BULLETIN 
 
 O F TH E 
 
 WHOLE NO. 83 
 
 Educational Series JUNE, !9lo Volume I No. 9 
 
 A HIGH SCHOOL- MANUAL 
 
 Standards and General. Recommendations 
 
 FOR THE 
 
 Accrediting of High Schools 
 
 B V THE 
 
 University of New Mexico 
 
 edited by 
 LYNN BOAL MITCHELL 
 
 Professor of Latin and Greek and Chairman of 
 Committee on Student Standing 
 
 ALBUQUERQUE, NEW MEXICO 
 
 PUBLISHED quarterly bv the UNIVERSITY OF NEW MEXICO 
 r ERED MAY t, I906, AT ALBUQUERQUE. N. M. AS SECOND CLASS MATTE! 
 UNDER ACT OF CONGRESS OF JULY 18, 1894 
 
D. of D. 
 OCT 25 1910 
 
<o 
 
 
 •Prpfarr 
 
 The writing of this bulletin has been largely the 
 labor of compilation and editing of material sub- 
 mitted from various sources. The compiler and 
 editor hereby acknowledges his indebtedness to his 
 colleagues of the Faculties of the University and of 
 the State College, to Mr. P. E. Leavenworth of the 
 Albuquerque High School, to the deans and offi- 
 cers of a number of American universities and col- 
 leges, and to the authors of the Bulletin of the Uni- 
 versity of Illinois, Volume XII. number 43. 
 
 LYNX B. MITCHELL. 
 
 Albuquerque, X. M. 
 June, 1916. 
 
Jntm&urtum 
 
 Not so very long ago the institutions of higher 
 learning assumed towards the high school an atti- 
 tude of dictatorial tyranny. It was assumed that 
 no high school should offer any course that would 
 not primarily and directly meet the entrance re- 
 quirements of the colleges. Lately, however, it has 
 been realized that great harm has been done to the 
 cause of education by this attitude. In "the first 
 place, the majority of high school graduates do not 
 attend college and it is admitted by college authori- 
 ties now that the high school curriculum should be 
 arranged to meet primarily the needs of this ma- 
 jority. The great State universities of the Middle 
 West have been the leaders in accepting for ent- 
 rance a diminished amount of Latin and Greek, 
 history, &c. and in enlarging the list of studies that 
 may be offered for entrance. The subjects prescrib- 
 ed for entrance to the Colleges of Letters and Sci- 
 ence, leading to the degree of Bachelor of Arts, are 
 now reduced to a minimum and are looked upon as 
 being those subjects that any high school officer 
 would regard as the necessary foundation of any 
 high school course. 
 
 The University of New Mexico, following the lead 
 of other institutions, rarely now gives any entrance 
 examinations to candidates but examines rather the 
 high schools from which the candidates present 
 themselves. The basis of granting to the high 
 
20Q Bulletin University of Nets Mexico (Ed. Series 
 
 schools the privilege of allowing their graduates to 
 enter the University without examination has been 
 visitation and inspection. While looking forward 
 to having a special officer (High School Visitor) 
 for this purpose in the near future, the Univer- 
 sity has been accrediting high schools by means of 
 visitation and inspection by the President and other 
 members of its Faculty. 
 
 The purpose of establishing the accredited rela- 
 tion between high schools and the University has 
 been to aid the high schools, in a constructive way, 
 as well as to benefit the University. The Univer- 
 sity also seeks to co-operate with school authorities 
 to effect higher standards of high schools in villages 
 and small towns which are able to maintain only 
 from one to three years of high school work. 
 
 This manual is for the use of superintendents, 
 principals, teachers, and school boards. It gives in- 
 formation in regard to entrance requirements, 
 standards required for accrediting and suggests the 
 material equipment of high schools. The University 
 has compiled this manual in the hope that it may 
 prove to be mutually beneficial to both University 
 and high school and may lead to a greater degree of 
 co-operation to meet the ends of education. 
 
High schools or academies are inspected for the 
 purpose of establishing the accredited rela- 
 tion on application from the principal or sup- 
 erintendent. Upon receipt of such application 
 blanks will be sent to the applicant for a full and 
 complete report on the conditions existing in thf 
 high school or academy. If it appears from this re 
 port that the school is probably worthy of a place 
 on the accredited list an inspection will follow as 
 soon as possible. 
 
 The general conditions looked for in the prelimin- 
 ary report from a school are : 
 
 1. Is the length of the school year at least 36 
 weeks of actual school work? 
 
 2. Is the district financially able to sustain a 
 school at such standards as to insure reasonable ef- 
 ficiency? 
 
 3. Are there three or more teachers devoting 
 full time to high school work? 
 
 4. Does the preparation of the teachers repre- 
 sent study beyond the high school? 
 
 5. Do any of the teachers have more than six pe- 
 riods a day of recitation or laboratory work? 
 
 6. Are the recitation periods at least 40 minutes 
 in length? 
 
 7. Are consecutive double periods provided for 
 all unprepared work, such as laboratory, drawing, 
 and shop? 
 
262 Bulletin University of New Mexico (Ed. Series 
 
 8. Is the material equipment of the school ade- 
 quate for the work which it undertakes? 
 
 9. Are text-books well chosen? 
 
 The University reserves the right to accredit a 
 school partially and to reconsider or modify the ac- 
 crediting at any time in case of deterioration of 
 work. 
 
 The University will accredit work done in one, 
 two, and three year high schools in proportion to the 
 amount of work done in a creditable manner. 
 Some of the standards for such schools are : 
 
 1. The length of the school year should be 36 
 weeks of actual school work. 
 
 2. Kecitation periods should be 40 minutes in 
 length, with double consecutive periods for labora- 
 tory, shop, or drawing. 
 
 3. The material equipment must be adequate for 
 the courses offered. 
 
 4. The teachers should have at least two years 
 of training beyond the course of a standard four 
 year high school. 
 
 5. For a three year school the full teaching time 
 of at least two teachers should be required. 
 
 6. For a two year school the full teaching time 
 of one teacher and at least one-half of the full time 
 of another teacher should be required. 
 
 7. Where the ninth grade only is offered, at 
 least one-half of the full time of one teacher should 
 be given to this grade. 
 
 Each student coming to the University from a 
 wholly or partially accredited high school or acad- 
 emy should write to the Registrar of the University 
 
Vol. 1, No. 9, 1916) Mitchell 263 
 
 for the proper blank ou Avhich the principal is re- 
 quested to make a transcript of the candidate's 
 record. Until such a transcript is presented or ent- 
 rance examinations are passed, no person can be- 
 come a student in good standing at the University. 
 
Frequently the University receives a request that 
 it suggest a model "course of study" for a given 
 high school. This is extremely difficult to do with- 
 out full information on all the facilities and condi- 
 tions existing at this school. And there is the dan- 
 ger that such a "model course" may tend to become 
 a fixed type and impede readjustments which 
 should be made from time to time. Two or three 
 sources of weakness in curricula may, however, be 
 pointed out. The practice so common among small- 
 er high schools of radically changing the course of 
 studies from year to year is to be deplored. This is 
 one of the causes of irregularity and inefficiency in 
 this type of schools, and school authorities would 
 do well to avoid such frequent and often unneces- 
 sary changes. 
 
 Another source of weakness is found in the effort 
 to make the course of studies include too much for 
 the teaching force of the school. In order to extend 
 the curriculum recourse is frequently had to some 
 plan of alternation by which two high school grades 
 are thrown together in the same subject. This is a 
 practice which can safely be indulged in only to a 
 limited extent in high school work. As previously 
 stated the University requires the full time of three 
 teachers as a minimum for accrediting a four year 
 high school. In a straight four year program, with 
 four subjects each year for each pupil, there will 
 
Vol. 1, No. 9, 1916) Mitchell 265 
 
 not be room for many more than sixteen courses 
 where the teaching force consists of only three per- 
 sons without placing upon their shoulders too 
 heavy a load of teaching. 
 
 In some of the high schools which have a fair- 
 sized teaching force it is to be regretted that the pu- 
 pils are permitted to carry too heavy a schedule. 
 Nothing is gained by the pupil who succeeds in 
 earning 18 or 19 units in the space of four years. 
 Such a pupil must necessarily sacrifice quality of 
 work for quantity. And it has been observed that 
 the graduates of a high school in this State who 
 present for entrance to the University on the aver- 
 age over 17 units of work do not make as satisfac- 
 tory a record in the University on the average as 
 the graduates of another high school who rarely 
 present more than the required 15 units for admis- 
 sion. These two high schools are of about the same 
 size and there is no choice to be made between them 
 on the basis of physical plant, equipment, and 
 teaching force. 
 
 Care should be exercised in planning a program 
 of studies that over-emphasis should not be given 
 to any one group of studies to the neglect of others. 
 For example, a program of studies that would con- 
 tain four years of history and no science at all can 
 not be considered a well balanced one. 
 
 School authorities, in introducing new courses, 
 such as commercial or manual training, home econ- 
 omics, or agriculture, should consider carefully their 
 ability to provide adequate equipment for laborat- 
 ory or shop and for a reference library as well as 
 the difficulty of providing competent teachers. 
 
266 Bulletin University of New Mexico (Ed. Series 
 
 Courses which are in the experimental stage, such 
 as general science, should be left to the stronger 
 schools which can afford the experiment until some 
 definite standards have been agreed upon as to 
 what the aim and content of the course should be 
 and its proper place in the four years program. 
 
Ull)p ijuji) ^rijnol (Eurrtrulum tn its 
 £?Iatiim tn (&all?g? iEntranre 
 
 (Revised from an address given by Professor L. 
 B. Mitchell, Chairman of the Committee on Student 
 Standing of the University, before the High School 
 and College Section of the New Mexico Education- 
 al Association, November, 1915. ) 
 
 The history of the American college curriculum be- 
 gins with the Latin, Greek, Mathematics, and Mor- 
 al Philosophy of the Harvard college course of IGoO 
 and so long as there was a. qua si-aristocracy of high- 
 er education for those who entered the three great 
 professions of theology, law, and medicine, the cur- 
 riculum was essentially confined to these subjects. 
 And for a long time the curriculum of the high 
 school was confined to these same subjects — the so- 
 called "humanities." But a new era has lately be- 
 gun and Ave now see people going to college for a 
 preparation for every walk of life. There is a strong 
 demand for the obviously practical studies, until 
 we have the twentieth century agricultural college 
 offering its valuable array of courses in Aveeds, 
 horse-shoeing, spraying of trees, rations of hogs, 
 fancy cooking for man and beast, and business cor- 
 respondence. The dominant tendency in the de- 
 velopment of American colleges and high schools 
 is towards the so-called practical. Some, thinking- 
 it an easy matter to distinguish between the prac- 
 
2gg Bulletin University of New Mexico (Ed. Series 
 
 tical and the unpractical, have included in the for- 
 mer all professional and technical branches and 
 have assigned to Limbo the old humanities as be- 
 ing unpractical and wholly ornamental. There is 
 no such thing as a purely practical subject and no 
 such thing as a purely cultural subject. Any sub- 
 ject may be partially cultural — dress-making, for 
 example, and sign-painting, and blacksmithing. 
 Under certain conditions, for certain persons, such 
 studies would be chiefly cultural. Any study, on 
 the other hand, ma} r be practical, as Latin is for one 
 who teaches it or needs it as a basis for medicine or 
 law. Perhaps we can say that all subjects are either 
 immediately practical or ultimately practical. The 
 cry for the practical subjects has extended from the 
 colleges to the high schools, and there is a tendency 
 in some quarters to overemphasize the immediate- 
 ly practical and to sacrifice the ultimately prac- 
 tical. One should constantly be on his guard not 
 to give up the goal of educating the student and to 
 avoid substituting for this a mere apprenticeship to 
 some trade. 
 
 State universities are generally requiring 15 
 units for entrance, a unit being a subject pursued 
 through at least 30 weeks with four or five recita- 
 tions a week or the equivalent in laboratory or prac- 
 tice work. 
 
 Of the 15 units required for entrance to the Col- 
 lege of Letters and Science (the B. A. course), 9 
 are prescribed and the remainder are elective. The 
 prescribed units are : 
 
 English, 3 units. 
 
 Historv. 1 unit. 
 
Vol. 1, No. 9, 1916) Mitchell 269 
 
 Foreign language, 2 units in one language. 
 
 Algebra, 1 unit. 
 
 Plane Geometry, 1 unit. 
 
 Laboratory science, 1 unit. 
 
 What right have the universities and colleges to 
 require that the high schools shall include these 
 subjects in the work completed by each graduate 
 who goes to college? In the first place, in answer 
 to this question so naturally raised, we ask what 
 subjects can be substituted in their stead that 
 would have a more ultimately practical value for 
 every student. Shall we cut down the amount of 
 English required for graduation from the high 
 school? In view of the deplorably weak command 
 of the native language of the majority of our citi- 
 zens, we should be unwilling to graduate students 
 with less English. The ability to express one's 
 ideas clearly, vigorously, and concisely is so import- 
 ant that no sacrifice can be tolerated here. In fact, 
 the colleges require their students to take one or 
 two more years in English, at least one of them in 
 composition and rhetoric. 
 
 Time is not available to offer any defence for the 
 inclusion of the other subjects of the prescribed list, 
 except to state that two years are not more than are 
 needed to give a working knowledge of any foreign 
 language. The foreign language and the mathe- 
 matics have a well-earned place in the prescribed 
 list because they are the two subjects par excellence 
 of value in developing the power to think accurate- 
 ly. The study of a foreign language gives a better 
 insight into the understanding of one's native lan- 
 guage. The algebra and geometry are indispen- 
 
•JfO Bulletin University of New Mexico (Ed. Series 
 
 sable as a foundation for all technical courses. No- 
 body, I believe, would be in favor of abolishing the 
 requirement of one year's work in history. The re- 
 quirement is meager enough as it stands now. As 
 for the laboratory science, it is essential that this 
 great and important branch of knowledge be in- 
 cluded so that the student may be taught the rudi- 
 ments of the scientific method of investigation and 
 the ability to draw the logical and inevitable con- 
 clusions from a given set of phenomena, whether he 
 ever uses the subject matter he has learned in the 
 course or not. 
 
 We can hardly neglect any of the branches of 
 knowledge contained in the prescribed list. Taken 
 together, they represent the different phases of in- 
 formation and culture and they are all either im- 
 mediately or ultimately practical. 
 
 While we were listening last year to an able man 
 from the University of Illinois, Dr. Lotus E. Coff- 
 maii, another professor in the same department, Dr. 
 Bagley, was lecturing before the Illinois Confer- 
 ence of High School Teachers. In speaking about 
 the prescribed list, he justified a certain measure of 
 uniformity in courses through the grades and the 
 high schools by the following arguments : 
 
 "First," he says, "there is the mere economy or 
 expediency of administering a single curriculum, as 
 compared with administering differentiated curri- 
 cula. Secondly, the justification of a certain meas- 
 ure of uniformity furnishes one rather definite 
 standard for selecting common elements. Thirdly, 
 this uniformity can be insured without interfering 
 unduly with desirable differentiation. Fourthly, 
 
Vol. 1, No. 9, 1916) Mitchell 271 
 
 common elements in the curriculum are not only 
 justified but they are demanded by social needs and 
 particularly by the needs of* a democracy. If de- 
 mocracy depends upon any one factor, it depends 
 upon social solidarity; it depends upon a certain 
 community of ideas, standards, and aspirations 
 among all the members of the democratic society. 
 Democracy involves the collective consideration of 
 common problems. There must be a basis for com- 
 mon discussion. The leaders must be able to make 
 their appeal to the people in terms that will be un- 
 derstood, and if this appeal is to rise above the 
 level of instinct or primitive interest or class pre- 
 judice, there must be among' the people a common 
 basis of knowledge. 
 
 "This general principle may, I think, be embod- 
 ied in two statements, the first of which, at least, is 
 so axiomatic as to claim the title of a law. It may be 
 formulated as follows : 
 
 "The efficiency of a democracy is directly de- 
 pendent upon the number of ideas that are common 
 to all the members of the democratic group." 
 
 "The second is : 
 
 "The level upon which a democratic society does 
 its collective thinking is dependent upon the level 
 to which formal education has raised the great ma- 
 jority of its members, or, to put it in another way. 
 a high plane of common ideas is essential to collect- 
 ive thinking on a high plane.' 2 
 
 Dr. Bagley's whole address is illuminating and 
 helpful but time moves on and enough has been 
 said, I think, to justify the requirement of the uni- 
 versities that the high school course shall furnish a 
 
272 Bulletin University oj New Mexico (Ed. Series 
 
 certain degree of uniformity in those subjects 
 which afford the basis of general information and 
 the foundation of the professions and arts. 
 
 It is always necessary to bear in mind that 80% 
 of the high school graduates do not go to college 
 and the high school curriculum should primarily be 
 designed to meet the needs of the majority of its pu- 
 pils. While a student will not get very far along in 
 some subjects, such as economics, chemistry, and 
 trigonometry, and will have to repeat them in most 
 cases in college, still, if he does not go to college a 
 little knowledge of these things is better than no 
 knowledge at all. Those students who expect to at- 
 tend college should be advised to avoid in their high 
 school course such subjects as trigonometry, chem- 
 istry, economics, education, and psychology. 
 
 An observation on the personnel of the teaching 
 force emerges at this point. It is highly desirable 
 to have in the high school teaching corps some col- 
 lege trained persons who are competent to give in- 
 telligent advice to their pupils as to what courses 
 are best for them to elect, whether they expect to 
 continue their studies in college or not. 
 
 There has been a demand in some quarters that 
 agriculture and home economics be accepted by the 
 University as meeting the requirement of one unit 
 in a laboratory science for entrance. It is not be- 
 lieved by the University of New Mexico, as well as 
 by all other state universities with the possible ex- 
 ception of Illinois and Ohio, that these subjects as 
 now taught deserve to be regarded as on a par with 
 the laboratory sciences enumerated in group 5 A 
 under list A. However, if at any time a course is 
 
Vol. 1, No. 9, 1916) Mitchell 273 
 
 brought to the notice of the University Faculty in 
 which the laboratory method is pursued and the 
 real scientific character of the course is demon- 
 strated, the University is willing to accept such 
 work as a laboratory science. As usually taught, 
 courses in sewing, in which cloth is cut and gar- 
 ments made, and courses in cooking, in which stud- 
 ents follow recipes handed them by their instruct- 
 ors, are not the equivalent of such laboratory cours- 
 es as biology or physics. A course in agriculture, too, 
 where the so-called laboratory part of the course con- 
 sists of bugging a row of potatoes or hoeiqg a row of 
 corn, can hardly be recognized as a laboratory 
 science. A laboratory science is much more than 
 simply spending two or more consecutive recitation 
 periods in some practice work. Scientific agricult- 
 ure, especially real work in soils, presupposes a 
 knowledge of chemistry, at least, if not other sci- 
 ences, and whether such a course as one in soils can 
 be effectively given in high schools is to be doubted 
 and if it is given without a previous knowledge of 
 some other science it will sink to the level of a text- 
 book and recitation course and cannot be regarded 
 as a laboratory science. A science taught from a 
 textbook and without laboratory periods for obser- 
 vation of phenomena and the careful recording of 
 conclusions is not a laboratory science. 
 
 We do not intend to give the impression that ag- 
 riculture and home economics should not have a 
 place in the high school program of studies. But 
 both of these subjects are yet in the experimental 
 stage and are not standardized as are courses in 
 physics, chemistry, or biology. Dr. Humbert. Dean 
 
274 Bulletin University of New Mexico (Ed. Series 
 
 of Agriculture at the State College, thinks that at 
 present no course can be outlined for the high 
 schools of this State. Conditions here are different 
 from those obtaining in other States. We should 
 wait a while, he thinks, until it is seen from further 
 experience just what courses are feasible in this 
 State. It is probable that in a few years it will be 
 seen just what courses are practicable. The work 
 to be undertaken will probably lie in the fields of 
 soils, crops, animal husbandry, irrigation, and dry 
 farming. 
 
 In home economics it is possible to arrange a 
 course in foods that can be accepted as a laboratory 
 course. Such a course would involve a careful 
 study of the principles underlying the preparation, 
 the digestion, and assimilation of food, the changes 
 produced in food by heat and cold, and the taking 
 of notes on the observation of the operation of laws 
 and the drawing of conclusions from the phenom- 
 ena observed. If this is done, such a. course may 
 rise to the rank of the other laboratory sciences. 
 But sewing, although a portion of the course is call- 
 ed, but falsly called, laboratory work, is not a sci- 
 ence at all but an industrial art and may be offered 
 towards entrance to the University only as an elect- 
 tive. 
 
 Music has lately been placed in the list of sub- 
 jects that may receive credit towards entrance to 
 the University. While the ancient Greeks and Ro- 
 mans followed a three-fold curriculum, in which 
 the physical, intellectual, and aesthetic elements in 
 man's nature were developed, the Middle Ages seem 
 to have placed a taboo on the physical and aesthetic 
 
Vol. 1, No. 9, 1916) Mitchell 275 
 
 and aimed solely to develop the intellectual powers. 
 Fortunately, in these later days the importance of 
 physical well-being is again being appreciated and 
 we are well along on the road towards recognizing 
 the fact that in order to have a mens sana we must 
 have a sanum corpus as its receptacle. But the aes- 
 thetic side of man's nature is still deplorably ne- 
 glected, being represented in high school only by 
 music, drawing, and such study of design as enters 
 into household decoration, and sewing, while the 
 colleges have but lately given recognition to the 
 educational value of music. Since the B. A. course 
 is regarded as being primarily cultural and im- 
 parting the ars bene vivendi, courses in music, 
 drawing, fine arts, and others having distinct aes- 
 thetic values should be accepted to considerable de- 
 gree for the B. A. degree. The University has for 
 some time allowed entrance credit for drawing and 
 now, wishing to give some recognition to music, has 
 voted to accept towards entrance a maximum of 
 two units in music, that is to say, a maximum of 
 one unit in theory and history of music and a maxi- 
 mum of one unit in voice or instrument. Inasmuch 
 as no standards have yet been set for high school 
 courses in voice and orchestral instruments, it will 
 be necessary for the candidate who offers training 
 in voice or some instrument towards entrance, to 
 pass an examination in order to obtain credit, He 
 will be required to render with proper expression 
 and technique a piece of such grade or difficulty as 
 has been established by the Department and to per- 
 form at sight another piece of less difficulty. The 
 requirements are fully explained in the catalog of 
 the University. 
 
