'^LBlUl^ A MANUAL FOR THE USE OF THE STATE HIGH SCHOOLS OF NORTH DAKOTA "Prepared by ilie State Educational Commission and "Published by the "^oard of . 10. Gerund and gerundive. 11. Use of present imperative. 12. Indirect discourse. (Simpler forms). X. Word order in a Latin sentence. CAESAR. One Unit. When the transition from beginning Latin to Caesar is too abrupt the mortality is proportionately high. It v/ill be time saved to spend from two to four weeks in thorough review of the principles of the first year's book before undertaking the real work of the year. In connection with this review, some composition work and sight translation from easier prose, such as Fabulae Faciles, will be valuable. At first there should be much guidance on the part of the teacher so that pupils may form correct habits in translation and learn how to go about the analysis of a new, and oftentimes a long sentence in Caesar. For the well prepared class, Books I to IV of Caesar's Commen- taries can easily be read without substitution. However, portions of Books V, VI, and VII or selections from Viri Romae and Nepos may be substituted in part, if desired. Composition equivalent to one period a week should be kept up throughout the year. If possible this work should be based upon the text read and should be accompanied by a sys- tematic review of grammatical principles, and a special study by system- atic review of grammatical principles, and a special study of the con- structions most commonly found in Caesar. Classes are much more likely to keep up interest in composition if a definite amount of oral work is assigned each day, with occasional written lessons on longer sentences. All idioms should be memorized and principal parts of verbs learned as they occur. The grammatical drill of the first year should be continued to fit the needs of the class. Although the student should understand the grammatical structure of what he translates, yet it is a mistake to over-emphasize this matter and destroy all interest in the story for its own sake. If the work is properly managed it ought not to be necessary to make Caesar a lesson in grammatical drill every day. At first the more common construc- tions should be studied in detail, and later those of less frequent occur- rence may be taken up as they appear in successive lessons. Students should never be excused for lack of knowledge of vocabu- lary in lessons that have been assigned, even if they cannot always translate correctly. The lesson of the previous day should always be read as a review, and nothing but fluent, idiomatic English should be accepted. No assistance should ever be given in a review lesson in class. Teachers should be definite in their assignments each day and then hold students strictly accountable for the entire lesson. Be sure that, in addition to acquiring ability in translation, students are following the thought of the text. Too often pupils who have read Caesar have only a vague notion of what it is all about. The maps should be diligently studied, campaigns closely followed and explained by means STATE OF NORTH DAKOTA 37 of charts and diagrams, and a study of the military system of Caesar's day carried out. After completing the study of each campaign, students should be asked to give a detailed account of it using maps, etc. Re- ports on such topics as the plan of a Roman camp (explained with dia- grams), the organization of the Roman army, the Roman art of war, and others pertaining to the time of Caesar are strongly recommended. The construction of a model bridge when Book IV is studied is worth the time and effort it may require. The life of Caesar in connection with the political conditions of his time should receive some attention also. Besides continuing the practice of listing words of Latin derivation, students may be encouraged to notice all instances of Latin words and phrases used in everyday English, in state mottoes, on coins, in news- paper and magazine articles and advertisements, in scientific textbooks, and from this material make interesting and attractive notebooks. By the time classes have completed the second year's work in Latin they should have a thorough knowledge of the subject matter read, of the more common constructions of nouns, pronouns, and verbs, a vocab- ulary including virtually all of the words and idioms used during the year, and should have developed an ability to translate Latin prose of moderate difficulty with ease. CICERO. One Unit. The work of the third year should include a. study of the four ora- tions against Catiline, the one on the Manilian law, and the one for the poet Archias. Sallust's Catiline and selections from Cicero's letters, however, may be used as part substitution. The study of the life and personality of Cicero, of Roman political conditions of his time, and of the structure of an oration should receive particular attention. Compo- sition equivalent to one period a week should be continued throughout the year. The same suggestions for the composition in Caesar may apply in this course. The more complex constructions of verbs and verb-forms, and those common to Cicero should be considered at this time. The memorizing of idioms and principal parts of new verbs should not be neglected. Pupils who have a mastery of the principles of the first year's work and M^ho have read Caesar ought to be ready to pay more attention to style and less to mechanics of translation. Cicero aifords an excellent opportunity for word study and clear expression of thought. The class should hp led to weigh the values of words, to distinguish fine shades of difference in meaning, and to be satisfied only when they have found just the right English to convey the thought of the Latin. Written lessons on certain portions of an oration may be assigned occasionally as a test of the pupil's ability to get the thought from the original text, and to express it in idiomatic English. Wide-awake, alert students often develop a wholesome spirit of rivalry in their attempts to outdo their classmates in work of this kind. After an oration has been translated the first time it should be reviewed and considered as a whole. If the teacher will then read the 38 HIGH SCHOOL MANUAL entire oration to the class, and this can easily be done in about forty-five minutes, pupils will be better able to realize that the actual address did not take so long a time for delivery, as the first piecemeal translation would indicate. "VVTien the thought of each oration and the conditions which prompted its delivery are fully comprehended, the class can not fail to be interested. Study of the private life of the Romans, and of the Roman forum, with pictures, oral reports and discussions, add much to the value of a course in Cicero. By this time, the Latin notebooks may be varied by the introduction of exercises of this type. Clippings from magazines and newspapers or other reading material chosen at random may be pasted in the notebooks, with the words of Latin derivation underlined, and the percentage of such words indicated at the bottom of the clipping. Collec- tions of words of Latin origin found in certain chapters of other text- books which pupils are using will show how much Latin helps in the un- derstanding of the other subjects. References to Roman mythology are often seen in modern cartoons, and a collection of such cartoons would be interesting. Collections of any kind that show how Latin words and Roman myths form a part of modern life and expression should be the aim in the notebook work of this year. VERGIL. One Unit. This course should comprise a translation of the first six books of the Aeneid, with considerable attention given to reading the poem aloud metrically, to a comprehensive study of Roman mythology, and the rhe- torical figures commonly found in Vergil. The metrical reading will be comiparatively easy after the meter is understood, if pupils have been trained to observe the quantity of all syllables in their preliminary work. A study of grammatical principles should accompany the regular work with special reference to the constructions peculiar to Vergil's style. These should include: (1) Purpose. (2) Place relations. (3) Greek accusatives. (4) Dative of reference and Ethical Dative. (5) Middle Voice. (6) Patronymics. (7) Final syllables. Students should notice examples of personification, hendiadys, onomatopoeia, and other figures of speech. Approximately one period a week should be devoted to composition. The work of this year should include a thorough review of all gram- matical principles of the first three years and composition exercises based upon this review. Certain passages from the Aeneid should be assigned occasionally for metrical translation into English, and some of the best portions of the poem should be memorized from time to time. If the work up to this time has been satisfactorily completed, students should be able to read intelligently and with expression and should do considerable sight reading of selections from Horace and Ovid, or of other works by Vergil. The subject matter of the poem must be comprehended as it is read. After each book has been translated a synopsis should be re- quired of each pupil, together with a map locating the different places STATE OF NORTH DAKOTA 39 through which Aeneas passed on his way to Italy. It should not be said that students who have read the Aeneid know nothing of the con- nected story running through the poem. The life of Vergil, his rank among Roman writers, and the influence of the Aeneid on English literature should receive attention. This year's work above all others should cause students to have the deepest respect and admiration for the Latin language and its literature, and make them feel amply repaid for the time and effort expended in acquiring the ability to read and appreciate this great poem in the original. GENERAL SUGGESTIONS TO TEACHERS Since so much of the success in Latin study depends upon a right start, there can be no danger of overemphasis of this matter. Pupils like subjects which they can fully comprehend, and over which they feel a certain degree of mastery. Only by diligent and consistent effort on the part of the pupil and untiring zeal on the part of the teacher can excellent Latin students be produced. In order to have wide-awake, interested classes, the teacher must be enthusiastic about Latin, and this enthusiasm will inevitably react favorably upon the pupils. The assignment of a Latin lesson, especially in the first year, is a very important part of the work. Carelessly assigned work often ac- counts for poor recitations the next day. Any new material that is likely to cause difficulty in an advanced lesson should be mentioned and ex- plained enough to enable pupils to prepare their lessons intelligently. Then no half-prepared lessons need be accepted. In all composition lessons that are written, errors should never be corrected by the teacher, but the words that are wrong should be under- scored, or some comment made to lead pupils to discover their own mis- takes, and correct them. All poor v/ork should be rewritten and corrected. It is a splendid exercise for the entire class to exchange papers and criticise one another's work. More Latin can be learned in a period in this way than in any other. Som.etimes it is a good plan to send pupils to the board to write their composition without note or papers, using only English sentences as a basis. The criticism of this board work should come entirely from the class, unless the error fails to be noticed by any pupil. All this criticism should be in the form of questions addressed to the person who wrote the sentence. These questions should be such as to provoke thought as "What thought is expressed by . .?" 'What is the case of an indirect object?" Not "That word should be in the dative case because it is an indirect object." If composition is managed in this way throughout the entire course, from the first simple sentences of the beginning work, there will be no dreaded composition days because pupils are not interested. Good English should always be insisted upon in all translations from Latin. It is often surprising to find what good results may be obtained from a so-called poor class, if nothing but the best will be accepted from those in the class. An opportunity to connect the English with Latin derivatives should never be missed. Nothing aside from the enthusiasm and personality of the teacher can create more interest in this work than to have a room or corner of a room fitted up as a Latin laboratory, suitably equipped with pictures, mottoes, books, etc., suggestive of Latin. This room may be a corner of the regular class room where students may come to work from time to time on their notebooks, and compare and exchange ideas with their classmates. Miss Sabin's manual, mentioned in the bibliography, will 40 HIGH SCHOOL MANUAL give much help in work of this kind and in preparing a Latin exhibit. Teachers who have never tried to connect Latin with modern life will not realize what possibilities there are in this correlation, until they have tried it. The experiment is decidedly worth while. BIBLIOGRAPHY Mythology. Fairbanks. Mythology of Greece and Rome. Appleton. New and very good. Galey, C. M. The Classic Myths on English Literature. Ginn & Co. Guerber. Myths of Greece and Rome. American Book Co. Caesar. Fowler. Life of Julius Caesar. G. P. Putman's Sons. Judson. Caesar's Army. Ginn & Co. Second Year Latin. Scott, Foresman and Company. Furnished gratis on request. Every teacher of Caesar should read this pamphlet. Cicero. Abbott, F. F. Roman Political Institutions. Ginn & Co. Ancient Rome. Houghton-Mifflin Co. Church. Roman Life in the Days of Cicero. Dodd. Greenidge. Roman Public Life. Macmillan & Co. Guhl and Koner. Life of the Greeks and Romans. Appleton. Harding. City of Seven Hills. Scott, Foresman & Co. Huelsen. The Roman Fprum; translated by J. B. Carter. G. E. Stechert & Co. Johnston. Private Life of the Romans. Scott, Foresman & Co. Lanciani. Ruins and Excavations of Ancient Rome. Houghton- Mifflin & Co. Shumway. A Day in Ancient Rome. D. C. Heath & Co. Strachan. Davidson's Cicero. G. P. Putman's Sons. Very helpful. Vergil. Glover. Studies in Vergil. Edward Arnold. Helpful and suggestive. Sellar. Vergil. Oxford Press. Best literary criticism. Dictionaries. Harper's Latin Dictionary. American Book Co. White. English-Latin Dictionary. Ginn & Co. Miscellaneous. Brown. Latin Songs With Music. G. P. Putman's Sons. Byrne, Lee. Syntax of High School Latin. University of Chicago Press. Harper. Dictionary of Classical Literature and Antiquities; edited by H. T. Peck. American Book Co. Hale. Art of Reading Latin. Ginn & Co Kelsey. Latin and Greek in American Education. Macmillan Co. Lodge, Gonzales. Vocabulary of High School Latin. Columbia University, New York. Paxon. Two Latin Plays. D. C. Heath & Co. STATE OF NORTH DAKOTA 41 Paxon. Handbook for Latin Clubs. D. C. Heath & Co. Peck. Roman Pronunciation of Latin. Henry Holt & Co. Sanborn, J. E. A Companion to Latin Studies. Cambiidge Uni- versity Press. Schlicher. Latin Plays. Ginn & Co. Special Helps for Teachers. Card Games, published by the Lalin Games Co., Appleton, Wisconsin. Good. The Relation of Latin to Practical Life. Francis E. Sabin, 419 Sterling Place, Madison, Wisconsin. This manual will prove a real help to progressive teachers who want to make their Latin classes alive with interest. Value of the Classics. Princeton University Press. An inspiration to those interested in Latin. Every teacher of Latin should be a member of the Classical Asso- ciation of the Middle West and South. Yearly payment of $2.00 to Prof. Louis E. Lord, Obeilin College, Oberlin. Ohio, entitles one to membership in this association and brings monthly the Classical Journal, the official paper of this association. Forty cents additional pays for a yearly subscription to Classical Philogy, a monthly publication, more technical than the former. The Classical Weekly may be obtained by sending $2.00 to Prof. Charles Knapp, Barnard College, New York City. No teacher should be without several Latin grammars, commonly referred to in the notes of Latin texts. PLANE GEOMETRY. One Unit. As presented in the ordinary text books. Care should be taken that the pupil gains not meiely a superficial readiness in using the form of geometric proof, but also an insight into the underlying principles of the subject which will enable him to apply his knowledge rightly. Varied examples involving numerical computation should be given and occasional brief practice in drawing to scale will perhaps be found helpful. Effoit should be made through abundant work in original exercises and otherwise to develop in the pupil a prompt and independent facility in geometrical reasoning and proof, in constructions and in computation of problems involving mensuration. SOLID GEOMETRY; One-half Unit. As far as possible the work in solid geometry should be related to plane geometry. The key to much of the work in solid geometry is the ability to visualize properly the solid figures. Concrete models should be used to make clear to the class the figures given in the text. Models made from pasteboard and splints or knitting needles are of decided service in making correct concepts of solid figures. There are geometric solids on the market that can be used with decided advantage in enabling rz HIGH SCHOOL MANUAL students to get the correct notions in regard to geometrical figures. As in plane geometry much work should be done in original theorems, prob- lems and exercises. Solid geometry has a history that is fascinating and the students should get some of this history in their course. In the study of solid geometry the students should be taught con- stantly to see the relations of the principles learned to their practical applications. TRIGONOMETRY. One-half Unit. The subject of plane trigonometry is comparatively easy and should be interesting to most students. It offers a good field for training the student in accuracy and exactness. It utilizes the facts of algebra and geometry and extends the field of vision of the student greatly. Em- phasis should be laid on all parts of the subject v^hich are applicable to practical problems. • The following topics are offered as deserving of exhaustive treatment: the fundamental trigonometric