphic representations, chronological tables, lecture notes, and newspaper clippings are suggested as desirable. MATHEMATICS. Elementary Algebra. Plane Geometry. Advanced Algebra. Solid Geometry. Advanced Arithemetic. Trigonometry. The department recommends the following arrangement of subjects: First Year — Elementary Algebra. Second Year — Plane Geometry. Third Year — Advanced Algebra. Fourth Year — Solid Geometry and Trigonometry or Advanced Arithmetic. Suggestions, i. The N. E. A., last summer in adopting the report of the Committee on the Articulation of High School and College, gave its sanction to a High School course with electives so arranged as to enable a student to graduate without any mathematics whatever. Accredited High Schools in Montana must require not less than two years. It is recommended that not more than two years be required. Students of special aptitude or who are looking forward to an engineering educa- tion should be required to take three or still better four years. 2. Mathematics holds its place, entirely in so far as it is required of all pupils, by reason of its value, real or supposed, in training the mind in clear and independent reasoning. Un- less the teaching of the. subject actually contributes powerfully to such a result, the time could be spent to much better ad- vantage on other subjects. To this end the only standard should be absolute _ accuracy and complete independence of work. Methods of checking results should be employed in- stead of answer books. 3. High School mathematics introduce the student to a —57— large number of new terms. These need to be so thoroughly mastered that they become as familiar as the most ordinary household words. The student whose mental reaction upon such words as ''coefficient'' or ''bisector''' is not perfectly automatic, can not travel far toward a mastery of the real diffi- culties of the subject. ELEMENTARY ALGEBRA. Outline, i. The four fundamental operations with both whole num- bers and fractions. 2. Factoring. These are the essentials and their absolute mastery is vastly more important than the solution of a large number of equa- tions. 3. The solution of equations both simple and simultaneous containing from one to three unknowns. The graph should be introduced and used sufficiently to con- vince the student of the possibility of representing algebraic relations geometrically and to illustrate by practical problems the use of the graph in representing the relations of scientific and statistical data, etc. The treatment in Hawkes. Luby and Touton, First Course in Algebra is satisfactory. 4. Reduction of all fractional forms especially by factoring. 5. Ratio and proportion. (Simple treatment). 6. Radicals not including cube roots of polynomials. 7. Quadratic equations. ADVANCED ALGEBRA. Suggestion. Most Montana High Schools are now devoting but' one half year to this subject. In view of the genuine difficulties of the subject and of the constant complaints of the Colleges and Technical Schools of lack of adequate preparation in Algebra, this department recommends that an entire year be given to the advanced course. Most of the larger Universities and the stronger Technical Schools have now refused to accredit High School Algebra for admission to their engineering courses. Inasmuch as Algebra beyond the first year is taught almost solely for the benefit of students, seeking admission to such courses, it seems evident that the present arrangement has not been a success. Schools that have tried the year course are enthusiastic in its favor. Outline of Course. Xot to be regarded as a guide to order of presentation, i. Thorough review of Elementary Algebra. 2. Highest Common Factor and Lowest Common Multiple. 3. Roots and exponents. 4. Simultaneous equations, both simple and quadratic, with special attention to solutions by factoring and by formula determinants. 5. Graphical representation of both simple and quadratic equations having two variables. 6. Ratio and proportion. 7. Progressions. 8. Logarithms. 9. Variations. 10. Limits and infinity. n. Imaginaries with graphical interpretation. 12. Theory of quadratics. 13. Binomial theorem. PLANE GEOMETRY. Suggestions. 1. Geometry is not to be taught as a memory drill. Experi- mental psychology has proved it useless for this purpose. Neither is it taught because of any supposedly practical value existing in its applications. "All the facts that a skilled me- chanic or an engineer would ever need could be taught in a few lessons.'' Its value consists almost solely in the oppor- tunity it gives, through the simple and objective character of its subject matter for training in the processes and methods of logical reasoning and exact statement. For this reason fewer propositions thoroughly comprehended are preferable to a larger number imperfectly understood. Thoroughness, exact- ness, independence, are the measures of success in Geometry teaching. "Original" exercises should form an important part of the work. They are the best test of the student's progress. The amount of time to be devoted to them will, however, vary with the ability of the class and the skill of the teacher. (See David Eugene Smith's. '"The Teaching of Geometry.") —59— 2. The movement to make Geometry more practical is to be approved wherever that movement tends to make it more interesting to the learner. However, this approval is solely for pedagogical reasons, not at all. because of any idea that Geometry is going to be applied directly to the business of every day living. 3. About one-third of the time should be given to the propo- sitions proved in the text-book, one-third to "original" exercise carefully written out and preserved in a note book, and one- third to experimental and construction work. For the last students should be provided with double ruled paper, pro- tractors, compasses and straightedge. SOLID GEOMETRY. Moist of the suggestions made for Plane Geometry apply to Solid. The work is sufficiently suggested by any one of a number of texts. TRIGONOMETRY. Its Place in the Curriculum. 1. Trigonometry is at present offered in only a few of our strongest High Schools. It is, of course, always an elective. Only students who expect to make special use of their mathe- matics should be allowed to take it. 2. It is questionable whether a course in Trigonometry has any place in the High School. In many cases a good course in Advanced Arithemetic would certainly be of much more value, leaving the Trigonometry for the college or technical school. ADVANCED ARITHMETIC. This course will find its chief usefulness in the case of sen- iors who desire to teach. The average High School graduate knows almost nothing about Arithmetic — not a surprising fact — and is very poorly prepared, even though by dint of cram- ming he may pass an examination, to present the subject to children. The High School course, therefore, should aim not only to furnish a thorough review of the subject, but should devote some attention to its pedagogy. FOREIGN LANGUAGES, Latin. French. German. Greek. General Suggestions. 1. Students should not be given credit for less than two years' work in a language. This rule is subject to a single ex- ception. Some dental schools in the country are requiring one year of Latin for admission. In the case of students prepar- ing for such schools. High Schools can scarcely refuse to credit one year's work. 2. If only four years of foreign language can be offered in a school it is probably best that it should be four years of Latin. It is believed that four years of a single language can be made more significant than two years each of two languages. 3. The main things to be gained from the study of any for- eign language are better understanding, more thorough con- trol and keener appreciation of one's own. Accordingly the teacher who allows the English idiom to suffer violence at the hands of juvenile translators is defeating the chief purpose of his work. 4. As the translation of a passage from a foreign language at sight is a very delicate and thorough test of a pupil's knowledge of the subject, the abilitv to do this should be cul- tivated most carefully and most thoroughly by the teacher. It depends upon the pupil's sure and exact knowledge of: (1) inflections, (2) vocabulary, (3) syntax. In exercises of this kind, therefore, the passages should be chosen with care as to subject, vocabulary and difficulty. Much reading of the origi- nal of the passage should be done before an attempt is made at translation. In reading, the pupil should be required to ob- serve the composition of the words, their endings, and their probable relations as dependent both upon ending and position. Careful attention should be called to the structure of each sen- tence and to the relation of the clauses. The meanings of words which the pupil is not supposed to know should be given to him, or he may have at hand a vocabulary or diction- ary for these. An exercise of this kind should be one of direct- ing on the part of the teacher. Such hints and information should be given as are needed to prevent a waste of effort by the pupil. Indpendent work is always to be encouragd and — 6i— help given should be withdrawn gradually as the pupil's power grows. LATIN. Outline of Course. First Year. 1. Emphasis upon inflection and derivation. 2. Acquisition of a working vocabluary of 400 or 500 words. 3. Absolute familiarity with regular forms and with com- mon irregular forms and ordinary constructions. 4. Ceaseless drill is the price of success in first year Latin. Forms and construction must be repeated until their reaction becomes automatic. 5. Latin derivatives in English. Second Year. 1. Translation of four books of Caesar de Bello Gallico or its equivalent in selections from Caesar and other Latin writ- ers as given in any standard second year Latin book. 2. An informal study, chiefly by class discussions, of the internal history of Rome during the period, especially the events which make clear the rise of Caesar's power. 3. Roman military organization and the geography of the country covered by the campaigns studied should be given close attention. 4. One of the chief reasons for lack of interest in Caesar is that students do not gain a view of the story as a whole. Is there any piece of literature sufficiently fascinating to remain even mildly interesting if read as Caesar habitually is read in our schools? Teachers should endeavor to make the story clear and logi- cal by means of rapid reviews in English, outline maps, read- ing from English translations and commentators. 5. During this year the mastery of all ordinary Latin prose constructions should be completed. 