276 Bulletin University of New Mexico (Ed. Series 
 
 Sty? Equipment of HabnratnmB 
 
 Primarily this problem should be considered in 
 the plans for building a high school as it frequent- 
 ly happens that architects, having little knowledge 
 of such matters, if left alone, will place the labora- 
 tories where they will best fit into their own plans 
 instead of considering the requirements for light, 
 space, &c. When plans are being prepared, the fol- 
 lowing considerations may well be kept in mind : 
 
 1. Proper lighting. Booms in which micros- 
 copes are to be used should have an abundance of 
 north light. North light, or better yet, overhead 
 light, should be provided for rooms used for draw- 
 ing and art work. On the other hand, the quarters 
 for biology should have direct sunlight in those 
 rooms where life forms are to be preserved. 
 
 2. Suitable cases for taking care of apparatus 
 
 should be built in. 
 
 3. Good substantial tables for experimental 
 work will be needed and the physics laboratory 
 should have a solid table of masonry or concrete. 
 
 I. Good ventilation should be aimed at in all 
 cases and in the chemistry laboratory hoods to 
 carry gases and fumes into the outer air are a prime 
 necessity. 
 
 5. If possible some room should be provided for 
 the use of a stereopticon. It is often possible to 
 prepare one lecture room so that it can serve the 
 needs of a lecture and demonstration room for the 
 sciences. This room should have a lecturer's desk 
 provided with a sink, gas, and water. Dark cur- 
 tains at the windows can be provided so that the 
 
Vol. 1, No. 9, 1916) Mitchell 277 
 
 room can quickly be darkened for the use of the 
 lantern. The greatest use can not be derived from 
 a lantern unless it is possible to darken a room in a 
 few moments for a few pictures, whenever desired, 
 and again to have light as soon as the pictures are 
 finished. 
 
 6. A convenient water supply with sufficient 
 lavatories and sinks. 
 
 7. A gas plant is needed for chemistry and is 
 almost indispensable for home economics. 
 
 School authorities should bear in mind, when 
 they contemplate the addition of a new laboratory 
 course, that adequate equipment should be provided 
 as well as competent instruction. » Where limited 
 means are at hand it is far better to provide first 
 class equipment both in quantity and quality for 
 one science than to divide the available funds be- 
 tween two laboratories and thus be unable to do 
 justice to either. There are many articles of equip- 
 ment that find use in more than one course so that 
 when once complete equipment is on hand for one 
 course it will be found that it is possible to pur- 
 chase equipment for a second course for considerab- 
 ly less expense. 
 
 Suggestive lists of equipment for different sub- 
 jects are to be found in connection with the descrip- 
 tion of courses. It is often suggested where such 
 equipment may be obtained. The following sources 
 of supply, are, therefore, supplementary ; 
 
 Biology 
 
 A. A. Sphung, North Judson, Ind. Live or preserved frogs, 
 crawfish, turtles, etc. 
 
 H. M. Stephens, Dickinson College, Carlisle, Pa. Zoological 
 and botanical materials for class use. 
 
27§ Bulletin University of New Mexico (Ed. Series 
 
 C. S. Brimley, Raleigh, N. C. Reptiles, amphibians, and 
 fishes, living or preserved. 
 
 Biological Supply Co., 106 Edgerton St., Rochester, N. Y. 
 Plant and animal materials for laboratory slides. 
 
 Marine Biological Laboratory, Woods Hole, Mass. Preserved 
 materials for botany, zoology and embryology. 
 
 St. Louis Biological Laboratory, St. Louis Mo. Microscopic 
 and lantern slides. 
 
 Apparatus and Supplies 
 
 *C. H. Stoelting Co., 121 N. Green St., Chicago. 
 
 *Central Scientific Co., 412 Orleans St., Chicago. 
 
 *A. H. Thomas Co., Philadelphia. 
 
 *Denver Fire Clay Co., Denver. 
 
 *Braun Corporation, Los Angeles. 
 
 Chicago Apparatus Co., 40-42 W. Quincy St., Chicago. 
 
 *Wm. Gaertner Co., 5347-9 Lake St., Chicago. 
 
 *Henry Heil & Co., 212-214 S. Fourth St., St. Louis, Mo. 
 
 *Eimer and Amend, 205-211 Third Ave., New York. 
 L. E. Knott Apparatus Co., Harcourt St., Boston (laboratory 
 furniture.) 
 
 *E. H. Sargent & Co., 143-145 Lake St., Chicago. 
 
 *Bausch and Lomb Optical Co., Rochester, N. Y., and San 
 Francisco. 
 
 Mcintosh Stereopticon Co., 35-37 Randolph St., Chicago. 
 
 Kewanee Mfg. Co., Kewanee, Wis. (laboratory furniture.) 
 
 Leonard Peterson & Co., 1240 Fullerton Ave., Chicago (lab- 
 oratory furniture.) 
 
 *The starred firms furnish chemicals as well as equipment. 
 
 Shop Work and Mechanical Drawing Supplies , 
 
 Simmons Hardware Co., St. Louis, Mo. 
 
 Orr & Lockett Hardware Co., 71-73 Randolph St., Chicago. 
 
 Hammacher, Schlemmer & Co., 4th Ave. and 13th St., New 
 York City. 
 
 E. Dietzgen Co., Chicago. 
 
 Weber & Co., St. Louis, Mo. 
 
 A. S. Aloe Co., St. Louis, Mo. 
 
 The local hardware dealer can furnish much of the equipment 
 needed for shop work and generally supplies for drawing can 
 be obtained through the local bookstore. 
 
®1)£ ijtgtj §>rl)onl £?f?r?ttr? Htbrary 
 
 In the larger schools it will be well to have a li- 
 brary room with suitable book-stacks, tables, &c. 
 In the smaller schools a corner, or side, or rear of 
 the study room may be utilized tor library purpos- 
 es. This plan works very well even in moderately 
 large schools. 
 
 For the Avork of the high school two classes of 
 reference are needed: First are the general refer- 
 ence works, such as dictionaries, encyclopedias, at- 
 lases, and statistical compendiums. Then come the 
 special reference works for the different depart-' 
 ments of high school work, selected in order to give 
 opportunity for rather extensive collateral reading 
 on important and controverted topics of the text- 
 books. Each department of the high school should 
 be represented in this collection. These books 
 should be kept together in the library or study room 
 rather than in the recitation or laboratory rooms of 
 the several departments as there are frequently 
 cross references from one department to the liter- 
 ature of another. 
 
 Scattered along through this Manual there are 
 suggestive lists of reference books following the de- 
 scription of courses under the several departments. 
 These lists are of varying length. Apparently 
 some of our Faculty have furnished what they 
 thought to be an irreducible minimum of reference 
 books and others have furnished a larger list. It 
 
2g0 Bulletin University of New Mexico (Ed. Series 
 
 was intended that the lists be made up in such a 
 way that the books would be suggested in the order 
 of their importance but this scheme could not in all 
 cases be followed out. It is urged that the import- 
 ance of a reference library be kept in mind. Col- 
 lateral reading is of prime importance and it is 
 hoped that when a sentiment exists in favor of in- 
 troducing additional courses it will be kept in mind 
 that adequate provision for reference books and 
 physical equipment are problems to be solved by 
 school authorities as well as the problem of secur- 
 ing competent instruction. 
 
 REFERENCE BOOKS ON EDUCATION AND PEDAGOGY 
 FOR TEACHERS. 
 
 (Furnished by Dean C. E. Hodgin.) 
 Johnson and Others: The Modern High School (Scribner's) 
 1914. 
 
 Parker: Methods of Teaching in High Schools (Ginn) 1915. 
 Brown: The American High School (Macmillan) 1909. 
 Judd: Psychology of High School Subjects (Ginn) 1915. 
 Graves: A Student's History of Education (Macmillan) 1915. 
 Klapper: Principles of Educational Practice (Appleton) 1912. 
 James: Talks on Psychology and Life's Ideals (Holt). 
 Hibben: The Problems of Philosophy (Scribner's). 
 Dewey: How We Think (Heath). 
 Darvis: Vocational and Moral Guidance (Ginn) 1914. 
 Lee: Play in Education (Macmillan) 1915. 
 
Admtsaum to Iltp Unnwratty 
 
 GENERAL STATEMENT. 
 
 Aii applicant for admission to any of the colleges 
 or schools of the University must be at least sixteen 
 years of age. 
 
 Women are admitted to all departments under 
 the same conditions as and on absolute equality 
 with men. 
 
 Students may be admitted at any time during the 
 University year, but should enter, if possible, at the 
 beginning of a semester. Students can seldom enter 
 the School of Applied Science to advantage except 
 at the opening of the college year. 
 
 Students who register after the time appointed 
 for this purpose must pay the late registration fee 
 and the amount of credit given in each course for 
 which they register will be diminished in propor- 
 tion to the lateness of their entrance. 
 
 ENTRANCE REQUIREMENTS. 
 
 The requirements for admission are stated in 
 terms of units. The term "unit" means the com- 
 pletion of a course of study consisting of five recita- 
 tion periods of at least forty minutes each per week 
 during at least thirty-six weeks. A laboratory pe : 
 riod or other practice work should extend over at 
 least two consecutive recitation periods and is con- 
 sidered the equivalent of one recitation. 
 
 Fifteen units are required for admission to any 
 
2g2 Bulletin University of New Mexico (Ed. Series 
 
 College or School of the University, some of which 
 are prescribed and the remainder elective. The va- 
 riation existing between the prescribed subjects and 
 those that may be offered as electives is shown in 
 the following exhibit, in which list A in every case 
 is prescribed, and the remainder of the fifteen units 
 required for entrance may be elected from lists B 
 and C in the amounts indicated. 
 
 TOR ADMISSION TO THE COLLEGE OF LETTERS AND 
 SCIENCE, THE SCHOOLS OF FINE ARTS, COM- 
 MERCE, AND LATIN-AMERICAN AFFAIRS. 
 
 LIST A. 
 
 English, 3 units. 
 
 History and Social Science, 1 unit. 
 
 Foreign Language (in one language), 2 units. 
 
 Algebra, 1 unit. 
 
 Plane Geometry, 1 unit. 
 
 Laboratory Science, 1 unit. 
 
 Total prescribed, 9 units. 
 
 From List B (see below), 2-6 units. 
 
 From List C (see below) , y>-4: units. 
 
 Total, to make, 15 units. 
 
 FOR ADMISSION TO THE SCHOOL OF APPLIED 
 SCIENCE. 
 
 LIST A. 
 
 English, 3 units. 
 
 Foreign Language (in one language, preferably 
 modern ) , 2 units. 
 Algebra, iy 2 units. 
 
 Geometry, Plane and Solid, iy 2 units. 
 Physics, 1 unit. 
 
Vol. 1. No. 9. 1916) Mitchell 283 
 
 Total prescribed, 9 units. 
 From List B, 2-6 units. 
 From List C, ^-4 units. 
 
 FOR ADMISSION TO THE SCHOOL OF EDUCATION. 
 LIST A. 
 
 English, 3 units. 
 
 Ancient History, 1 unit. 
 
 U. S. History, V 2 unit. 
 
 Civics, y 2 unit. 
 
 Foreign Language (in one language j, 2 units. 
 
 Algebra, 1 unit. 
 
 Plane Geometry, 1 unit. 
 
 Laboratory Science, 1 unit. 
 
 Physiology, y 2 unit. 
 
 Total prescribed, 10y 2 units. 
 
 From List B, 2y 2 -&y 2 units. 
 
 From List C, y 2 -2 units. 
 
 Total, to make, 15 units. 
 
 The matriculant must offer the subjects contain- 
 ed in List A for admission to the Coiiege or School 
 of which he expects to become a member. Under 
 List C are given the minimum and maximum num- 
 bers of units that are accepted from that list by 
 each College or School. The remainder of the fif- 
 teen units required for entrance is to be offered 
 from List B. None of the subjects in List C is pre- 
 scribed for entrance and if no electives are offered 
 from this list, the number of units needed in addi- 
 tion to List A to make a total of fifteen is to be 
 taken from List B. 
 
28J. Bulletin University of New Mexico (Ed. Series 
 
 ENTRANCE WITH CONDITIONS. 
 
 Applicants for admission to the University who 
 can furnish thirteen units are admitted to Fresh- 
 man standing' with entrance conditions in the pre- 
 scribed or elective units in which they are deficient. 
 This deficiency must be removed m the first year of 
 residence. 
 
 LIST B. 
 
 Four units is the maximum amount accepted 
 from any group in this list, including the units al- 
 ready offered to meet the requirements in List A, 
 except the group of foreign languages, where six 
 units may be accepted, including the two units re- 
 quired in this group in List A. 
 
 1. Group of English Grammar and Composi- 
 tion, English and American Literature. 
 
 2. Group of History and Social Science. 
 Ancient History, y 2 -l unit. 
 
 Medieval and Modern History, y 2 -l unit. 
 
 English History, y 2 -l unit. 
 
 American History, y 2 -l unit. 
 
 Civics, y 2 unit. 
 
 History and Civics of New Mexico, y 2 unit. 
 
 Economics, V 2 unit. 
 
 3. Group of Foreign Languages. 
 French, 1-4 units. 
 
 German, 1-4 units. 
 
 Greek, 1-3 units. 
 
 Latin, 1-1 units. 
 
 Spanish, 1-4 units. 
 
 Other foreign languages, 1-1 units each. 
 
 1. Group of Mathematics. 
 
Vol. 1, No. 9, 1916) Mitchell 285 
 
 Algebra to Quadratics, 1 unit. 
 
 Algebra, complete, V/ 2 units. 
 
 Plane Geometry, 1 unit. 
 
 Solid Geometry, y 2 unit. 
 
 Algebraic Theory, advanced, y 2 unit. 
 
 Trigonometry, y 2 unit. 
 
 Advanced Arithmetic, y 2 unit. 
 
 5A. Group of Laboratory Sciences. 
 
 Botany, V 2 -l unit. 
 
 Zoology, y 2 -l unit. 
 
 Chemistry, 1 unit. 
 
 Physics, 1 unit. 
 
 Physiology, y 2 unit. 
 
 Physiology-Biology, 1 unit. 
 
 Physical Geography, y 2 -\ unit. 
 
 Geology, y 2 -l unit. 
 
 5B. Group of Non-Laboratory Sciences. 
 
 Any of the above, if given without adequate lab- 
 oratory equipment and practice, and also the fol- 
 lowing : 
 
 General Science, y 2 -l unit. 
 
 Astronomy, y 2 unit. 
 
 Psychology, y 2 unit. 
 
 list c. 
 
 The maximum amount that may be offered from 
 this list for entrance to the various Colleges and 
 Schools of the University is indicated above, but no- 
 where exceeds four units. The maximum that will 
 be accepted in any one subject contained in the 
 group is shown below. 
 
 Agriculture, y 2 -2 units. 
 
 Home Economics (Domestic Science). y 2 -S units. 
 
2^C, Bulletin University of New Mexico (K<1. Series 
 
 Commercial Subjects, ^-4 units. 
 
 Manual Training and Arts, \ 2 -2 units. 
 
 Music. y 2 -2 units. 
 
 ( Note : — ( Ordinarily Agriculture and Home Econ- 
 omics are not accepted as meeting the requirement 
 of one unit in a laboratory science. It is believed, 
 however, that certain courses in these subjects with 
 proper equipment and adequate instruction can be 
 regarded on a par with the sciences in Group 5A in 
 List B. Any applicant offering Agriculture or Do- 
 mestic Science (Foods and Cooking), as a labora- 
 tory science should present notebook and such 
 other evidence as is likely to demonstrate that the 
 course pursued should be regarded as efficient as, 
 say. Physics or Biology or ( Jhemistry, in developing 
 accuracy and method in scientific investigation.) 
 
 OPTIONAL SUBJECTS. 
 
 An optional subject is any subject taken in the 
 high school not included in List B or List C. A 
 maximum of one unit in optional subjects may be 
 accepted, subject to the nature and quality of the 
 work done, but not with four units from List C. 
 
Itarrtpttmt of iwbjrrts Hoklj ilay Be Armottpo 
 atto Arr?ptrb for AonttBBton 
 
 The Faculty of the University are of the opinion 
 that the four years of the high school and the four 
 years of the college should so fit into each other and 
 complete each other that at the time of graduation 
 from college the student will have received a broad 
 foundation in several branches of study and con- 
 siderable special and intensive training in the de- 
 partment in which he shows the greatest capability. 
 To this end the Faculty have arranged the various 
 subjects into groups according to the relationship 
 which exists between the several subjects. By the 
 time graduation time is reached, taking into consid- 
 eration the high school course as well as the college 
 course, the student will have become acquainted 
 with some of the subjects in each of several groups. 
 When a student has neglected any one of the 
 more important groups, he is compelled to take 
 more work in that group in his college course. And 
 vice versa when he has taken a large amount of 
 work in any of the more important groups in his 
 high school course, his graduation requirements in 
 that group are diminished. This principle applies 
 particularly to the groups of foreign language, and 
 the natural sciences. High school and college sub- 
 jects are accordingly arranged into groups as fol- 
 lows: 
 
 English. 
 
2gg Bulletin University of New Mexico (Ed. Series 
 
 History and Social Science. 
 
 Foreign Languages. 
 
 Mathematics. 
 
 Psychology and Philosophy. 
 
 Natural Sciences. 
 
 Vocational and Industrial Subjects. 
 
 The University catalog under Requirements for 
 Graduation from the College of Letters and Science 
 should be consulted for detailed information as to 
 the requirements in foreign language and sciences. 
 In order to profit by the exemptions allowed in for- 
 eign languages, it should be noted that six units 
 should be offered. It also often happens that a 
 student can include two laboratory sciences in his 
 high school course and by so doing obtain exemp- 
 tion from a part of the requirement in science after 
 he reaches the University. 
 
 DESCRIPTION OF COURSES 
 
 In this section an attempt is made to furnish a 
 description of all courses that may find place in the 
 high school curriculum, to set up the goal to be 
 reached in each course, to give a list of textbooks 
 suitable for each course and the equipment needed 
 for the successful teaching of each course wher- 
 ever the course involves necessary laboratory or 
 practice work, 
 
 I. 
 GROUP OF ENGLISH LANGUAGE, COM- 
 POSITION, AND LITERATURE. 
 
 ( Furnished by Professor Proctor F. Sherwin. ) 
 Three units prescribed, one additional elective. 
 
Vol. 1, No. 9, 1916) Mitchell 289 
 
 It is recommended that three years of the high- 
 school course in English conform to the following- 
 standard. This amount of work, if of satisfactory 
 quality, will be accepted as fulfilling the prescribed 
 requirement of three units in English. 
 
 UNIFORM COLLEGE ENTRANCE REQUIREMENTS IN 
 ENGLISH. 
 
 The study of English in school has two main ob- 
 jects : (1) command of correct and clear English, 
 spoken and written : ( 2 i ability to read with accu- 
 racy, intelligence, and appreciation. 
 
 GRAMMAR AND COMPOSITION. 
 
 The first object requires instruction in grammar 
 and composition. English grammar should be 
 reviewed in the secondary school : and correct spell- 
 ing and grammatical accuracy should be rigorous- 
 ly exacted in connection Avith all written work dur- 
 ing the four years. The principles of English 
 composition governing punctuation, the use of 
 words, sentences, and paragraphs should be thor- 
 oughly mastered : and practice in composition, oral 
 as well as written, should extend throughout the 
 secondary school period. Written exercises may 
 Avell comprise letter-writing, narration, description, 
 and easy exposition and argument. It is advisable 
 that subjects for this work be taken from the stu- 
 dent's personal experience, general knowledge, and 
 studies other than English, as well as from his 
 reading in literature. Finally, special instruction 
 in language and composition should be accom- 
 panied by concerted effort of teachers in all branch- 
 
290 Bulletin University of New Mexico (Ed. Series 
 
 es to cultivate in the student The habit of using good 
 English in his recitations and various exercises. 
 whether oral or written. 
 
 LITERATURE. 
 
 The second object is sought by means of two lists 
 of books, headed respectively Beading and Study, 
 from which may be framed a progressive course in 
 literature covering three or four years. In connec- 
 tion with both lists, the student should be trained in 
 reading aloud and be encouraged to commit to mem- 
 ory some of the more notable passages both in verse 
 and in prose. As an aid to literary appreciation, he 
 is further advised to acquaint himself with the most 
 important facts in the lives of the authors whose 
 works he reads and with their place in literary his- 
 tory. 
 
 A. BLADING. 
 
 The aim of this course is to foster in the student 
 the habit of intelligent reading and to develop a 
 taste for good literature, by giving him a first-hand 
 knowledge of some of its best specimens. He should 
 read the books carefully, but his attention should 
 not be so fixed upon details that he fails to appre- 
 ciate the main purpose and charm of what he reads. 
 
 With a view to large freedom of choice, the books 
 provided for reading are arranged in the following 
 groups, from each of which at least two selections 
 are to be made, except as otherwise provided under 
 Group I. 
 
 Group I — Classics in Translation 
 The Old Testament, comprising at least the chief narrative 
 episodes in Genesis. Exodus. Joshua. Judges. Samuel, Kings, and 
 
Vol. 1, No. 9, 1916) Mitchell 291 
 
 Daniel, together with the books Ruth and Esther. 
 
 The Odyssey, with the omission, if desired, of Books I, II, HI, 
 IV, V, XV, XVI, XVII. 
 
 The Iliad, with the omission, if desired, of Books XI, Xm, 
 
 xiv, xv, xvn, xxi. 
 
 The Aeneid. 
 
 The Odessey, Iliad, and Aeneid should be read in English 
 translations of recognized literary excellence. 
 
 For any selection from this group a selection from any other 
 group may be substituted. 
 
 Group II — Shakespeare 
 
 Midsummer-Night's Dream, Richard II, 
 
 Merchant of Venice, Richard III, 
 
 As You Like It, Henry V, 
 
 Twelfth Night, Coriolanus, 
 
 The Tempest, Julius Caesar, ) If not chosen 
 
 Romeo and Juliet, Macbeth, > for study 
 
 King John, Hamlet, i under B. 
 
 ' Group III — Prose Fiction 
 
 Malory: Morte d 'Arthur (about 100 pages). 
 
 Bunyan: Pilgrim's Progress, Part I. 
 
 Swift: Gulliver's Travels (voyages to Lilliput and to Brob- 
 
 dingnag) . 
 Defoe: Robinson Crusoe, Part I. 
 Goldsmith: Vicar of Wakefield. 
 Frances Burney: Evelina. 
 Scott's Novels: any one. 
 Jane Austen's Novels: any one. 
 
 Maria Edgeworth: Castle Rackrent, or The Absentee. 
 Dickens' Novels: any one. 
 Thackeray's Novels: any one. 
 George Eliot's Novels: any one. 
 Mrs. Gaskell: Cranford. 
 
 Kingsley: Westward Ho! or Hereward, the Wake. 
 Reade: The Cloister and the Hearth. 
 Blackmore: Lorna Doone. 
 Hughes: Tom Brown's School Days. 
 Stevenson: Treasure Island, or Kidnapped, or Master of Bal- 
 
oqo Bulletin University) of New Mexico (Ed- Series 
 
 lantrae. 
 