functions with their inter-relationships, the solution of right triangles, the laws of sines, cosines, and tangen.s in the solution of oblique triangles, circular measure, the functions of double angles, the functions of the sum and difference of angles, inverse functions, trigonometric equations. Let the students have thorough drill in solving a great many prac- tical problems. CORRELATED MATHEMATICS. Three Units. The movement in the direction of correlated mathematics is recog- nized quite generally as a movement in the right direction. The work in correlated mathematics as given in available texts may not be entirely satisfactory. Quite generally, too, the teachers find it difficult to break away from their t: aditional notions of teaching mathematics. The Wentworth-Smith-Brown and Breslich texts present better thought out schemes than any that can be worked out by a teacher of a few year's experience. The Breslich series of texts provides material for three year's work, beginning with the ninth grade, and covering the same ground as elementary and higher algebra, plane and solid geometry and trigonometry. One-half year is saved and the students have the advant- age of studying and using all the subjects through the entire three years. In teaching correlated mathematics the teacher should be cautious about presenting more difficulties from algebra and geometry than are planned. The authors of the texts intended to simplify the work in mathematics and to clear av/ay some accumulation of mathematical rub- bish. The teacher should not attempt to teach difficulties in mathematics that are not contemplated in texts used. ELEMENTARY ALGEBRA. One Unit. At the beginning there should be a short treatment of this subject in such a manner as to make its relation to arithmetic as close as poss- STATE OF NORTH DAKOTA 43 ible. Throughout the course it should be shown that the definitions and principles of arithmetic with some extension of meaning hold true in algebra. At the outset the pupil should learn that in algebra he is dealing chiefly with number and that each letter or combination of letters (algebraic expression) represents a number. The first problems should be such as may be solved as an exercise in either arithmetic or algebra and should be solved both ways. Problems that may be solved by the use of linear, or simpler equations, should be placed early in the course. After the above preliminaries are completed, the following topics should be treated, ihe order in which many of them are taken up not being important: Positive and negative numbers; axioms; addition; sub- traction; signs of aggregation; multiplication; division; special products; factors; highest common factor; lowest common multiple; fractions in algebra; fractional equations; simultaneous equations of two and three unknown numbers; involution; evolution; the simpler work in negative, radical equations; graphic solutions; pure quadratics; the simpler work in affected quadratics — solutions by completing the square and by factor- ing; problems in simultaneous quadratics — two unknowns; the simpler work in ratio and proportion. The following topics are not included in this course: Highest com- mon factor by continued division; simultaneous equations involving four or more unknown numbers; indeterminate equations; inequalities; the factor theorem; the more involved work in radicals, quadratics, and ratio and proportion; the theory of exponents; imaginary numbers; equations in the quadratic form; theory of the quadratic equation; cube root. ADVANCED ALGEBRA. One-half Unit. This course includes the following topics: General principles of the fundamental processes; signs of aggregation; equations; factoring; the factor theorem; highest common factor, including the process by con- tinued division; algebraic fractions; simultaneous equations; graphs; cube root; inequalities; indeterminate equations; theory of exponents; radical equations; imaginary numbers; quadratics; ratio, proportion and variation; series; binomial theorem; logarithms. GENERAL HISTORY. This course is designed to take the place of what has been known as Ancient and Modern Histoiy. It is therefore a two-year course, the first year of which is known as General History I and is designed to extend to the time of Louis XV, or thereabout. General History II should begin with Louis XIV, or thereabout and extend to the present time in Euro- pean affairs. This course if thoroughly covered should made unnecessary another one-half unit of work in English History. There would seem to be some advantage in this arrangement so far as the high school program is concerned. It should be possible to give a student two and one-half years of history including Advanced U, S. History and still leave time 44 HIGH SCHOOL MANUAL for a well-rounded course. The present tendency seems to be to give Ancient History and then allow the majority of students to take Ad- vanced U. S. History because it is required. Relatively few schools are teaching English History. Such an arrangement leaves the. modern part of European history a closed book and yet we profess to educate for citizenship and expect our young people to understand the great world movements. It would seem an economy of time as well as a means of giving moie students a better knowledge of the development of the race to make a two-year couise in General History compulsory for a large number of students. With such an idea in mind the following outline is presented. In favor of such a plan we find the bulletin of the Depart- ment of Education of N. J., Committee Reports of the North Central Association, and the Bulletins fiom the U. S. Bureau of Education. GENERAL HISTORY I. One Unit. The object of the course should be to study past conditions and to give the student a working knowledge of past institutions and not merely an account of past events. Since the history of the past 200 years in Europe concerns us most intimately it is well to cover the past to the time of Louis XV or thereabouts in the first year of the course. The topics should be presented not in a fragmentary form but as dis- cussion of topics. The following topics should receive careful attention: Egypt; the physical features and climate, the dynasties, the people, thgir religion, social life and industries, their monuments and contribu- tions to civilization. Some up-to-date treatise should be consulted on these topics. The Semitic people: a. Early Babylon. The development and union under industrial de- velopment, conquests and decay. b. Assyria. Contrast with Babylonia, the people, religion, institu- tions, and industries. Note also the warlike attitude of the two. Assyria became the first world power. Note any scientific contributions to civil- ization. Make careful study of the development of the city state, its origin and development into a nation. c. Later Babylonia. Modes, Persians, Syrians, Hebrews, and Ly- dians. The international relations are complicated. Babylon is recog- nized as the greatest kingdom. d. The Hebrews. Their early history should be learned; the long- ing for a land or home free from external influences. A study of their laws and government might profitably be made. Note also their domes- tic life, religion and relation to other nations. They developed no art or science; why? Their contribution to civilization was a religion. e. The Phoenicians. The position of their country led to a new in- dustry — commerce. Find some historical association with their capital cities. Tyre, Sidon, also the Cedars of Lebanon. Their greatest work and contribution was the colonization of new territories and the develop- ment of an alphabet. STATE OF NORTH DAKOTA 45 In the above outline of study, follow carefully the civilizing influ- ences; note the institutions of art, culture, and the various industries. It should be observed that the Semitic people have contributed to the world their religions, and the the contribution of the Hebrews — the Christian religion as set forth in the Bifcle — is the crowning work of all the races. The Persians. Note their race, government, rapid development till they have absorbed Asia Minor. Study the plan of expansion of the building of roads, houses, etc. An important feature in their life is their religion, due to their contact with Greece. Their military campaigns are of small moment, except perhaps, against Greece. GRECIAN HISTORY The beginnings of Greece. The Greek people the different tribes, their early language and traditions. The land, its significance. The legendary periods; the Homeric and Mycenian ages; the culture of these periods. The Greek City State, 700-500 B. C. The political growth and ex- pansion through sending out colonies. The typical city states — Athens and Sparta. The growth of Athens as a democracy, a monarchy, an oligarchy, a tyranny-democracy. The growth of Sparta, a monarchy.. The social and economic conditions in the two cities. The Graeco-Per- sian wars, cause and results (details not necessary). Struggle for Supremacy in Greece. The Athenian supremacy; her naval policy — the Delian League. Pericles, his office, work and influence. Spartan supremacy, cause, result. Theban supremacy. Relation of states, attitude toward democracy. Macedonian supremacy. Political life in Greece. Leaders. Union of Greece and the Orient. The Conquest of Alexander, his empire. Spread of Greek culture and its influence. Division of his kingdom. Greek Architecture, Painting and Sculpture. Their development and influence upon the world. Literature, epic and lyric poetry, their devel- opment. The drama and its development. History, oratory, philosophy, the different schools and leaders. The underlying principles of each science, the Greek contribution to civilization. Hellenic and Hellenistic Culture. The social life of the people. Spread to the East. The Achaean League, its origin, constitution, growth, conflict with Sparta. Final decline. Little or no emphasis should be placed upon the following topics: The domestic strife and civil wars, except to note that Greece could never unite, hence was destined to be absorbed by a greater power; the foreign wars and international affairs, except as other nations came under the influence of Greek culture; the legendary and pre-historic periods, except as introductory; the numerous gods, except as influenc- ing their social life. ROMAN HISTORY The Land: Geographical unity, position and extent. The people; mingled races; Italians, Greeks, Gauls, Etruscans, etc. 46 HIGH SCHOOL MANUAL Traditional Origin: How founded, growth, etc. Growth of city of Rome, Patricians and Plebians. Units: Family, clans, and gens, tribes, city state, nation, and empire. The Republic. Development of a constitution, class struggle, the patricians, plebian assembly, the. political and social fusion. Unification of Italy under Roman rule. Subjects: Latin colonies, praefectures, allies. Bonds of union, patriotism, language, government. Punic Wars: occa- sion, Carthage a growing power, final struggle, Scipio and Hannibal, results. Conquest of East and West Mediterranean lands. World Em- pire — Evils: Luxury, gladiatorial games, etc. Greek culture and wealth; political, economic, and social results. Transition from Republic to Empire: The Gracchi, attempts at re- form. Agrarian laws, economic and political reform, land laws. Military Rule. War with Jugurtha (senate corrupted). The Cim- bri and Teutons. Marius and Sulla. The social war, massacres and pro- scriptions. (Details not necessary. Observe the patriotism shown). Growth of Imperialism. Pompey, Caesar and Crassus, the Trium- virate, rise of Caesar, fall of Pompey, Caesar's constructive work, re- form in provinces, clemency, and laws, character of Caesar. The Empire. Augustus: Character, rule, world peace, results. The Julian's character of rule, stability of government, development of art, science, culture, and literature: Their worth. The Flavians. The An- tonines. A World Empire. The later Government: Municipal, provin- cial. The armjy, its organization, provincial and local. Education. Universities, grammar schools, and elementary schools. Religion, pagan and Christian; persecution under Nero, Diocletion, and Marcus Aurelius. The Christian Church. Its organization, growth under Constantine. Division of the kingdom west and east. Struggle with the barbarians. The Dissolution of the Roman Empire. The Teutonic invasions: East Goths, West Goths, their demands, results; the Huns: the Vandals: the Franks, Clovis and his successors. The fusion of Teuton and Roman culture. The Mohammedan peril; beginning, spread, check at Tours. The Papacy. Development, temporal powers. The Franks and the t*opes. Charles Martel, Pippin, Charlemagne's Kingdom, expansion, consolidation. Social and political conditions. Charlemagne crowned, 800 A. D. Charlemage's successors. The Treaty of Verdun, 843; division of the kingdom. The new barbarian attack — Slavs, Norsemen, Huns — results. Feudalism, causes, extent, elements; land tenure and military service. Results in Western Europe, commerce, literature, social life. France from the Treaty of Verdun to the twelfth century of the organization and development of the kingdom. Germany, development, growth, rulers. The Holy Roman Empire, origin, extent, result. The struggle between the emperors and the pope. Growing jealousy. Hildebrand; Innocent III; Henry IV, etc. The Crusades. Conditions in East before crusades. The Moham- medans, their attitude. The Turks, opposed to the Pilgrims. Result of crusades — developed commerce, universities, trade. The rise of towns, STATE OF NORTH DAKOTA 47 The guilds — merchants — trade. The new monarchies, centralized power. England, France, Spain, Germany, Scandinavia, Switzerland, Nether- lands, their struggle, rapid growth, and relation to foreign forces. Note their growth after the crusades. The Renaissance. The nature and development of new-old ideas. The new learning, medicine, art, philosophy, literature. Some leaders of the movement: Dante, Petrarch and others. The Protestant Reformation. Luther, his life and work his pre- cursors. Counter reformation in the Catholic church; results. A cen- tury of religious wars, Protestant and Catholic. England in the Seventeenth Century. Civil wars, causes and re- sults. The Tudors, character, work, development, etc. The Stuarts, idea of government, religion, Civil War and the commonwealth; Croi]i- well and the Puritans; the Restoration, Revolution; a constitutional monarchy. General European Development. Louis XIV of France. Leadership of France. Social and economic conditions. The extravagant court. Rus- sia: Peter the Great; expansion; introduction of Western Ideas, Prussia: A military power; expansion and influence over Europe. England: Ex- pansion and industrial development; leaders and inventions. GENERAL HISTORY II. . One Unit. The object of this course should be to give a rather intensive study of the progress of Europe during the eighteenth and nineteenth centuries together with as much study of the conditions prevailing in Europe dur- ing the 17 years of the 20th century as possible. The following topics are suggested for careful consideration. The struggle between John and Parliament in England, Cromwell. Revolution of 1688. The English Constitution. Review the reign of Louis XIV in France, Religious Differences. War of Spanish Succession. Russia, Peter the Great, Expansion, English Expansion leaders. Rise of Prussia, Prussian Militarism, Industrial England, Inventions. Austria's Rise, Frederick the Great, Poland Partitioned Three Times, Maria Theresa and Joseph II. France and England in India and North America. Life in Europe; Town, Country, Religions. Same for England. Modern Reforms and Science, Frederick, Catharine, Joseph. France as a Republic, Revolutionary War. Reign of Terror, etc^ Napoleon, Congress of Vienna. Europe after Congress of Vienna until Revolution of 1820. Kingdom of Belgium. Industrial Revolution (Study with great care and make applications)-. Second French Republic and Second Empire and Causes. Revolution of 1848, Italy, Cavour. Formation of German Empire and Austria-Hungarian Union (Show relation of this to late war.) The German Constitution, Bismarck and Socialism. Third Republic in France, Separation of Church and State. Poll- 48 HIGH SCHOOL MANUAL tical and Social Reforms in England, Free Trade, Irish Question, Canada. Australia, New Zealand, South Africa, Russia in the 19th Century, Freeing Serfs, Industrial Revolution in Russia, The Struggle for Liberty, Russia To-day, Turkey and the Eastern Question, Crimean War, Balkans. China, Japan a World Power, Boxer Uprising, Russo-Japanese War. European powers in Africa, Decline of Spain, Boer War. A careful study of actual conditions in Europe so far during the present century should be made. The origin of the war of 1914 should be developed from a study of the armies and navies of Europe, the social and political conditions in Europe, Hague Conferences, Socialism, etc. For this purpose a lot of reference work to standard current literature will be necessary. Good text books are essential. No text book or series of text books is recommended. There are a number of good and suitable books on the market. Any texts covering what has been known as Ancient and Mod- ern History, if thoroughly up-to-date, should be adequate in the hands of a good teacher. It is a matter primarily of selecting topics and arrang- ing material. Little stress should be laid upon wars and battles, campaigns and domestic strife, except where a national existence is at stake — as in French Revolution. Even then the details are not necessary. Individ- uals need not be studied except in rare instances. The learning of the rulers of each country is unnecessary. Know something of the great rulers, however. The same holds true with dates. Some eighty or more dates should be known as landmarks. REFERENCE AND SUPPLEMENTARY BOOKS Ancient Periods. 1. Herodotus, (For Egypt, Babylon, Persia, and Early Greece). 2. Bulfinch, ''Age of Fable or Beauties of Mythology." 3. Abbott, Jacob; Biographies of Alexander, Hannibal and Caesar. 4. Church, "Story of the Odyssey" and "Story of the Iliad." 5. Gulick, "Life of the Ancient Greeks." 6. "Trial and Death of Socrates" (Macmillan, Publishers). Mediavel Period and Modern Period: 1. Symonds, J. A. "A Short History of the Renaissance in Italy." 