6. Latin composition not less than one period per week. 7. This is the critical year in Latin. The teacher who can pilot his students successfully through it will keep them with him to the end. Third Year. 1. Cicero — Orations in Catilinam I. — IV. Pro Lege Manilia and Pro A Licinio Archia Poeta. — 62 — 2. The life and tinres of Cicero. Translation of some of Cicero's letters may well be read by the teacher. The student is certain to dislike Cicero's orations unless he feels Cicero's spirit. 3. Latin Prose Composition at least one period per week. Fourth Year. 1. Vergil Aeneid Books i-VI. 2. Life and times of Vergil. Mythology and geography of the Aeneid Prosody of the dactylic hexameter. 3. Memorizing of choice lines. 4. Continued study of Latin prose composition based on Cicero and Caesar. GREEK. At the present time only two High Schools in the state offer Greek and neither is at present furnishing any instruction in the subject. Accordingly it seems hardly worth while to out- line a course in that subject. GERMAN. General Suggestions. 1. The chief difference between the teaching of ancient and modern languages in the High School should be in the placing of the emphasis. The modern languages should be treated as living languages and should have the emphasis placed upon the training of ear and tongue. 2. Schools are urged to provide for not less than three years in German. If a student is to take the subject at all, he should, if possible, take enough of it to enable him to make practical use of it. 3. The common charge against modern language teaching in High School is that students do not learn to use the lang- uage, either oral or written, in a practical fashion. When one stops to consider that the modern language teacher has his students but forty minutes a day and that the rest of the twenty-four hours they are immersed in English, it is not strange that they do not acquire more than a very superficial acquaintance with the foreign language. 4. Many teachers have organized German clubs, meeting at times not conflicting with the school program, the proceedings -63- of which are conducted entirely in German and whose pro- grams are of such a nature as to furnish a supplement to the work of the class room by stimulating interest in German life, institutions and history. 5. Very little English should be heard in a modern language class room. After the first few months it should disappear almost entirely. Pictures, maps and books in the class room should be German. The school should have a newspaper in German. The competent teacher will at once appreciate its value and possible uses. For Montana schools the Montana Staats-Zeitung published at Helena is recommended. An ex- cellent little publication is "Aus Nah and Fern,'' 330 Webster Avenue, Chicago, 40c per annum, quarterly. Outline of Course. First Year. Besides drill upon pronunciation, which should be mastered in this year and the elements of grammar comprising inflection of articles, nouns, adjectives, pronouns, weak verbs and ordi- nary strong verbs, the use of common prepositions with geni- tive, dative, accusative, and dative or accusative objects, the simpler uses of the modals, or ordinary rules of word order and syntax, several short poems should be memorized and about 100 pages of easy reading covered. The poems and texts mentioned below are suggestive of the kind of work in- tended. Poems for memorizing: Die Lorelei, Heidenroeslein, Das Zerbrochene Ringlein, or others of similar length and character. Texts for reading — Anderson Biiderbucb ohne Bilder. Benedix Eigensinn. Biblische Geschichten. Campe Robinson der Juengere. Frommel Eingescbneit mit Ranzel and "Wianderstab. Grimm Kinder und Hausmarchen, viz, Rotkappchen, Rot- roeslein, Schneewittchen, Haensel and Graetel, Aschenputtel. Stokl Under den Christbaum. Meissner Aus meiner Welt. Aus meinen Lande. Wilkommen in Deutschland. Im Vaterland. Gluck Auf. -64- Second Year — Baumbach Der Sch.wiegersob.il. Cbamisso. . . Peter Scblemibl. Ebner-Escbnerbacb. .Dottie, die Ubrmacherin. Frenssen Jorn Uhl (Selections). Freytag Die Journalisten. Soil und Haben. Goethe Hermann and Dorothea. Dichtung und Wharheit (Selections). Hauff Lichtenstein. Heine Die Harzreise. Hoffman Meister Martin der Kufner. Lessing Minna von Barnheim. Lillienkron Anno 1870. Luuwig Zwischen Himmel and Erde. - Moltke Die beiden Freunde. Morike Alozart auf der Reise nach Prag. Closer Der Bibliothekar. Riehl Das Spielmannskind. Der Fluch der Schoenheit. Der stumme Ratsherr. Scaeffel Der Trompeter von riakkingen. Schiller Die Jungfrau von Orleans. Wilhelm Tell. The third year's work in German anticipates at its end the ability to read at sight German prose or poetry of ordinary difficulty and to carry on a simple conversation in German. About 400 pages of somewhat difficult prose should be read, along with continued drill in conversation, composition and the more difficult or unusual grammatical rules. Infinitives and subjunctives will need particular attention. For memorizing — choice selections from text read, as for ex- ample the songs in the opening scene of Tell. 1. Grammatical drill continued. Complete stud} 7 of modals. prepositions, strong verbs and word order. 2. German composition at least one hour per week. 3. Conversation, drill on colloquial phrases, songs. Read- ing and discussion of German periodicals. 4. Memorizing of poems and proverbs. 5. Translation of about 200 pages of easy German stories, poems and plays. It is probably desirable to make this work as varied as pos- sible without endangering the student's interest in the sub- ject matter. Poems for memorizing: Erlkonig. Die Wacht am Rhein, die Grenadiere, or others of similar length and character. -65- For Reading — Arnold Fritz auf Ferien. Baumbacb Im ZwielicM. Waldnovenen. Ebner-Eschenbach. . .Krambambuli. Eicbendorff Aus dem -Leben Eines Taugenichts. Gerstacker Germelcnausen. Irrfabrten. Hauff 'Das kalte Herz. Die Karawane. Hillern Hober als die Kirche. Leander Kleine Gescbicbten. Traumereien. Meissner •. Aus Deutscben Landen. Moser und Heiden. . Kopnickerstrasse 120. Muller In Wartesalon erster Klasse. Riehl Burg Neideck. Die vierzebn Notbelfer. Rosegger Waiuneimat. Scbiller Der Neffe als Onkle. Seidel Der Lindenbaum. Die Monate. Herr Omnia. Leberrecht Huncben. --orm Gescbicbten aus der Tonne. St. Jurgen. Immensee. "Wn^ueebrucb Das edle Blut. Der Letzte. Wilbelmi Einer muss Heiraten. Zscbokke Der Zerbrocbene Krug. Das Abenteuer der Neu- jabrsnacbt. FRENCH. i. In general only the larger schools should attempt to offer both French and German. It is better to give three or four years of one of these languages than two years of each. ~2. The work for each year will not differ essentially from the plan laid down for German, pronunciation, spelling and idiomatic phases, will require particular attention. Writing French from dictation is a valuable drill. About 150 pages of easy prose should be read the first year and about 250 the second. The following books are suggested as suitable. About Petites Histories. Bruno Le Tour de la France. Bedolliere Lamere Micbel et son Cbet. Cbateaubriand Les Aventures du dernier Abencerage. Daudet Le petit cbose. Ercbmann Lbatrain, Madame Tberese. Waterloo, Le con- script de 1813, etc. Foa Coutes biograpbique, Le petit Robinson de Paris. Foucin Lepays de France. Labicbe & Martin Le pourdre aux yeaux, Levoyage de M. Periclos. Legonve & Labicbe. . . .Lacigale cebz les fourmis. —66— Malot. Sous famille. Mairet La clef d' or L' enfant de la lime. Meilhac & Halevy L'ete de la St. Martin. Merinne & Colomba. . . . Moliere & Le Malade Imaginaire (Modernized and expurgated editions may now be obtained.) Nodica Lachien ae Brisquet. Renard Trois Coutes de Noel. Sand Lamare Audiable. Verne (Selected Stories.) At the end of the second year the pupil should be able to pronounce French correctly, to read at sight easy French prose, to put into French simple English sentences taken from every day life, and to answer questions on the rudiments of tne gram- mar. Third Year. The third year's work in French is thus outlined in the New York Syllabus. i. The reading of from 350 to 500 pages of French of ordi- nary difficulty, a portion of which should be in the dramatic form. 2. Constant practice in giving paraphrases,, abstracts or re- productions from memory of selected portions of the matter read. 3. The mastery of a grammar of moderate completeness. 4. Writing from dictation. Texts for Reading and Study. Augier Sandeau. Legendre de M. Poirier. Brete Mon oncle et mon cure. Laurie Memories u'un collegien. Racine Esther. About Lam ere de la marquise. Beranger (Selected poems.) Coppee (.Selected poems.) Daudet LaBelle Nivernaise, Tartarin de Tarascon. Dumas La Tulipe noire, Monte Jristo, Les trois mousque- taires. Hugo Hernani, La Chute. Labiche & Delacour. .La Cagnotte. Loti Pecheur d' Islande. Michelet Extracts. Moliere L'avarem Kebiyrgeois gentilhomme. ijand Lapetite Fadette. Sandeau Madamoiselle de la Seigliere. Sarcey ^esiege de Paris. Scribe (Plays.) Vigny Lacanne de jone. Mme de Sevigne... (Selected letters.) -67- ECONOMICS. Suggestions. 1. In an age when the questions of government are so largely economic in character it seems certain that the High Schools ought to offer some instruction in the principles of economics and their application to our institutions. The course in American History should partially supply this need but can- not be expected to do so adequately. 2. The range of experience of the average High School stu- dent is not such as to warrant the teacher in expecting from him any mastery of economic theory. The important thing for the teacher to remember is that he is not training special- ists but citizens; that economic theories are not universal truths but are continually modified by conditions. Hence High School courses in Economics should deal with the here and the now. Everything should be tested by application to local conditions. 