 Cooper's Novels: any one. 
 
 Poe: Selected Tales. 
 
 Hawthorne: The House of the Seven Gables, or Twice Told 
 Tales, or Mosses from an Old Manse. 
 
 A collection of Short Stories by various standard writers. 
 
 Group IV — Essays, Biography, Etc. 
 
 Addison and Steele: The Sir Eoger de Coverley Papers, or 
 Selections from the Tatler and Spectator (about 200 pages). 
 
 Boswell: Selections from the Life of Johnson (about 200 
 pages). 
 
 Franklin : Autobiography. 
 
 Irving: Selections from the Sketch Book (about 200 pages), 
 or Life of Goldsmith. 
 
 Southey: Life of Nelson. 
 
 Lamb: Selections from the Essays of Elia (about 100 pages). 
 
 Lockhart: Selections from the Life of Scott (about 200 pages). 
 
 Thackeray: Lectures on Swift, Addison, and Steele in the 
 English Humorists. 
 
 Macaulay: Any one of the following essays: Lord Clive, 
 Warren Hastings, Milton, Addison, Goldsmith, Frederick the 
 Great, Madam d 'Arblay. 
 
 Trevelyan: Selections from the Life of Macaulay (about 200 
 pages). 
 
 Ruskin: Sesame and Lilies, 9r Selections (about 150 pages). 
 
 Dana: Two Years Before the Mast. 
 
 Lincoln: Selections, including at least the two Inaugurals, 
 the Speeches in Independence Hall and at Gettysburg, the Last 
 Public Address, the Letter to Horace Greeley; together with a 
 brief memoir or estimate of Lincoln. 
 
 Parkman: The Oregon Trail. 
 
 Thoreau: Walden. 
 
 Lowell: Selected Essays (about 150 pages). 
 
 Holmes: The Autocrat of the Breakfast Table. 
 
 Stevenson: An Inland Voyage and Travels with a Donkey. 
 
 Huxley: Autobiography and selections from Lay Sermons, in- 
 
Vol. 1, No. 9, 1916) Mitchell 293 
 
 eluding the addresses on Improving Natural Knowledge, A Lib- 
 eral Education, and A Piece of Chalk. 
 
 A collection of Essays by Bacon, Lamb, De Quincey, Hazlitt, 
 Emerson, and later writers. 
 
 A collection of Letters by various standard writers. 
 
 Group V — Poetry 
 
 Palgrave: Golden Treasury (First Series): Books II and HI, 
 with special attention to Dryden, Collins, Gray, Cowper, and 
 Burns. 
 
 Palgrave: Golden Treasury (First Series), Book IV, with spe- 
 cial attention to Wordsworth, Keats, and Shelley (if not chosen 
 for study under B). 
 
 Goldsmith: The Traveller and The Deserted Village. 
 
 Pope: The Eape of the Lock. 
 
 A collection of English and Scottish Ballads, as, for example, 
 some Eobin Hood ballads, The Battle of Otterburn, King Est- 
 mere, Young Beichan, Bewick and Grahame, Sir Patrick Spens, 
 and a selection from later ballads. 
 
 Coleridge: The Ancient Mariner, Christabel, and Kubla Khan. 
 
 Byron: Childe Harold, Canto III or IV, and The Prisoner of 
 Chillon. 
 
 Scott: The Lady of the Lake, or Marmion. 
 
 Macaulay: The Lays of Ancient Eome, The Battle of Naseby, 
 The Armada, Ivry. 
 
 Tennyson: The Princess, or Gareth and Lynette, Lancelot and 
 Elaine, and The Passing of Arthur. 
 
 Browning: Cavalier Tunes, The Lost Leader, How They 
 Brought the Good News from Ghent to Aix, Home Thoughts 
 from Abroad, Home Thoughts from the Sea, Incident of the 
 French Camp, Herve Eiel, Pheidippides, My Last Duchess, Up at 
 a Villa— Down in the City, The Italian in England, The Patriot, 
 The Pied Piper, ' ' De Gustibus— ' ', Instans Tyrannus. 
 
 Arnold: Sohrab and Eustum, and the Forsaken Merman. 
 
 Selections from American Poetry, with special attention to 
 Poe, Lowell, Longfellow, and Whittier. 
 
OQl Bulletin University of New Mexico (Ed. Series 
 
 B. STUDY. 
 This part of the requirement is intended as a nat- 
 ural and logical continuation of the student's 
 earlier reading, with greater stress laid upon form 
 and style, the exact meaning of words and phrases, 
 and the understanding of allusions. The books 
 provided for study are arranged in four groups, 
 from each of which one selection is to be made. 
 
 Group I — Drama 
 
 Shakespeare: Julius Caesar, Macbeth, Hamlet. 
 Group II — Poetry 
 
 Milton: L 'Allegro, II Penseroso, and either Comus or Lycidas. 
 
 Tennyson: The Coming of Arthur, The Holy Grail, and The 
 Passing of Arthur. 
 
 The selections of Wordsworth, Keats, and Shelley in Book 
 IV of Palgrave's Golden Treasury (First Series). 
 
 Group III — Oratory 
 
 Burke: Speech on Conciliation with America. 
 
 Macaulay: Two Speeches on Copyright; and Lincoln: Speech 
 at Cooper Union. 
 
 Washington: Farewell Address; and Webster: First Bunker 
 Hill Oration. 
 
 Group IV — Essays 
 Carlyle: Essay on Burns, with a selection from Burns' Poems. 
 Macaulay: Life of Johnson. 
 Emerson: Essay on Manners. 
 
 EXAMINATIONS. 
 
 However accurate in subject-matter, no paper 
 should be considered satisfactory if seriously de- 
 fective in punctuation, spelling, or other essentials 
 of good usage. 
 
Vol. 1, No. 9, 1916) Mitchell 295 
 
 In grammar and composition, the student should 
 be asked specific questions upon the practical es- 
 sentials of these studies, such as the relation of , the 
 various parts of a sentence to one another, the con- 
 struction of individual words in a sentence of rea- 
 sonable difficulty, and those good usages of modern 
 English which one should know in distinction from 
 current errors. The main test in composition 
 should consist of one or more essays, developing a 
 theme through several paragraphs ; the subjects 
 should be drawn from the books read, from the 
 student's other studies, and from his personal 
 knowledge and experience quite apart from read- 
 ing. For this purpose the examiner should provide 
 several subjects, perhaps eight or ten, from which 
 the student may make his own selections. He 
 should not be expected to write more than four hun- 
 dred words per hour. 
 
 The examination in literature should include : 
 
 A. General questions designed to test such a knowledge and 
 appreciation of literature as may be gained by fulfilling the re- 
 quirements defined under A. BEADING, above. 
 
 B. A test on the books prescribed for study, which should 
 consist of questions upon their content, form, and structure, 
 and upon the meaning of such words, phrases, and allusions as 
 may be necessary to an understanding of the works and an ap- 
 preciation of their salient qualities of style. General questions 
 may also be asked concerning the lives of authors, their other 
 works, and the periods of literary history to which they belong. 
 
 It is recommended that the Grammar and Com- 
 position represent one-half and the Literature the 
 other half of these three years' work. The Gram- 
 mar and Composition should predominate in the 
 
29C Bulletin University of New Mexico (Ed. Series 
 
 first year and receive attention on three days a 
 week. In the second year, the available time should 
 be distributed equally between Composition and 
 Literature, and in the third year, the Literature 
 should occupy three days a week. 
 
 The work outlined above is suggested for a three 
 years' course in English in high schools. It will be 
 accepted by the University as meeting the prescrib- 
 ed entrance requirement of three units in English. 
 
 An additional full year's study, which should 
 consist of one period of Composition and four pe- 
 riods given to the study of either American or Eng- 
 lish literature taught as a systematic historical sur- 
 vey with textbook and supplementary readings, 
 may be offered as a fourth unit in English. 
 
 REFERENCE LIBRARY IN ENGLISH 
 A. English Language. 
 
 Dictionaries: 
 
 New English Dictionary on Historical Principles (Oxford 
 University Press). 
 
 New Standard Dictionary (Funk and Wagnalls). 
 
 Skeat: Concise Etymological Dictionary of the English Lan- 
 guage (Am. Bk.) 
 
 Webster's New International Dictionary (G. & C. Merriam 
 and Co.) 
 Grammar: 
 
 Kittredge and Farley: Advanced English Grammar (Ginn). 
 
 Scott and Buck: Brief English Grammar (Scott, Foresman). 
 Reference: 
 
 Emerson: History of the English Language, $1.25 (Macmillan). 
 
 Fernald: Connectives of English Speech, $1.50 (Funk & 
 Wagnalls). 
 
 Fernald: English Synonyms and Antonyms, $1.50 (Funk & 
 Wagnalls). 
 
Vol. 1. No. 9, 1916) Mitchell 09- 
 
 Greenough and Kittredge: Words and Their Ways in Eng- 
 lish Speech, $1.10 (Macmillan). 
 
 Peile: Philology, $0.40 (Am. Bk. Co.) 
 
 Weekley: The Romance of Names, $1.25 (Dutton). 
 
 Weekley: The Romance of Words, $1.25 (Dutton). 
 B. Rhetoric. 
 Oral and Written Composition: 
 
 Baldwin: College Manual of Rhetoric, $1.60 (Longmans). 
 
 Baldwin: Composition, Oral and Written, $1.25 (Longmans). 
 
 Baldwin: How to Write, $0.50 (Macmillan). 
 
 Baldwin: Writing and Speaking (Longmans). 
 
 Briggs and McKinney: First Book of Composition for High 
 Schools, $0.90 (Ginn). 
 
 Buehler: Practical Exercises in English, $0.50 (Am. Bk. Co.). 
 
 Carpenter: Elements of Rhetoric and English Composition, 
 $1.00 (Macmillan). 
 
 Hitchcock: New Practice Book in English Composition, $1.10 
 (Holt). 
 
 Leonard and Fuess: High School Spelling Book, (Am. Bk. Co.) 
 
 Linn: Essentials of English Composition, $1.00 (Scribners). 
 
 Lomer and Ashmun: Study and Practice of Writing English, 
 $1.10 (Houghton). 
 
 Manly and Powell: Manual for Writers, $1.00 (University of 
 Chicago Press). 
 
 Shurter: Extempore Speaking, $0.90 (Ginn). 
 
 Slater: Freshman Rhetoric, $1.00 (Heath). 
 
 Utter: Guide to Good English, $1.20 (Harper). 
 
 Winans: Public Speaking, Principles and Practice, $1.50 (Cen- 
 tury). 
 Forms of Composition: 
 
 Scott and Zeitlin: College Readings in English Prose, $1.25 
 ( Macmillan |. 
 
 Jelliffe: Handbook of Exposition, $0.90 (Macmillan). 
 
 Knapp and French: Speech for Special Occasions, $1.10 (Mac- 
 millan). 
 
 Baker: Forms of Public Address, $1.00 (Holt). 
 
298 
 
 Bulletin University of New Mexico (Ed. Series 
 
 Baker and Huntington: Principles of Argumentation, $1.50 
 
 (Ginn). 
 Gardiner: The Making of Arguments, $1.00 (Ginn). 
 Esenwein and Chambers: Art of Story-Writing, $1.25 (Home 
 
 Correspondence School). 
 Albright: The Short Story, Its Principles and Structure, 
 
 $0.90 (Macmillan). 
 Hyde: Newspaper Eeporting and Correspondence, $1.50 (Ap- 
 
 pleton). 
 Davis and Lingham: Business English and Correspondence, 
 
 $1.00 (Ginn). 
 
 Theory : 
 
 Cooper: Theories of Style, $1.10 (Macmillan). 
 
 Smith: Mechanism of English Style, $1.00 (Oxford U. Press). 
 
 Welldon: Ehetoric of Aristotle (Macmillan). 
 
 Wendell: English Composition, $1.50 (Scribners). 
 
 C. English and American Literature 
 
 Anthologies: 
 
 Manly: English Poetry, $1.50 (Ginn). 
 
 Manly: English Prose, $1.50 (Ginn). 
 
 Ward: English Poets, 4 volumes, $4.00 (Macmillan). 
 
 Craik: English Prose, 5 volumes, $5.50 (Macmillan). 
 
 Calhoun and MacAlarney: Eeadings from American Litera- 
 ture, $1.40 (Ginn). 
 
 Page: Chief American Poets, $1.75 (Houghton). 
 
 Weston: Chief Middle English Poets, $2.00 (Houghton). 
 
 Nealson and Webster: Chief British Poets of the XlVth and 
 XVth Centuries, $2.50 (Houghton). 
 
 Lynn: Collection of XVIIIth Century Prose, $1.10 (Mac- 
 millan). 
 
 Alden: Eeadings in English Prose of the XVIIIth Century, 
 $2.25 (Houghton). 
 
 Page: British Poets of the XlXth Century, $2.00 (Sanborn). 
 
 Stedman: American Anthology, $3.00 (Houghton). 
 
 Stedman: Victorian Anthology, $2.50 (Houghton). 
 
Vol. 1, No. 9, 1916) Mitchell 299 
 
 History: 
 
 Pancoast: Introduction to English Literature, $1.35 (Holt). 
 
 Pancoast: Introduction to American Literature, $1.12 (Holt). 
 
 Long: English Literature, $1.35 (Ginn). 
 
 Long: American Literature, $1.35 (Ginn). 
 
 Greenlaw: Syllabus of English Literature, $1.35 (Sanborn). 
 
 Eyland: Chronological Outlines of English Literature, $1.50 
 (Macmillan). 
 
 "Whitcomb: Chronological Outlines of American Literature, 
 $1.50 (Macmillan). 
 
 Cairns: History of American Literature, $1.25 (Oxford U. 
 Press). 
 
 Baldwin: Introduction to English Medieval Literature, 
 $1.25 (Longmans). 
 
 Gosse: History of XVIIIth Century Literature, $1.50 (Mac- 
 millan). 
 
 Herford: Age of Wordsworth, $1.00 (Macmillan). 
 
 Stedman: Victorian Poets, $2.25 (Houghton). 
 
 Stedman: Poets of America, $2.25 (Houghton). 
 
 Pattee: History of American Literature since 1870, $2.00 
 (Century). 
 
 Types: 
 
 Courthope: History of English Poetry, 6 volumes, $18.00 
 ((Macmillan). 
 
 Minto: Manual of English Prose Literature, $1.50 (Ginn). 
 
 Gummere: Oldest English Epic, $1.10 (Macmillan). 
 
 Sargent and Kittredge: English and Scottish Popular Bal- 
 lads, $3.00 (Houghton). 
 
 Mead: Selections from Malory's Morte Darthur, $0.80 
 (Ginn). 
 
 Sommer: Malory's Morte Darthur (Text), $2.00 (Nutt, 
 London). 
 
 Schelling: English Drama, $1.50 (Dutton). 
 
 Tatlock and MacKaye: Principal English Plays (Century). 
 
 Manly: Specimens of Pre-Shakespearean Drama, 2 vols., 
 $2.50 (Ginn). 
 
;>(j(j Bulletin University of New Mexico (Ed. Series 
 
 Neilson: Chief Elizabethan Dramatists, $2.75 (Houghton). 
 
 Fulton and Trueblood: British and American Eloquence, 
 $1.25 (Ginn). 
 
 Harding-: Select Orations (American), $1.25 (Macmillan). 
 
 Bryan and Crane: English Familiar Essay (Ginn). 
 
 Canby: study of the Short-Story, $1.00 (Holt). 
 
 Cross: Development of the English Novel, $1.50 (Mac-. 
 millan). 
 
 Hopkins and Hughes: English Novel Before the XlXth Cen- 
 tury, $1.60 (Ginn). 
 
 Bible: 
 
 Moulton: Modern Reader's Bible, $2.00 (Macmillan). 
 Moultou: Short Introduction to the Literature of the Bible, 
 $1.00 (Heath).' 
 
 Individual Authors: 
 
 In general, the following are recommended, in the order given, 
 as the best standard editions of the poets: 
 
 Oxford Editions of Standard Authors, Oxford University 
 Press, $0.50 each; The Cambridge Poets, Houghton, Mif- 
 flin Co., $1.50 and $2.25 each; and New Globe. Poets, 
 Macmillan Co., $1.75 each. 
 
 Kittredge: Chaucer and His Poetry, $1.25 (Harvard Univer- 
 sity Press). 
 
 Dowden: shakspere, $0.35 (Am. Bk.). 
 
 Sneath: Wordsworth — Poet of Nature and Poet of Man, 
 $2.00 (Ginn). 
 
 Van Dyke: Poetry of Tennyson, $2.00 (Scribner's). 
 
 Corson: Introduction to Browning, $1.00 (Heath). 
 
 D. Introductory, Pedagogical, Bibliographical Reference. 
 
 Ballou: Scales for the Measurement of English Composition, 
 
 $0.50 (Harvard University Press). 
 Bartlett: Familiar Quotations (Little). 
 Bradish: Old Norse Stories, $0.45 (Am. Bk.). 
 
Vol. 1, No. 9, 1916) Mitchell 301 
 
 Brown: How the French Boy Learns to Write, $1.25 (Har- 
 vard University Press). 
 
 Chubb: Teaching of English, $1.00 (Macmillan). 
 
 Cooper: Aristotle on the Art of Poetry, $0.80 (Ginn). 
 
 Cooper: Methods and Aims in the Study of Literature, $1.20 
 (Ginn). 
 
 Corson: Aims of Literary Study, $0.75 (Macmillan). 
 
 Corson: Primer of English Verse, $1.00 (Ginn). 
 
 Gayley: Classic Myths in English Literature and in Art, 
 $1.50 (Ginn). 
 
 Guerber: Myths of Greece and Rome, $1.50 (Am. Bk.). 
 
 Winchester: Five Short Courses of Reading, $0.50 (Ginn). 
 
 Winchester: Some Principles of Literary Criticism, $1.50 
 (Macmillan). 
 
 E. Parliamentary Law. 
 Gaines: New dishing 's Manual of Parliamentary Law and 
 
 Practice, $0.75 (Dutton). 
 Robert: Rules of Order Revised, $1.00 (Scott, Foresman). 
 Three Charts for Parliamentary Law, $5.00 (U. S. Printing 
 
 and Litho. Co., Erie, Pa.). 
 
 P. Periodicals for Teachers. 
 The Dial, $2.00 (Shepard, Chicago). 
 English Journal, $2.50 (University of Chicago Press). 
 Quarterly Journal of Public Speaking. 
 
 II. 
 
 GROUP OF HISTORY AND SOCIAL SCIENCE. 
 
 Two units from this group are required for 
 entrance to the School of Education, namely, An- 
 cient History, 1 unit: XL S. History, y 2 unit, and 
 Civics, V 2 unit. There is no requirement in this 
 group for entrance to the School of Applied Sci- 
 ence. The other Colleges and Schools of the Uni- 
 
QQ2 Bulletin University of New Mexico (Ed. Series 
 
 versity require one unit from this group for en- 
 trance. 
 
 1. HISTORY. 
 
 (Furnished by Professor Roscoe R. Hill) 
 Where only one year's work is offered in History, 
 this course should be Ancient History. The second 
 course offered should be American History, which 
 may occupy the whole year or merely one half of the 
 year. The third year offered in History should be 
 English History and when a fourth course is offer- 
 ed, it should be Medieval and Modern History. 
 When four full years in History are offered, the or- 
 der should be : Ancient, Medieval and Modern, Eng- 
 lish, American. It is thus seen that when two years 
 of History are given in a high school, the recom- 
 mendation is that Ancient History be placed in the 
 first or second year of the curriculum and Ameri- 
 can History have a place in the fourth year. The 
 last year's work can very well be divided between 
 American History and Civics. 
 
 From one to four units may be offered in History 
 but it is recommended that not more than three 
 full years' work be offered in History in high 
 schools. The work should cover some standard 
 textbook together with a book of readings. Map 
 work should be carried on throughout each course. 
 The McKinley Outline Topics are recommended as 
 providing excellent map work, as well as giving out- 
 lines, references, illustrations, and additional 
 source materials for collateral reading. 
 
 The following textbooks and source books are in- 
 
Vol. 1, No. 9, 1916) Mitchell 303 
 
 dicated as examples of the amount and character of 
 the material for each unit : 
 
 1. Ancient History. 
 
 Botsford: History of the Ancient World (Macmillan). 
 West: The Ancient World (Allyn and Bacon). 
 Wolf son: Essentials of Ancient History (Am. Bk. Co.). 
 G. W. and L. S. Botsford: Source Book of Ancient History 
 (Macmillan). 
 
 2. Medieval and Modern History. 
 West: The Modern World (Allyn and Bacon). 
 Harding: Essentials in Medieval and Modern History (Am. 
 
 Bk. Co.). 
 Bobinson: Beadings in European History, Abridged Edition 
 
 (Am. Bk. Co.). 
 Ogg: Source Book of Medieval History (Am. Bk. Co.). 
 
 3. English History. 
 Cheyney: Short History of England (Ginn and Co.). 
 Andrews: History of England (Allyn and Bacon). 
 Walker: Essentials of English History (Am. Bk. Co.). 
 Cheyney: Beadings in English History (Ginn and Co.). 
 Tuell and Hatch: Selected Beadings in English History 
 (Ginn and Co.). 
 
 4. American History. 
 Muzzey: American History (Ginn and Co.). 
 Montgomery: Students' American History (Ginn and Co.). 
 Muzzey : Beadings in American History (Ginn and Co.). 
 James: Beadings in American History (Scribners). 
 Hart: Source Book of American History (Macmillan). 
 
 2. SOCIAL SCIENCE. 
 
 (Furnished by Professor Clarence E. Bonnett.) 
 
 Civics. 
 This course must not be confined to the study of 
 
304 Bulletin University of New Mexico (Ed. Series 
 
 the form of our government, but must investigate 
 the functions that it performs and the manner in 
 which it functions. Only modern texts should be 
 used. Among the best of these are: Beard and 
 Beard's American Citizenship (for first-year 
 courses), Garner's Government in the United 
 States, and Guitteau's Government and Politics in 
 the U. S. A copy of Macy and Gannaway's Com- 
 parative Free Government should be accessible to 
 students. 
 
 Economics. 
 
 Acceptable work in this subject necessitates the 
 use of a modern text like Johnson's Introduction to 
 Economics, or Burch and hearing's Economics, 
 one of which must be mastered. Reference books 
 should be available to the students. 
 
 REFERENCE BOOKS FOR THE HIGH SCHOOL LIBRARY. 
 
 After a text has been chosen, copies of other texts 
 suggested below should be available for the pupils. 
 The following are recommended, in the order given : 
 
 Civics : 
 
 Macy and Gannaway: Comparative Free Government, $2.25 
 (Macmillan). 
 
 Beard: American Government and Politics, $2.10 (Mac- 
 millan). 
 