2. Tarbell, Ida, "Life of Napoleon and the Empress Josephine." 3. Freyton, Gustav, "Martin Luther." 4. Green, "A short History of the English People." 5. Henderson, E. A. "Short History of Germany." 6. Macualy, T. B., "Frederick the Great." 7. Molley, J. L., "Peter the Great." 8. Froude, "English Seamen in the Sixteenth Century." See also bibliographies in various text books. Make free use of current standard magazines, as World's Work, Review of Reviews, Liter- ary Digest, The Survey, Outlook, The New Republic, Independent, etc. If possible secure back numbers covering the four or five years. STATE OP NORTH DAKOTA 49 ECONOMICS. One-Half Unit. The object of this course is to give the student a clearer and more comprehensive view of our economic life as it is today. It aims to arouse an intelligent interest in the many economic problems confronting us; to give the student a better understanding of present-day conditions; to trace through and analyze the cause of certain weaknesses in our eco- nomic life; and to show what has been done, is being done, and may be done to remedy these weaknesses. Throughout the course emphasis should be placed upon the responsibility of the individual in his relation to our economic questions, upon the fact that if there are evils in our economic life today man alone is to blame, and that these evils will re- main until man, through intelligent, conscious effort, seeks out and ap- plies the proper remedies. Thus the aim should be to give the student a wholesome, hopeful, constructive viewpoint in his approach to our economic problems. That the student may have a better understanding of economic con- ditions and institutions of the present, the course should begin with a survey of industrial stages through which man has passed. A careful analysis should be made of the successive changes in the methods of making a living together with a more intensive study of the period of the industrial Revolution including the effects of this revolution upon all phases of our social and economic life. The origin of many of our pres- ent day institutions should be noted and a study made of the causes which gave rise to them and the factors which have modified their development. The second part of the course should include a comparatively brief outline of the general subject-matter of Political Economy. Careful at- tention should be given to the definition of the more important terms such as are found in any treatise on Economics. This should be followed by an analysis of wealth under several heads — production, exchange, distribution, and consumption. In this study pure theory should be left in the background as far as possible. The aim should be rather to give the student as clear a view as may be possible of the principal subdi- visions of the subject. Under the third division of the subject the student should take up some of our present economic problems — such problems as taxation, federal banking system, insurance, transportation, agriculture, monopo- lies and trusts, and co-operation. While these subjects cannot be covered exhaustively, there are certain principles in connection with each of which every high school student should become familiar. Emphasis should be placed on the weakness in these several problems, of their bearing upon the life of each and everyone of us today, and upon what is being done today to meet these changing conditions. Other special prob- lems may be taken up at the discretion of the instructor but care should be taken not to cover so wide a field that the student will become lost in the subject. Chief reliance should be placed upon the inductive, historical method. Throughout the course emphasis should be placed upon present- day conditions and problems. Concrete illustrations drawn from local experience should be used freely. 50 HIGH SCHOOL MANUAL REFERENCE LIBRARY FOR ECONOMICS Addams — Twenty Years at Hull House. Barker — Cash and Credit; G. P. Putman's Sons. Blackmar — Economics for High School; Macmillan. Bogart — Economic History of the United Stales. Bullock — Elements of Economics. Bullock — Introduction to the Study of Economics. Carver — Principles of Rural Economics. Ely and Wicker — Elementary Principles of Economics; Macmillan. Hadley — Economics; G. P. Putman's Sons. Marshall — et al — Material for the Study of Elementary Economics. Toothaker — Commercial Raw Materials. Van Hise — ^Conservation of Natural Resources. Wright — Industrial Evolution of the United States. Laing — An Introduction to Economics. The World Almanac. The American Yearbook. Free Publications of the United States Government. 1. Statistical Abstract of the United States (Department of Com- merce, Washington). 2. Bulletin of Bureau of Labor. 3. Annual Reports, Bureau of Labor. 4. Special Reports, Bureau of Labor. HIGH SCHOOL AMERICAN HISTORY AND CIVICS. One-half Unit Each. The work in these subjects should be thoroughly motivated, other- wise they fall short of their reasonable possibilities. In High School U. S. History a careful study should be made of the great movements in our national life. Students should be given a thor- ough understanding of the work of such bodies as the Continental Con- gress, the Constitutional Convention, the Slavery Question, Tariff, Re- construction, Internal Im^provements, the Organization of Labor, the His- tory of our Educational activities and System of Free Schools, Monopo- lies, Trusts, Interstate Commerce, Shipping, Inventions and the prob- lems of the day. Liberal use of a good reference library is essential. Some current literature of high standard is a necessity. Under both of these subjects classes may be organized to represent the public bodies they are studying as, constitutional conventions, local courts, boards of health, school boards, city council, county commission- ers, etc. with profit. SUGGESTED REFERENCE LIBRARY FOR CIVICS Andrews — New Manual of the Constitution, American Book Co. Ashley — New Civics, Macmillan Co. Beard — American Citizen, Macmillan Co. Bryce — American Commonwealth, Macmillan Co. Bennison — Citizenship, World Book Co. STATE OF NORTH DAKOTA 51 Boynton — School Civics, Ginn & Co. Clark — The Government, What It Is and What It Does, American Book Co. Dawes — How We Are Governed, Ginn & Co. Dole — The New American Citizen, Heath & Co. Dole— The Young Citizen, Heath & Co. Dunn — The Community and the Citizen, Heath & Co. Garner — Essentials in Civil Government, American Book Co. Guitteau— Preparing for Citizenship, Houghton-Mifflin Co. Hoxie — How the People Rule, Silver Burdette & Co. Hill — Lessons for Junior Citizens, Ginn & Co. Hill and Davis — Civics for New Americans, Houghton-Mifflin Co. Magruder — American Government, Allyn & Bacon Co. Marriott — Uncle Sam's Business, Harpers. Stickles — Essentials in Civil Government, American Book Co. Schwinn & Stevenson — Civil Government, Lippincott. Willoughby — Rights and Duties of American Citizenship, American Book Co. Newspapers and Magazines: Literary Digest. Outlook. New Republic. Review of Reviews. The Survey. World's Work. Independent. National School Review — free to teachers; 10 Jackson Place, Wash- ington, D. C. Published twice monthly by the Committee on Public Information. School Life — Bureau of Education, Washington, D. C. Published twice monthly; free to teachers. The following bulletins from the Bureau of Education, Washington, D. C: No. 23— The Teaching of Community Civics, 1915— 10c. No. 28— Social Duties in High School, 1916— 10c. No. 46 — The Public School System of San Francisco, Cal. No. 54 — Training in Courtesy. Write Superintendent of Documents, Government Printing Office, Washington, D. C, for a list of bulletins issued by the Bureau and De- partments. Many are firee. SOCIAL PROBLEMS. One-half Unit. The study of social problems is a necessary means of building an intelligent and progressive citizenship. We are faced on every side by problems and conditions which imperil life and prevent normal develop- ment of mind and wealth. Every member of society should have a com- prehension of these conditions and know how to meet them. The least 52 HIGH SCHOOL MANUAL permissible is to educate the ten percent who reach high school concern- ing these pressing problems, and their solutions. Hence the object of this course is threefold: (a) imparting informa- tion about society today so as to produce intelligent citizens, (b) securing an understanding of the complex nature of human society, of the inter- dependence of all of the conditions with the hope that an appreciation of- the results of our actions and of the rights of other may develop, and (c) the genesis of a desire by means of a comprehension of society to do something to conserve and to improve it. Probably the most effective and fruitful methods of conducting this course will be these (a) conducting the class exercise as full and free discussions instead of requiring verbatim memory work; (b) liberal and expansive interpretation of the more important facts and situations by the instruction; (c) the liberal use of maps, charts and graphic material; (d) observation and investigation of local and state conditions; (e) reading and reporting of supplementary finding in class. There are now available texts which follow along the lines laid down in this outline. Some of these texts are admirably organized and simply written so as to be within the capacity of normal high school students. The various topics and chapters are so well supplied with accompanying references as to make it unnecessary to give an extended list of refer- ences here. However, it may be well to indicate in a general way some of the chief directions where material may be found: (a) Weekly papers such as The Survey, The Nation, The New Republic, The Public, Inde- pendent, Outlook; (b) Monthlies such as the Review of Reviews and the World's Work; (c) Social Science periodicals such as American Journal of Sociology, American Journal of Economics, and Annals of the Amer- ican Academy of Political and Social Science; (d) Government documents such as the reports of the Department of Commerce, Department of Labor and the Yearbooks of the Department of Agriculture. OUTLINE I. Influence of natural conditions, such as climate, soil, topography and natural resources and society. II. Elements of population, as conditions which determine social life, such as distribution, increase, race and sex. III. Immigration. Its history and changes, distribution, causes and effects and control. IV. Labor: Causes, extent and effects of unemployment. Causes and remedies of the sweating system. Extent, causes, results and prevention of child labor. Number and occupations of women workers. Effects on working conditions of men. Need of regulation of conditions under which women work. Nature, justification and development of labor organizations. V. The distribution of wealth. How wealth is distributed. Causes accounting for distribution. Influence on health, education and welfare STATE OF NORTH DAKOTA 53 of masses. Methods of redistribution such as social legislation, taxation, minimum wage, profit sharing, joint control of industry, co-operative organizations, and government ownership. VI. The defective classes: Causes, prevention, education and employment of the blind. Causes, prevention, education and employment of the deaf. Causes, extent, influence and prevention of insanity and feeble- mindedness. VII. Crime and its treatment. Extent and causes. Newer forms. Modern attitude toward and treatment of criminals. Proper treatment of juvenile offenders. VIII. The family. Nature, origin and types of family. Conditions and improvement of marriage. Growth, causes and remedies of divorce. IX. Poverty and pauperism. Industrial and social causes. Preval- ence. Prevention. X. Liquor and intemperance. Causes of drink. Results of alcohol- ism. Substitutes for the saloon. Means of controling the liquor traffic. XI. Conservation of resources: 1. Natural resources: Forests, water, land, and minerals. 2. Plant and animal life. Losses from disease and pests. Preven- tive and conserving factors. 3. Human life. Dangers to life and means, of combatting them. Prevention of Industrial diseases. Reduction of infant mortality. Sani- tary and health measures. GENERAL SCIENCE. One Unit. This subject may be given as a regular High School subject for a full unit of credit provided the work is done in the same spirit and by the same methods as other High School sciences, together with suitable laboratory and demonstration experiments, and accompanying notebook. With the Junior High School plan of organization the subject can well be given in the eighth grade. The purpose of the subject is not to give immature pupils an un- classified and bewildering accumulation of scientific facts but rather to offer a scientific explanation of the pupils environment, particularly of the problems related to the home, and the community in order that by a solution of his present varied experiences, he may develop an ability to meet and solve the more vital problems that will confront him as an adult. An aim of no small importance is the development of logical habits of thinking, that the pupil may learn to attack his life problems from the proper angle and with the minimum expense of time. With this purpose in mind the value of the demonstration experiment can hardly be over- estimated. As far as equipment permits, the recitation should hinge on demonstrations, training the pupil to draw conclusions and to discover 54 HIGH SCHOOL MANUAL each pupil is trained in close observation and is enabled to draw his conclusion as an individual. It is advisable in this course that the text book shall be used as a guide but that it shall not be followed too slavishly; that by this means both teachers and pupils may feel encouraged to collect and use the wealth of materials which may be found to apply to the subjects for dis- cussion; furthermore by this method the phases of the subject that deal with the home and community interests of the pupil can be emphasized and those phases of minor interest can be touched upon lightly or even ignored. PHYSIOLOGY. One-half Unit. A syllabus on this subject has been compiled by a special committee and it may be obtained from the Board of Administration, Bismarck, N. Dak. Every teacher of this subject should be supplied with this syllabus. It can be had for a few, cents. A laboratory notebook should be kept by each student. The pamphlet on North Dakota Health Conditions should be obtained from the State Department of Education and given careful consideration, especially if any members of the class intend to teach. The four pamphlets on health prepared by the Joint Committee of The National Council of the National Education Association should be in every school. These pamphlets are obtainable free as long as the supply lasts, from Dr. Thomas D. Wood, 525 West 125th St., New York. The following pamphlets are issued by The Bureau of Education, Department of the Interior, Washington, D. C, and are for sale at a few cents each. Address, Superintendent of Documents, Bureau of Education, Washington, D. C. These pamphlets are especially recommended: No. 4. Health of School Children. No. 10. Physical Growth and School Progress. No. 16. Bibliography of Medical Inspection. No. 17. Sanitary Survey of Schools. No. 18. Fifteenth Infernational Congress of Hygiene. No. 20. Rural Schools and the Hookworm Disease. No. 21. Schoolhouse Sanitation. No. 44. Organized Health Work in Schools. No. 48. School Hygiene! No. 50. Health of School Children. Every classroom should be supplied also with the Health Charts pre- pared by the Joint Committee of the National Council of Education and American Medical Association. These are obtainable in large size from the American Medical Association Press, 585 Dearborn Street, Chicago. They sell for 25 cents each or a set of 35 can be had for $5.00. The following reference books are recommended: Allen — Civics and Health. Bigelow — Introduction to Biology. Conn — Yeasts and Molds in the Home. STATE OF NORTH DAKOTA 55 Delano — American Red Cross Text on Home Hygiene and Care of the Sick. Dempster — Pathfinders of Physiology. Doane— Insects and Disease. Downing — Third and Fourth Generation. Galbraith — Personal Hygiene and Physical Training for Women. Gulick— The Efficient Life. Guyer — Being Well Born. Hutchinson — Instinct and Health. Hutchinson — Preventable Disease. Hoag and Terman — Health Work in Schools. Hoag — Health Index of Children. (Especially valuable). Hoag — Health Studies. Hough and Sedgwick — Human Mechanism. Jewett — Health and Safety. Jewett — The Next Generation. Jewett — Physiology, Hygiene and Sanitation. Lippitt — Personal Hygiene and Home Nursing. Ritchie — Public and Personal Health. Ritchie — Life and Health. Ritchie — Teaching of Hygiene and Sanitation in the Schools. Sargent — Health, Strength and Power. Sedgwick — Principles of Sanitary Science and Public Hygiene. •Many modern text books. * PHYSICAL EDUCATION. One Unit. One unit shall be given for physical education when pursued two periods per week for four years. In no case shall more than one unit be given. Systematic physical culture shall be provided by all schools. The aim is to encourage all students to participate in some form of physical training with a view to correcting physical defects and making a vigorous manhood and womanhood rather than the making of athletes. The stress should be placed at the right place in physical education. During inclement weather where there is no gymnasium it is advised that the physical training period be used for class study of health, sani- tation, hygiene, the rules and ethics of athletic games. The following are suggested as appropriate exercises: gymnastic ex- ercises, tennis, volley ball, basket ball, base ball, hand ball, football, track and field events for girls and boys. School boards are urged to provide equipm.ent for the various games and exercises. This is an important phase of school life and should receive encouragement from school officials. A record of attendance and v/ork must be kept for each pupil if credit is to be allowed. REFERENCES: PHYSICAL EDUCATION Bancroft and Pulvermacher— Handbook of Athletic Games, Macmillan Co., Chicago. 