3. A good library is very essential and a list of valuable books is appended. Much use should be made of newspapers, commercial and trade journals, publications of Department of Commerce and Labor, Interstate Commerce Commission and State Bureau of Agriculture, Labor and Industry. Adams The Science of Finance. (Holt) Adams & Summer. .Labor Problems. (Macmillan) Bastable Theory of International Trade. (Macmillan) Boarg Economic History of the U. S. (Longmans) Bucher Industrial Evolution. (Holt) Bullock Selected Readings in Economics, (u-inn) Burton Crisis and Depressions. (Appleton) Cheney English Industrial History. (Macmillan) Clare The A. B. C. of Foreign Exchange. (Macmillan) Clark Essentials of Economic Theory. (Macmillan) Commons Trade Unionism and Labor Problems. (Ginn) Cossa History of Economics. (Macmillan) Day History of Commerce. (Longmans) Dewey The Financial History of the U. S. (Longmans) George Progress and Poverty. (McClure) Greene Corporation Finance. (Putnam) Hobson The Evolution of Modern Capitalism. ^Scribner) Jenks The Trust Problem. (McClure) Jevons Money and the Mechanism of Exchange. (Appleton) Johnson American Railway Transportation. (Appleton) Ocean and Inland TVater Transportation. Money and Currency. (Ginn) Marshall Principles of Economics. (Macmillan) , —68— Meade Trust Finance. (Appleton) .Mitchell Organized Labor. (American Book Company) Patten The Economic Basis of Protection. (Lippincott) Contemporary Socialism. (Scribner) Report of the United States Bureau of Labor on Labor Laws in the Jnited States, Department of Labor. Ripley Railway Problems. (Ginn) Trusts, Pools and Corporations. Seager Introduction to Economics. (Holt) Seligman Principles of Economics. (Longmans) pie American History and Its Geographical Conditions. (Houghton) Smart Introduction to the Theory of Value. (Macmillan) d American Tariff Controversies of the 19th Century. (Houghton) Taussig Tariff History of the United States. (Putnam) Towns, nil Warner. . Landmarks in English Industrial History. (Mac- millan) Webb Industrial Democracy. (Longmans) White Money and Banking. (Ginn) V. i lii muli by Workingmen's Insurance. (Macmillan) Wright Outlines of Practical Sociology. (Longmans) BOOKKEEPING. First Year. The first year's work in bookkeeping should be so arranged as bo furnish a solid foundation for the more advanced work of the second year and at the same time be complete in itself so thai students who are obliged to leave school at the end of it may be able to keep a simple set of books. The following tement of the contents of 'lie course is compiled from the suggestions "t" several of the best commercial teachers in the i. \ drill in the theory of debits and credits. 2. Journal entire; ledger accounts. .}. Trial balance; financial and 1<>s> and gain statements. \. ( '!< »sing ledg ;. S >ok, purchase book, day hook, jour- nal e Special column books. keeping in retail busini Suggestions. i\\ by using simple mimeographed — 69 — exercises, starting with a few transactions involving only cash and merchandise. Let each new exercise introduce a new term or principle and also review the ones that have been given. After cash and merchandise, take up in turn expense, proprietor's account, personal accounts, bills receivable, bills payable, and the allowance accounts. When all the principles and terms which will appear in the first text book set have been thoroughly taught, give the pupil his text book and let him proceed until some new principle is reached. By similar exercises present each new principle as it comes up in the work. Aim to secure independent thinking on the part of the pupil. Develop reasons for each step and discourage memory effort. 2. Give frequent oral drills on points covered. This will g-ive the pupil a readiness and dispatch in the execution of his work which can scarcely be acquired in any other way and which is indispensable to the pupil when he is called upon to write an examination within a reasonable time limit. Re- member that drill, both oral and written, will aid, rather than retard the pupil's progress in the end. 3. Emphasis should be placed on the necessity for the rapid execution of the work of recording entries, making out business papers, etc., when they are thoroughly understood. 4. Impress upon the student the fact that it is the man who can execute rapidly who is in demand and that in this sub- ject he is given an opportunity to acquire this highly prized - ability. 5. Frequent short review sets should be given and a proper time limit should be set on some of th'em so that the pupil will be able to do his best work on an examination where a definite time is stated. 6. Give frequent, reviews in making the business statements using trial balances or ledgers mimeographed and furnished to the pupil. 7. Drill on closing the ledger in order that both acuracy and dispatch may be acquired. 8. Ruling exercises should be given. These may include single and double red lines, and the forms of the various books used in the course. 9. Additional drill should be given in each arithmetical problem which the student encounters in his bookkeeping work. io. Exercises to be done at home should be given students in this subject. Much additional drill can' be secured in this way. ii. Do not permit pupils to copy their work in their blanks. Require original work. 12. Drill in correcting errors is quite as essential as any other lesson in bookkeeping. 13. Emphasize the importance of clear, complete, and con- cise explanatory statements in connection with each original entry. This test should be continually applied; "Would a stranger understand from your record just what has taken place?" 14. The distinction between "interest and discount" and "merchandise discount" should be thoroughly explained. 15. When the business practice begins have all bank pass books properly kept and written up. This work may be done either by the teacher or by pupils selected by the teacher, but in no case should each pupil write up his own pass book. 16. Even though terms which are not used in the business world are used in the- school room for pedagogic reasons, it is necessary that the terms used by business men and account- ants should be thoroughly understood. For instance, in nearly all books, "loss and gain" is used for "profit and loss,'" and "resources and liabilities" for "assets and liabilities." Such apparent differences should be thoroughly understood by the pupil not merely because they may be used on examination, but because he will surely hear them used by business men. 17. Methods of proving posting and locating errors in the trial balance should receive considerable attention, as errors in posting and consequent difficulty with the trial balance use up a large amount of the pupil's time. Insist on the use of some kind of a check mark when reviewing posting. 18. Folio numbers should be used in all posting. Insistence on this point will save the pupil much time. 19. Insist on neatness and the best penmanship of which the pupil is capable in all bookkeeping work. —7i— Second Year. The second year's work of course, is a continuation of the principles and fundamentals of the science which have been learned during the first year of the course. The work of the second year may be composed of whatever the teacher may think best. Special budgets are prepared for the various p'hases of advanced work. For example, the student should work at a set of mercantile (wholesale business) ; this line of work is well adapted to teaching the new and up-to-date meth- ods in which the various special new books are used — the new voucher system. A mercantile lumber set would be a splendid set also to use in the second year's work ; and then perhaps a corporation set ought to follow next, using vouchers and new- est up-to-date methods of corporation bookkeeping. Then a banking set might well be placed in the course, perhaps for finishing off work. A great many of the best bookkeeping teachers in the country, however, think that banking is non- essential and many business college proprietors will tell you that they teach banking and have their room fitted up with nice bank fixtures simply as an advertisement to draw stu- dents. After a student has completed a course in bookkeep- ing, if he should be called upon to work in a bank, he would very soon become acquainted with the special kinds of books which they use. Suggestions. i. No pupil should be permitted to take this course who has not successfully completed the work of the first year. 2. No particular special sets are required but as many should be used as seem • neccessary to properly present the principles of advanced bookkeeping mentioned above. 3. Do not have a large number of sets written up at the expense of thoroughness. One set of books which will illu- strate the necessary principles of modern bookkeeping with considerable drill on these principles by means of short class exercises is far better than several sets with no opportunity for such valuable drill. 4. In this part of the course all business practice, except such as is peculiar to the business and books which are being used as the basis of the instruction may be dispensed with to give a greater opportunity for theoretical work on advanced principles. —72— 5. Bookkeeping problems such as opening entries where a business is being started by an individual, a partnership, or a corporation with assets and liabilities, should be given as class exercises until the pupil has a thorough understanding of such entries. 6. Special exercises should be given showing the relation between the main and the auxiliary ledgers, 7. Pupils should be taught how to make abstracts of the auxiliary ledgers. This will tend to show how these ledgers are related to the other books in the set. 8. Teachers are urged to eliminate some part of their text, if necessary, to get the proper time for class drill on im- portant points. To "understand" the work is not enough ; to be able to retain and apply the principles learned is indispens- able. PENMANSHIP. 1. One well known educational authority has recently stat- ed that he would graduate no student from the High School who could not write a clear, legible hand. Probably this is an extreme statement, but it is nevertheless exceedingly desirable that the High School turn out good penmen. \\ nat a world of time and patience would be saved to High School teachers alone if their pupils all wrote clear, legible hands. Business men judge applicants very largely by their handwriting. 2. It is impossible to lay down exact requirements in pen- manship. Some pupils who enter the High School will need no further instruction ; some will need much. Where it is in any way possible, pupils whether in the commercial course or not, whose penmanship is notably deficient, should be required to take the subject until there is reasonable improvement. The test of this improvement should be not the work done in the penmanship class, but the ordinary written work of the pupil in the other subjects. 