 Young: The New American Government and Its Work, 
 $2.25 (Macmillan). 
 
 Holt: Introduction to the Study of Government, $2.00 (Mac- 
 millan). 
 
 Hart: Actual Government, $2.25 (Longmans). 
 
 Ashley: American Government, $1.00 (Macmillan). 
 
 Bryce: American Commonwealth, Abridged Edition, $1.75 
 (Macmillan). 
 
Vol. 1, No. 9, 1916) Mitchell 305 
 
 Wilcox: Government by All the People, $1.50 (Macmillan). 
 
 Eay: Introduction to Political Parties and Practical Pol- 
 itics, $1.50 (Seribners). 
 
 Jones: Readings on Parties and Elections in U. S., $1.60 
 (Macmillan). 
 
 Howe: Modern City and Its Problems, $1.50 (Seribners). 
 
 Weyl: The New Democracy, $2.00 (Macmillan). 
 
 Leacock: Elements of Political Science, $1.75 (Houghton). 
 
 Garner: Introduction to Political Science, $2.50 (Am. Bk. 
 Co.). 
 
 Gettell: Problems in Political Evolution, $2.00 (Ginn). 
 
 Fuller: Government by the People, $1.00 (Macmillan). 
 
 Bradford: Commission Government in American Cities, $1.25 
 (Macmillan). 
 
 Beard: Readings in American Government and Politics, 
 $1.90 (Macmillan). 
 
 Dealey: Development of the State, $1.50 (Silver, Burdette 
 & Co.). 
 
 Goodnow: Politics and Administration in U. S., $1.50 (Mac- 
 millan). 
 
 Economics: 
 
 Ely: Outlines of Economics, 1916 Edition, $2.00 (Macmillan). 
 
 Day and Davis: Questions on the Principles of Economics, 
 $0.50 (Macmillan). 
 
 Hamilton: Current Economic Problems, $2.75 (University of 
 Chicago Press). 
 
 Fetter: Economics, Volumes I and II, $1.75 each (Century). 
 
 Seligman: Principles of Economics, $2.50 (Longmans). 
 
 Seager: Principles of Economics, $2.25 (Holt). 
 
 Coman: Industrial History of the U. S., $1.60 (Macmillan). 
 
 Taussig: Principles of Economics, $4.00 (Macmillan). 
 
 Brisco: Economics of Business, $1.50 (Macmillan). 
 
 Marshall, Field and Wright: Material for the Study of Ele- 
 mentary Economics, $2.75 (University of Chicago Press). 
 
 Bullock: Selected Readings in Economics, $2.25 (Ginn). 
 
30(5 Bulletin University of New Mexico (Ed. Series 
 
 Adams and Sumner: Labor Problems, $1.60 (Macmillan). 
 
 Carlton: History and Problems of Organized Labor, ,$2.00 
 (Heath). 
 
 Plehn: Introduction to Public Finance, $1.75 (Macmillan). 
 
 Carver: Principles of Eural Economics, $1.35 (Ginn). 
 
 Haney: Business Organization and Combination, $2.00 (Mac- 
 millan) . 
 
 Bullock: Introduction to the Study of Economics, $1.28 
 (Silver). 
 
 Bogart: Economic History of the U. S., $1.75 (Longmans). 
 
 Van Hise: Concentration and Control, $2.00 (Macmillan). 
 
 Holdsworth: Money and Banking, $2.00 (Appleton). 
 
 III. 
 
 GKOUP OF FOREIGN LANGUAGES. 
 Two units of foreign language in one language 
 are required for entrance to all colleges and 
 schools of the University, and in the case of the 
 School of Applied Science the offering should be 
 modern language. Six units is the maximum 
 amount that is accepted in foreign languages and 
 when an applicant offers six units as entrance to 
 the College of Letters and Science, the amount of 
 foreign language required for graduation from this 
 College is reduced. Foreign students, who do not 
 intend to pursue the study of English in the Uni- 
 versity, may offer their native language and lit- 
 erature in lieu of the entrance requirement in Eng- 
 lish, if equivalent in quality and amount, and in 
 case this is done, they are required to offer English 
 as their foreign language. Foreign languages not 
 listed below may be offered as meeting the require- 
 
Vol. 1, No. 9, 1916) Mitchell 307 
 
 meiit in foreign language for entrance, but indi- 
 vidual cases are judged on tlieir own merits. 
 
 1. French, 1-4 units. (Furnished by Professor 
 J. F. Nelson. ) 
 
 First Year's Work — Elementary grammar, with 
 the more common irregular verbs. Careful train- 
 ing in pronunciation. About 100 pages of easy 
 prose should be read. 
 
 Second Year's Work — Advanced grammar, with 
 all the irregular verbs. Elementary composition 
 and conversation. About 300 pages of standard 
 authors should be read. 
 
 Third Year's Work — Intermediate composition 
 and conversation. About 500 pages of standard 
 authors should be read, including a few classics. 
 
 Fourth Year's Work — Advanced composition 
 and conversation. Standard modern and classical 
 authors should be read and studied to the amount 
 of 700 pages. 
 
 ( Note — It is not recommended that French be of- 
 fered in New Mexico high schools for the present. ) 
 
 TEXT AND REFERENCE BOOKS: 
 
 Grammar: 
 Fraser and Squair: Shorter French Course (Heath). 
 Thieme and Ef finger: A French Grammar (Macmillan). 
 
 Composition : 
 Comfort: French Composition (Heath). 
 Francois: French Composition (Am. Book Co.). 
 Talbot: French Composition (Sanborn). 
 
 Readers: 
 Halevy: L'Abbe Constantin (Heath). 
 Merimee: Colomba (Heath). 
 
3()8 Bulletin University of Nev> Mexico (Ed. Series 
 
 La Brete: Mon Oncle et Mon Cure. 
 Laurie: Memories d'un Collegien (Heath). 
 Talbot: Le Franeais et sa Patrie (Sanborn). 
 
 Dictionaries: 
 Heath 's French-English Dictionary. 
 Lauson: Histoire de la Literature Francaise. 
 
 2. German, 1-4 units. (Furnished by Professor 
 J. F. Nelson.) 
 
 It is recommended that pupils be trained to un- 
 derstand spoken German and to reproduce freely, 
 in writing and orally, what has been read. What- 
 ever method of teaching is used, however, a thor- 
 ough knowledge of grammar is expected. Xo at- 
 tempt is made in what follows to give more than a 
 general outline for the work of successive years, but 
 the Department of German welcomes inquiries 
 from teachers who wish further suggestions in 
 planning their courses. 
 
 First Year's Work — At the end of the year pu- 
 pils should be able to read intelligently and with 
 accurate pronunciation simple German prose, to 
 translate it into idiomatic English, and to answer in 
 German easy questions on the passages read. A 
 few short poems may well be memorized. Element- 
 ary grammar should be mastered up to the subjunct- 
 ive as arranged in most books for beginners. Easy 
 prose composition rather than the writing of forms 
 should be the test of this grammatical work. 
 
 Second Year's Work — About 500 pages of mod- 
 ern authors should be read, preference being given 
 to material which has a distinctly German atmos- 
 phere and which lends itself readily to conversa- 
 
Vol. 1, No. 9, 1916) Mitchell 309 
 
 tional treatment in the classroom. The regular reci- 
 tations should afford constant oral and written 
 drill on the elementary grammar of the preceding- 
 year. More importance should be attached to ac- 
 curacy and facility in simple modes of expression 
 than to theoretical knowledge of advanced syntax. 
 
 Third Year's Work — Most of the time should still 
 be devoted to good modern prose. There should be 
 some work in advanced prose composition based on 
 German models — and the daily recitation should 
 continue to afford abundant oral practice. Pupils 
 ought by this time to understand spoken German 
 fairly well. 
 
 Fourth Year's Work — At the end of this year a 
 pupil should be able to read at sight any prose or 
 verse of moderate difficulty. He should be able to 
 express himself orally or in writing with consider- 
 able readiness and a high degree of accuracy. It is 
 recommended that Avork in composition take the 
 form of free reproduction of portions of the texts 
 studied rather than translations of English selec- 
 tions. The reading should be divided about equal- 
 ly between modern and classical authors. 
 
 SUGGESTED TEXTBOOKS: 
 FIRST YEAR— Vos: Essentials of German, or Bacon: Ger- 
 man Grammar, or Spanhoofd: Lehrbuch der Deutschen 
 Spraehe, complete. Reading, translation and discussion of 
 about 200 pages chosen from books like; Mosker: Wilkom- 
 men in Deutschland, Guerber: Maercken und Erzaelungen, 
 Bacon: Im Vaterland, Holzwarth: Gruss aus Deutschland, 
 and Price: Reformlesebuch. 
 
 SECOND YEAR — Drill in speaking, reading, and writing Ger- 
 
QJA Bulletin University of New Mexico (Ed. Series 
 
 man. Harris: German Composition, or Wesselhoeft: Ger- 
 man Composition. For reading choice may be made from the 
 following: Immensee, Gernielshausen, Hoeher als die Kirche, 
 Der Neffe als Onkel, and Widenbruch: Lachendes Land. 
 
 THIRD AND FOURTH YEARS — Composition continued, either 
 as translations from English or by means of original essays 
 on simple subjects. Books like the following have proved 
 most popular for advanced classes in high school German: 
 Wilhelm Tell, Minna von Barnhelm, Hermann und Dorothea, 
 Die Jungfrau von Orleans, Maria Stuart, and Die Jour- 
 nalisten. 
 
 REFERENCE LIBRARY FOR HIGH SCHOOLS: 
 
 Adler: A German Dictionary (Appleton). 
 
 Heath: German Dictionary (Heath). 
 
 Francke: History of German Literature (Henry Holt). 
 
 Coar: Studies in German Literature in the 19th Century 
 
 (Macmillan). 
 Kluge: Deutsche Nationalliteratur (American Book Co.). 
 Keller: Bilder a us der Deutschen Literatur (American 
 
 Book Co.). 
 Bernhardt: Geschichte der Deutschen Literatur (American 
 
 Book Co.). 
 Heller: Studies in Modern German Literature (Heath and 
 
 Co.). 
 
 3. Greek, 1-3 units. (Furnished by Professor 
 L. B. Mitchell.) 
 
 First Year's Work — The exercises in any of the 
 beginning books such as Benner and Smyth, White, 
 Burgess, Gleason and Atherton, &c, and one book 
 of the Anabasis or its equivalent. 
 
 Second Year's Work — Two additional books of 
 the Anabasis intensively studied and one book at 
 sight, and three books of Homer's Iliad or their 
 
Vol. 1, No. 9, 191(5) Mitchell 311 
 
 equivalents, together with grammar and prose com- 
 position equal to one exercise a week for one year. 
 
 Third Year's Work — Three additional books of 
 the Iliad and books VI and VII of Herodotus, or an 
 equivalent from other authors, together with com- 
 position and grammar one day a week . 
 
 (Note — It is recommended that Greek be not of- 
 fered for the present by New Mexico high schools. 
 The small number of candidates who present them- 
 selves for Greek does not justify the expense of in- 
 struction. Students who want Greek are advised to 
 wait until they reach the University where they can 
 complete the work much more rapidly. ) 
 
 ( Note — See under Latin for a list of teacher's ac- 
 cessories, such as maps, charts, pictures, lantern 
 slides, plaster casts, &c. ) 
 
 4. Latin, 1-4 units. (Furnished by Professor L. 
 B. Mitchell.) 
 
 The Latin Department recommends the course of 
 study reported by the Commission on College En- 
 trance Kequirements in Latin, which is as follows : 
 (a) In grammar and prose composition a knowl- 
 edge of forms and syntax should be acquired suf- 
 ficient for writing simple Latin prose, (b) In read- 
 ing the amount shall not be less than Caesar, Gallic 
 War, I-IV; Cicero, six orations, and Vergil, Aeneid 
 I-VI, and should be chosen from Caesar ( complete ) , 
 Nepos, Cicero (Orations, Letters, and De Senec- 
 tute), Sallnst, Ovid, and Vergil (complete), (c) 
 Out of the above, the following reading is required : 
 Cicero's Manilian Law and Archias and the Aeneid 
 I, II and either IV or VI. (d) Sight translation 
 
312 Bulletin University of New Mexico (Ed. Series 
 
 shall be performed of prose and verse of such dif- 
 ficulty as the scope of the above would justify. 
 
 First Year — The ordinary beginning book, such 
 as Bennett, D'Ooge, Pearson, and the like, can ad- 
 vantageously be supplemented by using some read- 
 er such as Scudder's Gradatim. While it is highly 
 important that the pupil acquire acquaintance with 
 paradigms and the simpler principles of syntax, it 
 is also important that he acquire the ability to read 
 Latin with facility. Since it is believed that the 
 whole of the second year should not be given to 
 Caesar, a beginner's book that does not offer an ex- 
 clusively Caesarian vocabulary is preferred. Nut- 
 ting's Primer and Latin Reader or TunstalFs Latin 
 Ladder is recommended. 
 
 Second Year — Considerable time should be spent 
 in reviewing grammar and at least one period a 
 week should be given to prose composition. Ben- 
 nett's New Latin Composition, part I, based on 
 Caesar, is recommended. The Latin read should 
 represent in amount at least Books I -IV of Caesar : 
 Gallic War but should be selected from the whole 
 of the Gallic War, Viri Romae, Nepos, and the like. 
 In Caesar, Book I, chapter 1, all of Book II, Book 
 VI, chapters XI-XXIII should be read and further 
 selections made from Books IV, V, particularly 
 chapters XXVI-LVIII, and Book VII. Green- 
 ough and Daniell : Second Year Latin (Ginn) is a 
 suitable textbook for the second year, as is also 
 Eolfe and Denison: Junior Latin Book. A stand- 
 ard Latin Grammar should be used by the pupil 
 (lining the second, third, and fourth year. 
 
Vol. 1, No. 9, 1916) Mitchell 313 
 
 Third Year — At least oue period a week should 
 be given to syntax and composition, some book like 
 Bennett: New Latin Composition, Part II, being 
 used in connection with a standard grammar. The 
 amount read should be equal in amount to six ora- 
 tions of Cicero and should include the orations on 
 the Manilian Law and for Archias. The remainder 
 may be selected from other orations and the letters 
 of Cicero. The Catiline of Sallust is recommended 
 as a substitution for the Catilinarian orations. 
 I Sendder's edition has citations from the orations 
 against Catiline at the bottom of the page.) Inas- 
 much as some students drop their study of Latin at 
 at the end of the third year and ordinarily read no 
 poetry, a good plan is to include in the third year's 
 work some of the Metamorphoses of Ovid. Gleason : 
 A Term of Ovid is a good text for this purpose. 
 
 Fourth Year's Work — The amount read should 
 be equal to Books I-YI of the Aeneid of Vergil. The 
 first six books may be read entire or selections 
 made from the whole work. In this case Books I, 
 II, IV, YI should be read and the remainder of the 
 course given to selections from YII-XII including 
 particularly IX, 168-469. Some Ovid or an oration 
 of Cicero may be included in the course. The 
 Iliad and Odyssey of Homer should be read in prose 
 translation. The eleventh book of the Odyssey and 
 the Divine Comedy of Dante can profitably be used 
 in connection with the sixth book of the Aeneid. 
 
 SOURCES OF EQUIPMENT: 
 
 I. Wall Maps: 
 
 Kiepert Classical Series (Rand-MeNally & Co.), $4.80 and up. 
 
314 Bulletin University of New Mexico (Ed. Series 
 
 Johnston Classical Maps (A. J. Nystrom & Co., Chicago), 
 $2.80 and up . 
 
 II. Charts: 
 
 Gurlitt: Six wall plates of Caesar's Bellum Gallicum (Ny- 
 strom & Co., Chicago), each $2.00. 
 
 Cybulski: Twenty colored plates, illustrating the life of the 
 Greeks and Romans — weapons, war machines, soldiers, 
 houses, costumes, coins, costumes, ships, etc., (Nystrom 
 & Co.), $2.00-$3.50 each. 
 
 III. Pictures: 
 
 Perry Pictures (The Perry Co., Maiden, Mass.), $0.01 to $0.07 
 
 each. 
 Brown's Pictures (Geo. P. Brown & Co., Beverly, Mass.), 
 
 $0.00 y 2 to $0.03 each. 
 Bureau of University Travel, Boston, Mass. 
 Berlin Photo Co., 305 Madison Ave., New York. 
 Elson Art Publishing Co., Belmont, Mass. 
 Bureau of University Travel, 136 Stuart St., Boston. 
 Pictures from the above houses cost from one cent to two 
 
 dollars each. 
 Schreiber: Atlas of Classical Antiquities (Macmillan), 
 
 $6.50. 
 Art and Archaeology, bimonthly magazine (Archaeological 
 
 Institute of America), The Octagon, Washington, D. C, 
 
 $2.00 per year. 
 European Addresses for Photographs: Alinari and Cook, 
 
 137a Via Sistina, Rome; E. Pigatti, Via Sistina, Rome; 
 
 Alex. Simiriottis, Athens. 
 
 IV. Post Cards: 
 
 German American Book Co., 625 Gratiot Ave., Detroit. 
 
 F. A. Ackerman, Kunstverlag, Munich, Germany. 
 
 Edv. V. Cotini, Via Chiala, Naples, Italy (Pompeian subjects). 
 
 V. Lantern Slides: 
 
 George R. Swain, 1230 "Woodland Ave., Ann Arbor, Mich. 
 
Vol 1, No. 9. 1916) Mitchell 315 
 
 Eeeords of the Past Exploration Society, Washington, D. C. 
 Arthur 8. Cooley, Lehigh University, S. Bethlehem, Pa. Slides 
 for rent, $0.07 for two weeks, $0.10 for one month. 
 
 VI. Casts: 
 
 P. P. Caproni and Brother, Boston. Discount for schools. 
 
 VII. Models: 
 
 G. E. Stechert & Co., 151-155 W, 25th St., New York. Models 
 for such articles as ballista, catapult, wagon, door, etc., 
 
 $0.30 to $(3.00. 
 
 VIII. Entertainments : 
 
 Miller: Tun Dramatizations from Vergil (University of 
 Chicago Press), $1.00. 
 
 Code: When the Fates Decree (based on Vergil), (published 
 by author), 1318 Sheridan Road, Pittsburgh, Pa. 
 
 Paxson: Two Latin Plays (Ginn), $0.45. 
 
 Wilson: The Vestal Virgins (a spectacular taper drill), (Ed- 
 gar S. Werner & Co.), $0.15. 
 
 HIGH SCHOOL REFERENCE LIBRARY: 
 
 General Reference: 
 
 Harper: Latin Dictionary (American Book Co.), $6.50. 
 Smith and Hall: English-Latin Dictionary (Am. Bk.), $L00. 
 Harper: Dictionary of Classical Antiquities (Am. Bk. Co.), 
 
 $6.00. 
 Classical Atlas (Ginn), $1.25, or Kieppert's Atlas (Stechert), 
 
 $1.75. 
 Any standard Latin Grammar. 
 
 Holmes: Caesar's Gallic War (Clarendon Press), $2.90. 
 Abbott: History of Roman Political Institutions (Ginn), 
 
 $1.50. 
 Johnston: Roman Private Life (Scott, Foresman Co.), $1.50. 
 Johnston: Latin Manuscripts (Scott, Foresman Co.), $2.25. 
 Strachan-Davidson: Life of Cicero (Putnam), $1.50. 
 Boissier: Cicero and His Friends (Putnam), $1.75. 
 Glover: Studies in Vergil (Arnold), $3.00. 
 
31(J Bulletin University of New Mexico (Ed. Series 
 
 Guerber: Myths of Greece and Rome (Am. Bk. Co.). 
 Miller: Two Dramatizations from Vergil (University of 
 
 Chicago Press), $1.00. 
 Fowler: History of Roman Literature (Appleton). 
 Plainer: Topography and Monuments of Ancient Rome (Al- 
 
 lyn and Bacon), $3.00. 
 Fowler: Julius Caesar (Putnam), $1.50, or 
 Froude: Caesar, A Sketch (Scribners). 
 Judson: Caesar's Army (Ginn), $1.00. 
 Davis: A Friend of Caesar. 
 
 Periodicals for Teachers: 
 
 The Classical Journal, $2.00 per year, monthly (University of 
 
 Chicago Press). 
 The Classical Weekly, $1.00 per year (Professor Charles 
 
 Knapp, Columbia University, New York). 
 
 5. Spanish, 1-4 units (Furnished by Associate 
 Professor Josephine Parsons.) 
 
 In Xew Mexico, more than in any other State, the 
 pupil should learn to understand Spanish when 
 spoken and to reproduce in Spanish, in writing and 
 orally, what has been read. 
 
 First Year: 
 
 Grammars: 
 Hills and Ford (Heath). 
 Coester (Ginn). 
 De Vitis (Allyn and Bacon). 
 Readers (for direct method): 
 Worman (Am. Bk.). 
 
 Hall: All Spanish Method, Books I and II (World Book Co.). 
 Marion and Des Garennes: Introduccion a la lengua Cas- 
 
 tellana (Heath). 
 Hills: Tales for Beginners (Heath). 
 
Vol. 1, No. 9, 1916) Mitchell 317 
 
 Second Year: 
 
 Umphrey: Spanish Prose Composition (Am. Bk.). 
 
 Loiseaux: Spanish Prose Composition (Silver, Burdette). 
 
 Harrison: Commercial Reader (Ginn). 
 
 Hills and Reinhardt: Short Stories (Heath). 
 
 Galdos: Marianela (Am. Bk.). 
 
 Galdos: Electra (Am. Bk.). 
 
 Alarcon: El Capitan Veneno (Heath). 
 
 Asensi: Victoria (Heath). 
 
 Valdez: La hermana San Sulpicio (Heath). 
 
 Third and Fourth Years: 
 
 Galdos: Dona Perfecta (Am. Bk.). 
 
 Valera: Pepita Jiminez (Am. Bk.). 
 
 Alarcon: El nino de la bolo (Am. Bk.). 
 
 Calderon: La vida es suefio (Am. Bk.). 
 
 LeSage: Padre Isla's Historia de Gil Bias de Santillana 
 
 (Heath). 
 Breton: Quien es ella? (Am. Bk.). 
 
 Dictionaries: 
 
 New Spanish Dictionary (Appleton). 
 Barwick: English and Spanish Dictionary (Holtzes). 
 Velasquez de la Cadena: New Pronouncing Dictionary of 
 the Spanish and English Languages (Appleton). 
 
 Reference Grammars: 
 
 Ramsay: Textbook of Modern Spanish (Holt). 
 Olmsted and Gordon: A Spanish Grammar (Holt). 
 
 History of Spanish Literature: 
 
 Fitz-Maurice Kelley (Appleton). 
 Ticknor (Houghton, Mifflin & Co.). 
 