56 HIGH SCHOOL MANUAL Bancroft, J. H. — Games for Playground, Home, School and Gymnas- ium, Macmillan Co. Bancroft, J. H. — School Gymnastic, Heath & Co. Beard, D. C. — Outdoor Handbook, Scribner. Bolin — Gymnastic Problems, F. A. Stokes. Comp — Book of Football, Century. Clark, L. — Gymnastic and Rythmic Plays, Sanborn.. Clark and Graham — Practical Track and Field Athletics, Duffield. Curtis, H, S. — Play and Recreation for the Open County, Ginn. Dudley and Kellor — Athletic Games in the Education of Women, Duffield. Hammer, L. F. — Organizing the neighborhood for recreation, Russell Sage Foundation. Reilly, F. J.— New Rational Athletics for Boys and Girls, D. C. Heath and Co. Stecher— Guide to Track and Field Work, McVey (Philadelphia). Withington — Book of Athletics. PHYSIOGRAPHY. One or One-half Unit. The aim in physiography is to give training in scientific thinking and knowledge of the relation and importance of the chief factors of the physical environment to man. The outline includes only those facts and principles of physiology most essential for a high school course. Each topic should be so de- veloped as to show the causes of the physiographic facts and their con- sequence in relation to life. The life effects should be brought in in each topic treated so that the pupils may see each in its practical significance. Laboratory work should accompany and illustrate the study of the text and classroom. Notebooks containing carefully written record of all lab- oratory work and reports of all field trips are a part of the required work of the course. Conference time for the discussion of these records and reports is advised. Ample equipment is essential. This should be as carefully selected for the special needs of the course as that of any other science. Of the sub-topics presented, especial emphasis should be placed on the lands, less emphasis on the atmosphere, and the ocean should be treated briefly and from the standpoint of its relation to the land. The physiography of North Dakota is a brief type study of the state as a region to which the general principles of physiography are applied. The natural features are studied in regard to structure, origin, development and their influence on the history and economic interests of the people. The course in physiography should extend through the year, five days a week; about two-fifths of the time being devoted to individual labora- tory work. When but one semester can be devoted to the subject, those topics with headings starred in the outline must be omitted and the re- STATE OF NORTH DAKOTA 57 maiiiing treated more briefly than in a full course. This short course, however, is not recommended. OUTLINE Introduction: The science of geography, physiology, importance of human geography, relation to other sciences and to history. THE EARTH *The Earth in Space: The Solar System, the Planets. Form: Proofs, probable cause, consequences. Size: Measurements, consequences. Rotation: Evidences, day and night direction, longitude ,and time, latitude, navigation and surveying, effects on life. Revolution: Evidence, rate, path, direction, effects. Inclination ©f Axis: Change of season, length of day and night; ap- parent motion of sun, influence in life of man. *Magnetism: Compass, magnetic poles, declination. Maps: Projections, representation of relief, scales. *Globes and Models. THE ATMOSPHERE Composition: Constituents and impurities and their relation to life. *Height of the atmosphere. Temperature: Source of heat; thermometers and their use; varia- tions and their causes; isothermal charts of world; temperature distri- bution and range. Pressure: Measurement by barometers; determination of altitude; relation to temperature; isobaric charts, distribution of pressure. Circulation: Winds and their causes; Instruments and methods of observation; classification of winds and their effects. Moisture: Sources; evaporation; measurement of humidity; fog and clouds and their causes; conditions and forms of precipitation; rain and snow; dew and frost; hail and sleet; measurement of rainfall; rainfall charts; distribution of rainfall; relation to wind systems; relation of moisture and rainfall to life. * All subjects thus marked are part of the second half unit. Storms: Hurricanes and cyclones; characters; paths and rate of North American storms; relation to general weather conditions; seasonal weather; local storms; protection from storms; weather maps and fore- casting; work of the U. S. Weather Bureau. *Climate: Relation of weather to climate; factors of climate; cli- matic elements and controls; characteristic climate of the zones; conti- nental and oceanic climate; desert and mountain climate; relation of climate to life and to human industry. THE OCEAN General Characteristics: Divisions; forms and depth of the ocean basins; composition; density and temperature of the ocean waters; topography and sediments of the ocean floor; effects on climate. Movements of Ocean Waters: Waves, their causes and effects; cur- 58 HIGH SCHOOL MANUAL rents and rates of movement; causes and their proofs; influence of cur- rents on climate and life; tides, their nature and causes; variations and their causes; effect on navigation and harbors. Life Relations: A barrier and highway; trade routes; the life of the sea; coral reefs; economic products. THE LAND *The Mantle Rock: Origin and importance; weathering effects of heat and cold; frost action; wind work; the work of plants and animals; chemical changes. ♦Soils: Relation to sub-soils and bed rock; fertility; kinds of soils and their origin; formation and removal of soil; soil erosion and its pre- vention; plant foods and fertilizers; soil water and temperature; con- servation of the soil. *The Bed Rock: Minerals and rocks, kinds of rocks and their origin; composition and structure of the rocks; alteration of the rocks; mineral products and their uses. ♦The Ground Water: Occurrence and origin; the water table; move- ments of ground water; the work of ground water; caverns and cave life; springs and wells; artesian wells; ground water and health; dry farming. Land Forms: The interpretation and use of topographic maps; ele- vation and depression; the physiographic cycle; classification according to origin and topography; relation of the primary land forms, plains, plateaus, and mountains; secondary land forms. Plains: Kinds of plains; coastal plains — the Atlantic and Gulf plains, old coastal plains of the eastern interior; glacial plans, the prairies of the Middle West; lake plains — the Red River Valley; alluvial plains — their formation and importance in history, the Mississippi plain; old plains of erosion — pene-plains of New England and Piedmont, effects of climate and rock structure on the topography of plains; relation of life to different forms and climates of plains. Plateaus: Stages in the life history of a plateau; young plateaus; dissected plateaus; old plateaus; broken plateaus; effect of climate and rock structure on topography of plateaus, canyons, mesas and buttes; life condition on plateaus. Mountains: Classes of mountains; block mountains; folded moun- tains; domed mountains; complex mountains. Life history of mountains; effects of climate and rock structure on mountain topography; mountain barriers and passes; forests reserves; life conditions in mountains. ♦Volcanoes: Distribution; types of volcanoes; phenomena of erup- tions; causes of vulcanism; history of volcanic cones; influence of vol- canoes on topography and life. ♦Movements of the Earth Crust: Changes of level— along the coasts, in the interior; earthquakes, frequency and distribution; causes destruc- tion of life and property. Rivers and Valleys: River systems and their water supply; life history of rivers; the work of rain and running water; valley develop- STATE OF NORTH DAKOTA 59 ment and surface topography; water falls and rapids; terraces, flood plains and deltas; revived rivers; dismembered rivers and drowned val- leys; importance of rivers and valleys to man — navigation, power, irri- gation and drainage. Glaciers: Nature of glacial ice; conditions necessary for glaciers, types of glaciers; the work of glaciers; ancient glaciers and ice sheets; contrast of glaciated and non-glaciated regions of North America; eco- nomic importance of glaciation in the United States. Shore Lines: Shores of oceans and lakes; types of shore lines; forms of elevation and depression, modification by waves, currents, tides and rivers; harbors and their location; influence of harbors and coast lines. *THE PHYSIOGRAPHY OF NORTH AMERICA A Type Study in Regional Geography. ♦Location: Boundaries and general relations. *Weather and Climate. ♦Geographical Structure and, its History. ♦Topographical Features: The three plains and their dividing es- carpments; the glaciated and non-glaciated portions. ♦The Red River Valley: Glacial Lake Agassiz; the Red River of the North; beach lines and deltas. ♦The Drift Prairie: Glacial features; Pembina "Mountains;" Turtle "Mountains;" and other residuals; the Mouse River Valley; Devils-Stump Lake Basin; the Sheyenne, James and Pembina Valleys. ♦The Great Plains: The Coteau du Missouri; the Altamont moraine and other glacial features; the "Bad Lands" of the Little Missouri; the Kildeer "mountains" and other buttes and mesas; the Missouri River and its valley. ♦Economic Physiography: Soils; lignites; clays; building mater- ials; ground waters; streams and lakes. ♦Life Relations: Vegetation; animal life; native peoples. Geographic Influence in Settlement and Development: Explora- tion and settlement; the fur trade, farming and ranching; roads and railroads; location of cities and towns; manufacturing and mining; urban and rural relations; the relation of conservation and development. REFERENCE AND SUPPLEMENTARY BOOKS .Brigham — Geographical Influence in American History. Crosby — Common Minerals and Rocks. Davis — Elementary Meteorology. Greely — American Weather. Powell — Physiographic Regions of the United States. Russell — Rivers of North America. Sutherland — The Teaching of Geography. Todd — New Astronomy. Willard — Story of the Prairies, revised edition. Wright — The Ice Age in North America. 60 HIGH SCHOOL MANUAL Many modern text books. United States Bulletins. State Geographical Survey Bulletins. BOTANY AND ZOOLOGY. A knowledge of botany and zoology forms in a part a proper basis for the study of agriculture, domestic science, human physiology, and physical education. Botany and zoology, therefore, should receive atten- tion from all pupils in high school. The outlines given below merely hint at what is to be done; any good text book will suggest many necessary details. There are courses in which there should be laboratory and field work. The examiner, therefore, will require notebooks, as evidence of laboratory work. The chief features of an acceptable science laboratory notebook are: (1) drawings and notes made from actual field and lab- oratory work — it is practically useless to make copies of the texts and other books; (2) numerous, large, accurate, well-executed and properly labeled drawings; (3) brief, well-arranged, descriptive and explanatory notes; (4) a list of all laboratory exercises and field trips. The time required for each of the four courses — Botany I and Bot- any n and Zoology I and II — is three recitation periods and two double periods or the equivalent for laboratory and field work per week for eighteen or nineteen weeks. EQUIPMENT SUITABLE FOR THE BOTANY AND ZOOLOGY LABORATORY 1. Tables at which pupils may sit and look into their microscopes, and on which they may place their drawing paper. They should not be over 29 inches high and while "kitchen" tables will do, they would better be about 4 ft. by 5 ft. or 5^/4 ft. These should be in a well lighted room. 2. In general there should be one compound microscope for every group of two pupils and a dissecting microscope for each pupil in the class. A school that will usually have a class of six should have three compound and six dissecting microscopes. Three compound microscopes in a small school should be sufficient. Some such instrument as the following are recommended. Bausch and Lomb compound microscope catalog number BH2, objectives 2-3 and 1-6, eyepiece 1% inch, double circular nosepiece at about $30.50 to $33.00. The Barnes dissecting mi- croscope Bausch and Lomb's catalog number Tl, 1 inch double lens, at about $2.50 to $2.75. There should be dissecting needles. (These can be made by setting the eye of a common sewing needle into a soft pine stick about the size of a pencil); glass slips (slides); cover glasses; pipettes or droppers; a section razor (a common sharp — but not too thin — razor is satisfactory) ; dissecting knives; wide mouthed two-ounce or four-ounce bottles with stoppers; evaporating dishes of glass; glass jars; one or two bell jars; denatured alcohol or formaldehyde; reagents for testing for starch, etc.; notebook, paper, sharp hard pencils, pen and ink, and pair of small for- ceps. There should be apparatus for germination of seeds. 3. If the school is not equipped for Chemistry, there should be such chemical and equipment as are necessary to make tests for the purpose STATE OF NORTH DAKOTA 61 of defining oxygen, hydrogen, nitrogen, carbon dioxide, sulphur, phos- phorus, etc. 4. Plant material should be collected during the summer and pre- served in 50 percent to 60 percent alcohol or dilute formaldehyde. Some material may be had from the University, from the Agricultural College, from the Woods Holl Laboratory, Woods Holl, Mass. Mucor, saprolegnia and bacteria must be grown in the laboratory. Lilac-mildew and wheat rust and the smuts can be collected as can horsetail and many others, if taken in season. Living material should be used whenever possible. To be sure to have something at hand to work with it would be well to purchase two-ounce bottles of fruiting Spirogyra, Nostoc, Vaucheria, Fucuc, Callithamnion, Ricca, Marachantia, Mosses, Prothallia of Ferns, the sporophyte of Equisetum, Selaginella, Male and Female cones of white pine at the time of pollination, cones one year old, cones two years old (dry). In like manner material should be had for zoology — living if possible; but some will necessarily be in a preserved state and there should be a variety of such, so that the work may not be stopped when the living material can not be had. Living amoebae can be had by express, or mail, and much other fresh material may be had in that way. There should be a few prepared slides (not many) ; one on the em- bryo of the fern, fertilization in White Pine, embryo in same. One of the cross-sactions of a leaf. Other material should probably be prepared in laboratory. These will make a good beginning, but other things will probably be found to be needed. REFERENCE AND SUPPLEMENTARY BOOKS '- Bailey — Plant Breeding. Benedict — Chemical Lecture Experiments. Chapman — Bird Life. Clodd — A Primer of Evolution. Clodd— The Story of the Primitive Man. Conn — Bacteria, Yeasts, and Molds. Davenport — Domesticated Animals and Plants. Davenport — Principles of Breeding. DeCandolle— Origin of Cultivated Plants. Dixon — Human Side of Plants. Dodge — Nature Study and Life. Freeman and Chandler — Ward's Commercial Product. Ganong — The Teaching Botanist. Harwood — New Creations in Plant Life. Hornaday — American Natural History. Hopkins — Soil Fertility and Permanent Agriculture. Kellog — Animals and Man. Lassar-Cohn — The Chemistry of Daily Life. Lucas — Animals of the Past. Osterhout — Experiments With Plants. Pammell — Weeds. Pinchot — A Primer of Forestry. Phillips — The Romance of Modern Chemistry. Prudden — The Story of Bacteria. 62 HIGH SCHOOL MANUAL Sadtler— The Chemistry of Familiar Things. Sargent — Plants and Their Uses. Snyder — The Chemistry of Plant and Animal Life, v Twiss — Science Teaching. Vulte — Household Chemistry. Weed — Farm Friends and Foes. United States Bulletins. BOTANY I. One-half Unit. If this course precedes Zoology I, the elementary study of oxygen, nitrogen, etc., should take place here. See Zoology I. I. Introductory — (a) Universality of plants in regions at all favor- able to their growth, (b) Relative members of prosperous plants in deserts and extremely cold regions, (c) Plants upon trees and rocks and in caves, (d) Dependency of man upon plants — 1, for food; 2, food for domestic animals; 3, clothing; 4, shelter; 5, medicine; 6, paper; 7, fuel; 8, covering of the earth, (e) Plants not primarily to serve man — timber, fruit, etc., first for their own uses, (f) Plants must work to live, (g) Plants must have materials and structure with which to work. II. General Structure and Physiology of Plants— (a) The cell- cytoplasm, nucleus, plasmic membrane, sap cavity, wall, (b) Role of water in the plant — osmose, path of transfer, transpiration, turgidity. (c) Photosynthesis— function of chlorophyll, carbon dioxide, evolution of oxj'gen. (d) Respiration — necessity of oxygen in growth, evolution of carbon dioxide, (e) Digestion — digestion of starch with diastase and its role in the translocation of foods. (f) Irritability. (g) Growth, or assimilation. Laboratory: Living material must be used for the study of this section, (a) The cell — root hairs, hairs from the base of the leaf of "Wandering Jew," zygnema, spirogyra, (for protoplasm) saprolegnia (water mold), epidermis and sections of leaves, (b) Osmose — spirogyra, mucor, slices of beet or carrot, root hairs, longitudinal sections and cross sections of roots and stems (box-elder and corn), (c) Photosyn- thesis — zygnema, spirdgyra, sections of leaves, (d) Respiration — Germin- ating seeds, (e) Digestion — germinating seeds. (f) Irritability — seed- lings, (g) Notebook required. III. General Structure and work of higher plants — (a) Roots — structure, growth, kinds, uses, (b) Stems — structure, growth, kinds, uses, (c) Leaves — structure, arrangement, kinds, forms, uses, (d) Buds — structure, kinds, arangement. (e) Branches; (f) Flowers — definition, parts, use (g) Polleination. (h) Brief treatment of fertilization, (i) Seeds and their distribution. (j) Seedlings. (k) Conditions of germination. Laboratory — (a and b) Study of tissues of the stems of Box-Elder and corn. Determine in general the difference between a stem and a root — externally and internally, (c) Additional study of structure of STATE OF NORTH DAKOTA 63 leaves, (d) Structure of buds, (e) Structure of typical flower, (f) Study of pollen grain, (h) Germination of seeds. IV. Ecology — (a) Relation of plants to each other, (b) Relation of plants to water, soil, heat, light, wind — plant societies. V. Some relation of plants to commerce and industry, (a) Forests; 1, Construction material; 2, fuel; 3, tree planting; 4, forests and climate; 5, forests prevention erosion; (b) Plant breeding — 1, variation; 2, selec- tion; wheat, corn, potatoes, etc. (c) Formation and preservation of soils, (d) Weeds. BOTANY II. One-half Unit. I. The Great Divisions of Plants— -Some of the problems of this sec- tion are nutrition, reproduction, alternation of generations, theory of organic development, general principles of classification and economic value of plants. Distinguish between a spore and a seed. (a) Algae — 1, Blue-green, (1) Nostoc, (2) Oscillaria. 