3. The following suggestions as to the teaching of the sub- ject are given by one of the successful penmanship teachers of the state. Methods. Begin each lesson with a few minutes of movement work. Have each lesson consist of some review and some new work. —73— For the new work — Letter should be developed carefully by the teacher, from the board. Appropriate rythmic count should be .given to develop muscular control. AYords involving use of letter from copy on board. Words from dictation. Sentences in which letter is used; from board, then from dictation. Practice Outside of Class. From 15 to 30 minutes daily, first from copy and later from text book in English History, or other sources. Also, all writ- ten work in other subjects should be written with close atten- tion to form and movement. Special Methods. Palmer or Zaner system combined with suggestions from good Penmanship Journals. SHORTHAND AND TYPEWRITING. In a strong commercial course there will be two years' work in this subject probably in the eleventh and twelfth grades. The connection between the courses will not be so intimate in the first year as in the second. In the second year the type- writing will be practically laboratory work in short hand. General Suggestions. In spite of great variety of systems in use a few suggestions applicable to all may be made. 1. The use of good English is the first requirement for the course. A student seriously deficient in English will be an everlasting source of annoyance to his employers and of little profit to himself. 2. Thoroughness and accuracy are first to be sought. Speed will come naturally with practice. 3. Matter dictated or used as copy should be carefully se- lected. Pupils may thus without additional effort acquire use- ful information. Avoid monotony. 4. Have short reviews daily. 5. Ready reading of shorthand notes is just as essential as their writing. 6. There is but one method of scientific typewriting, the "touch system.'' This cannot be "picked up" by the pupil by turning him loose with a machine. It must be carefully taught according to well established principles. Many devices for —74— concealing the keys from the operator are on the market. The one manufactured by the Chrisman Publishing Company of St. Louis is particularly good. 7. Students should learn in a general way the mechanism of several standard machines with the principal types of key- boards and should become masters of one. 8. As the fundamental principle of touch typewriting is habit it is of the utmost importance that right methods be em- ployed from the start and that the fewest possible deviations from them occur. For this reason there must be in the first month constant supervision of the work. 9. The typewriting course should include training in carbon work, filing and indexing, legal forms, invoicing, stencil and card work. 10. In the development of speed one letter copied many times is much more effective that several letters copied once. This is true both in short hand and in t3>"pewriting. 11. At the end of the first year the pupil should be able to take ordinary business dictation at the rate of fifty words per minute and to copy unfamiliar material on the typewriter at a speed of thirty words a minute. 12. At the end of the second year the student should be able to do perfect work; there should be no errors due to faulty handling of the machine. He should be able to take dictation at the rate of 100 to 120 words per minute and to transcribe his notes on the typewriter at the rate of thirty five words per minute. COMMERCIAL GEOGRAPHY. General Suggestions. 1. This subject has suffered for want of a satisfactory text- book. Such books are now, however, appearing. Teachers have ordinarily regarded the subject as a sort of incidental and have not made it the subject of special study. With the advent of good books teachers should now change this attitude toward this subject and give it the consideration it demands. 2. "What," "how much," and "where" are not the important questions, but rather "why." The study should not be statisti- cal but topical. No one can long carry statistical tables in his head, and it is not desirable that he should, but he can remem- — /d — ber the great underlying principles which govern the distribu- tion of the world's commerce and the localization of its in- dustry. 3. Aid from government publications. Consular reports. 4. Pupils should never be allowed to forget the relation of their locality to conditions and productions elsewhere in the world. BUSINESS ENGLISH. 1. If the High School is to turn out really competent steno- graphers there must be a special course in business English. It will not be profitable, however, for any but the larger schools to undertake such a course. It should come in the eleventh or twelfth grade. 2. Much training in advertising may be combined with such a course. 3. Letter writing as applied to salesmanship. Every letter should have sale as its purpose, direct or indirect. Eighty-five per cent of the business done in the United States is said to be done by means of the personal letter. 4. Study of the business letter. Show the fundamentals of the letter, how it goes through the same process as the science of salesmanship; how it is necessary to gain attention in the first paragraph; to arouse interest; to create a desire for the thing you are trying to sell ; to give additional argument if need be ; to use persuasive reasoning ; and finally to close the letter by a strong inducement to immediate action. These are the fundamentals of every letter. Show how they may not be in the same order every time — but they are there in some order. It is comparatively easy to secure from the local merchants a few dozen or hundred letters for class use, for the purpose of illustration and first hand study. This kind of work will arouse a keener interest in letter writing than any other thing could do. 5. Mechanical make-up. Give special attention to details, margins, outlines, paragraphing, opening and closing, folding, addressing envelopes, kind and quality of paper — and illustrate how each of these has an advertising value for the firm. Illu- strate the preparation, keying, mailing and checking up of circular follow-up letters. Illustrate the mimeograph letter , -76- and show its value — illustrate the circular letter. Show the value of booklists, brochures, circulars, and advertising to be sent in connection with letters, either as enclosures, or under separate cover. 6. The letter of application. This should receive special attention because it is the kind of letter that every man and woman who enters business life will need to know how to write some time or other. Illustrate letters of complaint and collection letters; illustrate letters ordering merchandise; let- ters asking for freight or transportation of any kind. Social correspondence has no place in a study of this kind. 7. Office routine. Study the care of correspondence, its receipt, stamping, answering, duplicate copies, general office practice among stenographers. Illustrate filing. It is well to call attention to file devoted to a small business and also to the numerical file that would care for the business of the largest concerns. 8. How to acquire a good working vocabulary. It is im- possible for one to write a clear-cut, vigorous, aggressive, sales letter unless he has a very complete working vocabulary. To acquire this working vocabulary one needs to be a good speller; and if the students are not good spellers the subject should be taken up as a part and parcel of the work in Com- mercial English. Show how one may increase his working vocabulary (1) by reading at least one of the daily newspapers regularly and faithfully — read the editorials; (2) a close study of at least five standard magazines of the country; (3) the habit or marking every word whose meaning is not clear and after finishing the article of referring to the dictionary for its meaning; (4) by close, study of the advertising of the metro- politan stores. COMMERCIAL LAW. 1. Commercial law should aim to give the student a knowl- edge of the theory of the law and of its application to simple cases that are of ordinary occurrence in actual business life. It may well include the following topics : Origin of common law, statute law, the theory of property; contracts including parties, consideration, subject matter, legal and illegal, reme- dies, defenses, etc. The statute of frauds, negotiable instru- —77— ments, notes, drafts, checks, indorsement, etc., guarantee and surety, real and personal property, bailments, etc., agency, partnership, corporation, joint-stock companies, insurance, real- estate, landlord and tenant, etc. 2. Numerous practical hypothecal problems should be given for the student to work out according to law. 3. The assignment of the following day's lesson, of suffi- cient importance in all subjects, is of particular importance in this. A little time spent on the vocabulary of the next les- son, the important points, suggestions as to their application, will bring good returns. 4. The reference library should have the codes of the state and a case book on each subject mentioned in the text. The instructor must be well informed, a wide reader and should cultivate the acquaintance of a good lawyer, who may be ap- pealed to occasionally. COMMERCIAL ARITHMETIC. General Suggestions. 1. Only methods approved by the best business usage should be employed. For this reason the teacher should keep in touch with the actual business world. 2. Absolute accuracy must be insisted upon and whatever speed the pupil can acquire. 3. Fractions should be handled with reference mainly to two considerations. (1) Aliquot parts and (2) such fractions as are possible when handling weights and measures. 4. Denominate numbers should deal only with units in actual use. 5. Rapid calculation, both oral and written, should form a part of every day's work. 6. Problems secured from local business men, merchants, contractors, lumbermen, bankers, etc., are better than book problems. 7. Books without answers are to be preferred. Teach pupils to check their results and know when they are correct. 8. The more the course can be kept outside the book the better. 9. A few commonly used "shortcuts" should be taught. 10. Commercial teachers are unanimously of the opinion that this course should be given a full year instead of the half- year, now commonly alloted to it. It is difficult not to admit, the force of these arguments. When schools see fit to devote an entire year to this subject the following subjects may be mentioned as demanding consideration: Aliquot parts, decimals, fractions, bills and accounts, meas- urements, plastering, painting, carpeting, papering, solids, wood measure, lumber measure, stone work, brick work, capa- city of bins, cisterns, etc., percentage, commercial discounts, loss and gains, resources and liability statements, marking goods, commission and brokerage, fire insurance, state and local taxes, customs, interest sinking funds, bank discounts, partial payments, banker's daily balance, savings bank ac- counts, domestic and foreign exchange, dividends and invest- ments, stocks and bonds, life insurance, partitive proportion and partnership, storage, equation of accounts, etc. MECHANICAL DRAWING. Two 90 minute periods per week in connection with Manual Training. 1. This course should follow closely the shop work in Man- ual Training. In fact the two should be practically one course. 