 IV. 
 
 GROUP OF MATHEMATICS. 
 
 (Furnished by Professor AY. E. Edington.) 
 One unit of Algebra and one unit of Plane Geo- 
 
;>] ( S Bulletin University of New Mexico (Ed. Series 
 
 metry are required for entrance except to the 
 School of Applied Science where the requirement is 
 raised to one and one-half units in Algebra and the 
 addition of Solid Geometry. A maximum of four 
 units is accepted from this group including elect- 
 ive offering's. 
 
 It is advised that the courses contained in this 
 group be offered in the following order: First year, 
 Algebra; Second year. Plane Geometry; Third 
 year, Algebra completed and Solid Geometry. Stu- 
 dents transfering from one school to another would 
 thus be able to take up the work where they left off 
 without loss of time. 
 
 Algebra — One unit. Elementary Algebra as far 
 as Quadratics, including the elementary operations 
 of polynomials and fractions, the solution of linear 
 equations; simple factoring, simple powers, and 
 -roots. It is expected that the work be accompanied 
 by graphical methods in the solution of equations 
 of all types, and in the explanation of other topics. 
 Textbooks : Young and Jackson, Slaught and Len- 
 nes, Wells, Milne, &c. 
 
 Plane Geometry — One unit. The work in Plane 
 Geometry should cover a whole year's work in a 
 good textbook and include the applications of al- 
 gebra to geometry and geometry to algebra. Text- 
 books : Wentworth and Smith, Slaught and Lennes, 
 Wells, Durell, Lyman, &c. 
 
 Third Year — First half. Review of the first 
 course in Algebra and thorough work on quadratic 
 equations such as is covered by such textbooks as 
 those named above. 
 
 Second half: Solid Geometry. The textbooks 
 
Vol. 1, No. 9, 1916) Mitchell 319 
 
 are the same as those suggested for Plane Geometry. 
 
 Fourth Year — One half-year of Advanced Alge- 
 bra and the other half-year of Plane Trigonometry. 
 Textbooks for Advanced Algebra : Ashton and 
 Marsh, Hawkes, Luby and Tout on, Rietz and 
 Craithorne. Textbooks for Trigonometry: Craw- 
 ley, Wilczynski, Granville. 
 
 Advanced Arithmetic, which is generally only a 
 review of grade arithmetic, is accepted as an elect- 
 ive for entrance to the University but it may not be 
 substituted for any subject in the prescribed list. 
 No advanced standing will be given by the Uni- 
 versity for any course in high school mathematics. 
 
 A MATHEMATICAL REFERENCE LIBRARY. 
 
 Ball: History of Mathematics, $0.65 (Macmillan). 
 
 Cajori: History of Elementary Mathematics, $1.50 (Mac- 
 millan). 
 
 Klein: Famous Problems of Elementary Mathematics (trans- 
 lation by Beman). 
 
 Ball: Mathematical Recreations and Essays, $2.25 (Mac- 
 millan). 
 
 Schubert: Mathematical Essays, $0.75 (Open Court). 
 
 White: Scrapbook of Elementary Mathematics. 
 
 Young: Teaching of Mathematics, $1.00 (Longmans). 
 
 Young: Fundamental Concepts of Algebra and Geometry, 
 $1.60 (Macmillan). 
 
 Abbott: Flatland, A Romance of Many Dimensions. 
 
 Conant: The Number Concept, Its Origin and Development, 
 $2.00 (Macmillan). 
 
 EQUIPMENT AND APPARATUS TOR MATHEMATICS. 
 
 The importance of the graphic method in the 
 teaching of elementary algebra is becoming more 
 and more recognized. For this work a carefully and 
 
320 Bulletin University of New Mexico (Ed. Series 
 
 accurately scaled blackboard is essential. This board 
 may be painted on the regular blackboard without 
 much expense. The unit should be of such size, say 
 an inch, as to permit within a reasonable space a 
 considerable range of variation for the variables. 
 The cross- section lines should be drawn accurately 
 and fine. 
 
 In the study of plane geometry a sufficient sup- 
 ply of wooden blocks should be on hand to illustrate 
 and verify most of the theorems on areas. For the 
 study of solid geometry models in both wood and 
 tin are valuable in aiding the demonstration of the- 
 orems on surfaces, volumes, and the relations be- 
 tween solids of different types. Among these 
 models should be pyramids and prisms, cones and 
 cylinders, of tin, having equal bases and altitudes, 
 sectional prisms and spheres, and a set of blocks to 
 illustrate the squaring and cubing of numbers, &c. 
 A good, mounted spherical blackboard is very help- 
 ful in the study of the sphere. 
 
 This equipment may be obtained of any general 
 school supply company, such as the A. Flanagan 
 Company of Chicago. 
 
 GROUP VA. 
 LABORATORY SCIENCES. 
 
 One unit of laboratory science is required for 
 entrance to all Colleges and Schools of the Univer- 
 sity and in the case of the School of Applied Sci- 
 ence this should be Physics. 
 
 A high school science, in order to be accepted ;is 
 
Vol. 1, No. 9, 1916) Mitchell 321 
 
 a laboratory science, must be truly scientific in its 
 nature and must represent some real laboratory 
 work. Real laboratory work involves the develop- 
 ment of the power to observe carefully and correct- 
 ly the phenomena of science and to state clearly the 
 deductions drawn therefrom. Where resources are 
 limited it is hoped that high schools will concen- 
 trate upon one science and give that course with as 
 complete laboratory equipment as possible rather 
 than to undertake several with inadequate equip- 
 ment for none of them. 
 
 1. Botany, y 2 -l unit. (Furnished by Professor 
 jt> O. Weese. ) 
 
 This subject should be offered in the second, 
 third, or fourth year. 
 
 A knowledge of the general structure of plants 
 and of the principal organs and their functions is 
 required. This should be based upon practical 
 work in the laboratory, and to some extent, at least, 
 in the field. The student should have a general 
 knowledge of the main groups of plants and a ready 
 recognition of those families represented in the lo- 
 cal flora, gained by practice in the identification of 
 common species. A notebook with a record of all 
 original work done by the student should be requir- 
 ed. All notes should be permanently preserved in 
 neat form and all drawings should be made with a 
 hard pencil on a good quality of drawing paper. 
 
 2. Biology, 1 unit. (Furnished by Professor 
 A. O. Weese. ) 
 
 This course belongs in the first or second year 
 if other laboratorv sciences are offered and should 
 
022 Bulletin University of New Mexico (Ed. Series 
 
 include the essentials of Botany, Zoology, and Phy- 
 siology and should be so treated as to correlate 
 these main divisions of the subject, Constant lab- 
 oratory or field work is essential. As a rule the 
 student should perform his own experiments and 
 much of the work should be of such a nature as to 
 be capable of repetition at home. The biological 
 relations of plants and animals and their import- 
 ance in the inter-daily life of man are to be em- 
 phasized. For further information as to laboratory 
 work, notebooks, etc., see the sections on Botany, 
 Physiology, and Zoology. 
 
 3. Physiology, y 2 unit or 1 unit. (Furnished 
 by Professor A. O. Weese. ) 
 
 This subject should be offered in the second, 
 third or fourth year. 
 
 The emphasis should be placed upon Physiology 
 proper, viz., the mechanism of the phenomena of 
 life and the functions of the various organs of the 
 human body ; but in connection with this the pupil 
 should learn accurately such anatomical facts as 
 are fundamental to the understanding of the func- 
 tions of the organs. Laboratory work on some such 
 animal as the frog is recommended as an aid to the 
 teaching of anatomical facts. The dissection of a 
 mammal is too difficult to be attempted by the or- 
 dinary high school class, although if there is ample 
 time, the instructor may demonstrate mammalian 
 structure by the dissection of the viscera of the cat. 
 The student should also receive definite and prac- 
 tical instruction in the more important phases of 
 personal and public hygiene, i. e., the sources of in- 
 
Vol. 1, No. 9, 1916) Mitchell 323 
 
 fection for typhoid, diphtheria, tuberculosis, or 
 other infectious diseases, and how to avoid these 
 infections, the care of the sick, etc. 
 
 For more than one-half unit the course MUST 
 include practical laboratory work. Carefully 
 written notes and drawings should be made, and 
 these should be frequently criticised by the teacher. 
 The laboratory work should occupy about one-half 
 the time of the entire course. 
 
 4. Zoology, y 2 unit or 1 unit. (Furnished by 
 Professor A. O. Weese. ) 
 
 The instruction must include laboratory work 
 equivalent to four periods a week for a half-year, 
 besides the time required for text-book and recita- 
 tion work. Note-books and drawings must be pre- 
 sented to show the character of work done and the 
 types of animals studied. The drawings are to be 
 made from the objects themselves, not copied from 
 illustrations, and the notes are to be a record of the 
 student's own observations of the animals exam- 
 ined. Drawing should be used as a means of test- 
 ing the correctness of observations, not primarily 
 as a means of record. The amount of equipment 
 and the character of the surroundings must, of 
 course, determine the nature of the work done and 
 the kind of animals studied; but in any case the 
 student should have at least a fairly accurate 
 knowledge of the external anatomy of each of 
 eight or ten animals distributed among sev- 
 eral of the larger divisions of the animal 
 kingdom, and should know something of 
 their life histories and of their more ob- 
 
324 Bulletin University of New Mexico ^Ed. Series 
 
 vious adaptations to environment. It is recom- 
 mended that special attention be given to such 
 facts as can be gained from a careful study of the 
 living animal. The names of the largest divisions 
 of the animal kingdom, with their most important 
 distinguishing characters, and with illustrative ex- 
 amples selected, when practicable, from familiar 
 forms, ought also to be known. 
 
 EQUIPMENT FOR BIOLOGICAL SCIENCES. 
 
 (Furnished by Professor A. O. Weese. ) 
 The amount and nature of laboratory equipment 
 necessary for the proper presentation of any of the 
 laboratory sciences will necessarily vary with the 
 content of the course, the conditions under which 
 the course is" given, and the textbook and laboratory 
 manual used. For that reason it is impossible to 
 give a list which will be equally useful in all cases. 
 Most of the textbooks and laboratory manuals de- 
 signed for high school use contain a list of apparat- 
 us designed for use in a course following that book. 
 These estimates are usually based on a class of ten 
 or twelve. Although smaller amounts of some of 
 the articles would be sufficient for a smaller class, 
 in most cases it is uneconomical to buy in smaller 
 lots. Much of the apparatus named in such a list 
 and in the list to follow may be used in common 
 with the classes in the other sciences, such as phys- 
 ics and chemistry, at least one of which is offered 
 in all high schools. In the following list the articles 
 used by classes in botany only are indicated by an 
 ( A) , those by zoology classes only by a ( B ) , by phy- 
 siology classes only by a ( C) , those used by zoology 
 
Vol. 1, No. 9. 1916) Mitchell 325 
 
 or botany classes in common with classes in physics 
 or chemistry by a ( D ) . Equipment for a class of 
 ten students is suggested as follows : 
 
 1 Balance — Harvard trip scale — with metric weights (D). 
 
 1 Bell jar (D). 
 
 10 Wide mouth bottles (may be obtained by students at drug 
 
 store). 
 25 250cc glass stoppered bottles for stock solutions. (Cheaper 
 
 cork stoppered bottles may be obtained at any drug 
 
 store). 
 100 Test tubes, 6"x%" (D). 
 
 2 Graduated cylinders, 100 cc and 500 cc (D). 
 
 1 Package filter paper, 300 mm (D). 
 10 Erlemmeyer flasks, 500 cc (D). 
 
 2 Glass funnels, 50 and 150 mm. diameter (D). 
 30 Petri dishes, 100 mm. 
 
 10 ft. glass tubing, soft, sizes 2, 3, 4, 5, 6, assorted (D). 
 
 1 Aquarium jar, 10 liters. 
 
 12 Mason jars, quarts. 
 
 12 Mason jars, pints. 
 
 10 Magnifiers, tripod form. 
 
 1 Compound microscope. (This is important.) 
 
 10 ft. rubber tubing to fit glass tubing. (D). 
 
 1 Chemical therometer, graduated to 100° C. (D). 
 
 15 Agate ware or tin trays about 350 mm long by 150 wide. 
 (May be obtained at hardware store). (B). 
 
 1 Razor for cutting sections. 
 
 1 Support stand with rings. (D). 
 
 1 Test tube rack. (D). 
 
 5 Test tube brushes. (D). 
 
 2 Books litmus paper. (D). 
 10 Syracuse watch glasses. 
 
 1 Steam sterilizer (tin will do). (A), (C). 
 1 Alcohol lamp. (D). 
 1 Gross slides. 
 
JJ2() Bulletin University of New Mexico (Ed. Series 
 
 2 Oz. cover slips, 223 mm square. 
 
 1 Mortar and pestle. (D). 
 
 2 Medicine droppers. 
 10 Pairs scissors. 
 
 10 Pairs forceps. 
 
 20 Needles in handles. 
 
 10 Scalpels. 
 
 1 Gal. 95% alcohol (not denatured). 
 
 1 Quart formalin. 
 
 1 oz. Iodine. (D). 
 
 1 oz. Potassium iodide. (D). 
 
 6 oz. Nitric acid. (D). 
 
 6 oz. Ammonium hydroxide. (D). 
 
 6 oz. Benzole or xylol. (D). 
 
 6 oz. Chloroform. (D). 
 
 % lb- Copper sulphate. (D). 
 
 % lb. Sodium hydroxide. (D). 
 
 y 2 lb. Eochelle salts. (D). 
 
 6 oz. Glycerine. (D). 
 
 It will be found, in any course, that a few neces- 
 sary articles and chemicals are not provided for 
 above, but they will be generally of such a nature 
 that they can be obtained easily in some local store, 
 or improvised by the teacher. In addition, there 
 should be, if possible, a small collection of typical 
 animals and plants, many of which can be collected 
 locally. The teacher should make a list before 
 school begins, of the laboratory material he wishes 
 to use during the course and obtain it in advance. 
 It is impossible to furnish such a list here. The lo- 
 cal resources in zoological material may be, well 
 supplemented by a collection such as the following : 
 
 Grantia, sea anemone, sea urchin, starfish, clam, 
 slug, earthworm, sandworm, crayfish, honey bee, 
 
Vol. 1, No. 9, 1916) Mitchell 327 
 
 June beetle, adult and larva, cicada, locust, nymph 
 and adult, centipede, garden spider, frog, two stages 
 tadpoles. 
 
 This collection is offered by a reliable dealer at 
 $1.30, (name on request). If the school is able to 
 purchase more material, enough for dissection of 
 many of the type forms may be obtained very rea- 
 sonably. 
 
 If money is available for equipment in physiol- 
 ogy, much of it should be spent in models and 
 charts, with a few microscopic slides of typical 
 organs. 
 
 The Department of Biology of the University will 
 be very glad to advise individual high schools as to 
 their purchase of equipment. In this case special 
 attention can be paid to the individual needs and 
 resources of the school in question. 
 
 5. . Geology, y 2 -l unit. (Furnished bv Professor 
 C. T. Kirk.) 
 
 The student should show familiarity with the 
 principles of dynamic and structural geology, and 
 some acquaintance with the facts of historical geo- 
 logy, as presented in Scott: Introduction to Geo- 
 logy, Brigham : Textbook of Geology, or Blach- 
 welder and Barrows : Elements of Geology, or an 
 equivalent with note book of laboratory together 
 with field work. The laboratory and field work 
 should follow one or more of the lines indicated be- 
 low, and note books should be presented showing 
 the character and amount of work done. ( a ) Studies 
 of natural phenomena occuring in the neighborhood 
 which illustrate the principles of dynamic geology. 
 
328 Bulletin University oj New Mexico (Ed. Series 
 
 Each study should include a careful drawing of the 
 object and a written description of the way in 
 which it was produced, (b) Studies of well- 
 marked types of crystalline, nietamorphic, and sedi- 
 mentary rocks which will enable the student to rec- 
 ognize each type and state clearly the conditions 
 under which it was formed, .(c) Studies of the 
 types of soil occurring in the neighborhood, includ- 
 ing the origin of each and the cause of difference in 
 appearance and fertility. 
 
 6. Physical Geography, y 2 -l unit. (Furnished 
 by Professor C. T. Kirk. ) 
 
 The amount and character of the work that 
 should be attained may be seen by referring to the 
 texts of Gilbert and Brigham, Davis, Tarr and Mar- 
 tin, etc. The recitations must be supplemented by 
 at least an equal amount of time devoted to labor- 
 atory work. The laboratory exercises should fol- 
 low one or more lines as indicated below. Each 
 student should present a note book showing what 
 he has done, (a) Studies in mathematical geogra- 
 phy in which map and scale only are used. These 
 should embrace such topics as length of a degree 
 in longitude in various latitudes; length and 
 breadth of continents, etc., in degrees and miles; 
 relative latitudes of places ; distance between cities, 
 etc., in degrees and miles; difference in length of 
 parellels and meridians ; problems in time ; location 
 of time belts, etc. (b) Studies of local topographical 
 features which illustrate the various phases of 
 stream work. Each study should include a draw- 
 ing or topographic map of the object, and a full, 
 clear description of the way in which it was form- 
 
Vol. 1, No. 9, 1916) Mitchell 329 
 
 t 
 
 ed. ( c ) Studies of glacial deposits as shown in ter- 
 minal and ground moraines, kanies, eskers, etc. ; dis- 
 tribution of dark and light colored soils ; occurrences 
 of lakes, ponds, gravel beds, clay banks, and water- 
 bearing strips of sand and gravel, (d) Studies of 
 stream work as shown in the topographical sheets 
 which may be obtained from the United States Geo- 
 logical Survey at a nominal cost, (e) Studies of 
 the form, size, direction, and rate of movement of 
 high and low barometer areas, and the relation of 
 these to direction of wind, character of cloud, dis- 
 tribution of heat, and amount of moisture in the 
 air, as shown by the daily weather maps. Later 
 these studies should lead to the making of weather 
 maps from the data furnished by the daily papers, 
 and to the local prediction of weather changes 
 based on the student's own observation, (f ) Stud- 
 ies of the climate of various countries compared 
 with our own, the necessary data being derived 
 from such topographic, wind, current, and tempera- 
 ture maps as are found in Sydow-Wagner's or Long- 
 man's atlases. 
 
 EQUIPMENT FOR GEOLOGY AND PHYSICAL 
 GEOGRAPHY. 
 
 A hand lens, magnet, and hammer are indispensible. These 
 can be obtained from the Ward Natural Science Co., of Koch- 
 ester, N. Y., which also is able to provide a case of minerals at 
 small cost. A streak plate and scale of hardness are valuable 
 and may be obtained from the Braun Corporation of Los An- 
 geles or the Central Scientific Co. of Chicago. 
 
 7. Chemistry, 1 unit. ( Furnished bv Professor 
 John D. Clark.) 
 
•-{30 Bulletin University of New Mexico (Ed. Series 
 
 The instruction must include both textbook and 
 laboratory work, so organized that at least one-half 
 of the time shall be given to the laboratory. The 
 course as it is given in the best high schools 
 throughout one year will satisfy the requirements 
 of the University of one unit of a laboratory sci- 
 ence. The notebook, bearing the instructor's en- 
 dorsement, should be presented as evidence of the 
 actual laboratory work accomplished. 
 
 So many textbooks contain a full list of the lab- 
 oratory equipment needed for such a course that it 
 is not felt necessary to give such a list here. 
 
 BOOKS ON CHEMISTRY SUGGESTED FOE A HIGH 
 SCHOOL REFERENCE LIBRARY. 
 
 Newell: General Chemistry (Heath). 
 
 Newell: Descriptive Chemistry (Heath). 
 
 Hessler and Smith: Essentials of Chemistry (Sanborn). 
 
 Linebarger: Elementary Chemistry (Rand, McNally). 
 
 Remsen: Introduction to Chemistry (Holt). 
 
 Avery: School Chemistry, $1.20 (Am. Bk.). 
 
 Arey: Elementary Chemistry, $0.90 (Macmillan). 
 
 McPherson and Henderson: Elementary Chemistry, $1.25 
 
 (Ginn). 
 Godfrey: Elementary Chemistry (Longmans). 
 Morgan and Lyman: Chemistry, an Elementary Textbook, 
 
 $1.25 (Macmillan). 
 Bradbury: Inductive Chemistry (Appleton). 
 Brownlee and Others: First Principles of Chemistry, $1.25 
 
 (Allyn & Bacon). 
 Smith: Elementary Chemistry (Century). 
 Blanchard and Wade: Foundations of Chemistry (Am. Bk.). 
 Brownlee and Others: The Chemistry of Common Things 
 
 (Allyn & Bacon). 
 
Vol. 1, No. 9, 1916) Mitchell 331 
 
 Weed: Chemistry in the Home. 
 
 The above are texts. For profitable reading in connection 
 with a course in Chemistry, the following: 
 Duncan: The Chemistry of Commerce. 
 Lassar-Cohn: Chemistry in Daily Life. 
 Phillips: The Eomance of Modern Chemistry. 
 Bird: Modern Science Eeader, $1.10 (Macmillan). 
 Martin: Triumphs and Wonders of Modern Chemistry. 
 Butler: The Story of Paper Making. 
 Nicolls: The Story of American Coals. 
 Sadtler:. Chemistry of Familiar Things. 
 Von Schwartz: Fire and Explosion Bisks. 
 Baskerville: Municipal Chemistry. 
 
 8. Physics, 1 unit. (Furnished by Professor J. 
 L. Brenneman.) 
 
 If Physics is offered towards entrance to the Uni- 
 versity as the required unit in laboratory science, 
 the student must actually have had laboratory 
 work and must have performed at least thirty-six 
 experiments, similar to those found in Millikan, 
 Gale, or Bishop's laboratory manual. The student 
 may be asked to show his notebook in order to re- 
 ceive entrance credit in this subject. If physics is 
 offered as an elective science, the laboratory work 
 will not be required, but it is strongly advised that 
 the laboratory work be in no case omitted. The 
 class should meet five times a week, divided be- 
 tween at least three recitation periods, each of at 
 least 40 minutes in length, and one or two labora- 
 tory periods of 85 minutes in length. 
 
 When Physics is offered for entrance to the 
 School of Applied Science, the course must be of the 
 highest standard and in order that it may be 
 thorough, it should not be taken before the fourth 
 
;>;>•_» Bulletin University of New Mexico (Ed. Series 
 
 year. The candidate is required to present his note- 
 book as evidence of the quality of the work attain- 
 ed. A thorough course in Physics is indispensable 
 as a foundation for the study of the various branch- 
 es of engineering. When such a course is not to be 
 had in the preparatory school the student must taki- 
 it in his first year at the University and in such 
 cases it is preferable that the candidate should offer 
 some other laboratory science for entrance instead 
 of inadequate work in Physics. 
 