2. Green Algae, (1) Spirogyra, (2) Zygnema, (3) Vaucheria. 3 Brown Algae, (1) Fucus. 4. Red Algae, (1) Callithamnion. (b) Fungi — 1. Algae fungi, (1) mucor, (2) saprolegnia. 2. Sac-fungi, (1) Lilac mildew — microsphaera. 3 Aecidium-fungi, (1) Wheat rust. 4 Bacidium-fungi, (1) Mushrooms, (2) Smuts. 5. Bacteria, (1) Forms, size and structure, mobility, reproduction, nutrition, relation to decay, rela- tion to agriculture and gardening and other industries. (c) Bryophytes — 1. Ricca, 2 Marchantia, 3, Mosses. (d) Pteridophytes — 1, Ferns, 2, Equisetium, 3, Selaginella. (e) Angiosperms — 1, Lily, 2, Leading families. The laboratory work of this section is the structure, reproduction, and, in general, the life history of a typical plant of each subdivision. II. Plant tissues: A detailed study of structure and functions of root, shoot, and leaf angiosperms. Laboratory: Longitudinal-sections and cross-sections, roots, stems and leaves. III. Angiosperms continued: Seeds — germination. Review physi- ology of young plants. Forms of stems and leaves. Flowers. Legumes as nitrogen gathers. Laboratory — (a) Tests for starch, albumen, irritability, etc. (b) Nodules on roots of clover and alfalfa. IV. Reproductions in lower plants and animals and in higher plants. 1, spores. 2, seeds. 3, "Struggle for existence." Inherited characters. V. 1, Plant culture, (a) Spraying, (b) Disinfection, (c) Seed treatment, (d) Grafting. 2. Relation of plants to animals, (a) Food, (b) Diseases of animals caused by plants. (3) Value of plants to man. 4. Conservation of forests. Laboratory — Exercise in grafting. VI. Bacteria, yeast, molds, rusts, smuts — 1. General notion of bac- teria, (a) Those helpful to man, — especially, nitrogen gathers; (b) Those harmful to man, — especially those causing disease, as typhoid and 64 HIGH SCHOOL MANUAL yellow fever and tuberculosis. 2. Yeast, (a) Structure and reproduction, (b) Their function in useful industries. 3. Bread and fruit molds — saprolegnia. ZOOLOGY I. One-half Unit. I. Very elementary study of oxygen, nitrogen, carbon, carbon diox- ide, phosphorus, sodium sulphur. Give these sufficient attention to secure reasonably clear notions of the substances. Laboratory: Use any good manual of chemistry and such chemicals and apparatus as are necessary for testing these substances. Use notebooks, IL The lowest animals — 1. Amoeba or paramoecium, (a) Habitat. (b) Structure, (c) Food and methods of securing it. (d) Digestion and assimilation, (e) Reproduction . (f) Diseases caused by protozoans. Laboratory: Select a suitable manual. Use compound microscopes. If specimens of the amoeba cannot be found in the vicinity, they may be had by mail or express. Paramoecia are found in one of the stages of effusion of hay. Use notebooks. III. The hydra, or the very simple metazoan: For its simple struc- ture and simple life processes, development of organs and division of labor — a simple form of sexual reproduction. Laboratory: Use manual, dissecting and compound microscopes, and notebooks. If specimens cannot be found in vicinity, they may be had by mail or express. However, if the laboratory work in this section is found to be too difficult, it may be omitted. IV. Worms: 1, Earthworms; (a) Habits, (b) General structure. (c) Food, digestion and assimilation, (d) Reproduction, (e) Value to man. 2. Other worms, especially those causing disease. Laboratory: Do completely the work outlined in some good manual. Use dissecting pans, scissors, lens, etc., and notebook. Note. Care should be taken to teach throughout this course that animals are entitled to fair and kind treatment. Induce the pupils to read "Black Beauty" and other similar work. V. Insects. 1, Grasshopper, (a) An injurious insect, (b) Cicadas, (c) Aphids— means of destroying them, (d) Metamorphosis of dragon- flies. 3. Bugs, (a) Water-bugs, (b) Cicadas, (c) Aphids — means of des- troying them, (d) Scale insects. 4. Beetles. 5. Butterflies and moths — metamorphosis of Sphinx-moth. 6. Flies — carrier of typhoid fever germs. 7. Bees — economic value. Laboratory: Study structure, physiology, reproduction and life his- tory of the grasshopper or locust as type of insects. Field work. VI. Amphibians: 1. Study of the frog as an introduction to verte- braes and to man as an animal. 2. The toad. 3. The salamander. Laboratory: Do completely the work outlined in a good manual. Make drawings and notes. This work should include habitat, locomo- tion; skin muscular system, nervous system, digestive system, circula- tory system, skeleton, reproduction and metamorphosis. I STATE OF NORTH DAKOTA 65 VII. Read in class or out of class at least one good textbook of Zo- ology. In this reading cover the whole subject of zoology for the purpose of getting a general review. Do some field work in connection, (no lab- oratory work) and make reports in notebooks. Read supplementary books on protozoans, hydra, worms, insects, and amphibians. VIII. General classification of animals, including sub-classes of mammals, with examples of each class and sub-class. Value of breeds for the farm. ^ ZOOLOGY II. One-half Unit. I. A Sponge: One or two days should be devoted to sponges. Be- havior, habits, environment, structure, economic interests. II. Sea-Urchin or Starfish: Two or three days should be spent on one of these — the one of which specimens can more easily be secured. Habits, structure. III. Crayfish or Lobsters: Habits, Environment, Structure. Phys- iological processes. Man's economic interests. Laboratory: Dissection pans and instruments. Dissecting micro- scopes. Use a good laboratory manual and notebook. If living specimens cannot be found in the vicinity they may be had by express or parcel post. Preserved specimens should be among the laboratory supplies ready for use at any time. IV. Molluscs: Clam or some other mollusc used as type. Locomo- tion. Feeding. Structure. Production of calcarious shell. Physiology. Reproduction. Habitat. Economic interests in some of the branch. Fos- sils of molluscs. Laboratory: Use manual and work out the points mentioned above. Living specimens may be had by express or mail, if they are not found in the vicinity. V. Fishes: The perch or 5ome other used as a type form. Habitat. Locomotion. Food. Structure. Respiration. Reproduction. Divisions of the branch. Economic interest. Laboratory: Use manual. Fresh specimens should be had. Secure by parcel post or by express, if they are not to be found in the vicinity. VI. Reptiles: Pupils should be taught that animals are entitled to fair and kind treatment. They should be taught to protect toads and most snakes, as they are of economic value as well as entitled to fair treatment. If laboratory work is found to be difficult, it may be omitted. Field work can be done. General study of reptiles — classes, harmful reptiles, fossil reptiles. VII. Birds: Field work— habitat, flight, food, sociability, .nesting, migration, songs, care of feather, molting, senses, color. Recognition of common birds at sight or on hearing their notes. 66 HIGH SCHOOL MANUAL Laboratory: External and internal structure of the pigeon, using a good manual as a guide. Vni. Mammals: General characters. Detailed study of a typical mammal, — the rabbit, — in field, laboratory and recitation room. Exter- nal and internal structure. Characters of classes of mammals. Value to man. Most valuable domesticated breeds. What should be the character of man's treatment of same. IX. Geological history of animals. Evolution of animals. The gen- eral principles of heredity. X. Parasites and diseases caused by same. CHEMISTRY. One Unit. This subject should receive much attention because it is essential in all modern industry, agriculture and daily life, and because defense in time of war absolutely depends upon it. The course in general chemistry should extend throughout the year. A very satisfactory weekly program consists of two forty-minute periods for class work, two double periods for laboratory work and a third double period (preferably on Friday) one period of which may be used for class work or both periods for laboratory work according to the con- ditions of the work at that time. With this flexible arrangement it is easy to keep the class and laboratory work properly correlated. The work comprises (1) Experiments performed and explained by the teacher, (2) Individual laboratory work on the part of the pupil and (3) Recitation and quizzes covering all phases of the experimental work as well as the supplementary study of text and references. Naturally the view-point of the teacher will influence his selection of the text and this will determine to a large extent the choice of materials and the sequence of study. There are several excellent high school texts. Direction for performing experiments are found in some of them, but it is more satisfactory to use a laboratory manual to guide the student in his experiments. Neat and accurate records of all experiments should be made by the pupil, showing clearly the objects, the methods, the results and above all, his own observations, inferences and conclusions as to the nature of the phenomena he has produced and the meaning of it all. Pupils must not be permitted to infer that mere notebook making is the end and aim of scientific study. This they are prone to do. On the other hand, slovenly and careless work either in the performance of the experiments or in recording of the results should not be tolerated. The examiner reserves the right to require that the notebooks be sent to him with the students' examination papers. Before beginning the detailed study of chemical phenomena it is an excellent practice of many good teachers to indicate to the beginner at the outset something of the tremendous importance of the science in the development of modern civilization and to impress upon him the funda- STATE OF NORTH DAKOTA 67 mental relation of chemistry to industry as well as in the affairs of his own daily life. He should realize that Physics and Chemistry are abso- lutely fundamental to a rational knowledge of such sciences as Agri- culture, Biology, Sanitation, and Household Economics and to success in all manufacturing operations. It is generally agreed that the study should begin with familiar forms of matter and familiar phenomena, but care must be taken to select phenomena that can be subjected to experiment and properly interpreted by the beginner. It is therefore necessary that the teacher should care- fully consider the most natural method of approaching the subject and determine definitely the fundamentals which are to be the chief object of the instruction. It is also important that those who prepare examination questions should have clearly in mind these same fundamentals in order that the examination may fairly test the pupil's real insight and ability to interpret chemical phenomena, rather than his ability to memorize wide range facts from his text. The essential considerations in the teaching of chemistry are well summed up in the following extract from the report of the committee on chemistry for the Commission on Accredited Schools and Colleges of the Association of Colleges and Secondary Schools of the North Central States: "(1) Technique of experimentation. Properties of common apparatus in respect to structure and material. For example how to make an apparatus air-tight and why. Object of such operations as washing and drying gases, and how the object is attained. Physical properties which may be used for recognition of each sub- stance and for explanation of all observations. Judicious use of proportions and materials. Influence of conditions (temperature, homogeneous and heterogen- eous mixture, etc.) on chemical change. (2) Physical Phenomena, their recognition, description and physical interpretation. (3) The more strictly chemical application of the results. For example, inference in regard to the nature of a chemical change which must have led to the result observed. Making the chemical equation from adequate data. The material basis for the above may be found for the most part in the employment of a restricted number of elements and a few of their compounds. Facts should be simplified and systematized by generaliza- tion, and generalizations ("laws"), should be illustrated and applied to familiar things. The usual theoretical explanations should be given as facts accumulate. Laws and theories derive their importance from the facts, not vice versa and none should be given unless and until the cor- responding facts have been encountered in laboratory or class room experiments." An equipment for an elementary course in chemistry need not be very costly. A list of apparatus and chemicals needed and directions and 68 HIGH SCHOOL MANUAL drawings for arranging laboratory tables, sinks, water supplies, etc., where water and gas are not available, have been prepared by Dean E. J. Babcock, College of Mining Engineering of the State University and will be furnished by him free, on application. Chemistry is so fundamental to the industries and activities of daily life and is so essential to a proper understanding of other sciences that it should be taught in every high school and generally elected by the pupils. REFERENCES: Bradley, R. H., An Inductive Chemistry, D. Appleton and Company. Faraday, Michael, The Chemical History of a Candle, Harper's. Ostwald, W., Elementary Modern Chemistry, Ginn and Co. Ramsey, S. W., Experimental Proofs of Chemical Theory for Begin- ners, Macmillan Co. Smith, Alexander, Elementary Chemistry, Century Co. Smith and Hall, The Teaching of Chemistry and Physics, Longmans. Twiss, G. R., Science Teaching. Woodhull, J. H., Simple Experiments in Chemistry. For the teachers themselves or for especially promising students there should be in the library some of the Alembic Club Reprints, ob- tained of the University of Chicago Press, for 40-50c a piece, say the Dis- covery of Carbon Dioxide by Black, the Decomposition of the Alkalies by Davy, etc. PHYSICS. One Unit. The study of physics is fundamental to the successful pursuit of most of the natural sciences. The realm of modern engineering has for its foundation physics. Previous to modern specialization physics or natural philosophy comprised a wide range of subjects, not closely or logically related. These subjects were made up largely of an assortment of facts more or less isolated. The endeavor of modern physics is to gather the facts of physical phenomena and discover their law of opera- tion separately or collectively. Modern physics has made remarkable progress within the past few decades owing largely to a series of remarkably brilliant fundamental subjects which had hitherto remained isolated from each other. These discoveries were made possible due to the progressive advance of the experimental method which had its inception with Galileo. Previous to this time natural science had been almost completely philosophical in its aspect. The gathering together and correlation of physical facts in the form of law should be the key-note in the study of physics both in the college and the high school. This does not mean that the mode of approach or presentation of the subjects to students should be the same in both cases. In fact the method of presentation should be quite different in the two cases. STATE OF NORTH DAKOTA 69 While the aim of the high school teacher should be the presentation of facts and their analysis and correlation, it must be done, if the work is to be successful, from a non-mathematical point of view. The analysis can be stated in words rather than in the language of mathematics. As an illustration, every boy knows that when he swings a stone attached to a string about his head, the pull is harder the longer the string and the heavier the stone. He may be in doubt about how the pull depends upon the angular speed of the stone but a simple experiment will soon convince him. Approached from this point of view he gains a better idea of centrifugal force, than if he were required to "substitute in a formula," which finds its way into the class room without explanation. Students are, as a rule, interested in physical phenomena and especially those that are new to their experience. The wide-awake teacher will en- large his store of technical illustrations beyond the range of the text book. The result will be a more pleasant attitude on the part of the stu- dent toward the text book. Without the use of mathematics beyond the grasp of the student the analytic point of view will be realized with greater facility. The course should be organized to include individual laboratory work on the part of the students as well as recitations based upon some good text book. The experienced teacher will avoid the use of the lecture method. Too frequently the new teacher will attempt to model the course after the plan of the college course. No greater mistake can be made for the college course is designated to care for a large group of more mature students with a broader experience and training. It is well to supplement the text book and materials with experimental demonstra- tions before the class from which the student may then and there be asked to draw inferences and conclusions. The laboratory exercises should not be involved or complicated. There are a number of good laboratory manuals available but the manual becomes worthless when the student cultivates by its use the habit of merely following directions. The laboratory work is an expression of the reaction of the student toward the subject. It cultivates a certain precision of measurement and tends to develop manual dexterity. To bring about the desired results good apparatus is absolutely essential. Frequently the student is confronted with home made apparatus of a crude rough character. Good results cannot be obtained with this kind of equipment and there is no incentive on the part of the pupil to do precision work. Written reports of the laboratory exercises are quite essential. They should contain clearly and tersely stated the object of the experiment, the method, results, and inferences or conclusions arrived at. They should be neat and written in good English. The Physics teacher has in this respect an opportunity to co-operate with the teacher of rhetoric. Too much stress should not be laid on long and detail reports. Brevity and clearness are essential. The following outlines in brief to organization of a course in Physics including laboratory work for the high school. 