2. The outline below is that followed in one of the larger high schools of the state and is offered here as a suggestion of what the course should cover. Suggestions for drawing course. First Year — Plates 1 to 20, working drawings of shop exer- cises, furniture designs, and simple machine parts, drawn from orthographic or perspective sketches; plates ia to 6a, geometri- cal problems ; plates 7a to 12a, free-hand lettering, (these should not be made in succession); plates 21 to 25, .theory of projections; plate 26, conic sections; plate 27 and 28, intersec- tions and developments ; plates 29 to 35, freehand perspectives and sign designs. Second Year — A continuation of the freehand work in draw- ing from the object, book cover and wall designs, isometric and cabinet projections of machine parts drawn from copies. Sketches and objects. Third Year — Machine design including gears and cams ; mechanical perspective ; architectural drawing. —79— Fourth Year — Sheet metal patterns ; strength of materials ; topographic drawing, or Architictural Drawing and Machine Design continued. MANUAL TRAINING. Three 90-minute periods per week of shop work. 1. Manual Training should be to a great extent a local subject. The outline of the course here given is taken from the High School Manual of the State of Washington. Condi- tions in that state are not unlike conditions in Montana and the course outlined for the use of Washington High Schools is in close harmony with the many excellent suggestions that have been received from Manual Training teachers in this state. 2. The list of equipment is that given in the N. Y. State Syllabus for Secondary Schools. Montana prices would be somewhat higher. Individual Tools and Benches for Twenty Students. 20 benches, joinery 4 foot with iron vise $200.00 20 bench dusters, 9 inches 4.50 20 bench hooks, made by the boys 20 brad awls, \y 2 inch handles 89 20 chisels, 1 inch tang firmer 6.09 20 chisels, y 2 inch tang firmer 4.46 20 gauges, marking Mo. 64 2.49 20 knives, sloyd 2y 2 inch blade 5.41 20 mallets, hickory 2y 2 inch face 2.71 20 nail sets, knurled round 1.67 20 planes, jack 2 inch cutter 39.60 20 rulers, single fold, 24 inch No. 18 3.00 20 planes, block 91%xl% cutter 14.40 20 saws, back 10 inch 18.60 20 try-squares, 60 inch No. 5y 2 4.21 General Tools for Tool Room. 3 bevels, sliding T 6 inch No. 2 63 3 bits, sets dowel, 3-16 inch to 15-32 inch 7.62 ± braces, bit 8 inch sweep 3.72 10 chisels, socket firmer, two each % inch, V4 inch, % inch, % inch, iy 2 inch 3.60 4 clamps, steel bar, to open 24 inches 3.80 3 clamps, steel bar, to open 36 inches 3.60 3 clamps, steel bar, to open 48 inches 4.20 3 counter sinks, Rose % inch -69 4 dividers, wing 6 inch .68 8 gouges, tang outside firmer, two each, % incn, % inch, y 2 inch, % inch 2.60 — 8o— 6 hammers, bell-faced, 13 ounce 2.65 12 hand screws, 14 inches 5.85 12 hand screws, 16 inches 6.88 3 oilstones, No. 2 India combination, course and medium 1.26 2 oilstones, medium, Lily white; washite 8"x2"xl" 1.44 2 planes, smoothing, 1% inch cutter 3.16 1 saw, crosscutting, 24 inch 7 pts 1.45 4 saws, crosscutting, 22 inch 9 pts 5.40 3 saws, rip 22 inch 6 pts 4.05 If no power saw table is installed, for cutting up stock, a crosscutting hand saw anu a rip saw should be provided for about every three pupils. 6 scrapers, cabinet hand 3"x5" .30 - screw drivers, perfect handle 7 inch 1.89 4 spoke shaves, No. 53 1.12 2 steel squares, carpenters 18"x24" 1.44 The following group of tools should remain practically the same even if the number of pupils is more or less than 20. 1 figure set 3-16 inch for wood 1.05 3 files, cabinet 8 inch .90 3 files, cabinet 10 inch 1.14 1 gage, panel ^o. 85 17 1 file brush No. 2 24 2 gages, mortise No. W 1.08 1 gouge, % inch tang outside firmer 27 1 gouge, 1 inch tang outside firmer .43 1 gouge, iy 2 inch tang outside firmer 68 1 gouge, t4 inch tang outside firmer 33 1 gouge, % men tang outside firmer 37 1 hammer, beil-faced 16 ounce .57 6 hand screws, 9 y 2 inch 3.50 6 hand screws, 14 inch 4.32 1 miter box, No. 33 9.77 2 oilers, copper, 1-3 pt 28 3 oil stones, slips Arkansas 3%xl% 36 1 plane, plow No. 45 5.85 2 planes, rabbeting No. 78 2.20 2 planes, tonguing and grooving, No. 48 3.66 1 plane, gage, No. 333. 1.05 1 plane, scraper, with extra toothing cutter 1.65 1 plane, router, No. 71% 1.10 2 planes, fore 18 incn, No. 606 4.76 1 plane, jointer, 24 inch, No. 608 3.40 1 plier, combination side cutting, 7 inches .78 1 saw, turning wooden frame 18 inches 90 2 rasps, wood, 10 inch 76 1 saw, compass, 16 inch .33 1 saw, pad keyhole .18 1 saw set 8" 1 scraper, veneer, No. 80 70 1 screw driver, perfect handle, 12 inch 65 2 screw drivers, clock 3 inch .48 j. vise, picture frame 4.05 1 vise, saw-filing, 10 inch 80 1 power grind stone, No. 10-A, 2%x24 15.00 1 cabinet maker's bench, medium (without drawers) 12.00 1 circular saw fable 80.00 1 10 horse power motor 175.00 MANUAL TRAINING. General Suggestions. i. It must be borne in mind that, owing to the fact that industrial education is in an experimental state, it is impossible to lay down a rigid outline. In fact, the State Department believes that the widest latitude should be given to instructors to apply their own individuality in giving this course, so as to make it adapted to the needs of each particular class. 2. Manual training should deal with complete processes and objects. The aim should be to enable the pupils to ac- quire skill gradually, through •constantly making objects that are useful. For this reason we do not favor the introduction of set courses of models. A pupil might just as well learn to pronounce and define all of the words in the language before using them in sentences as to master the making of a set of joints and exercises before he attempts to apply them to the making of useful objects. The fact that a botched joint may spoil a whole piece of furniture is in itself educative in the highest degree. 3. The following aims and purpose of manual training should be kept in mind : (a) The development of "industrial intelligence." (b) The acquisition of sense of responsibility toward the work in hand and of pleasure in doing it. (c) The growth of a self-reliant spirit through acquired ability to do something worth while. (d) An appreciation of the dignity of labor. (e) Acquired judgment to be applied in selecting a future trade through a right attitude toward industry. (f) Some idea of the relative value of labor and material in finish- ed products. (g) An appreciation of the value of skill and intelligence in labor. 4. The course in manual training should not be uniform for —82— all schools. It should be modified so as to be in keeping with the industries of the neighborhood, and the probable needs of the pupils. In many respects, courses designed for city and country schools ma3^ differ widely. Each should lead, through its immediate environment, out to industrial efficiency. The number of pieces of work that may be performed is practically unlimited, and the ingenuity and personality of the instructor -are appealed to in order that the most practical course may be offered in any given case. 5. It is recommended very strongly, that if possible the course should include a half-year of industrial history, designed for pupils in agriculture and domestic economy. The course in economics outlined elsewhere in the manual may well be modified toward this end. 6. Much emphasis should be laid on the stud} 7 of the source of power — steam, electricity, etc. In this respect the work may well correlate with physics in the study of me- chanics. A study of the development, transmission, and ap- plication of power, in so far as available equipment and the capacity of the pupils will permit, is desirable. 7. The instructor should encourage the use of simple equip- ment, and the development of "Shop spirit" pride among the boys ; school citizenship with all that it implies. Manual training if well taught, can be made a most fruitful means of the symmetrical development of the boy's personality. SHOP WORK IN MANUAL TRAINING. Ninth Grade. First Semester. Recommended Minimum Course. 1. The work of this semester should cover first, work in- volving the application of the elementary exercises and joints, in order to familiarize pupils with the use of tools and ma- terials, and later the problems of assembling. 2. Principles and processes to be taught. How to plan and lay out work; the use and care of bench, tools, and such sup- plies as sandpaper, glue, oil. paints, etc. ; gluing, planing, thin pieces; chamfering, making a dado joint; the setting of hinges; the use of the gauge; finishing wood with wax, oil, or shellac; French polish. 3. Suggested exercises. One involving the use of the plane. -83- saw and chisel; the making of a half-lap joint; the making- of a teapot stand, glove or handkerchief box, or inkstand. Correlated and Supplementary Work. Instruction in the development, manufacture and care of bench tools; points to be remembered in purchasing tools; the history and manufacture of glue, shellac, nails, screws, sand- paper, varnish, stains, etc. Xinth Grade. Second Semester. Recommended Minimum Course, i. The work of this semester involves problems of simple carpentry, and general construction. 2. Principles and processes to be taught. The use of the framing square ; group work ; hopper, miter and mortise and tenon joints; the making of a miter box; thin gluing, thread cutting and varnishing; the construction of a panel. 3. Suggested exercises. House framing; the building of a model house to scale, frame complete, with floor laid and cor- nices and door and window frames made and fitted ; the mak- ing the square, hand clamp, knife tray, foot stool, etc. Correlated and Supplementary Work. 1. The study of the framing square; such problems of house construction as plumbing, heating, ventilating, city building, codes, etc. 2. Shop and factory methods; jigs. 3. Lumbering: forestry; milling; grading, inspecting and measuring of lumber. Tenth Grade. First Semester. Recommended Minimum Course. 1. Attention should be paid in this semester's work to problems of wood turning, spindle work, face plate and chuck work. 2. Principles and processes to be taught. The care and use of lathe and tools ; lathe finishing, and polishing, accurate turning and fitting; built-up work. 3. Suggested exercises. The making of straight, step and taper cylinders; parting; grooves; beads and compound curves; the making of such objects as file handle, mallet, rolling pin, cups, bowls, card trays, covered boxes, towel ring and spheres. -8 4 - Correlated and Supplementary Work. i. The history, construction and principles of operation of the lathe. 2. Problems of power transmission ; the conservation of energy ; speed determination ; belts and belting. 