 EQUIPMENT FOR HIGH SCHOOL PHYSICS. 
 
 Following is a list of laboratory equipment 
 which high schools should provide for students in 
 Physics, in order that the work may be of standard 
 grade. To the left is given in the first column the 
 number of pieces of apparatus required for a class 
 of two students or where only one experiment is per- 
 formed at a time. The second column shows the 
 number of pieces needed if the class consists of ten 
 students or more, so that four or five experiments, 
 all different, may be performed at the same time. 
 To the right are found the approximate minimum 
 and liberal prices for the equipment necessary for a 
 class of two students. The teacher must use some 
 discretion in the selection of equipment so that it 
 will be commensurate with the available sources of 
 heat and power. Prices are omitted when they are 
 indefinite. Some prices vary a great deal with mar- 
 ket conditions. 
 
 I. General Equipment. 
 
 1 3 Meter sticks $ 0.25 $ 0.60 
 
 1 2 Laboratory balance 10.00 20.00 
 
Vol. 1, No. 9, 1916) Mitchell 333 
 
 1 3 Sets iron metric weights 1.50 3.00 
 
 1 1 Iron weight (2 kilograms) 0.50 1.00 
 
 1 1 Loud ticking clock, seconds pendulum, 
 
 or stop watch 5.00 20.00 
 
 2 5 Pounds of lead shot 
 
 1 2 Battery jars, 6"x8" 0.20 0.40 
 
 2 4 pounds of mercury (market price var- 
 
 iable) 
 
 1 1 Set tripods, and clamps, wire gauze. . . . 2.00 20.00 
 
 1 2 Vernier calipers 2.00 5.00 
 
 1 1 Funnel 0.10 0.50 
 
 1 1 Micrometer calipers 5.00 10.00 
 
 1 1 Set iron weights (English) 2.00 4.00 
 
 II. Mechanics. 
 
 1 1 Brass disc $0.10 $0.25 
 
 2 4 Hollow brass cylinder, glass cover 0.35 0.75 
 
 1 1 Steel spheres (%" diameter, or several 
 
 small ones) 0.25 1.00 
 
 3 3 Spring balances (limit 2000 grams) 0.40 0.75 
 
 1 1 Aluminum cylinder 0.30 0.60 
 
 1 1 Inclined plane with pulley 0.90 2.00 
 
 1 1 Carriage for inclined plane 1.00 1.50 
 
 1 1 Mirror scale with support 0.60 1.00 
 
 1 1 Spring and weight holder, for Hooke's 
 
 Law 0.15 0.30 
 
 1 1 Demonstration balance for showing 
 
 principle of balance 0.60 1.00 
 
 1 1 Water-proof wooden cylinder 0.15 0.50 
 
 1 1 Force board for mounting balances 1.00 3.00 
 
 1 1 Spring balances (15 kg.) 1.50 3.00 
 
 III. Liquids and Gases. 
 1 1 Glass manometer tube (for comparing 
 
 densities of liquids) $ 0.25 $ 2.00 
 
 1 1 Glass manometer tube (for measuring 
 
 pressure beneath surface of liquid) . . 0.20 0.50 
 
;;;> J. Bulletin University of New Mexico (Ed. Series 
 
 1 1 Constant weight hydrometer tube 0.20 0.60 
 
 1 1 Constant volume hydrometer tube 0.20 0.50 
 
 1 1 Constant weight hydrometer (commer- 
 cial form for light liquids) 0.35 3.50 
 
 1 1 Wooden block, parafined ." 0.10 0.20 
 
 1 1 Boyle 's Law tube 1.25 3.00 
 
 3 3 Evaporating dishes 0.30 .... 
 
 1 1 Dew point apparatus 1.00 2.00 
 
 3 6 Thermometers 0.90 7.50 
 
 1 1 Graduated glass cylinder (500 c. c.) 1.00 2.00 
 
 1 1 Graduated glass cylinder (100 e. c.) 0.75 1.50 
 
 1 4 Beakers .... 
 
 1 1 Bottle with ground glass stopper 0.10 $.25 
 
 IV. Heat. 
 1 1 Volume coefficient expansion of air....$ 1.50 $ 5.00 
 
 1 3 Steam generator 2.00 3.00 
 
 1 1 Coefficient of expansion of metal rod 
 
 or tube 0.50 7.00 
 
 2 G Calorimeters (double walled preferred) . 1.00 8.00 
 1 5 Bunsen burners, or some form of lamp 
 
 or torch .... 
 
 100 200 Grams of aluminum, brass, or zinc for 
 
 specific heat experiment .... 
 
 1 1 Apparatus for pressure coefficient of 
 
 gas 1.50 5.00 
 
 1 1 Tube for mechanical equivalent of heat. 0.50 1.00 
 
 1 2 Oz. acetamide for showing cooling 
 
 through change of state .... 
 
 V. Electricity. 
 
 2 4 Bar magnets $0.30 $ 0.S0 
 
 Iron filings .... 
 
 2 2 Horseshoe magnets 0.30 0.80 
 
 1 4 Compasses 1.00 2.00 
 
 1 1 Lb. No. 18 cotton covered copper wire .... 
 
 1 1 Lb. No. 26 cotton-covered copper wire .... .... 
 
Vol. 1, No. 9, 1916) Mitchell 335 
 
 1 1 Oz. German silver wire .... 
 
 Two sizes steel piano wire 
 
 1 1 Electroscope $.50 5.00 
 
 Friction set (glass rod, sealing wax, silk, 
 
 and flannel) .... 
 
 1 1 Simple condenser 0.25 1.00 
 
 1 1 Proof plane 0.25 0.50 
 
 1 2 Simple galvanometer or galvanoscope. 1.00 10.00 
 1 1 Student's D 'Arsonal galvanometer.... 2.00 10.00 
 1 1 Set resistance coils, 1000 ohms, 1 ohm, 
 etc., battery elements, lead, zinc, car- 
 bon, aluminum, iron, copper .... 
 
 Coils to demonstrate principle of in- 
 duction 1.50 3.00 
 
 1 1 Electric bell 1.50 3.00 
 
 2 4 Push buttons or switches 0.15 0.60 
 
 1 1 Toy motor 1.00 5.00 
 
 VI. Sound. 
 
 1 1 Tuning fork, 256 vibrations $ 0.50 $ 3.00 
 
 1 1 Tuning fork, 384 vibrations 0.35 2.50 
 
 1 1 Tuning fork, 512 vibrations 0.25 2.50 
 
 1 1 Sonometer (attachment for inclined 
 
 plane or separate) 0.20 12.00 
 
 1 1 Vibrograph 3.00 6.00 
 
 1 1 Tuning fork for above 1.00 2.00 
 
 VII. Light. 
 
 2 4 Glass prisms $ 0.90 $ 1.75 
 
 1 1 Protractor 0.25 5.00 
 
 2 4 Linen testers 0.75 1.50 
 
 1 2 Convex lens 0.30 0.80 
 
 1 1 Simple photometer 0.75 5.00 
 
 5 5 Candles 0.10 0.25 
 
336 Bulletin University of New Mexico (Ed. Series 
 
 DEMONSTRATION APPARATUS. 
 
 While the laboratory equipment for class use is 
 very essential in order that the student may have 
 experience in actually performing the experiments, 
 the demonstration equipment, handled by the teach- 
 er before the whole class, is a valuable adjunct in 
 teaching Physics as it serves to add interest and 
 definiteness to the theory which is being discussed. 
 The second step in providing equipment should, 
 therefore, be to collect an assortment of apparatus 
 for demonstration, which is here listed under ap- 
 propriate headings. It is intended that the appro- 
 priation be distributed among the various divisions 
 of the subject and that the selections in each divis- 
 ion be made from the top of the list to the bottom 
 approximately in the order in which they occur. 
 The list is not intended to be rigid or exhaustive. 
 The teacher must use discretion in making selec- 
 tions and at the same time see that auxiliary equip- 
 ment is on hand or provided. For example, an 
 X-ray tube is of no value without some source of 
 high voltage, such as an induction or Testa coil. 
 The following apparatus will serve the needs of a 
 class of any size. 
 
 I. Mechanics. 
 
 Mechanical rotator $ 5.00 $10.00 
 
 Electrical rotator 30.00 75.00 
 
 Inclined plane for demonstration of acceleration. 4.00 12.00 
 
 Metronome for above 2.00 5.00 
 
 Double pulley 
 
 Triple pulley , .... 
 
 Set of collision balls 3.00 15.00 
 
Vol. 1, No. 9, 1916) Mitchell 337 
 
 Guinea and feather tube 5.00 S.00 
 
 Litre block 0.50 3.00 
 
 Metric chart 1.00 3.00 
 
 Glass globe for rotation 1.00 3.00 
 
 Bow and Chladni plate 3.00 5.00 
 
 Joly spring balance 10.00 30.00 
 
 II. Liquids and Gases. 
 
 Siphon apparatus .... 
 
 Pascal 's vases $ 5.00 $12.00 
 
 Mercury well for barometric experiment 0.10 0.50 
 
 Barometer tube or barometer 0.60 40.00 
 
 Vacuum pump 8.00 60.00 
 
 Globe for weighing air .... 
 
 Seven in one apparatus (hydrostatic and pneu- 
 matic bellows) 6.00 10.00 
 
 Set of capillary tubes 0.50 1.00 
 
 Discs for showing adhesion of glass and water. . . 0.25 0.75 
 
 Osmose cup .... 
 
 Hare 's apparatus for showing specific gravity of 
 
 liquids 1.50 5.00 
 
 Set of tubes showing equilibrium of liquid col- 
 umns of different shapes 0.50 1.00 
 
 Glass models of hydraulic press and pumps .... 
 
 Bell jars for vacuum pumpstand .... 
 
 Intermittent syphon 
 
 Cartesian diver 0.10 0.25 
 
 Pascal 's Law tubes .... 
 
 Hydraulic ram .... 
 
 III. Heat. 
 
 Air thermometer $ 0.10 $ 0.25 
 
 Compound bar, showing difference in expansion 
 
 of two metals 0.75 1.50 
 
 Ball and ring for showing expansion by heat 1.50 2.00 
 
 Convection apparatus .... 
 
 Pulse glass 0.50 1.00 
 
338 Bulletin University of New Mexico (Ed. Series 
 
 Fire syringe 1.00 3.00 
 
 Cryophorons (require ice) 1.00 3.00 
 
 Maximum and minimum thermometer 3.00 12.00 
 
 Model of steam engine 
 
 Small steam engine .... 
 
 Small gas engine 
 
 Governor for rotator .... 
 
 IV. Electricity. 
 
 1. MAGNETISM: 
 
 Lecture table compass, mounted $ 0.50 $ 1.50 
 
 Samples of hard and soft iron or steel .... 
 
 Floating magnets .... 
 
 Dip needle 2.00 4.00 
 
 2. ELECTROSTATICS: 
 
 Electrostatic machine $15.00 $40.00 
 
 Electroscope, well insulated 2.00 10.00 
 
 Attachments for same .... 
 
 Electrophorons 2.00 5.00 
 
 Demonstration set on laws of electrostatics (hol- 
 low globe, cylinder, Leyden jars, electric 
 
 whirl, stands, etc.) 40.00 
 
 3. ELECTROKINETICS: 
 
 Dry, gravity, and storage cells $ 2.00 $50.00 
 
 Electromagnet 1.00 5.00 
 
 Dissectable electric motor 2.50 5.00 
 
 Lecture table galvanometer 5.00 20.00 
 
 Ampere 's frames 8.00 15.00 
 
 Model transformer 5.00 15.00 
 
 Telegraph set 
 
 Telephone set .... 
 
 Induction or Testa coil 4.00 100.00 
 
 Electrolysis apparatus 
 
 Voltmeters and ammeters 
 
 Resistance boxes or post-office box 
 
Vol. 1, No. 9, 1916) Mitchell 339 
 
 Hand generator or motor generator set for direct 
 
 current 10.00 100.00 
 
 V. Sound. 
 
 Siren disc $ 1.00 $ 2.00 
 
 Wave motion apparatus 0.50 15.00 
 
 Parabolic reflectors 
 
 Bell in vacuo 2.00 5.00 
 
 Set sympathetic forks 10.00 20.00 
 
 Manumetric flame 3.00 15.00 
 
 Mirror for rotation 2.00 5.00 
 
 Sound lens 
 
 Singing flame apparatus 2.50 5.00 
 
 Set tuning forks (mounted or unmounted) 5.00 75.00 
 
 Kundt 's tube 2.00 16.00 
 
 Organ pipes 1.00 10.00 
 
 Foot bellows 8.00 15.00 
 
 Chladni 's plates and holder 2.00 10.00 
 
 VI. Light. 
 
 Hartl optical disc and accessories $15.00 $40.00 
 
 Set color discs 1.00 3.00 
 
 Set lenses 1.50 5.00 
 
 Tourmaline tongs or two Nicol prisms 3.50 18.00 
 
 60 degree prism 1.50 12.00 
 
 Eeplica grating 5.00 .... 
 
 Demonstration lenses 1.00 5.00 
 
 Achromatic lenses 2.00 5.00 
 
 Projection lantern 20.00 300.00 
 
 Heliostat 15.00 150.00 
 
 Telescope 2.00 30.00 
 
 Spectrum charts 1.00 10.00 
 
 Spectroscope or spectrometer 7.00 100.00 
 
 VII. Radiation. 
 
 Leslie's differential thermometer $ 2.00 $ 5.00 
 
 Parabolic reflectors 
 
340 Bulletin University of New Mexico (Ed. Series 
 
 Sympathetic electric resonators 5.00 15.00 
 
 Vacuum tubes, showing phenomena of electric 
 
 discharge 1.00 50.00 
 
 For X-ray demonstration 2.00 15.00 
 
 Wireless telegraphy 10.00 50.00 
 
 Geisler tubes 0.25 10.00 
 
 Crooke 's radiometer 1.50 2.50 
 
 Spinthoriscope 8.00 10.00 
 
 Fluoroscope 5.00 12.00 
 
 Note. — For a list of supply houses see page 278. 
 
 PHYSICS LIBRARY LIST. 
 
 (The books and periodicals given below are divided into 
 elementary and advanced lists, the former for the use of stu- 
 dents of average ability and the latter for the instructor and 
 those students who have unusual interest in some particular 
 phase of the subject.) 
 
 A. Most Common Textbooks of High School Grade. 
 Millikan and Gale: First Course in Physics, $1.25 (Ginn), 
 
 1913. 
 Carhart and Chute: First Principles of Physics, $1.25 (Allyn 
 
 and Bacon), 1912. 
 Crew: Elements of Physics, $1.10 (Macmillan), 1909. 
 Hall and Bergen: Textbook of Physics. 
 Hoadley: Essentials of Physics, $1.25 (Am. Bk.), 1913. 
 Hoadley: Elements of Physics, $1.20 (Am. Bk.), 1908. 
 Mann and Twiss: Physics, $1.25 (Scott, Foresman), 1910. 
 Adams: Physics for Secondary Schools, $1.20 (Am. Bk), 
 
 1908. 
 Coleman: Elements of Physics, $1.25 (Heath), 190(3. 
 Wentworth and Hill: Textbook of Physics. 
 
 B. Laboratory Manuals for High Schools. 
 Millikan, Gale, and Bishop: A First Course in Laboratory 
 
 Physics for Secondary Schools, $0.50 (Ginn), 1914. 
 
Vol. 1, No. 9, 1916) Mitchell 341 
 
 Millikan and Gale: A Laboratory Course in Physics, for 
 Secondary Schools, $0.40 (Ginn), 1906. 
 
 Adams: Physical Laboratory Manual for Secondary Schools, 
 $0.75 (Am. Bk.), 1909. 
 
 Gage: Physics Laboratory Manual. 
 
 Chute: Physical Laboratory Manual. 
 
 Coleman: New Laboratory Manual of Physics, $0.60 (Am. 
 Bk.), 1909. 
 
 Chester, Dean, and Timmerman: Laboratory Manual. 
 
 Hoadley: Practical Measurements in Electricity and Mag- 
 netism, $0.75 (Am. Bk.), 1904. 
 
 Twiss: Laboratory Manual. 
 
 Everett: Illustrations of C. G. S. System of Units, $1.25 
 (Macmillan). 
 
 Nichols, Smith, and Thurton: Manual of Experimental 
 Physics. 
 
 C. Texts of College Grade for Reference. 
 Duff: Textbook of Physics (Blakiston's), 1912. 
 Reed and Guthe: College Physics (Macmillan), 1915. 
 Barker: Physics. 
 Daniell: Principles of Physics. 
 Hastings and Beach: General Physics. 
 Carhart: University Physics. 
 Wood: Physical Optics. 
 Preston: Theory of Heat. 
 Hoskins: Textbook of Hydraulics.. 
 
 D. Easy General Reading. 
 Cajori: History of Physics (Macmillan). 
 Casson: History of the Telephone. 
 Bowie: Practical Irrigation. 
 Bishop: The Panama Gateway. 
 
 Lodge, Sir Oliver: Electrons: The Nature of Negative Elec- 
 tricity (Macmillan). 
 Schuster: Progress of Physics During 32 Years (1875-1908) 
 
342 Bulletin University of New Mexico (Ed. Series 
 
 (Cambridge Press). 
 Cox: Beyond the Atom (Cambridge Press). 
 Duncan: The New Knowledge (Radio-activity, electrons, 
 
 etc.). 
 
 E. More Advanced General Reading. 
 
 Rutherford: Radio-Activity. 
 
 Thomson: Conduction of Electricity through Gases (Cam- 
 bridge Press). 
 
 Campbell: Modern Electrical Theory (Electrons) (Cam- 
 bridge Press). 
 
 Soddy: Chemistry of the Radio- Active Elements, Parts I 
 and II (Longmans). 
 
 Michelson: Light Waves and Their Uses (Univ. of Chicago 
 Press). 
 
 Richardson: The Electron Theory of Matter (Putnam). 
 
 Burgess and LeChatelier: The Measurement of High Tem- 
 peratures. 
 
 Franklin: Electric Lighting. 
 
 Ferguson: Elements of Electrical Transmission. 
 
 Kershaw: Electro-Metallurgy (Von Nostrand). 
 
 Jansky: Electrical Meters (McGraw, Hill). 
 
 Harding: Electric Railway Engineering (McGraw, Hilly. 
 
 Buck: The Electric Railway (McGraw, Hill). 
 
 F. Periodicals. 
 PART I. HIGH SCHOOL GRADE : 
 School Science Monthly. 
 School Science and Mathematics, $2.00. 
 Scientific American, $3.00. 
 Scientific American Supplement; $5.00. 
 Popular Mechanics, $1.50. 
 
 Popular Science Monthly and Popular Electricity, $1.50. 
 Illustrated World (Formerly Technical World), $1.50. 
 
 PART II. COLLEGE GRADE: 
 I. Physics: 
 
Vol 1, No. 9, 1916) Mitchell 343 
 
 Physical Eeview, $6.00. 
 Astrophysical Journal. 
 Philosophical Magazine, $5.00. 
 Science, $5.00. 
 
 II. Electrical Engineering: 
 Electrical World, $3.00. 
 
 Electrical Eeview and Western Electrician, $3.00. 
 General Electrical Eeview, 2.00. 
 Electric Journal, $2.00. 
 London Electrician, $8.00. 
 
 III. Civil Engineering: 
 Engineering News, $5.00. 
 Engineering Eecord, $3.00. 
 
 GKOUP VB. 
 XON-LABOKATOKY SCIENCES. , 
 
 This group consists of any subject contained in 
 Group 5A, if given with inadequate laboratory fa- 
 cilities and practice, and also general science, as- 
 tronomy, and psychology. Ordinarily, courses in 
 these iast three subjects are given negligible labor- 
 atory work, but it is possible that general science 
 and astronomy be taught with adequate laboratory 
 and practice and thus be classified as laboratory 
 sciences. 
 
 1. General Science, y 2 unit. 
 
 There exists up to the present time such a variety 
 of opinion on what the content and aim of a course 
 in general science should be and as yet no 
 standardization for such a course has been reached. 
 Courses up to this time exhibit a tendency to de- 
 velop superficiality, for the student is liable, after 
 taking such a course, to feel that he has a much 
 
344 Bulletin University of New Mexico (Ed. Series 
 
 broader acquaintance with the sciences than he ac- 
 tually possesses. The Faculty of the University, 
 therefore, are of the opinion that the subject of gen- 
 eral science should receive recognition and credit 
 for entrance to the University only after the stud- 
 ent, who applies for credit in this subject, gives evi- 
 dence that he has derived real benefit from the 
 course which he has pursued. 
 
 2. Astronomy, y 2 unit. 
 
 A high school course in this subject should aim 
 not only to impart a knowledge of the descriptive 
 matter in a good textbook, but also some practical 
 familiarity with the geography of the heavens, with 
 the various celestial motions, and with the posi- 
 tions of the heavenly bodies conspicuous to the 
 naked eye. The textbook should be supplemented 
 by charts, maps, and observations with the tele- 
 scope. 
 
 BIBLIOGRAPHY FOR ASTRONOMY. 
 
 Ball: Elements of Astronomy, $0.80 (Macmillan). 
 
 Ball: Star-Land, $1.00 (Ginn). 
 
 Bowen: Astronomy by Observation, $1.00 (Am. Bk.) 
 
 Byrd: Laboratory Manual in Astronomy, $1.25 (Ginn). 
 
 Greene: Introduction to Spherical and Practical Astronomy, 
 
 $1.50 (Ginn). 
 Lockyer: Astronomy, $0.35 (Am. Bk.) 
 Lowell: Evolution of Worlds, $2.50 (Macmillan). 
 Milham: How to Identify the Stars, $0.75 (Macmillan). 
 Newcomb: Elements of Astronomy, $1.00 (Am. Bk.). 
 Steele: Popular Astronomy, Revised by Todd, $1.00 (Am. Bk.) 
 Todd: New Astronomy, $1.30 (Am. Bk.) 
 Upton: Star Atlas, $2.00 (Ginn). 
 Willson: Laboratory Astronomy, $1.25 (Ginn). 
 
Vo!. 1. No. 9. 1916) Mitchell 345 
 
 Young: Lessons in Astronomy, $1.25 (Ginn). 
 
 Note: — This is an elementary textbook. 
 Young: General Astronomy, $2.75 (Ginn). 
 
 Note: — This is advanced. Serviceable for reference. 
 
 3. Psychology, y 2 unit. (Furnished by Profes- 
 sor D. A. Worcester. ) 
 
 Students who expect to attend college are advised 
 not to take Psychology in high school but the sub- 
 ject is accepted towards entrance to the University 
 as an elective science. One-half unit is allowed for 
 the completion of some such textbook as Halleck: 
 Psychology and Psychic Culture, or Pillsbury : Es- 
 sentials of Psychology. 
 