70 HIGH SCHOOL MANUAL Recitation. Tlie recitation work should comprise three non-consecu- tive periods of 40 minutes each per week for thirty-six weeks. It sliould be based upon a suitable text book (see references) and supplemented with experiments before the class by the teacher from which the students should then and there draw conclusions. The division of the work may be divided approximately as follows, mechanics, 11 weeks; sound, 3 weeks; heat, 6 weeks; electricity and magnetism, 10 weeks; light 6 weeks. Laboratory. The laboratory work should run parallel to the recita- tion work. Two double periods per week should be devoted to the labora- tory exercise. The laboratory reports should be written in the labora- tory. Approximately 30 experiments of which 20 should be of a quanti- tative nature should be performed during the year. The note books should be preserved. REFERENCES (Physics) Adams, J. H., Electricity for boys. Harper. Anderson, F. I., Electricity for the farm. 1915. Macmillan. Black and Davis, Practical Physics. 487 pp. Macmillan. Burnes, E. E., The story of great inventions. 1910. Harper. Carhart and Chute, Physics with applications. 1917. 488 pp. Allyn and Bacon. Croft, T., Practical electricity. 1917. 646 pp. McGraw. Forman, S. E., Stories of useful inventions. 1911. Century. Gibson, C. R., Scientific ideas of today. Lippincott. Hawkins, V. D,, Applied physics. 1912. 199 pp. Longmans. Jackson, D. C, Elementary electricity and magnetism and their appli- cations. Macmillan. Kennelly, A. E., Wireless telegraphy and telephony. 1910. 279 pp. Moffat. Millikan and Gale, First course in physics. Rec. ed. Ginn. Rotsh, A. L., Conquest of the air. Moffat. Snyder and Palmer, One thousand problems in physics. Ginn. Laboratory Manuals. Chester, Dean and Timmerman, Laboratory manual in physics. American Book Co. Chute, H. N., Laboratory guide to accompany Carhart and Chute's physics. Allyn and Bacon. Chute, H. N., Physical laboratory manual. Heath. Conard, H. E., Physics manual and laboratory note book. Loose leaf. 1912. 83 exs. Atkinson. Davis, J., Laboratory physics. Loose leaf. Welch. Fuller and Brownlee, Laboratory exercises in physics (to accom- pany Carhart and Chute's physics). 1912. 315 pp. Allyn. Gorton, R. R., Laboratory exercises in physics. Appleton. Linebarger, C. E., Laboratory manual of physics. Heath. Millikan, Gale and Bishop, First course in laboratory physics. 1914. Ginn. STATE OF NORTH DAKOTA 71 Turner and Hersey, National physics note book sheets. Knott. Twiss, G .R., Laboratory exercises in physics. 1906. Scott. AGRICULTURE. One Unit. The unit course in Agriculture should be preceded by at least one year of science work. The regular class work should be supplemented with demonstration experiments, laboratory work, field trips and accom- panying note books. The work as outlined in the syllabus should be very practical and should have the following aims: 1. Arouse interest in Agricultural pursuits. 2. Develop the scientific attitude toward farming. 3. Disclose the possibilities of agriculture as a worthy and profitable vocation. 4. Acquaint the student with best agricultural literature. 5. Encourage the reading of good agricultural literature, 6. Familiarize the student with governmental agencies working for better agriculture. 7. Make better homes and better living in rural communities. REFERENCES Bailey, L. H., Fruit Growing. Macmillan. Bailey, L. H., Manual of Gardening (advanced). Macmillan. Bailey, L. H., Plant Breeding (advanced). Macmillan. Bowman, J. C, The promise of country life. Heath. Bowsfield, C. C, Wealth from the soil. Forbes. Bowsfield, C. C, Making the farm pay. Forbes. Card, F. W., Farm Management (advanced). Doubleday. Craig, J. A., Judging live stock. Kenyon. Davis, Productive farming. Lippincott. Fletcher, S. W., Soils. Doubleday. Georgia, Ada E., Manual of weeds. Macmillan. Goff, E. S., Principles of plant culture. Harper, N. W., Animal husbandry for schools. Macmillan. Hunt and Burkett, Soil and crops. Orange. Keith, F. E., Agricultural chemistry (advanced). Wiley. Kyle and Ellis, Fundamentals of farm life. Scribner. Lewis, H. R., Productive farm poultry. Lippincott. McKeever, W. A., Farm boys and girls. Macmillan. Plumb, C. S., Beginnings in animal husbandry. Webb. Robinson, J. H., Principles and practice of poultry culture. Ginn. Snyder, H. S., Soils and fertilizers. Macmillan. Voorhees, Ed. W., Forage crops. Macmillan. Wilson and Warburton, Field crops. Webb. Wing, H. H., Milk and its products. Macmillan. 72 HIGH SCHOOL MANUAL HORTICULTURE. One-half Unit. Horticulture is related to both botany and agriculture, but in both science and practice it differs from each. As a science, horticulture deals practically with plants as related to heat, light, moisture and plant food and also with plant improvement through crossing and selection. As an art, horticulture deals with the many kinds of plant manipula- tion, such as, transplanting, pruning and propagating in its many forms. The agriculturalist treats his plants as a crop or en masse. In horticulture practice, the individual plant generally receives consideration. The horticulturalist aims to exercise a more perfect control over his plants than is possible in most lines of agriculture. Among the things he seeks to attain are: Size, earliness, fruitfulness, quality and ornamental effect. The methods by which these objects are attained should constitute a large part of the instruction in horticulture. The work may be done through the means of lecture and text books with a sufficient amount of observation to fix the points well in the mind. Notebooks required. The following general topics will receive attention: The order in which they should be taken up will depend upon the time of the year in which the topic is studied. First: Germination. The conditions necessary for germination and the means of obtaining such conditions in garden practice should be illustrated by concrete examples. Note the development of the plantlet as influenced by the amount of heat, light and moisture. Second: Roots. Determine by experiment what conditions favor the growth of the roots of plants; study the different types of roots with reference to needs of the plants, and to the processes of transplanting. Third: Leaves. Determine the relation between leaf development and fruitfulness, what factors control leaf development? Fourth: Buds. Note the difference between leaf buds and fruit buds. Note at what season of the year the fruit buds are formed and what treatment of the plant favors their development. Fifth: Plant Reproduction. Note the different methods by which plants reproduce themselves and the advantages of each. Study all the different processes of artificial plant propagation. Practice grafting, budding, layering, etc. Sixth: Plant Improvement. (1) Study the processes of crossing and selecting their effects, fruitfulness, quality and ornamental effect. Seventh: The Work of Plants. Study the relation of plants to heat, light, moisture and plant food. Eighth: Plant Culture. Learn what fruit and vegetable crops can be grown in your locality and the necessary conditions for success. REFERENCE Bally, Manual for Gardening. STATE OF NORTH DAKOTA 73 Goff, Pfinciples of Plant Culture. Green, Vegetable Gardening. Green, Fruit Growing. Ivins, School Gardening. HOME ECONOMICS. (Cooking and Sewing) Four Half-Units. The time required for a unit of credit is five double periods per week for thirty-six weeks. It is intended that Course 1. in either cooking or sewing will be accomplished before Course II, if either is attempted. Cooking I and Sewing I may alternate with each other through a year of thirty-six weeks, or they may be done separately in succeeding semes- ters of eighteen weeks each. Cooking II, should follow or accompany, if possible, the high school courses in physiology, botany and chemistry. Sewing II may be done at any time after Sewing I is completed. The work outlined under textiles is intended to be given with the sewing and in the same periods. The part dealing with vegetable fibers should be given with Sewing I. and that dealing with animal fibers with Sewing II. In order to save time that will otherwise be lost in beginning and closing, all periods of work in Home Economics should be double periods. REFERENCES Austin, Bertha M., Domestic science books 1 and 2. (Elementary: good). Lyons, 1914, 1915. Bailey, Pearl L., Domestic science: principles and application. Webb, 1914. Barrows, Anna, Home science cook book. Whitcomb, 1911. Barrows, Anna, Principles of cookery. Chicago, American school of home economics. Bevier, Isabel, Food and nutrition laboratory manual. Whitcomb (advanced). Carpenter, F. G., How the world is fed. American, 1907. Cooper, L. F., How to cut food costs. Good Health Publishing Co., Battle Creek, Mich. Bevier and Van Meter, Selection and preparation of food. (Laboratory manual). Whitcomb. Conley, Emma, Principles of cooking, American, 1914. Conley, Emma, Nutrition and dies. American, 1913. Farmer, F. M., Boston cooking school cook book. (Excellent). Little. Foster and Weizley, Foods and sanitation. Row. Gibbs, W. S., Elements of Domestic Science. Lippincott, 1914. Greer, Carlotta C, Textbook of cooking. Allyn. Hill, Janet M., Up-to-date waitress. Whitcomb. Hill, Janet M., Practical cooking and serving. Whitcomb. 74 HIGH SCHOOL MANUAL Jones, R. H., Experimental domestic science. Lippincott, 1915. Kephart, Horace, Camp cookery. Outing. Kinne and Cooley, Foods and household management. Macmillan, 1914. Kinne and Cooley, Foods and Health. (Elementary: good). Macmillan, 1917. Langworthy, C. F., Food charts showing composition of food manuals. Washington, D. C, U. S. Department of Agriculture. 12 charts each about 24 by 18 inches. 1910. Lincoln, Mrs. M. J. B., Boston cook book. (A trustworthy guide). Little. Matteson and Newlands, Foods and cookery. (Laboratory manual). Macmillan, 1917. Metcalf, M. L., Students manual in household marts. Indianapolis Industrial Education Co., 1915. Mitchell, M. L., Fireless cook book. Doubleday. Norton, Alice, Food and dietetics. Chicago, American school of home economics, 1907. O'Leary, Mrs. I. P., Cooking in the vocational school, Washington, D. C, U. S. Bureau of Education, Bulletin No. 1, 1915. Osborn, Leno, Food and Clothing, Row, 1914. Pirie, Emma E., Science of home making. Scott, 1916. Powell, Ola, Successful canning and preserving. Lippincott. Richards, Ellen H., First lessons in food diet. Whitcomb, 1914. Robinson and Hamel, Lessons in cooking through the preparation of meals. Chicago American School of Home Economics. Rose, Mary Swartz, Feeding a family. (Advanced). Macmillan, 1918. Scribner, Food guide for war service at home. Scribner. Sherman, H. C, Food products. Macmillan. Thompson, W. G., Practical dietetics. (Reference). Appleton. Wardell and White, A study of foods. Ginn. Administration of the Home. Aiken, Charlotte, Home nurse's hand book. Saunders. Aiken, Charlotte, Modern methods in nursing. Saunders. Andrews. Benj. R., A survey of your household finances. N. Y. Bureau of Publications, Teacher's College. Bryant, Louise S., School feeding. Lippincott. 1913. Devine, The economic function of women. N. Y. Bureau of Pub- lications, Teacher's College. Frank's, T. Q., Efficiency in the household. Doubleday, 1914. Galbraith, Personal hygiene and physical training for women. Saun- ders, 1911. Hard, William, The women of tomorrow. Baker. Hogan, Louise, Diet for children. Indianapolis. Bobbs, 1911. Holt, Feeding and care of children. Appleton, 1915. Kinne and Cooley, Foods and household management. Macmillan. Kinne and Cooley, The home and the family. Macmillan, 1917. STATE OF NORTH DAKOTA 75 Kittredge, The home and its management. Century, 1917. Luckey, Essentials of child study. University, 1917. Macleod, The housekeeper's book of cleaning. Harper. Marsh, E. L., Laundry woik in theory and practice. Longman's, 1914. Richards, Ellen H., The art of right living. Whitcomb, 1911. Study of the House. Arthur, The home builder's guide. N. Y. Williams, 1914. Baily, S. H., Manual of gardening. Macmillan. Bevier, Isabel, The house, its plan, decoration, and care. Chicago, American School of Home Economics. 1907. Clark, T., The care of the house. Macmillan, 1906. Daniels, F. H., Furnishing a modest home. Whitcomb, 1900. Dodd, Mrs. H. C, Healthful farmhouse, by a farmer's wife. Whit- comb, 1908. Dressier. Sanitation. Bureau of Public Health. Washington, D. C. Ebberline and McClure, The practical book of period furniture. Lippincott. Kellogg, House furnishings, N. Y., Stokes Co. Lewis, The practical book of rugs. Lippincott. Parsons, Frank, Interior decorations; its principles and practice. Doubleday. Quinn, Mary J., Planning and fu^-nishing the house. Harper, 1914. Richards, Ellen, Sanitation in daily life. Whitcomb, 1913. Waugh, F. A., Rural improvement. N. Y. Orange-Judd & Co. Richards, Ellen H., The cost of living. Whitcomb, 1906. Richardson, The woman who spends. Whitcomb, 1910. Talbot, Marion, House sanitation. Whitcomb, 1910. Terrill, B. M., Household management. Chicago American School of Home Economics, 1897. White, Marian, Fuels in the household; their origin, composition and use. Whitcomb. Science of the Home. Bailey, E. H. S.. Textbook of sanitary and applied chemistry. Macmillan. Bailey, E. H. S., The source, chemistry, and use of foods. Blake- stone, 1914. Blanchard, J. Maude, Household chemistry, Allyn. Buchanan, Household bacteriology. Macmillan. Butler, A. M., Household physics. Whitcomb. Conn, H. W., Bacteria, yeasts, and molds in the home. (Revised edi- tion). Ginn, 1910. Dodd, Mrs. H. C, Healthful farmhouse, by a farmer's wife. Whit- comb, 1908. Dressier, Sanitation. Bureau of Public Health, Washington, D. C. Galbraith, Personal hygiene and physical training for women. Phil- adelphia. Saunders. Hough and Sedgwick. Hygiene and sanitation. Ginn, 1915. 76 HIGH SCHOOL MANUAL Jordan and Heath, Animal forms. Appleton. Kahlenberg and Hart, Chemistry and its relation to daily life. Mac- millan, 1913. Lynde, Household physics. Macmillan. Prudden, Dust and its danger. Putman. Reed, H. S., A manual of bacteriology. Ginn. Sherman, H. C, Chemistry of food and nutrition. (Reference: ex- cellent; advanced). Macmillan. Snell, J. T., Elementary household chemistry. Macmillan, 1914. Talbott, House sanitation. Whitcomb. Todd, Chemistry of the household. Chicago American School of Home Economics. White, Marion, Fuels in the household; their origin, composition and use. Whitcomb. Textiles and Clothing. Baldt, Laura I., Clothing for women. Lippincott. 1916. Carpenter, F. G., How the world is clothed. American, 1908. Chambers, A guide to laundry work. Boston, Mass. Boston Cook- ing School Magazine Co. Cooley, Anna M., Domestic art in women's education. Scribner. Crane, Basis of design. Ginn. Dooley, W. H., Textiles. Heath, 1914. Ecob, H. G., The well dressed woman. Fowler, 1898. Fales, Jane, Dressmaking. Scribner, 1917. Gibbs, Charlotte, Household textiles. Whitcomb, 1912. Hapgood, C. C, School needle work. Ginn, 1906. Izor, Costume design and home planning. Atkinson, 1916. Johnson, Progressive lessons in needle work. Heath. Kinne and Cooley, Clothing and health. Macmillan. 1917. (Ex- cellent, Elementary), Kinne and Cooley, Shelter and clothing. Macmillan, 1913. Laughlin, C, E., The complete dressmaker. Appleton. Marsh, H. L., Laundry work in theory and practice. Longmans. 1914. Nystrom, Textiles. Appleton, 1912. Osborne, Leno, Food and clothing. Row, 1914. Patton, Francis. Home and school sewing. Newson. Lingley, What dress makes of us. Sutton, Reeves, Millinery. Shepperd, J. D., Laundry v/ork. Webb, 1909. Winterburn, Principles of correct dress. Harler. Woolman, Mrs., Serving course. (For teachers). Seller. Magazines. Boston Cooking School Magazine, 372 Boylston St., Boston. Country Life (new). Garden City, New York, Doubleday, Page & Co. Craftsman. D. 6 East Thirty-ninth St., New York, Craftsman Pub- lishing Co. Delineator. New York, Butterick Publishing Co. STATE OF NORTH DAKOTA 77 Good Housekeeping. 381 Fourth Ave., New York, Phelps Publish- ing Co. Harper's Bazaar. New York, International Magazine Co. Home Needlework Magazine. Florence, Mass. Florence Publishing Co. Co. House Beautiful. 3 Park Street, Boston, Mass. House Publishing Illustrated Milliner, 565 Broadway, New York. Journal of Home Economics. Baltimore Md. Roland Park Branch. Ladies Home Journal. Philadelphia, Pa. Curtis Publishing Co. Milliner, The, 215 Market Street, Chicago, 111. MANUAL TRAINING. Two Units. Industrial subjects should be pursued by the pupils of the elemen- tary grades in form of paper cutting, weaving, clay moulding, braiding, basketry, freehand drawing, sewing, sloyd, etc. In the sixth and seventh grades the girls should do some systematic sewing, and in the eighth grade, a course in cooking. In the sixth, seventh and eighth grades the boys should do bench work, etc. The work in freehand drawing should continue through the grades. Definition — Manual Training is defined by the American Manual Training Association as any form of constructive work that serves to develop the powers of the pupil through spontaneous and intelligent activity. Manual training includes freehand and technical drawing; working in wood and metal; modeling in sand, clay or plaster; casting plaster clay or metal; domestic science; cooking; dressmaking; pattern- making; Swedish sloyd; Russian tool practice, etc. Purpose — Its purpose is to educate the mind through the hand. Grade 7. Time: One hundred minutes a week in two periods. Projects: Woodwork — Simple construction involving the four prin- cipal cutting tools: saw, plane, chisel and spoke-shave and the necessary laying out tools. Measuring, squaring board and game board. Planing (surface and edge cutting board). Vertical chiseling, gouging, paring, sharpening chisel, making rack for brushes, tools or brooms, and making pen tray. Bow sawing, modeling, sand papering, in making coat hang- ers, etc. Halving, nailing, finishing in making flower pot stand, bracket shelf, water sheel, etc., involving some form of groove joint. Grade 8. Time: Two hours a week in two periods. Projects: Woodwork — Construction involving groove joint; towel roller and sleeve board. Exact work in planning, to make glue joint — bench hook, drawing board. Review of "form work" with more difficult modeling — hammer handle, canoe paddle. Mortise and tenon point, taboret, plant stand, book shelves. Carving — book rack, ends carved from original designs, form of joint for ends chosen by pupils. 