3. Commercial application of turning; factory method; auto- matic machinery; wood-turning machinery. . PATTERN MAKING. Tenth Grade. First Semester. Recommended Minimum Course. Note. — This course ma} 7 " be substituted for the one outlined above for the first semester of the tenth grade, at the option of the instructor. It is left with the instructor and principal of the high school to determine wheiher, in view of the cir- cumstances and surroundings, it is v*i.»e to give the course in pattern making or that outlined above, to be guided by their own best judgment. 1. Principles and processes to be taught. Draft; shrink- age; finishing strips and cores; parting; filets. 2. Suggested exercises. Solid patterns, including face plate, hexagon nut and bracket, split pattern, including pipe fitting and lathe crank; dry sand core work; pipe fitting; green sand core work ; including the making of a wrench, pulley, etc. Correlated and Supplementary Work. 1. The study of larger problems of moulding in all branches. 2. Metallurgy, and casting of iron, brass and steel. 3. Study foundry work, including supplies, tools and ma- terials. Tenth Grade. Second Semester. Recommended Minimum Course. 1. In this semester instruction should be given in problems of cabinet work. 2. Principles and processes to be taught; steaming, bending, modeling, and inlaying ; the making and use of the dovetailed joint; stair building; furniture work; varnishing, piano finish. 3. Suggested exercises. Hand mirror, embroidery hoops; inlaid blotter pad; inlaid jewel box; tool chest; dovetailed joints. Such problems of larger cabinet work, as stair building and the making of a piece of furniture. Correlated and Supplementary Work, i. The history, manufacture, and use of glass, including cutting, grinding, polishing, moulding, blowing, etc. 2. Problems of constructive design. Eleventh Grade. First Semester. Recommended Minimum Course, i. The work of this semester covers bench work in iron and steel. 2. Principles and processes to be taught. Chipping, filing, polishing, drilling, tapping, fitting, riveting, scraping. 3. Suggested exercises. The straight edge, chipping block, center punch, nail set, surface plate, calipers, surface guage. Correlated and Supplementary Work. 1. Metallurgy, iron and steel. 2. History and manufacture of supplies, such as files, car- borundum, waste, oil drills, etc. ART METAL WORK. Eleventh Grade Second Semester. Recommended Minimum Course. 1. Principles and processes to be taught. Piercing, drilling, etching, beating, raising, hammering, soldering, chasing, en- ameling, and coloring. 2. Suggested exercises. The making of hat pins, watch fobs, paper knives, card trays, bowls, book racks, spoons, ladles, etc. Correlated and Supplementary Work. 1. Metallurgy of brass, copper and silver. 2. Study of silver smithing and jeweler's work, including designing and engraving. 3. Enamels and enamel work firing, pottery and china paint- ing. Eleventh Grade. Second Semester. Recommended Minimum Course. Note — This is an alternate course to be substituted for the one outlined above, if in the judgment of the instructor it is the most desirable. 1. Principles and processes to be taught. Soldering, bend- ing, wiring, fluxes. —86— 2. Suggested exercises. Manufacture of piping, tin cups, cookie cutter, elbow joint, etc. Correlated and Supplementary Work. i. Study of metallurgy of tin and zinc. 2. The advantages and disadvantages of tinsmithing as a trade. 3. Cornice work. 4. The installation of hot-air furnaces. 5. The development of surfaces as applied to the work. AGRICULTURE. Agriculture as a subject for systematic study* is in its in- fancy in the High Schools. That it will steadily grow in im- portance is pretty generally conceded. With the increase in density of population in the United States, Agriculture will be forced to more scientific and intensive methods. These de- mand more intelligent farmers and it is the duty of the schools to produce them. The following quotation from President Roosevelt's mes- sage to the 59th Congress puts the situation clearly: "Farming, at least in certain branches, must become a techni- cal profession. There must be open to farmers the chance for technical and scientific training, not theoretical merely, but of the most severely practical type. The farmer represents a peculiarly high type of American citizenship, and he must have the same chance to rise and develop as other American citizens have. Moreover, it is exactly as true of the farmer as it is true of the business man and the wage earner, that the ultimate success of the nation of which he forms a part -must be founded not alone on material prosperity, but upon high moral, mental and physical development. This educa- tion of the farmer — self-education by preference, but also edu- cation from the outside, as with all other men — is peculiarly necessary here in the United States, where the frontier condi- tions even in the newest states have now nearly vanished, where there must be a substitution of a more intensive system of cultivation for the old wasteful farm management, and where there must be a better business organization among the farmers themselves." Any agricultural course which may be outlined is merely -8 7 - suggestive. Each school must decide upon the important topics for its constituency and so outline its course. If the suggested four year course seems to contain too many agricultural subjects then certain ones may be omitted without injury to the course. However it would seem best that in a course of its length there should be one purely agricultural subject each semester of the four years and more if the young man is to be attracted to the farm. The large number of sub- jects have been outlined that any community may have a 'choice of suitable topics for its course. The four year course here suggested is adaptable to a com- munity where the stock industry occupies a very important position among the farmers. If fruit raising were the more important, then stock judging in the first year should be re- placed by horticulture. Each year of course should stand for some one thing, as Animals, Crops, Soils, or Management. Election may be provided for if thought best. It will be noticed that in the outlined course agricultural subjects have taken the place of history and modern languages in the usual four year scientific course. The two year course is for the boy seventeen or eighteen who can spend but a short time in school and so needs as many of the agricultural subjects as he can study and understand with profit. EVery topic should be made as practical as possible, being tied up as closely as convenience will permit with the farm and farm life. Laboratory exercises will have to be worked out by the teacher at his own suggestion. Suitable texts of high school grade are somewhat difficult to obtain. Bulletins from the various State Experiment Stations are found most easily adapted to many phases of high school work. When once a course has been determined upon the school should endeavor to be placed upon the mailing list of such experiment stations as will furnish it with proper bulle- tins. A number of publishing houses are now however be- ginning to meet the demand for high school texts in agricul- ture. STOCK JUDGING. Four recitations and one laboratory weekly. TEXTS : Types and Breeds of Farm Animals — Plumb. Judging Live Stock — Craig. Bulletins — Circular No. 29 — Indiana Experiment Station. Bulletins — No. 122, Horses and Mules — Illinois. CATTLE : Beef Breeds- Characteristics. History. Score Card by Craig. Dairy Breeds — Characteristics. History. Score Card by Craig. Swine — Characteristics. History. Score Card by Craig. Bacon Type — ■ Characteristics. History. Score Card by Craig. SHEEP: Mutton Type — Characteristics. History. Score Card by Craig. Fine Wool Type — Characteristics. .History. Score Card by Craig. GOATS: Angora and Milk — Characteristics. History. Score Card by Craig. HORSES: Draft Type- Characteristics. History. Score Card by Craig. Light Type- Characteristics. History. Score Card by Craig- MULES— Mining. Plantation. Lumber. -89- Levee. Railroad. BLACKSMITH1NG. One Year. Four hours a week or one afternoon or morning. TEXT : Iron Forging — International Correspondence Schools. Manufacturing, Process of — Wrought iron Iron manufacture, uses and properties Cast iron Composition Properties Uses Bessmer iron and steel Building fires Care of tools Processes of drawing, upsetting, welding, etc. Fagot and jump welds Bolts, chisels, pinchers, tongs, etc., are made. Wood Work. Students are taught the care handling of tools, sharpening of tools, setting of saws and adjusting planes, etc. The regular course is designed to teach the student the funda- mental principles involved in practical carpentry. Opened and closed morticesses and tenons, halving at angles, joints, splices, tool chests, tables, chairs, etc., are made using the tools. SOILS. One Semester. Recitations four times a week. Laboratory once a week. TEXTS: The Soil— Burkett. The Soil— King. The Soil — Fletcher. Laboratory Manual — Mosier. Dry Farming — McDonald. Origin Physical Composition Classes Sedentary Transported Sandy soils Sandy loam Clay soils Clay loam Loam soils Silt soils Gravely and stony loams Peat and muck soils — go— Loess soils Adobe soils Salt marsh soils Alkali soils Value of various coils for agriculture. Movement of soil moisture. Tillage — purpose To prepare seed bed To kill weeds To conserve soil moisture To increase water holding capacity To aid in formation of plant food Object and method of plowing — History and purpose of plowing Depth of plowing Subsoiling Uses of various kinds of cultivators and harrows Dry Farming — Dry farming methods Campbell System Dry farm regions Arid lands Semi-arid lands Dry land crops Dry land experiments Fertilizers and Manures. One Semester. ■Recitations four hours each week. Laboratory once a week. TEXTS: First Principles of Soil Fertility — Vivian. Fertilizers and Manures — Voorhees. Fertilizers — Hall. Outline of work — Maintaining soil fertility Methods of checking erosion Fallowing, object and benefits Rotation of crops and systems of rotation. Single crop farming. Methods of storing and using barnyard manure Green manuring Commercial fertilizers Nitrogenous Potassium Phosphatic Manufacture Value Uses —9 1— Irrigation and Drainage. One Semester. Average four recitations and one laboratory a week. TEXTS: Irrigation and Drainage — King. Irrigation Farming — Wilcox. Bulletins — Colorado and Utah Experiment Stations. Outline of work — Amount of water used by plants Water needed for any grain crop Object of irrigation To supply moisture To add fertility Methods of applying water Flooding Furrow Sub-irrigation, etc. Methods of measuring _ Acre inch Miner's inch Second foot Duty of water Character of soil Kind of crops Time of year Frequency and time of irrigation Tillage after irrigation Methods applicable to different crops By diverting streams By diverting underground streams By flood waters By pumping (Engine, wind and stream power) Object of drainage Remove free water Aeriation of soils Increase available supply of soil moisture and plant food. Increase warmth of so ; l Remove undesirable salts Remedy physical conditions Methods of Drainage By open ditches By underground tiling Planning drainage system Outlet Grade Devices for establishing grades Number and direction of drains Depth of underdrainage Kind and size of tiles —92- Digging ditches and laying of tiles. Cost of a drainage system. Farm Crops — Cereals. One Semester. Recuation four hours a week. Laboratory once a week. TEXTS: The Creals in America — Hunt. Examining and Grading Grains — Lyon and Montgomery. Outline of work — Classification and choice of field crops Possibilities of improvements Methods of improvements Wheat — History Botanical and relationships Descriptions and characteristic^ Composition — chemical Varieties Culture Climate Soil Fertilization Cultural methods Plowing Sowing Enemies Weeds Fungus diseases Insects Methods of harvesting and threshing Production and marketing Grain judging Maize, Oats, Barley, Rye, Rice, Buckwheat, Sorghums Same outline as for wheat Farm Crops — Forage and Fiber Crops. One Semester. Four recitations a week and laboratory once a week. TEXTS: The Forage and Fiber Crops in America — Hunt. Outline of work — Perennial forage grasses Botanical relationships calculating mixtures Tsiurse crops Methods of seeding Time of seeding Depth of seeding Rotation Uses of fertilizers —93— Production r*nd harvesting Yield Haymaking Marketing 'Grading of hay Timothy — Name Relationship Description Seeds Variations Improvements Adaptation Improvements Adaptation to soil and climate Value Rotation Amount of seed to acre in seeding 'rime of cutting Advantage and disadvantages Other grasses as meadow, foxtail, red top, Kentucky blue grass, orchard grass, meadow fescue, smooth brome grass, Bermuda grass Also annual forage plants as millet, salt bushes, may be studied under outline for timothy Legumes — Perennial and annual Botanical relationships Common characters and Nurse crops Methods of seeding Time of seeding Depth of seeding Rotation, their value in rotation Fertilization Production and harvesting Yield Hay making Marketing Grading .Alfalfa — Name Relationships Description Seeds Improvements Adaptation to soil and climate Value Rotation with cultural methods —94— Soils suitaole for growth, of alfalfa Time of seeding Amount of seed Innoculation of soil Methods of handling and caring for hay Advantage of alfalfa Other legumes as clover vetches, cow peas, soy beans, and field peas, may be studied in much, the same manner as alfalfa. Root Crops — Beets" (Sugar or Mangel-Wurzel), rutabagas, turnips, carrots, parsnips, kohlrabi, cabbage, rape, kale. Outline of Study — Name Relationship Types Description Adaptation Cultural methods Irrigation Rotation Value Fiber Crops — Cotton, Hemp, Flax, Jute, Ramie, Manilla Fiber, Sisal Name Relationship, botanical jjescription, physical characteristics Varieties Cultural methods Climate Soils Rotation Fertilization Harvesting Marketing Production Uses Farm Machinery. One Semester. Four recitations and one laboratory weekly. TEXTS: Farm Machinery — Davidson and Chase Horse power How to figure Mechanical principles of Materials Strength of materials Tillage Machinery — ■ Plows, harrows, weeders, cultivators Suo-surface packer —95— Seeding Machinery — Grass seeders Grain seeders Drills and broadcasters Harvesting Machinery — Development of Modern machinery Grain machinery Headers, Binders, etc. Grass — Mowers Rakes i edders Bailers, etc. Manure spreaders threshing machines Development of Clover hullers, pea hullers, wheat huilers Corn machinery Development of Feed and silage cutters Huskers Shellers Feed mills Vehicles — ■ Wagons Buggies Sleds Pumping Machinery — Suction Force Rotary Centrifugal Hydraulic ram Storage tanks Laboratory exercises Setting up and adjusting machinery. Farm Motors. Four recitations and one laboratory weekly. TEXT: Farm Motors — Davidson and Chase. Animal as a motor Horse Capacity Maximum power Windmills — Development of Homemade windmills Jumbos — g6 — Battle Ax Holland Mock Turbines Manufactured windmills Reconstructed turbines Power of windmills Methods of erecting Economic consideration of Steam boilers Classification of Locomotive Marine Portable Stationery according to form Horizontal Vertical Adapta^on of each. Boiler accessories Feed pumps Injectors Steam gauge Boiler capacity Strength of boilers Fuels Relative value of Coal, oil, wood, straw Combustion Handling a boiler Cleaning, firing, etc. Steam engines Early forms Present forms Gasoline engines Types of Relative use of Care of Advantages of gasoline engine for developing power on farm Future of Traction engine Boiler mounting Under mounting Frame mounting Handing mounting Electric motors Farm Dairying. One Semester. Four recitations and one laboratory weekly. TEXTS: Dairy Farming — Michels. —97— Milk and Its Products — Wing. First Lessons in Dairying — Fan Norman. The dairy herd Breeding Health and future of animals The selection of Building up a dairy herd Principles involved Breeds of dairy cattle Jersey Guerensey Holstein-Fresian, etc. Feed and care of dairy cattle Principles of feeding Calculation of ration Silos Silo construction and Silage Methods of keeping records of individual cows Milking Herd management Rearing the dairy calf Construction of dairy barn and milk house Diseases and ailments of dairy cattle Milk and its products Milk Composition Chemical, physical, properties The Babcock test Principle Apparatus Chemicals Bacteria and milk fermentation Sanitary milk production Farm butter making Creaming, processes of cream ripening Churning Farm cheese making Marketing dairy products Care and operation of dairy machinery Laboratory exercises Testing milK, making butter, etc. Diseases of Farm Animals. One Semester. Five recitations a weeK. TEXTS: Veterinary Studies for Agricultural Students — Reynolds. Simple Anatomy of Horses. Diseases Inflamation Fevers Congestions Hemorrhages Dropsy Collapse Wounds, Various Treatment Cause and prevention of diseases Disinfection and disinfectants Heredity Feed and water Parisitism External Internal Poisonious plants Ventilation of farm ouildings Special diseases Actionmycosis or Lumpy Jaw Anthrax Syptomatic Antnrax or Black Leg Glancers and Farey Foot and mouth disease Texas or Tick Fever Tuberculosis Hog Cholera Choke Hover or Bloat Lameness Soundness Lymphangitis and Heaves Parturient Paralysis or Milk Fever Sheep scab Nodule disease Foot rot Obstetrics Common medicines and remedies. Farm Accounts. Two afternoons a week for a year. TEXTS: Any good text in Elementary Bookkeeping. Bexell's Farm Accounts. Principles of bookkeeping Debit and Credit Books, as day book, ledger, etc. Simple exercises in bookkeeping about three months Follow Bexell's Farm Accounts in connection with courses Farm Management. '—99— Horticulture. One Year. Five recitations and one laboratory weekly. TEXT: Annals of Horticulture — Bailey. "Horticulture is the growing of flowers, fruits, vegetables and plants for ornament and fancy." Propogation Seed Layering Cutting Grafting Buauing Tillage Setting and care of orchards Fruit Pome Stone Vine Small Harvesting Storing Vegetables Construction of hot beds Cold frames Transplanting Selection of seeds Testing for germanation and purity Cultural methods of various vegetables Beans, peas, tomatoes, cabbage, potatoes Kitchen gardens Market gardens Marketing Preparation for Time of Insects injurous Kinds Methods of eliminating Insects beneficial Fungus diseases Treatment of Landscape gardening Lawns Shade -trees Ornamental shrubs tiants for same — IOO Farm Management. One Year. Three recitations weekly. TEXT: Farm Management — Card. Lectures by instructor in charge. Outline of Study- Capital Labor The choice of a farm Choosing a building site Farm buildings Implements and equipments System of farming Market problems Advertising Cooperation Rotations xtecords and accounts. (See Farm Accounts.) Feeding Farm Animals. One Semester. Five recitations weekly. TEXTS: Profitable Stock Feeding — Smith. References, Feeds and Feeding — Henry. Outline of Study — Computing balanced rations Study of feeds, their composition and uses Feed and care of horses, cattle, hogs, sheep, and poultry Animal Breeding. One Semester. Five recitations weekly. TEXT: Animal Breeding — Shaw. Outline of Study — Care of breeding animals Laws of breeding Mendel's Law Law of Atavism, etc. Relative influence of parents Selection Cross breeding Grading Form new breeds Reading and writing pedigrees IOI- Poultry. One Semester. Two recitations weekly. TEXTS: Progressive Poultry — Bingham. Station Bulletins. Outline oi Study — Standard varieties of chickens Care and feeding of chickens, ducks, turkeys and geese Marketing and Market problems Planning of buildings Incubators Brooders Optional Subject. This topic is to be studied at home for a specified time under the direction of the teacher and shall count for at least one semester's work in any regular subject. A full record must be kept of the work done including time, labor, cost and profit or loss. Suggested topics — ■ (1) Planting and raising of a crop of oats or wheat, etc. belection and jand picking of seeds Germination tests Preparation of land Seeding Irrigation and culture Harvesting Threshing Marketing (2) Record of a dairy cow for a year. Care Feed Cost of feed Kind of feed Balanced ration Daily milk record Profit or loss Chickens Horses Sheep Gardening Each topic is to be similarly outlined as preceeding ones. — 102 MECHANICAL DRAWING. Four periods a week during the year. Two periods in suc- cession necessary". Materials — Good mechanical drawing paper which may bear a good deal of erasing. Post's Carona No. 7 is a good paper for the purpose. A good India ink. Drawing instruments. Least possible number for good work. Drawing board. T. square. Triangle 60' 30'. One protractor. Compasses — pencil and pen. Ruling pen. Spring bow pencil and pen. An irregular curve or scroll. Pencil 6h and 4I1. Tillott pen No. 404 for lettering. Thumb tacks. Object — That the farmer boy may be able to read simple plans; also to draw simple plans which may be read by a me- chanic. Plate 1. — Free hand lettering. Plates II.-V. — Geometrical Problems (To be done with in- struments other than T square and triangle. Six problems to a plate.) 