 REFERENCE LIBRARY FOR TEACHERS. 
 
 Angel: Psychology (Holt). 
 
 James: Psychology, Briefer Course (Holt). 
 
 Colvin: The Learning Process (Macmillan). 
 
 Claparede: Experimented Psychology (Longmans). 
 
 Kirkpatrick: Fundamentals of Child Study (Macmillan). 
 
 LIST C. 
 
 This list consists of various industrial subjects 
 and music. A maximum of four units is accepted 
 towards entrance to the University as elective of- 
 ferings and the maximum amount that is acceptable 
 in each subject of the list is indicated in each case. 
 
 1. Agriculture, y 2 -2 units. (Furnished by The 
 New Mexico College of Agriculture and Mechanics 
 Arts, State College, N. M. ) 
 
 The past few years have seen a widespread move- 
 ment for the introduction into the rural and high 
 schools of the country subjects relating to agricul- 
 ture. New Mexico is not far behind the other states 
 
346 Bulletin University of New Mexico (Ed. Series 
 
 in this matter, yet there is no manual or outline for 
 the teacher to follow in giving these courses. 
 
 Agriculture is a progressive science covering a 
 large and broadening field. Therefore, the courses 
 must be more or less elastic, for the things that ap- 
 ply today may be obsolete tomorrow. That is to 
 say, hard and fast rules can not be used in agricul- 
 ture as in mathematics or engineering, but there are 
 principles upon which the rules can be based. 
 • Agriculture is too complex for all its details to be 
 mastered by one person. The expert in crops or 
 soils may not possess more than a general knowl- 
 edge of livestock, fruit-growing or dairying ; there- 
 fore, some sort of outline must be followed with a 
 view of standardizing this study. The development 
 of agricultural high schools and agricultural 
 courses in the regular high schools has been 
 so rapid in the past few years that in- 
 structors with suitable training have been 
 hard to secure, and consequently instructors with- 
 out the necessary training in the fundamentals of 
 scientific agriculture have attempted to teach the 
 subject with the inevitable result — failure to stimu- 
 late interest in the students. The benefits that the 
 students get from the study of agriculture depend 
 to a large extent on the instructor; if he has had 
 good training and is enthusiastic he will be sure to 
 stimulate interest in his pupils and the resulting 
 good will be great, but if he has to confine himself 
 to the text or outline he will find that the benefits 
 the pupils derive from such a course will be few. 
 As agriculture is being taught in such a limited 
 
Vol. 1, No. 9, 1916) Mitchell 347 
 
 number of schools of this state it is not deemed ad- 
 visable to suggest more than a one-year course ; this 
 is to be given either in the third or fourth year of 
 high school. However, as time goes by and agricul- 
 ture is introduced into more of the schools and com- 
 petent instructors are employed to teach this sub- 
 ject, it will be necessary to revise the course and in 
 all probability make it a three- or four-year course. 
 
 There are several books on general agriculture 
 that fit the needs of such a course particularly well. 
 They have been in most instances prepared by men 
 well fitted to do this kind of work and in the ma- 
 jority of cases they are simply compilations of the 
 works of a large number of experts. The following 
 are probably the best suited for this kind of a 
 course: Warren: Elements of Agriculture; Fergu- 
 son & Lewis: Elementary Principles of Agricul- 
 ture ; Burkett, Stevens & Hill : Agriculture for Be- 
 ginners; and Waters: The Essentials of Agricul- 
 ture. The last named book, Waters : Essentials of 
 Agriculture, published by Ginn and Company, 
 seems more nearly to meet the needs of the New 
 Mexico schools than any of the others. It is more 
 of a Western book. 
 
 One other feature needs comment. The labora- 
 tory exercises that are given are merely suggestive, 
 since in the class room special emphasis should be 
 given to the particular crops that are of most im- 
 portance in the region where the instruction is 
 given. Frequent visits should be made to the farms 
 in the vicinity and as many of the crops and agri- 
 cultural practices as possible studied at first 
 
348 Bulletin University of New Mexico (Ed. Series 
 
 hand. Small plots of some crops not common in 
 the community may well be groAvn on the school 
 farm to supply illustrative material. A few chick- 
 ens, a pig, or a sheep may be easily kept near the 
 schoolhouse and the pupils taught the proper meth- 
 od of caring for them. 
 
 The following suggestions may be helpful to the 
 teacher : — 
 
 1. The success of the work depends largely upon 
 YOU. 
 
 2. Decide upon the exercise you are going to 
 give before going to class. Work it over carefully 
 so you can speak with authority. 
 
 3. Have each pupil provide himself with note- 
 book and pencil with which to keep a record of the 
 work he does. This record should include : date, ob- 
 ject of experiment, directions, and results. See that 
 the record is neatly kept. 
 
 4. Keep a similar record for yourself. 
 
 5. Choose only such exercises as you think are 
 adapted to your community. 
 
 6. Do not be afraid to interest parents in the 
 questions that will arise from time to time. 
 
 7. With the help of the students devise exercises 
 that appeal to them. 
 
 Note : — The Faculty of the New Mexico College 
 of Agriculture and Mechanic Arts, State College, 
 New Mexico, will be glad to answer any questions 
 and offer suggestions to any instructor who may be 
 interested in introducing agriculture into the pub- 
 lic schools of the state. 
 
Vol. 1. No. 9, 1916) Mitchell - 349 
 
 SUGGESTED ONE- YEAR COURSE 
 
 A. CROPS. 
 
 EXERCISE 1. 
 
 TO SHOW HOW PLANTS TAKE UP FOOD MATERIAL 
 
 FROM THE SOIL. 
 
 Equipment: Small glass tube or funnel with a long stem; a 
 piece of bladder or parchment paper; some sugar or molasses; a 
 glass can, or wide-mouthed bottle. 
 
 Method : Soak the bladder or parchment in 
 water until soft, stretch the membrane over the 
 end of the funnel and hold it securely by wrapping 
 with waxed thread. Now fill the funnel with a 
 strong sugar solution or with molasses, until the 
 liquid stands about one inch in the stem. Partly 
 fill the jar with water and insert the funnel until 
 the water on the outside is at the same level as the 
 molasses or sugar solution on the inside of the fun- 
 nel. In a short time the solution in the funnel will 
 be seen to rise above the level of the water in the 
 jar and after a time overflow at the top of the stem 
 if the funnel is not too long. 
 
 Discussion : This increase in the volume of mo- 
 lasses or sugar solution is due to the entrance of 
 water through the bladder or parchment mem- 
 brane. There is a slow movement in the opposite 
 direction, but, since the water moves through the 
 membrane much more rapidly than the molasses or 
 sugar, there is a rapid increase in the volume of the 
 liquid on the inside of the funnel. This movement 
 through the membrane will continue until the so- 
 lution on the inside has the same strength or con- 
 centration as that on the outside. The exchange of 
 
350 Bulletin University of New Mexico (Ed. Series 
 
 liquids through membranes is called osmosis. 
 By this process the fine root hairs of the plant are 
 able to secure a large amount of water from the 
 moist soil. The thin wall of the root hair corres- 
 ponds to the bladder or parchment membrane, the 
 cell sap to the sugar solution, and the soil moisture 
 to the water in the jar. The sap is more concentrat- 
 ed than the soil solution on the outside of the hair, 
 hence the water in the soil moves through the cell 
 wall just as the water in the jar moves through the 
 membrane and into the sugar solution. 
 
 Sprout some grains of corn and wheat between 
 layers of dark flannel and note the very fine hairs 
 which develop just back of the growing root tip. 
 The moisture which enters the plant through the 
 root hairs carries in solution certain food materials 
 which are essential for the development of the 
 plant. The moisture passes up through the plant 
 and much of it is evaporated from the leaves after 
 having performed its function as a carrier of food 
 materials from the soil through the plant to the 
 leaf. The food materials carried by the water are 
 left behind in the leaf where they are combined with 
 substances from the air to form the tissues of the 
 plant, including roots, stems, leaves, and seeds. 
 
 EXERCISE 2. 
 
 TO SHOW THE AMOUNT OF MOISTURE 
 
 RETAINED BY PLANTS. 
 
 Equipment: A pair of scales and a drying oven. 
 
 Method : Dig up enough clover or corn plants 
 from the field to weigh about five pounds (A single 
 plant may be sufficient). Weigh carefully and 
 
Vol. 1, No. 9, 1916) 
 
 Mitchell 
 
 351 
 
 record the weight. Place the material in a shallow 
 tray or pan, set the pan in bright sunlight until the 
 contents are thoroughly dry and again weigh. Sub- 
 tract this weight from the original weight and cal- 
 culate the per cent of moisture lost. 
 
 How many pounds of green clover are necessary 
 to make a ton of cured hay? How much dry corn 
 fodder in a ton of green corn plants? 
 
 Place the dried plants in a drying oven and see if 
 more water can be driven off. 
 
 KIND OF PLANT 
 
 GREEN WEIGHT SUN-DRIED 
 
 OVEN-DRIED 
 
 Per cent of Moisture 
 in the Green Plants 
 
 Discussion : We have already found that a large 
 part of the water taken up by the roots is evaporat- 
 ed from the leaves of the plant, leaving behind the 
 food material which it carried in solution from the 
 soil. We now see that a sufficient amount of water 
 is retained to make up a large percent age of the to- 
 tal green weight of the plant. This moisture gives 
 rigidity to the plant. When the loss by evaporation 
 from the leaf surface is more rapid than the water 
 can be supplied from the soil, the plant soon wilts 
 and ceases to grow. It has been found that our or- 
 
352 Bulletin University of New Mexico (Ed. Series 
 
 dinary plants take up from 300 to 500 pounds of 
 water for every pound of dry matter produced by 
 them. 
 
 From an experiment in New York state it was 
 found that a field of oats used 522 pounds of water 
 for each pound of dry matter produced: corn 234 
 pounds ; and potatoes 423 pounds. 
 
 The evaporation of the water from the surface of 
 the leaf is known as transpiration. 
 
 In addition to the large amount of water which 
 leaves the soil through the plant, there is a constant 
 loss of water by direct evaporation from the surface 
 of the soil. 
 
 EXERCISE 3. 
 
 TO SHOW THE PROPER DEPTH FOR PLANTING. 
 
 Equipment: A case consisting of two panes of glass placed 
 about one-half inch apart and held in position by means of a 
 wooden frame. 
 
 Method: Put an inch or two of soil in the bot- 
 tom of the glass case and then place a kernel of corn 
 on top of the soil close up to the glass. At the other 
 end of the case a bean may be planted in the same 
 manner. Now put in an inch of soil and again 
 plant a kernel of corn and a bean, continuing the 
 operation until the case is full of soil to within an 
 inch of the top. Water the soil thoroughly, cover 
 the glass sides with black cloth or paper to exclude 
 the light and set the case aside until the seeds have 
 germinated. Other seeds than corn and beans may 
 be included in the exercise. 
 
 Discussion : Seeds which are small and fine 
 must not be deeply covered with earth, for, if they 
 
Vol. 1, No. 9, 1916) Mitchell 353 
 
 are, the weak germ which they contain will not be 
 strong enough to reach the light and air. Large 
 seeds, however, which contain a considerable quan- 
 tity of stored material, as in the case of peas and 
 beans, may be planted quite deeply. In fact, peas, 
 which do not force the seed leaves out of the ground, 
 should, for the best results, be planted from three 
 to five inches in depth, while beans, which have a 
 different method of germination, forcing their seed 
 leaves out of the ground, should not be planted too 
 deeply, for, as in the case of soils which are clayey 
 and compact in nature, there will not be sufficient 
 power in the growing stem of the bean to force the 
 seed leaf from the soil and out into the light. The 
 depth of planting, therefore, must be regulated by 
 the habit of growth of the plant. 
 
 EXERCISE 4. 
 
 TO TEST THE VITALITY OF SEED CORN. 
 
 Equipment: Fifty ears of corn; a germination box; sand or 
 sawdust sufficient to fill the box; a piece of muslin 10x20 
 inches. 
 
 Method : Number the ears and place them in con- 
 secutive order on a table or a bench Avhere they will 
 remain undisturbed until the close of the exercise. 
 The germination box may be constructed at the 
 school or home of one of the pupils. It consists of a 
 shallow wooden box 3x10x20 inches inside meas- 
 urement. Along all four sides of the box are saw 
 cuts one inch deep and two inches apart. The ger- 
 minator is prepared by filling the box to within one 
 inch of the top with moist sand. The surface, having 
 been leveled and compacted by means of a smooth 
 
354 
 
 Bulletin University of New Mexico 
 
 (Ed. Series 
 
 block of wood, is marked off into small squares 2x2 
 inches, by means of a cord which, is laced back and 
 forth through the saw cuts in the edge of the box. 
 Beginning in the upper left-hand corner, the 
 squares are numbered from one to fifty. 
 
 Commencing with ear No. 1, remove six kernels, 
 two near the butt on opposite sides, two near the 
 middle and two near the tip. Place the six kernels 
 in regular order, germ side up, in the germinator in 
 Square No. 1 and proceed with Ear No. 2 in the 
 same manner, placing the kernels from it in Square 
 No. 2. Repeat this process until all of the ears 
 have been sampled. 
 
 After the grains are all in place cover the surface 
 of the sand with a square of muslin and add sand 
 until the box is level full. Moisten the sand 
 thoroughly and keep it wet throughout the exercise. 
 
 The germinator should be kept at a temperature 
 of 70° to 80° F., during the day, but at night it may 
 fall to 50° or 60° without harm. At the end of five 
 or six days the cloth should be carefully rolled back 
 in order to expose the squares for inspection. Count 
 the grains that have germinated in each square and 
 
 record the numbers 
 
 in the following diagram : 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 10 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Vol. 1. No. 9, 1916) Mitchell 355 
 
 After careful examination, discard the ears 
 whose numbers correspond to the square in which 
 the grains did not grow or where germination was 
 weak and unsatisfactory. 
 
 Discussion: It matters not how much food is 
 available to the plants, how well prepared the seed 
 bed, or how great the amount of moisture conserv- 
 ed, the best results cannot be obtained unless good 
 seed is planted. Heretofore, much more rapid ad- 
 vancement has been made toward cultural methods 
 than toward the securing of good seed. Many have 
 never stopped to consider what constitutes good 
 seed. In good seed there must be present in the germ 
 that which we call life, or, as we commonly say, the 
 seed must have vitality. Very few do more than 
 look at an ear to determine its vitality. This is a 
 great mistake and frequently results in a poor 
 stand and a low yield. Without a perfect stand, the 
 largest possible yield cannot be expected. If time is 
 taken to count the stalks in one hundred consecu- 
 tive hills, the average corn grower will doubtless 
 be surprised to find far from a perfect stand. He 
 will probably find not more than 75 per cent or 80 
 per cent of the stalks that should be there. With 
 such a stand and an allowance of from 5 per cent to 
 10 per cent for barren stalks, some explanation can 
 be made for the low yield. There are on the average 
 ear about 900 kernels suitable for seed. If out of 
 every hundred ears planted four or five lack vital- 
 ity, it will mean at least 2,000 fewer stalks in the 
 field per 100 seed ears planted. 
 
356 Bulletin University of New Mexico (Ed. Series 
 
 EXERCISE 5. 
 
 SMUT IN SMALL GRAINS. EORMALIN TREATMENT. 
 
 Equipment: A small amount of smutted wheat, oats or bar- 
 ley; small amount of formaldehyde and plenty of clean water to- 
 gether with a barrel or tub. 
 
 Method : Mix one pint of formaldehyde with 40 
 gallons of water (or a proportionate amount of 
 each) in a barrel or tub. The seed may be dipped 
 into the solution in a basket or sack, or the solution 
 may be sprinkled upon the seed. The essential point 
 is that all the kernels are thoroughly wet. Dry 
 the seed as soon as possible after treatment. 
 
 Discussion : The formalin treatment of seed to 
 prevent smut is simple, cheap and effective. It will 
 prevent ( 1 ) stinking smut or closed smut of wheat, 
 (2) loose smut of oats, (3) covered smut of oats, 
 (4) covered smut of barley. Farmers should treat 
 their seed wheat, seed oats and seed barley every 
 year. The cost of treating sufficient is small and 
 the loss due to smutted grain is very large. 
 
 Note : — In using the formalin treatment for oat 
 smut, it is advisable to have the temperature of the 
 water above 50° F., some authorities stating that if 
 the water is colder than this the treatment will 
 not be effective in this grain for smut. 
 
 B. SOILS. 
 
 EXERCISE 6. 
 
 TAKING SOIL SAMPLES IN THE FIELD. 
 
 Equipment: One soil auger, six feet long with an extra three 
 foot extension; one yard of oilcloth. 
 
 Method : Select a place in the field that is repre- 
 
Vol. 1, No. 9, 1916) Mitchell 357 
 
 sentative of that particular area. Clean with care 
 all trash and organic matter from the surface. 
 Insert the soil auger by turning to a depth of four 
 inches and just before lifting give a slight upward 
 turn to sever the connection below. Hold over a 
 piece of oilcloth while removing the soil. Reinsert 
 the auger and repeat the operation until a depth of 
 one foot is reached. If a sample is desired the soil 
 from the entire hole should be mixed on the oilcloth 
 and an aliquot or the entire sample placed in an 
 air-tight container. The operation may be repeated 
 for the second, third, fourth foot, etc., if desired. 
 
 Discussion : Compare the difference between the 
 surface soil and the subsoil. How do they differ? 
 Describe each carefully. Notice especially the dif- 
 ference in color, texture, and content of organic 
 matter of the different one-foot sections. 
 
 Study the work of the various soil forming agen- 
 cies which you find and discuss clearly and fully 
 the part whi.-h each of these different actions pla.ys 
 in the formation of soils. 
 
 EXERCISE 7. 
 
 DETERMINATION OF CAPILLARY MOISTURE IN FIELD 
 SAMPLES. 
 
 Equipment: One soil auger, six feet long; one piece of oil- 
 cloth; soil cans according to the number of students (6 for each 
 student) ; one balance, sensitive to 1-10 gram. 
 
 Method: Take samples of soils that have under- 
 gone treatments in the same manner as described in 
 the previous exercises. One-foot sections down to 
 the desired depth should be taken. Place these sam- 
 ples in previously Aveighed, air-tight soil cans and 
 
358 Bulletin University of New Mexico (Ed. Series 
 
 immediately remove to the laboratory. Weigh, the 
 samples on torsion balances. Remove the lid and 
 allow to dry at room temperature until they cease 
 to lose weight. Determine the loss of capillary 
 moisture from each foot. 
 
 Calculate the capillary moisture in per cent of 
 air dry weight, per cent of wet weight, pounds per 
 cubic foot, and surface inches. 
 
 EXERCISE 8. 
 
 SOIL TEXTURE STUDIES. 
 
 Equipment: Samples of sandy loam, sand, silt loam, clay 
 loam, adobe clay, loess; evaporating dishes or containers accord- 
 ing to the number of students; hand lens; test tubes and racks 
 according to the number of students. 
 
 Method: Learn the feel of the following soils 
 when dry and when wet to a dough : sandy loam, 
 sand, silt loam, clay loam, adobe clay, loess. 
 
 Take six small dishes and place in each about ten 
 grams each of the soils above mentioned. Become 
 perfectly familiar with the feel of each of these by 
 going from one to the other several times. 
 
 Make a hollow in the soil and add a few drops of 
 water, enough to make a portion of it into a stiff 
 dough after it has stood a couple of minutes. Take 
 a portion of each of the moist soils and rub between 
 the thumb and fingers. By aid of the feel and col- 
 or when wet and dry, learn to distinguish the va- 
 rious types. 
 
 Spread small samples of each of the dry soils on 
 a glass plate and examine carefully with a hand 
 lens. Note what types are composed of soil grains 
 well coated with humus. What are some of the 
 
Vol. 1, No. 9, 1916) Mitchell 
 
 359 
 
 minerals that you recognize? What minerals pre- 
 dominate in the various soils? In what types is 
 there a tendency on the part of the soil particles to 
 gioup together? 
 
 Obtain as many test tubes as there are samples 
 of soils and place into each tube approximately one 
 gram of one kind of soil. To the samples thus ob 
 tained, add water until the test tubes are half full. 
 Shake thoroughly and allow to settle. !Note the 
 varyiug rapidity of the different soils to settle and 
 from your observation conclude Avhich types of soil 
 contain the larger particles in predominating 
 amounts. 
 
 EXERCISE 9. 
 
 CAPILLARY MOVEMENT OF WATER IN SOILS. 
 
 Note: — To be performed by entire class or as a demonstration 
 by instructor. 
 
 Equipment: Six glass tubes, 6 feet long and 1-2 inch diamet- 
 er; one nest of sieves, 20, 40, 60, 80, 100 mesh; different soil 
 types; funnel stand or ring stands for holding tubes upright; 
 cheesecloth for tying over ends of tubes; shallow pans to hold 
 water. 
 
 Method : The following soil types will be used in 
 this experiment : coarse sand, fine sand, fine sandy 
 loam, silt loam, clay loam, clay. Fill one glass tube 
 with each of the above soil types. The tubes should 
 be about 6 feet long and one-half inch diameter. 
 The tubes should all be compacted the same so as 
 to make the results comparable. With the excep- 
 tion of the coarse and fine sand, they should all be 
 sifted through a 60-mesh sieve. The coarse sand 
 should be what is caught on a 40-mesh and the fine 
 
3(>0 Bulletin University of Nev> Mexico (Ed. Series 
 
 sand that which passes through an 80-mesh. 
 
 Place the tubes in water and observe the height 
 to which the water has risen at the end of 15 min- 
 utes, 30 minutes, 1 hour, 2 hours, 3 hours, 6 hours, 
 24 hours, 2 days, 3 days, 4 days, 5 days, 6 days, 7 
 days, 2 weeks. 
 
 Record the data in tabular form and plot curves, 
 using time as abscissa and height as ordinates. 
 
 c. poultry. 
 
 EXERCISE 10. 
 
 STUDY OF AN EGG. 
 
 Equipment: For this work, a few saucers, a collection of the 
 different sorts of eggs to be investigated, and an ordinary read- 
 ing glass constitute the necessities. 
 
 Objects: — To observe the differences in the con- 
 tents of fresh and stale eggs and fertile and infer- 
 tile eggs before and after incubation. To observe 
 the different parts of an egg. 
 
 Procedure : Examine each egg, by candling, to 
 observe the appearance before breaking the shell. 
 Note the air cell of each egg. Carefully break each 
 egg into a separate saucer. Note appearance of 
 each class of egg. In a strictly fresh egg, find the 
 cuticle, shell, outer and inner shell membrane, 
 liquid albumin, dense albumin, chalaza, viteline 
 membrane, dark yolk, white yolk, and blastoderm. 
 In an egg that has been under incubation for 
 twenty-four hours, find the area pellucida, area 
 opaca ,and the primitive streak. A hard boiled egg 
 should also be examined, as in it some parts are 
 more easily distinguished than in a raw egg. 
 