78 HIGH SCHOOL MANUAL High School. Two units of work in manual training are offered in the high school. A syllabus of this work may be obtained by applying to the Board of Administration, Bismarck, N. Dak. No pupil shall be eligible for the second credit in manual training without taking at least one-half credit in mechanical drawing. The ^courses in mechanical drawing are strongly recommended to all students taking any work in manual training. Double periods of 80 to 90 minutes are urged in preference to single periods. In schools where this arrangement is not feasible single per- iods will be permitted; and the classes may thus finish one-half unit each year. MECHANICAL DRAWING I. One-half Unit. One period a day throughout the year or two periods a day for one- half year. The purpose of the course in the first year of the high school is to teach the pupils to make and read working drawings and sketches, to give a knowledge of geometric construction in its relation to mechanical drawing, to produce skill in the use of instruments by means of drills in the making of drafting conventions, to train the imagination and the power to visualize by teaching the fundamentals of projection. Group I. Problems Suggested. Free hand and mechanical lettering — Emphasis on placing, form, slant, spacing, texture of line. Group II. Geometric construction — Use of T- square, triangles and instruments in drawing the different lines used in mechanical drawing. Group III. Conventional lines— Use of T- square, triangles, and instruments in drawing the different lines used in mechanical drawing. Group IV. Orthographic projection — Three views of geometrical figures. Reso- lutions. Developments. Intersec- tions, Group V. Simple mechanical drawing— The different views of objects involving the use of straight lines, circles, and tangents. Free hand mechan- ical drawing. Gothic alphabets and figures. Up- per case and lower case letters. Lines, tangents, angles, triangles, square, circle, pentagon, hexagon, octogon, etc. Exercise sheets in lining, visible edge lines, invisible edge lines, center lines, projection lines, con- struction lines, dimension lines. Rectangular frame, box, try square flower pot, circular box, face plate, desk tray, link stool, taboret, etc. Rectangular prism, hexagonal prism, pentagonal prism, triangular pyramid, pentagonal pyramid, waste basket, stove pipe section, funnel, etc. STATE OF NORTH DAKOTA 79 MECHANICAL DRAWING II. One-half Unit. One period a day throughout the year or two periods a day for one- half year. The purpose of the course in the second year is to produce better technique in drawing, to develop an appreciation of constructive de- sign, to give the student a working knowledge of the sketching and drawing of machine details, give a drill in tracing and blue printing, and to teach the questions and problems to be considered in the planning of a dwelling. Group I. Problems for manual training shops involving constructive designs. Problems Suggested. Book rack, shelves, stool, table, gravel, box, tray, holder, etc. chair, napkin Isometric projection. Group II. and cabinet (oblique) Group III. Representation of screw threads, bolts and screws. Group IV. Working drawings of machine parts Detail and assembled drawings, tracing, blueprinting. Group V. House and barn drawing — Style of roof, rooms needed, arrangement of rooms, beauty of exterior, tracing and blueprinting. Cube, cylinder, hexagonal prism, pentagonal prism, mortise and ten- on joint, stool, saw-horse, cabinet, projection of some of the problems under Group I. The helix, the Sharp V thread, U. S. standard thread, square thread, asme thread, bolts, set screws, machine screws, etc. Wrench pulley, coupling, connect- ing rod, shaft, bearing globe valve, steam pump, etc. Cottage and two-story house. Floor plans, elevations, roof plans, details of cornice, water table, doors, win- dows, staircase, fireplace, etc. REFERENCES Anthony, G. C, Elements of mechanical drawing. Heath. Babbitt, Arthur B., Working drawings. Holt. Bennett, Chas. S., Problems in mechanical drawing. Manual. Coolidge and Freeman, Elements of general drafting. Wiley. Cross, Anson K., Mechanical drawing. Ginn. Crawshaw and Phillips, Mechanical drawing. Scott. Faunce, L., Elements of mechanical drawing. Manual. French, T. E., Engineering drawing. Manual. Mathewson, Frank E., Notes for mechanical drawing. Taylor. Mathewson, Frank E., Applied mechanical drawing. Taylor. 80 HIGH SCHOOL MANUAL Miller, H. W., Mechanical drafting. Manual. Rouillion, Louis, Mechanical drawing. Prang. Spink, Constructive drawing, book one. Atkinson. Spink, Constructive Drawing, book two. Atkinson. Weick, Chas. Wm., Elementary mechanical drawing. McGraw. Weick, Chas. Wm., Mechanical drawing problems. McGraw. MAGAZINES American Cabinet Maker, New York. American Printer, New York. Architectural Record, Aich. Record Co. Architectural Review Bates and Guild. Art and Industry in Education, Columbia University, Teacher's College annual. Building Age, New York. Craftsman, Craftsman Publishing Co. Furniture Manufacturer and Artisan, Periodical Publishing Co. Furniture, Grand Rapids Furniture Record Co. Foundry: Trade Journal, Perton Publishing Co. Industrial Arts Magazine, Biuce Publishing Co. Manual Training Magazine, Manual Arts Press. National Building, Porter-Hodgson Co. Printing Art, University Press, Cambridge. Scientific American, Munn & Co. FREEHAND DRAWING. One-half Unit. One year, forty-five minutes per day, one-half year unit of credit. The aim is two-fold (1) an understanding of the fundamental art principles, (2) the acquisition of the ability to express that knowledge through drawing and painting. The work falls under five main heads. I. The study of the Principles of Design (balance, rhythm, and harmony). Specific problems illustrating each principle should be worked out, at least one being applied. The universal application of the principles should be continually pointed out. II. The study of the Perspective. The study should include paral- lel perspective, angular perspective and oblique perspective. III. The Representation of Still Life Groups in Pencil and Char- coal. Aims (1) good composition; (2) good character of forms (3) a correct representation of values; (4) good technique. For charcoal read page 28 "Art Education for High Schools." In pencil drawing aim for a simple rendering of larger values in broad definite strokes which keep the same direction. Use soft pencil and avoid working over a mass more than once. For illustrations see "Applied Arts Drawing Books," edited by Wilhelmina Seegmiller and "Progressive Lessons in Art Edu- cation in High Schools," published by Prang. IV. The Painting of Nature Studies. Aims (1) good character in STATE OF NORTH DAKOTA 81 form and color; (2) rendering of light and dark values seen in leaves, stems and flowers; (3) direct water-color handling. In order to secure the last aim lift the color from the cakes and allow them to mix in the brush and on the paper (not in the lid of the box) thereby producing a variety of color and brilliancy of effect. Work in mass (never outline first) with the flat side of the brush rather than the point. Never work over a color. V. Study of Landscape: Refer to Seegmiller's ''Applied Art Drawing Books" and "Art Education for High Schools." The following books are suggested for reference: "Art Education in High Schools," published by Prang. "Applied Art Drawing Books," edited by Wilhelmina Seegmiller. Batchelder, E. A., The Principles of Design. Batchelder, E. A., Design in Theory and Practice. Branch, E. A., Illustrated Exercises in Design. French and Mieklejohn, The Essentials of Lettering. Sanford, F. G., The Art Crafts for Beginners. HIGH SCHOOL MUSIC One-half Unit. A syllabus has been carefully prepared by a competent committee and is obtainable from the Board of Administration, Bismarck, N. Dak. This should be obtained, studied, and followed as closely as possible in every high school. BOOKKEEPING One-half Unit. This course should be discontinued except for short course students and those who enter too late for a year's work. This course should in- clude a thorough drill in the elements of bookkeeping and practice in the use of the more common books of accounting, such as the day book, journal, cash book, sales book, check book, ledger, bills receivable and bills payable book, and trial balance and statement book. Students should be required to fill out and become familiar with such business forms as invoices, notes, drafts, checks, receipts, statements of account, etc. Farm and household accounts should predominate. One Unit. The full year course m bookkeeping should include, in addition to the work outlined for the half-year course above, advanced work in bookkeeping and business forms by using modern, up-to-date, independ- ent, individual sets for the pupils. Make all work practical and common sense. All transactions should be carried out by correspondence, thus re- ducing confusion to the minimum. Here also farm and household ac- counting should predominate. TYPEWRITING One Unit In typewriting, what is known as the touch system should be 82 HIGH SCHOOL MANUAL taught. By this method the pupils learn to use their fingers in operat- ing the machine and keep their eyes off the keys. Celluloid caps may be fitted over the keys or a shield may cover the keys and operator's hand to assist in acquiring this method, but the use of blank keys is perhaps preferable to either of these, especially after the first four weeks. Thorough training should be given in the care of the machine and in manifolding and tabulating. It is recommended that pupils devote one hour per day throughout the school year to practice in typewiiting and that they be given one-half unit of credit therefor. This will enable them to complete the unit of credit in typewriting in the two years during which it is presupposed the pupil will also take his work in shorthand. FIRST HALF UNIT Finger exercises and drills. The lessons of the text books should be completed. The first object in this work is accuracy. The lessons when completed should be fastened together with a proper title page and should be neat and accurate throughout. Machine dictation. SECOND HALF UNIT Finger exercises and drills. V/hile maintaining the accuracy required in the first year the pupils should strive to acquire speed throughout the second year's work. Pupils should acquire a speed of 40 words per minute from copy by the end of the fall unit course. SHORTHAND Two Units. No credit should be given for work in shorthand unless the pupil takes typewriting in his course also. It is very desirable that pupils in shorthand pursue this study for two years. At the end of that time the student should be thoroughly equipped to do any ordinary stenographic work. This is a subject that requires close application and should not be pursued in the hope of finding it a snap course. These units require as much work as others of the high school course. For stenographic work the student should pursue a full four-year high school course as stenographers are expected to possess broader scholarship than a special preparation in shorthand and typewriting. Tn fact, it would be better in most cases if the pupil were to pursue these special lines after completing this four years of high school work. FIRST UNIT During the first year of the work in shorthand thoroughness should be considered more important than speed. The principles of the system taken up should be thoroughly mastered and extensively reviewed. Drill on rules and their application and on sight reading. Pupils should study word-signs and abbreviations and read and transcribe shorthand plates. I STATE OF NORTH DAKOTA 83 SECOND UNIT This course should inchide some advanced dictation course suited to the system of shorthand taught. Shorthand penmanship drill. Business letters and legal forms, practiced and dictated. Shorthand plates, transcribed, practiced and dictated. By the end of the year the student should have acquired a speed of 85 to 100 words per minute on new matter. COMMERCIAL LAW One-half Unit. The following from the report of the Commission of the North Central Association of Colleges and Secondary Schools will serve as a guide: Study the legal principles governing business relations, especially contracts, their nature, essentials, and effects; future sales, interest and usury, bills and notes, agency, partnership, corporations, real property and mortgage, liens, attachments, surety and guarantyship, bailment, common carrier, banking, fire insurance, landlord and tenant. Text books should be supplemented by some study of cases (by way of illustration, discussions, and practice in drawing legal papers such as contract, note, bill of exchange, bill of sale, bill of lading, power of attorney, deed, mortgage, lease, notice of protest, etc. REFERENCES Advanced Grammar; Hoenshel, American Book Company. An English Grammar; Wiseley, A. S. Barnes and Company. An English Grammar; Milne, Silver Burdette and d^mpany. Elements of English Grammar; Webster, Houghton-Mifflin Co. Elements of English Grammar; West, G. P. Putman's Sons. Elements of English Grammar; Krapp, Charles Scribners. English Grammar; Gowdy, Allyn and Bacon. English Grammar; Kimball, American Book Company. English Grammar for Common Schools; Metcalf, American Book Co. English Grammar; Whitney & Lockwood; Ginn and Co. English Grammar; Longmans, Longmans Green and Co. Language and Granrmar; Kittredge and Arnold, Ginn and Co. Practical English Grammar; Prince, D. C. Heath and Co. Practical English Grammar; Rand, McNally and Co. Review of English Grammar; Allen, D. C. Heath and Co. School Grammar; Maxwell, American Book Co. Studies in the Science of English Grammar; Wiseley, A. S. Barnes and Co. The English Language and Its Grammar; Mead, Silver Burdette Co. HIGH SCHOOL GRAMMAR. One-half Unit. The aims of senior grammar are similar to those of senior arithme- 84 HIGH SCHOOL MANUAL tic, viz: Comprehensive and intensive study of the subject for such mastery as was impossible four years before, and also the phase of the subject needed by the prospective teacher in presenting it to his classes. If the teacher is masterful and independent of any particular book, it would be profitable to spend the semester on work devised or chosen from various texts kept on the shelves or in their own possession. This would give rise to differences of view and, with a skillful teacher, to reconciliation later on. As in arithmetic, every topic of grammar should be investigated, but the fundamental principles should not be lost sight of in discussion over minor and merely formal details. Grammar should be built up, or developed as other sciences in accordance with inductive procedure — examining and classifying materials as in chemistry or botany. It is a thought subject par excellence. The emphasis should, of course, be laid on the sentence analyzed into its various parts, and on the kinds and relations of these parts. HIGH SCHOOL WRITING AND SPELLING. One-half Unit. (Part of the Sixteenth Unit). Very little if any writing should be done in copy books in high school. In fact, if an instructor is qualified to put the copies on the blackboard and direct the pupils in their practice, much better results may be obtained by the use of loose practice paper than with the copy book. The forearm, or "muscular" movement, should be cultivated and for this purpose the teacher and pupils will find a great deal of helpful material in such publications as the Penman's Art Journal, The Amer- ican Penman, and The Business Educator. The words m the exercises in spelling should be those commonly used in correspondence, in reporting and in business. HIGH SCHOOL ARITHMETIC One-half Unit. The aim of this course is a thorough knowledge of the essentials of arithmetic. This course should result in accuracy, rapidity, neatness, the reason why, and the ability to state that reason in good English. Much stress should be laid upon rapid oral work and to the state- ment of definitions and principles. The pupils should be taught the various kinds of checks in solving problems. To determine the character of the teaching and the progress of the class standard arithmetical tests like the Courtis, Stone and Woody should be given. This course includes the writing and reading of decimal fractions through millionths with ease and rapidity; a general discussion of re- duction; scale and graphs as used in different phases of arithmetic; a thorough review of the fundamental processes in whole numbers, com- mon fractions, and decimal fractions; aliquot parts and short methods in multiplication and division; tests of divisibility, fractions, multiples; powers and roots of small numbers; commercal statements and commer- cial paper; business forms such as notes, checks, drafts, etc.; the study STATE OF NORTH DAKOTA 85 of interest tables, insurance rate books, table of freight rates, postal rates, etc.; the three cases in percentage — ^to find any percent of a number, to find a number when a certain percent is given and to find what percent one number is of another; the conversion of any percent to common and decimal fractions; commercial and bank discount; taxes, stamps; time, circular, linear, square, cubic and capacity measures; avoirdupois weight; board measure; square root; measurement of sur- faces and solids including cones, cylinders and spheres; elements of the metric system; problems involving purchase by the ton and the thousand. Problems relating to land measuring, to the capacity of granaries, bins, cisterns, etc., should be stressed. An effort should be made to explain mathematical instruments in current use, such as water meters, light meters, cyclometers, adding machines. Samples of such devises should be added to the equipment of the school as opportunity affords. These topics should be omitted: addition, subtraction, multiplica- tion, and division of denominate numbers, tables of English money and troy and apothecaries' weight; averaging accounts; stock- jobbing, com- pound proportion; custom house business; partnership; duodecimals; arithmetic and geometrical progressions; alligation; unreal fractions, cube root; long method in greatest common divisor. HIGH SCHOOL GEOGRAPHY One-half Unit. The object of this course is to give the pupil a practical insight into geography. It should enable him to see the relation existing between the different phases of the subject. This is necessary not only for one who enters into business life, but for one who intends to teach geography. Geography in this course should be taught so as to enable the pupil to see the influence the physical features have upon the industries and life of a people. It should be made clear that an equally important matter is the government of a country. This course, therefore contem- plates a union of the physical, the political and the economic phases of geography, especially those of North Dakota. Our resources should be thoroughly fixed in mind. The following outline of work is suggested: I. Review of the 7th grade geography — Motions of the earth and consequent results. Map drawing of the different continents. Brief review of tides, ocean currents — atmosphere. II. Physical features of principal countries — Physical features of the chief commercial countries — ^those affecting the life and industries of a people. Formation of soil, coast-lines, river systems; General topography; Detailed study of North Dakota with special attention on the results of glaciation. 