1. To draw a perpendicular to a line from a point on the line. 2. To draw a perpendicular to a line from a point outside the line. 3. To draw a perpendicular to a line from a point at the end of a line. 4. To bisect a Fne. 5. To bisect an arc. 6. To construct at a given point in a line, an angle equal to a given angle. 7-8. To araw through a given point, a line parrallel to a given line (two methods). 9. To bisect a given angle. 10. To construct a triangle when one side and the included angle are given. 11. To construct a triangle when two sides and the two including angles are given. 12. To construct a triangle when two sides and the two including angles are given. — io3— 13. To pass a circumference through three points not in a straight line. 14. To draw a tangent to an arc at a given point on the arc. 15. To draw a tangent to an arc from a given point outside the arc. 16. To draw an arc of a given radius tangent to two intersecting lines. 17. To inscribe a regular hexagon in a given circle. 18. To inscribe a regular triangle in a given circle. 19. To circumscribe a regular triangle about a given circle. 20. To inscribe a circle in a given triangle. 21. To circumscribe a circle about a given triangle. 22. To divide a given line into any number of equal parts. 23. To construct a regular pentagon upon a given line as a side. 24. To copy a curve by points in equal enlarged or diminished size. Projections two problems on a plate. Plates VL-X. 25. Draw three views of a right rectangular prism, I%x3% in. hav- ing its faces parallel in pairs to the planes of projection, the largest faces being parallel to V and the greater dimension of those faces vertical. 26. Three views of a horizontal rectangular plane 1% in., the plane to be the top surface of the solid shown in Prob. 25 and similar- ly situated. 27. Three views of a vertical regular hexagonal plane of 2*4 in. line diameter, this diameter to be parallel to H. 28. Three views of a line i% in. long parallel to H. and S. V. (Vertical plane H. ) (H. Horizontal plane. ) (H. S. side vertical plane.) 29. Draw three views of a right circular prism altitude parallel to V. having the diameter of the prism 2 in. and the altitude 3% in. 30. Draw a right rectangular prism 1% in. by 2*4 in. having the lar- gest faces parallel to V and its longest edges inclined up to the left at 30 degrees from vertical. 31. Three views of a rectangular pyramid 2 in. by 1% in. altitude 4 in. placed so that its altitude is perpendicular to H. and its greatest base line is parallel to V. 32. Two views, top and front and a cross section of a chimney. (Use 1 in scale.) Height 4 ft. Base 2 ft. by 1% ft. Flue 1% ft. by % ft. Trimming % ft., wide 3-16 ft., projection 3 ft. from base. Indicating carefully all dimensions. 33. A hollow cylinder 4 in. high having a base and top 2 in. in diame- ter and Y2 in. thick projecting % in. over the main of the cylinder. Diameter of hollow space 1 in. Show two views and cross sec- tion. Use center lines but no axis of projection. Indicate all dimension lines. 34. Three views of a square prism 4 in. high, 2 in. square wh'ch is. paneled % in. aeep, on each face y 2 in. from either side and — 104 — end, and so placed that one side of the base forms an angle of 30 degrees with the horizontal axis of projection. Plate XL Working drawings. (1) Table 3 ft. 4 in. projecting 3 in. (top) 2 ft. 5 in. by 2% in. by 2% in. (legs). Frame to be lumber 4 in. wide. Legs to be put on with Tenon joints 1 X A by % in. set in *4 in. from each leg. (Indicate scale.) (2) Tool box. 2 ft. long, Qy 2 in. deep, 1*4 ft. wide, having a central partition extending above and containing a hole for handle. Partition 13% in. high with hole % in. from top and l 1 ^ in deep, 6 in. long. Show all dimensions also give scale. Plate XII. Draw school ground plan, placing main buildings, driveway, outbuildings, walks and shrubery in their proper places. Plate XIII. Indicate cardinal points and scale. Lay out the plan of a farm (your own if you choose), show location of Duildings, ditches, streams, and divisions of land into fields for pasture, farming hay, etc. Indicate scale used. Plate XIV. Barn or shop plans. Floor plans locating all chutes, stalls,. boxes, etc. Make an elevation of this plan, also detail of roof construction. Make a blue print of one of these plates of working drawings. Suggested Four-Year Course. First Year. FIRST SEMESTER: SECOND SEMESTER: English English Algebra Algebra Physiography Physiography Stock Judging Stock Judging Blacksmithing eslacksmithing Second Year. FIRST SEMESTER: SECOND SEMESTER: English > English Geometry Plane Geometry Plane Biology Biology Farm Crops — Cereals Farm Crop Forage and Fiber Crops Carpentry Carpentry Third Year. FIRST SEMESTER: SECOND SEMESTER: English English Chemistry Chemistry Algebra Irrigation and Draining Soils Mechanical Drawing -10 = FIRST SEMESTER: English Physics Farm Accounts Farm Management Farm Machines Farm Dairying Suggested Two-Year Course. First Year. Fourth Year. SECOND SEMESTER: English Physics Farm Accounts Farm Management Feeding Farm Animals Farm Motors FIRST SEMESTER: English Stock Judging Farm Crops — Cereals Diseases of Farm Animals Blacksmithing SECOND SEMESTER: English Stock Judging Farm Crops Forage and Fiber Crops Irrigation and Drainage Blacksmithing FIRST SEMESTER: English Soils Farm Accounts Farm Management Farm Dairying Carpentry Second Year. SECOND SEMESTER: English Manures and Fertilizers Farm Accounts Farm Management Feeding Farm Animals Carpentry TEXTS. Plumb — Types and Breeds of Farm Animals Ginn & Co. King — The Soil King, Madison, Wis. Burkett — The Soil O.J. Company Fletcher— The Soil Double Day Page & Co. W. P. Brooks — Soils The Home Correspondence School Mosier — Laboratory Manual Mosier. Urban, 111. McDonald — Dry Farming The Century Co. Widtsoe — Dry Farming , . .MacMillan Co. Vivian — Soil Fertility 0. J. Company King — Irrigation and Drainage King, Madison. Wis. Y\ ilcox — Irrigation Farming O. J. Company Hunt — The Cereals in America .0. J. Company Lyon and Montgomery — Examining and Grading Grains Ginn & Co. Hunt — The Forage and Fiber Crops in America O. J. Company Davidson and Chase — Farm Machinery O. J. Company Davidson and Chase — Farm Motors O. J. Company Michels — Dairy Farming John M'chels, West Raleigh, N. C. Wing — Milk and Its Products Macmillan Co. . Tan Norman — First Lessons in Dairying O. J. Company Reynolds — Veterinary Studies for Agricultural Students. .Webb Pub. Co. Brooks — Animal Husbandry The Home Correspondence School Bex ell — Bexell's Farm Accounts H:me Correspondence School — 106 — Bailey — Annals of Horticulture 0. J. Company Card — Farm Management Double Day Page & Co. Shaw — Animal Breeding 0. J. Company Marshall — Animal Breeding 0. J. Company C. M. Arkman — Manures and Manuring Brooks — Manures and Fertilizers The Home Correspenaence School Bringham— Progressive Poultry The Torch Press, Des Moines, la. Smith — Profitaole Stock Feeding Smith a, Co., Lincoln, Neb. DOMESTIC SCIENCE. It was not deemed" wise to give a course in too great detail but to indicate the topics that would be covered in almost any course, leaving the variations to be worked out locally. There are many arguments in favor of putting sewing in the first and third years and cooking in the second arid fourth. Such an arrangement is recommended. First Year. I. PRACTICAL WORK— (.a) Drafting. 1. Hand sewing, fundamental stitches. Machine sewing. 2. Combination of hand and machine sewing in designing and making. (1) Complete set of white undergarments. (2) Shirtwaist suit of wool or cotton. (3) Apron and sleeve protectors. (4) A wash dress. (5) Mending. (6) Kimona. II. THEORETICAL WORK— (a) History, use and care of sewing machine. (b) Cotton, wool and flax; their growth, cultivation, use; manufac- ture or cotton and wool thread and fabrics. (c) Emery needles. Second Year. KITCHEN COOKING— 1. Equipment and care of same. (Especially the sink, range and refrigerator.) Directions for washing dishes and dish towels. 2. Function of Foods. Classification of Nutrients. inorganic Foods. I. WATER— 3. Kinds and uses of water. Boiling and simmering points of water. Effects of adding substances, as salt, sugar, etc. —107— Opganic Foods. II. CARBOHYDRATES— 4. Fruits and Vegetables: Classification, Composition, etc. Prepare Baked or Stewed Fruit. Prepare Baked or Boiled Potatoes. 5. Cereals: Source and Preparation. Prepare Rice and one other Cereal. Discuss the Fireless Cooker. 6. Cereal Products: Prepare Toast and White Sauce. Discuss Corn Starch, Tapioca, Macaroni, etc. 7. Sugar: Different kinds of sugar, their source and preparation. Cook Syrup, noting all stages from thread to caramel sugar. Prepare two or more kinds of candy. III. PROTEINS— 8. MiU: Prepare Junket with Caramel Sauce. Discuss Cheese and other milk products. 9. Eggs: Discuss effects of different temperatures. Discuss boiled, poached, eggs, etc. Prepare custard, boiled or baked. 10. Meat and Fish: Different cuts of meats. Prepare broiled or roast meat. Discuss ways of cooking tough meats. Discuss, Fish and gelatin. 11. Batters: Discuss .eavening agents. Study of pour and drop batters. Prepare popovers and muffins. 12. Doughs: Prepare Bread and Rolls. Discuss Yeast. Third Year. I. PRACTICAL WORK— (a) Wool suit or thin according to season. (b) Altering old material. (c) Designing or stenciling of white gown for evening wear, or graduation; or (d) Household linen. (e) Hand-made waist or baby dress. (f) Embroidery. (g) Millinery. (h) Household furnishings. (i) Drawing of plans of medium sized house. — io8— (j) Making of note book, showing actual samples of wood work, papers, etc., for each room. II. THEORETICAL WORK— (a) Study of wool and silk. (b) History and art of designing. (c) History of costume. Fourth Year. First Semester. General Subjects: Food and Its Preparation. .bacteriology. Serving. Economics. A. FOOD AND ITS PREPARATION— I. Canning, preserving and jelly making. II. Review and elaboration of first year's work. III. Chafing Dish cookery. IV. Serving of simple meals at limited cost. B. BACTERIOLOGY— I. Yeasts. II. Molds. Hi. Bacteria. IV. Milk supply. C. SERVING. I. Care of dining room and table linen. II. Serving, with and without a maid. D. ECONOMICS— I. Marketing. II. Accounts. III. Economic problems of the home. IV. Division of income. V. Household accounts. VI. Saving time, strength and material in conducting household operations. VII. Relation of food <-o work. Second Semester. Genera. Subjects. Food and Its Preparation. Home Nursing. Sanitation. Laundry. A. FOOD AND ITS PREPARATION— I. Fireless cookery. Cooking of meats, vegetables and frozen mixtures. II. Infant diet. Cooking of modified milk, barley water, whay, etc. III. Invalid diet. Preparation and serving of meals to suit special conditions. — 109 — IV. Fancy cooking. Bread, cakes, salaas, entrees, me