86 HIGH SCHOOL MANUAL IIL Political Divisions — Brief study of the governments of the leading commercial na- tions of the v^orld with map of each. Characteristics of people. Immigration and migration of people — special reference to the U. S. — and the results. IV. Economic Geography — A. United States. 1. Plant and animal products. 2. Natural resources — mineral, water, forests, etc. 3. Tendencies towards centralization and concentrations with their causes and results. 4. Centers of industries, reasons and location. 5. Transportation. Waterways, railroads, merchant marine, canals, operation, communication. 6. Government. How it affects our industries — tariffs, legislative regulation, recent economic legislation. 7. Commerce — imports, exports and domestic commerce. B. A similar but not extensive treatment should be given to the leading nations of the world. C. International rivalries in commerce. LIST OF REFERENCES High School Geography, Dryer, American Book Company. Commercial and Industrial Geography, Keller and Bishop, Ginn and Co. Commercial Geography, Brigham, Ginn & Co. History of Commerce, Olive Day; Longmans, Green and Co. Physical Geography, Davis, Ginn and Company. Consular Reports, Washington, D. C. Year Book. Statistical Abstract of U. S. PSYCHOLOGY One-half Unit. The object of the high school course in this subject is the fulfill- ment of the legal provision regarding certification of high school grad- uates; and since the actual value of the subject consists entirely of the professional gain accruing to the teacher, the work should conform to the modern trend of psychology for teachers. This for a decade or more has been nearly altogether in the nature of a scientific investigation and exposition of methodology, as governed by the nature of the child and of the subject-matter. Leading universities have banished the old intro- spective "general" psychology from their departments of education, normal schools have most of them done likewise, and the high school will do well to follow the example thus set. The three leading factors to be considered in this course are: (1) STATE OF NORTH DAKOTA 87 The learning- process, including economy of the same, (2) standardized measurements of results, in order that there may be a proper evaluation of teacher, pupils, and methods; and (3) individual differences, with significance from teacher's stand point. Important topics, subordinate to the above, aie the following: (1) fatigue; its bearing on length of recitation, order of subjects in the daily program, etc.; (2) the changing periods of childhood, and the accompanying changes in play and other activities; (3) child morality and habit-formation; and (4) attention and interest. The foregoing topics should be studied with emphasis on their meaning in connection with the school. SCHOOL MANAGEMENT AND METHODS OF INSTRUCTION One-half Unit, (It is planned to prepare a syllabus on this subject at an early date) (a) School Management. This course includes the planning, as- signing and teaching of lessons with a view to conserving interest and attention of pupils; the relation of the teacher to the child's moral nature, and the securing of a maximum of self-control in the child; proper physical conditions of the school room; the teacher's right rela- tion to the playground activities. There should be a study of the powers and duties of the State Board of Administration, the State Superintendent, the County Superin- tendent, and the School Board, with some instruction in the ethics of contracts in the latter connection; and the relation of States Attorney and Attorney General in regard to enforcement of school laws; also the relation of Health Boards to communities. Some observation and practice-teaching should be done in connec- tion with the course and preferably in the rural schools; but both will be useless unless the observation is preceded by instruction on what to observe, and is followed by report and discussion on same; and unless the teaching is done under expert direction and supervision. (b) Methods of Instruction. This course should include a variety of educational principles at present commonly classed as "general methods" and a liberal amount of study of specific methods and aims of the various common branches. The student should acquire some ability to weigh and evaluate both the subject and the method and this ability plus certain psychological principles from the course in elementary psy- chology, should be utilized in the construction of a satisfactory daily program for a rural school. There ought also to be instruction on special rural school needs, and on desirable and feasible lines of extension of rural school activities. Aid of this sort is especially needed by the town boy or girl who is pre- paring to fit into a country community. The relation of health to school work and some instruction in the common problems of health and sanitaton, should form a part of the course. The various types of rural schools, with standardization and consolidation, should be studied. At some time in the course a few days ought to be spent on the latest official course of study for rural schools. 88 HIGH SCHOOL MANUAL VIIL SYLLABI. The following syllabi are available and may be had by addressing the Secretary of the Educational Commission, Bismarck, N. Dak. The price of each is ten cents. Agriculture. English I — first half. English I — second half English II— first half. English II — second half. English III— first half. English III — second half. English IV— first half. English IV — second half. Manual Training. Textiles and Sewing. Domestic Science and Art. Civics. High School Music. History, United States and Civics. Physiology. General Science. STATE OP NORTH DAKOTA 89 IX. RECOMMENDED PROGRAM OF STUDIES FOR HIGH SCHOOLS. The subjects designated as constants for the pupils are one full unit each of English I, English II, and either English III or English IV, High School U. S. History, Civil Government, one-half unit of Elemen- tary Economics, one-half unit of Social Problems, one unit of Science, and one unit of Physical Training, allowing one-quarter unit of credit in the latter subject each year of the high school course. For constants for the school see page 20, Year to be Synopsis Name of Subject Studied Pages Algebra, Elementary 9 10, or 11 42 Agriculture, See Syllabus 10, or 11 71 Biological Science 9, 10 or 11 60 Civics, 1/^ unit, See Syllabus 12 50 Drawing, Freehand, y-2. unit 9 80 Cooking I, 1/^ unit. See Syllabus 9 73 Chemistry or Physics 11, or 12 66,68 English I, See Syllabus 9 25 English II, See Syllabus 10 26 English III, See Syllabus 11, or 12 26 English IV, See Syllabus 11, or 12 26 Economics, V^ unit 11, or 12 49 Geometry, Plane 10, 11, or 12 41 History, Adv. U. S., See Syllabus 12 50 ♦History, General 1 10, or 11 44 *History, General II 11 47 Manual Training, y^. or more units, See Syllabus 9, and 10 78 Mechanical Drawing I, y^ unit 10, or 11 78 Music, Vocal, % unit, See Syllabus 81 Sewing I, y^ unit. See Syllabus '. 10 73 Social Problems, y^. unit 11, or 12 51 Physical Education, one unit 9, 10, 11, and 12 55 Electives, Commercial Subjects: Bookkeeping 9, 10, or 11 81 Georgraphy, High School, y^. unit 11 85 Law, Commercial, i/^ unit 11, or 12 83 Shorthand I, i/^ unit 11 82 Shorthand II, V2 unit 12 83 Typewriting I, % unit 11 81 Typewriting II, 14 unit 12 82 Writing and Spelling, ^ unit 84 * Students should take both courses, always taking General History I first. 90 HIGH SCHOOL MANUAL ELECTIVES Foreign Languages: Caesar, Latin II 10, or 11 36 Cicero, Latin III ^ 11 37 French I 9, 10, or 11 27 Fr«nch II 10, 11, or 12 27 German I 9, 10, or 11 29 German II 10, 11, or 12 29 Latin I, Grammar 9, or 10 32 Norse I . .' 9, 10, or 11 29 Norse II 10, 11, or 12 29 Spanish I 9, or 10 30 Spanish II 10, or 11 31 Vergil, Latin IV 12 38 Mathematics: Correlated Mathematics 9, 10, and 11 42 Algebra, Advanced, % unit 11, or 12 43 Arithmetic, High School, V2 unit 11, or 12 84 Geometry, Solid, 1/2 unit 11, or 12 41 Trigonometry 11, or 12 42 Miscellaneous: Common School Course 7, and 8 22 Bible Study, V2 unit 25 Drawing, Mechanical II, V2 unit 10, or 11 79 Pedagogy, % unit 12 87 Psychology, i/^ unit 12 86 Grammar, High School, V2 unit 12 83 Sewing II, See Syllabus 10, 11, or 12 73 Sciences: Agriculture, one unit. See Syllabus 10, or 11 71 Botany I, V2 unit 9, or 10 62 Botany II, V2 unit 10, or 11 63 Chemistry 11, or 12 66 Cooking II, See Syllabus 10, 11, or 12 73 General Science, See Syllabus for Grades 8, or 9 53 Horticulture, 1/2 unit 10, or 11 72 Physiography, one or % unit 9, or 10 56 Physiology, % unit, See Syllabus 10, or 11 54 Physics 11, or 12 68 Zoology I, 1/2 unit 9, or 10 64 Zoology II, 1/2 unit 9, or 10 65 STATE OF NORTH DAKOTA 91 X. NORTH CENTRAL ASSOCIATION OF COLLEGES AND SEC- ONDARY SCHOOLS. The standards by which schools are accredited by this association are somewhat higher than those standards required for classification in this State. It will, therefore, doubtless be of general interest to know that 41 of North Dakota's high schools are members of the above asso- ciation. The following paragraphs from the last statistical report of this association give a very good idea of its purposes: "The aim of the North Central Association of Colleges and Secondary Schools iz, first, to bring about a better acquaintance, a keener sympa- thy, and a heartier co-operation between the colleges and secondary schools of this territory; second, to consider common educational prob- lems and to devise best ways and means of solving them; and, third, to promote the physical, intellectual, and moral well-being of students by urging proper and sanitary conditions of school buildings, adequate library and laboratory facilities, and higher standards of scholarship and of remuneration of teachers." The association is, beyond all doubt, the most generally recognized standardizing educational agency in the northwest, — if indeed it does not rank first in prestige in the entire United States. It includes in its territory eighteen states, and in its membership 135 institutions of higher education and 460 institutions of secondary rank. It is a distinct honor for any institution to be affiliated with this body. This associa- tion's official recognition gives prestige to a school among educated men and women everywhere. Its recorded approval is a letter of introduc- tion to all colleges, universities and professional schools in the land. Standards. To be accredited by the North Central Association, a high school must attain the following standards: 1. Graduation requirements — A. At least fifteen units. B. School year of at least thirty-six weeks. 2. Scholastic attainments of teachers — A. Equivalent of graduation from four years' standard college course. B. Professional training of at least eleven semester hours in education. C. Approval by the commission of any teacher of less attainments. 3. Periods of daily classroom instruction — A. Should not exceed five (four if supervised); in no case to exceed six (five if supervised), B. Minimum length, forty minutes in the clear. Double per- iod for laboratory or supervised study. 4. Adequate library facilities for subjects taught. 5. Hygienic conditions of the buildings as to location, construction, and essential parts. 92 HIGH SCHOOL MANUAL 6. High rank as regards efficiency of instruction, acquired habits of thought and study, and the general intellectual and moral tone of the school. 7. Rating in highest class by the properly constituted educational authorities of the state. 8. Proper making and filing of report with the inspector. 9. Reasonable number of pupils per teacher. 10. Evidence of approval of standards and formal application by the local school board. Term of accrediting is in all cases limited to one year. If a state fails for two years in succession to send one or more representatives to the annual meeting of the commission, the schools of that state may, by vote of the association, be dropped from the accredited list. A school desiring further information relative to the standards of this association, should write the State High School Inspector, Bismarck, N. Dak. STATE OF NORTH DAKOTA 93 XI. PUBLISHERS. Allyn & Bacon, Boston (Texas School Book Depository, or Southern School Book Depository, Dallas). American Book Co., Chicago, 111. (Southern). American School of Home Economics, Chicago. D. Appleton & Co., Chicago. (Texas School Book Depository). Atkinson, Mentzer & Co., Chicago. (Southern). Bobbs-Merril Co., Indianapolis. Bradley Art Co., New York. Bruce Publishing Co., Milwaukee. Dodd, Mead & Co., New York. Doubleday, Page & Co., New York. Duffield & Co., New York. Ginn & Co., Chicago. Heath, D. C. & Co., Chicago. (Southern). Henry Holt & Co., New York. (Southern). Houghtonj Mifflin & Co., Chicago. Industrial Arts Magazine, Milwaukee. Longmans, Green & Co., New York. (Southern). Lyons & Carnahan, Chicago. McClurg, A. C. & Co., Chicago. Macmillan Co., Chicago. Manual Arts Press, Peoria, 111. Maynard & Merrill Co., New York. Merrill Co., Charles E., Chicago. Prang Co., The, New York. Rand, McNally & Co., Chicago. Row, Peterson & Co., Chicago. Sanborn, B. H., Chicago. Scott, Foresman & Co., Chicago. Silver, Burdett & Co., New York. Stokes, F. A., New York. University of Chicago Press, Chicago. Webb Publishing Co., St. Paul. World. Book Co., New York. 94 HIGH SCHOOL MANUAL Xn. GENERAL INDEX. Pages Admission of pupils to high school 8, 9, 11, 19, 20 Agricultural High Schools 15 Agriculture 12, 15 Aid Federal 9, 13 State 8, 12, 15 Algebra, Elementary 42 Advanced 43 Arithmetic, High School 84 Bible Study 25 Board of Administration, Duties and Powers 7,8 Bookkeeping 81 Botany 1 and II 60, 61, 62, 63 Caesar 36 Certificates, Teachers' 7, 15, 16, 17, 18, 19 Chemistry 66 Cicero 37 Civics 23, 50, 88, 89 Classification, Requirements 9, 15, 18 Application for 15, 24 Columbus Day : 7 Commercial Law 83 Conduct of Schools 19 Constants 20. 89 Cooking I and II 73 Correlated Mathematics 42 Curriculum, six-year high school 22 Drawing, Freehand 20, 80 Economics 20, 49 Eighth Grade Subjects 20, 22 Electives 90 English 25 English I 25 English II 26 English III 26 English IV 26 Entrance to State High Schools 8, 9, 19, 20 Equipment for Laboratory 16, 17, 18, 19, 60 Evening Schools 7, 11 Examinations 24 Eighth Grade Subjects 24 High School Subjects 24 Federal Aid 9. 13 Four-year high school, definition of 17, 18, 20 Freehand Drawing 20, 80 French I, II, and III • • • 27, 28 STATE OF NORTH DAKOTA 95 Pages General History I and H 43 47 Geography, High School 85 Geometry, Plane and Solid 41 German I and II 29 Graduation, number of units required 20 Grammar, Latin 32 High School 83 Heating School Building 17 High School Diplomas (Teachers' Certificates) 7 High School Courses 25 High Schools, first class 17 Second class 18 Third class 19 Agricultural 9, 15 History, High School, United States 50 Horticulture 72 Home Economics 73 Junior High School 22 Laboratory, Equipment 10, 15, 17, 18, 19, 60 Latin 32 Latin I 32 Latin II 36 Latin III 37 Latin IV 38 Library 17, 18, 19, 21 Manual Training, I and II 77, 78 Mechanical Drawing I and II 78, 79 Medical Inspection 7, 19 Music, High School 20, 81, 88, 89 Non-resident Pupils 3 Norse I and II 29 North Central Association 91 Pedagogy 87 Physical Education 55 Physics 68 Physiography 56 Physiology 54 Promotion, Basis of 17, 19, 20 Psychology ' 86 Publishers 93 Recitation period 19 Recommended Program of Subjects 89 Rules and Regulations 15 Sanitation 18, 87 School Management and Methods of Instruction 87 Science, General 53 Senior Reviews 21 Semester ^9 96 HIGH SCHOOL MANUAL Shorthand 82 Six-six plan, six-three-three plan 19, 22 Smith-Hughes Act 3 Sewing I and H 73 Social Problems 51 Spanish I and H 30, 31 State Aid 8, 12, 15 Agricultural High Schools 12, 13, 15 Statutory Provisions 7 Superintendent City Schools 15, 16, 17, 18, 19 Syllabi 88 Synopses of Subjects 25, 87 Teachers 7, 9, 10. 12, 15, 16, 18, 19, 23 Temperance Day 7 Trigonometry 42 Typewriting 81 Tuition 8 Unit Course of Study defined 19 Ventilation 8, 18 Vergil 38 Zoology I and II 60, 65 LIBRARY OF CONGRESS |l|l|l|il||!li|il||il|il I !'! 019 745 282 1