Vol. 1, No. 9, 1916) Mitchell ^61 
 
 D. DAIRYING. 
 EXERCISE 11. 
 
 MILK TESTING. 
 
 Equipment: A four-bottle Babcock test outfit: 1 four-bottle 
 tester; sis whole milk test bottles (6 in. 8%); six cream test 
 bottles (18 gm., 6 in. 30%) ; six skim milk test bottles; three milk 
 testing pipettes (17.6 c.c); three milk testing pipettes (18 c. c.) ; 
 two acid measures (17.5 c. c.) ; one small Quevenne lactometer; 
 two dairy thermometers; three test bottle brushes; ample supply 
 of Commercial Sulphuric Acid, Sp. Gr. 1.82; one copy of "Milk 
 and Cream Testing" (with outfit). Estimated cost $12.00. 
 
 Purpose: To determine the per cent of butter- 
 fat in whole milk, cream and skim milk, also many 
 other dairy products. 
 
 Method: We would suggest that the instructor 
 in charge of this work, follow the work as outlined 
 in the copy of "Milk and Cream Testing." It 
 would be well to have the students experiment with 
 milk and cream in order to determine the keeping 
 qualities as governed by temperature and cleanli- 
 ness. 
 
 Discussion : Since most of the milk and milk 
 products are marketed on a fat percentage basis, it 
 is most important that the student acquire and re- 
 member some of the important features of the test 
 whereby the per cent of fat is determined. The 
 test that is used universally in making fat percent- 
 age determinations was worked out by Dr. Bab- 
 cock, and though simple and easy to operate, it is 
 very accurate and reliable if properly handled. The 
 principle upon which the Babcock test is based is 
 that of centrifugal force ; the fat being lighter, rises 
 
3(52 Bulletin University of New Mexico (Ed. Series 
 
 in the neck of the test bottle, which is graduated, 
 making it possible to read the per cent of fat in the 
 bottle, direct, thereby simplifying the operation. 
 
 Students should realize the importance of the 
 Babcock test and its relation to modern methods of 
 dairying. The Babcock test and the milk scales are 
 the only satisfactory means of determining the rela- 
 tive value of any herd of dairy cows. If the num- 
 ber of pounds of milk a cow gives in one year and 
 the average per cent of fat it contained are known, 
 the pounds of butter-fat may be determined by sim- 
 ple multiplication. Knowing the pounds of butter- 
 fat produced in one year, it is well to divide the 
 amount by 82.5 (per cent of fat in butter) and 
 thereby obtain the pounds of butter the animal pro- 
 duced during the year. The value of the finished 
 product at 30 cents per pound, less the cost of feed 
 and management, should show a profit; but this is 
 not always true. The cow may be a poor producer 
 and not even pay for her keep, and this fact can be 
 determined accurately only by weighing the milk 
 and appbing the Babcock test. 
 
 E. HORTICULTURE. 
 EXERCISE 12. 
 
 PLANT PROPAGATION. 
 
 Equipment: Pruning knife; budding knife; grafting knife; 
 bundle of raffia; wrapping twine; grafting wax; some seedling 
 apples and peaches, one year old; and a few of the common 
 garden or field seed. 
 
 Method : Plant the different seeds in tomato 
 cans which have had the bottoms punctured in 
 
Vol. 1, No. 9, 1916) Mitchell 3(J3 
 
 many places with a small nail or some similar ob- 
 ject. These perforations are for the purpose of al- 
 loAving drainage. 
 
 Cuttings : Some time during the early spring se- 
 cure some small branches, preferably of cottonwood 
 or willow, about the size of a pencil. Cut into 
 lengths of from four to six inches. Tie in small 
 bundles and bury in a moist, cool place about a foot 
 deep. Lay some of the cuttings horizontally, place 
 some top end down, and some in the position in 
 wni.-.li they grew, that is tops up. On taking the 
 cuttings up in the late spring (when buds begin to 
 open on pliints from which cuttings were taken) 
 notice that the inverted cuttings will generally 
 have more root, especially if they are covered only 
 two to four inches and kept moist. These are called 
 hard-Avood cuttings. 
 
 Take the top of a geranium, three or four inches 
 long, or the tip of a sweet potato fh.at has been 
 started in a bottle, and stick the Ijwct end in moist 
 soil one to two inches deep. Remove all the leaves 
 except two or three at the tip of the plant. Keep soil 
 moist. These are soft-wood or herbaceous cuttings. 
 
 Discussion: The white substance at the end of 
 the hard-wood cuttings when taken out of the 
 ground is called the callus. It is formed by a 
 readjustment of cells and is not a growth. It is for 
 the purpose of sealing the ends of the cutting to 
 prevent the loss of moisture. The roots formed on 
 the inverted cuttings better because they receive 
 more heat. Plants require moisture, heat and air 
 for development. 
 
;)(;_}. Bulletin Uniuersity of New Mexico (Ed. Series 
 
 Graftage : Grafting and Budding. Secure some 
 branches of apple from a neighboring orchard and 
 bury about a foot deep in a trench. This may be 
 done at the same time the small trees are heeled-in, 
 in fact, the small trees may be placed in one end of 
 the trench and the branches in the other. The apple 
 branches obtained for this purpose should be 
 straight, smooth, last year's growth and about the 
 size of a lead pencil. When treated in the above 
 described manner, the branches and little trees will 
 keep for four to eight weeks. 
 
 Select a branch and a tree about the same size. 
 Cut the tree off about an inch below the ground 
 line, or where the top of the ground came to when 
 the tree was growing, holding the root of the tree in 
 the hand. The part left in the hand is called the 
 stock. The cuts should be about an inch long and 
 straight. Cut butt end of branch to match the stock 
 and cut it off to about six inches in length. This is 
 the scion. Now make a cut, parallel to the grain of 
 tlic wood, about one-third way from point to heel of 
 bottom scion and stock and about five-eights of an 
 inch deep. Place scion and stock together so that 
 the tongue of each fits into the slit of the other and 
 wrap with waxed cord. Bury in moist soil about a 
 foot deep and a union should be formed by spring. 
 
 Budding: Take some small trees or branches as 
 soon as the sap rises or any time while sap is up. 
 Make a T-shaped cut in the tree, just through the 
 bark, about four inches from the ground line. 
 Make the stem of the T first and have it about 
 three-fourths of an inch long, then holding the 
 
Vol. 1, No. 9, 1916) Mitchell 3(J5 
 
 knife at an angle so that it raises the bark some, 
 make the other cut. Take a small branch in hand 
 so that tip is turned toward operator, start about 
 one-half of an inch below the bud and make a 
 straight cut so as to come out about three-eighths 
 of an inch above the bud. If done properly, the bud 
 will be held between the thumb and knife blade. 
 Open the T-shaped cut called the matrix and insert 
 the bud, pushing it clear in by placing the back of 
 the knife blade on the leaf-stock. Tie with raffia. 
 Budding is generally practiced on stone fruits, but 
 is more successful on the pomaeeous fruits, as the 
 apple. 
 
 REFERENCE LIBRARY FOR AGRICULTURE. 
 
 A. Soils: 
 
 Whitson & Walster: Soils and Soil Fertility (Webb Publish- 
 ing Co.). 
 
 Hilgard: Soils (Macmillan). 
 
 C. W. Burkett: Soils (Orange Judd Co.). 
 
 F. H. King: Soil Management (Mrs. F. H. King, Madison, 
 Wis.). 
 
 Lyon, Fippin & Buckman: Soils (Macmillan). 
 
 B. Manures and Fertilizers: 
 
 Wheeler: Manures and Fertilizers (Macmillan). 
 Hopkins: Soil Fertility and Permanent Agriculture (Ginn). 
 Van Slyke: Fertilizers and Crops (Orange Judd Co.). 
 Thorn: Farm Manures (Orange Judd Co.). 
 
 C. Irrigation and Dry Farming: 
 Widtsoe: Principles of Irrigation (Macmillan). 
 Fortier: Use of Water in Irrigation (McGraw-Hill Co.). 
 Widtsoe: Dry Farming (Macmillan). 
 
 Campbell: Soil Culture Manual (The Campbell Soil Culture 
 Co.). 
 
36(j Bulletin University of New Mexico (Ed. Series 
 
 D. Farm Management: 
 Card: Farm Management (Doubleday, Page & Co.). 
 Warren: Farm Management (Macmillan). 
 Boss: Farm Management (Lyon & Charnan). 
 Hunt: How to Choose a Farm (Macmillan). 
 Doane: Sheep Feeding and Farm Management (Ginn). 
 
 E. Field Crops: 
 Carleton: The Small Grains (Macmillan Co.). 
 Wilson & Warburton: Field Crops (Webb Publishing Co.). 
 Hunt: Forage and Fibre Crops (Orange Judd Co.). 
 Hunt: Cereals in America (Orange Judd Co.). 
 Spillman: Farm Grasses of the United States (Orange Judd 
 
 Co.). 
 Hitchcock: A Text Book of Grasses (Macmillan). 
 Voorhees: Forage Crops (Macmillan). 
 
 Lyon & Montgomery: Examining and Grading Grains (Ginn). 
 Duggar: Southern Field Crops (Macmillan). 
 Piper: Forage Plants (Macmillan). 
 Montgomery: The Corn Crops (Macmillan). 
 
 F. Animal Husbandry: 
 Plumb: Types and Breeds of Farm Animals (Ginn). 
 Henry: Feeds and Feeding (Author, Madison, Wis.). 
 Jordan: The Feeding of Farm Animals (Macmillan). 
 Reynolds: Veterinary Studies (Macmillan). 
 Burkett: The Farmer's Veterinarian (Orange Judd Co.). 
 Harper: Animal Husbandry for Schools (Macmillan). 
 Mumford: Beef Production (Author, Urbana, 111.). 
 Dietrich: Swine (Breeder's Gazette). 
 Wing: Sheep Farming in America (Breeder's Gazette). 
 Craig: Livestock Judging (Kenyon Co., Des Moines, Iowa). 
 
 G. Dairying: 
 Michels: Dairy Farming (Author, Clemson College, S. C.) 
 Eckles: Dairy Cattle and Milk Production (Macmillan). 
 McKay & LaTsen: Principles and Practices of Buttermaking 
 
 (Wiley & Sons). 
 Wing: Milk and Its Production (Macmillan). 
 
Vol 1, No. 9, 1916) Mitchell 357 
 
 H. Poultry: 
 
 Lewis: Productive Poultry Husbandry (Lippincott). 
 
 Kaupp: Poultry Culture (Saunders Co.). 
 
 Watson: Farm Poultry (Macmillan). 
 
 Lewis: Poultry Laboratory Guide (Macmillan). 
 
 Lewis: Poultry Keeping (Lippincott). 
 
 I. General: 
 
 Bailey: Cylopedia of American Agriculture (Macmillan). 
 
 Waters: Essentials of Agriculture (Ginn). 
 
 Warren: Elements of Agriculture (Macmillan). 
 
 Lipman: Bacteria in Kelation to Country Life (Macmillan). 
 
 Burkett, Stevens & Hill: Agriculture for Beginners (Ginn). 
 
 King: Physics of Agriculture (Mrs. F. H. King, Madison, 
 
 Wis.). 
 Duggar: Plant Physiology (Macmillan). 
 
 J. Periodicals: 
 
 Breeder's Gazette. 
 Hoard 's Dairyman. 
 Better Fruits. 
 Wallace's Farmer. 
 Beliable Poultry Journal. 
 California Cultivator. 
 
 K. Bulletins: 
 
 Publications of the U. S. Department of Agriculture. 
 Publications of the various State experiment stations. 
 
 2. Home Economics, y 2 -S units. 
 
 The terms "Home Economics" and "Domestic 
 Science" are far from satisfactory in their appli- 
 cation to the group of courses given in the depart- 
 ment that bears one of these names. A course in 
 foods and cooking, is or ought to be, taught as a 
 laboratory science. Sewing and home decoration 
 are arts, valuable because they are practical and 
 
308 Bulletin University o£ New Mexico (Ed. Series 
 
 because they contribute to the development of the 
 aesthetic sense. Marketing lies in the realm of 
 pure economics. A more definite title for such a 
 department would be "Domestic Art, Science, and 
 Economics/' but the length of such a title will 
 hardly promote its ready acceptance. This bulletin 
 uses the term "Home Economies'' wherever such a 
 combination of courses is meant, as this title is less 
 objectionable than "Domestic Science." The latter 
 is liable to be very misleading. For example, in a 
 department of Domestic Science a course may be 
 offered in sewing and textiles and the girl who 
 takes this course offers it for entrance to some col* 
 lege or university as meeting the usual requirement 
 of one unit in a laboratory science. She is mislead 
 by two things, by the term "Domestic Science," 
 when the course she had was not a science at all, 
 and by the double periods of time she spent in 
 practice work, incorrectly supposing that such 
 practice work was the laboratory part of a course 
 in science. On the other hand, a course in foods 
 and cooking can be organized and taught in such a 
 manner that it may be acceptable to the University 
 as a laboratory science. The Committee on Student 
 Standing have agreed that when a course in foods 
 and cooking shall measure up to the following 
 standard it may be accepted as fulfilling the 
 entrance requirement of one unit of a laboratory 
 science : "A course in foods and cooking will be ac- 
 cepted as a laboratory science when the high school 
 course includes a study of the principles and the 
 laws of cookery applied to each principle and a 
 
Vol. 1, No. 9, 1916) Mitchell 3(^9 
 
 qualitative study of our common foods ; with note- 
 book work so written that the results may be judg- 
 ed by the instructors of the department at the Uni- 
 versity. This is understood to mean a clear state- 
 ment, in the form of a conclusion, to notes taken 
 on each lesson. Notes on the class work also must 
 be incorporated in order that the scope and content 
 of the course may be estimated. Not less than one 
 unit of such work will be accepted, — this to consti- 
 tute an equivalent of 180 hours of practice work 
 with two recitations per w T eek." 
 
 When such a course is offered and accepted as a 
 laboratory science, other courses in Home Econ- 
 omics will be accepted as elective offerings towards 
 entrance up to three units. 
 
 CONTENT AND AIM OF COURSES IX HOME ECONOMICS. 
 
 (Furnished by Associate Professor Frances 
 Lathrop. ) 
 
 High school courses in Home Economics should 
 have two definite and clear aims: (1) To give the 
 prospective teacher an intelligent understanding of 
 the fundamental principles of home making; (2) 
 To give the student (a) an interest in the subject, 
 (b) a fund of knowledge, (c) understanding of 
 child nature, (d) concrete teaching, (e) an under- 
 standing of how the work may be correlated with 
 other subjects, (f ) interest in the art of home mak- 
 ing. 
 
 The outline suggested below is purely suggestive 
 and may be enlarged or cut down to suit the facili- 
 ties of the individual school. The book, "Equip- 
 ment for Teaching Domestic Science" by Helen 
 
370 Bulletin University of New Mexico (Ed. Series 
 
 Kinne of Columbia University will prove to be of 
 great assistance to anyone interested in installing 
 the equipment of this department. It may be ob- 
 tained from Whitcomb and Barrows, Boston, 
 Mass. 
 
 Home Economics properly begins in the Fourth 
 Grade. Girls in this grade should be able to make 
 towels, using baste, running stitch, turned hems, 
 blanket stitch, chain stitch, and learn to run hems. 
 
 Fifth Grade — Underlying idea — helpfulness in 
 the home. Care should be given to the acquisition 
 of neatness and accuracy in all work, and to the 
 correct position of body, tools and work. Care^of 
 material, clothing, and tools. Sixty minutes a week 
 given to this work. 
 Sixth Grade : — 
 
 (A) Sewing. Economy in work is the important 
 phase in this grade. Knowledge of machinery in 
 the home. Use of sewing machine. Make cooking 
 apron. Practice on straight seams. 60 minutes per 
 week. 
 
 (B) Cooking. Study of equipment. Use of each 
 article. Dish washing. Study of simple fruits, as 
 apples and of vegetables, as potato, and of simple 
 cereals, as rice, oatmeal, cream of wheat. The cook- 
 ing of starchy foods, 90 minutes per week. 
 Seventh Grade : — 
 
 90 minute periods three times per week are ad- 
 vised. 
 
 (A) Sewing: — Review of stitches, making of 
 napkins, use of napier hem, making of buttonholes, 
 patching, making felled and French seams. 
 
VoJ. 1, No. 9, 1916) Mitchell 371 
 
 (B) Cooking: — Albumen and its sources. Ef- 
 fect of heat and cold upon it. Cooking of eggs and 
 meats. Soups made from meats. Use of eggs and 
 milk combined, — custards. Making of quick 
 breads and batters. 
 Eighth Grade : — 
 
 90-minute periods three times a week are advised. 
 
 (A) Sewing: — 1. Making of tailored shirtwaist. 
 
 a. Study of samples of goods. 
 
 b. Drafting a pattern. 
 
 c. Designing the waist. 
 
 2. Study of woolen materials, 
 prices, &c. 
 
 3. Drafting pattern for woolen 
 skirt, cutting pattern, fitting, 
 and making skirt. 
 
 4. Repairing by patching and 
 darning. 
 
 5. Study of the cost of clothes. 
 
 6. House furnishings and cost. 
 
 (B) Cooking. The making of doughs, baking 
 powder biscuits, simple cakes, bread ( first les- 
 sons), simple salads, and the cooking of vegetables. 
 
 HOME ECONOMICS COURSE IN HIGH SCHOOL. 
 
 It is suggested that the curriculum include : 
 Ninth Grade, First semester : — 
 
 Biology, y 2 unit, Hand Sewing, y 2 unit. 
 Second semester : — 
 
 Free hand drawing or science, at least y 2 unit, 
 Foods and Cookery, y 2 unit. 
 
372 Bulletin University of New Mexico (Ed. Series 
 
 Tenth Grade, First semester : — - 
 
 Foods and Cookery, y 2 unit. 
 Second semester: — 
 
 Physiology, y 2 unit, Personal Hygiene and Home 
 Nursing, y 2 unit. 
 Eleventh Grade, First semester: — 
 
 Physics, y 2 unit, Dressmaking, y 2 unit. 
 Second semester : — 
 
 Physics, y 2 unit, The House, y 2 unit. 
 Twelfth Grade, First semester: — 
 
 Chemistry, y 2 unit, Care and Selection of Cloth- 
 ing, y 2 unit. 
 Second semester: — 
 
 Chemistry, y 2 unit, Elementary Dietetics and 
 Serving of Meals, y 2 unit. 
 
 Note: — Where it is desired to offer three years' 
 work in Home Economics, it is suggested that the 
 work be about equally divided among Sewing and 
 Textiles, Foods and Cooking, and Homemaking. 
 Suggestive courses in each is given below. 
 
 Sewing. 
 
 This course includes: Preparation for work, po- 
 sition at desk or table, utensils and their use. Study 
 of cotton and wool, warp and woof. Darning, bast- 
 ing, running stitch, back stitch, over-casting, hem. 
 eyelets, mitered corner. This problem is illustrated 
 by making a work bag. French hem, French fell 
 seam, French seams, hemming stitch, hem stitching, 
 muslin ruffle, gathering, button holes. Problem II. 
 Corset cover. Take measure, test pattern, draft 
 one, cut and make. Problem III. Towel, feather 
 stitch, blanket stitch, chain stitch. And so forth. 
 
Vol. 1, No. 9, 1916) Mitchell 373 
 
 Foods and Cooking. 
 
 Such a course would naturally include : 
 
 1. Study of equipment and tools. 
 
 2. Cleaning agents. 
 
 3. Starches, — potato, corn, cereals, effect of 
 moist and dry heat. 
 
 4. Baking powder and leavening agents. 
 
 5. Doughs, drop and pour batters, baking 
 powder biscuits. 
 
 6. Yeasts. 
 
 7. Flours and bread making, rolls, Dutch apple 
 cake. 
 
 8. Eggs and protein food. Tests for freshness, 
 preservation, effect of heat, digestion of eggs, value 
 as a food, cooking of eggs, as scrambled, poached, 
 omelet. 
 
 9. Milk. Composition, value as a food, care of, 
 &c. 
 
 10. Eggs and milk combined. Custards and 
 puddings. 
 
 11. Cheese. Kinds, Welsh rarebit, cheese fon- 
 due, &c. 
 
 12. Meat. Composition, digestibility, value as 
 food, effect of heat, different forms of cooking- 
 meat, pan-broiled steak, meat loaf with tomato 
 sauce, Hamburg steak, beef stews, cuts of beef ( a ) 
 tender and expensive, (b) cheaper and tough. 
 Cooking of veal, mutton, and pork. 
 
 13. Vegetables. Classes, value as food, suitabil- 
 ity with meats, cooking of creamed carrots, cream- 
 ed onions, spinach, — value as food, scalloped toma- 
 toes, soups, scalloped rice. 
 
374 Bulletin University of New Mexico (Ed. Serial 
 
 14. The Lunch Box. Equipment, planning, pack- 
 ing. 
 
 15. Cakes. Sponge and butter cakes and their 
 difference. 
 
 School and Home. 
 
 Such a course would naturally include : 
 
 1. Care of health. Sanitary conditions in home 
 and school, ventilation, lighting, heating, drinking 
 water, — its source, composition, value in diet. 
 
 2. Home and school furnishing. Draperies, 
 wall coverings, furniture, pictures. 
 
 3. Physical efficiency. Food, — Kind, prepara- 
 tion, habits of eating. Clothing, — Choice, style, 
 care of. Care of body, — Postures, care of skin, hair, 
 teeth. 
 
 EQUIPMENT FOR HOME ECONOMICS. 
 
 1. Individual Equipment. 
 
 Multiply this by number of pupils that may be accommodated 
 in one section of the class. 
 
 Desks with bread and cake boards. 
 
 1 Gas or other burner. 
 
 1 Rolling pin, size 7% inch. 
 
 1 3" by 5<" bread pan. 
 
 1 Custard cup, white lined. 
 
 1 Granite mixing bowl. 
 
 1 6" Granite utensil plate. 
 
 1 Paring knife. 
 
 1 Tablespoon. 
 
 2 Teaspoons. 
 
 1 Kitchen knife. 
 1 Kitchen fork. 
 1 Wooden spoon. 
 1 Egg whisk. 
 1 Wire sieve. 
 
Vol. 1, No. 9, 1916) Mitchell 375 
 
 1 Steel skillet (small). 
 
 1 Sauce pan with cover (aluminum). 
 
 1 Glass measuring cup. 
 
 1 Tin measuring cup. 
 
 II. Class Equipment. 
 
 1 Befrigerator. 
 
 1 Tea kettle. 
 
 1 Food chopper. 
 
 1 Granite kettle, 3 qts. 
 
 1 Large steel skillet. 
 
 2 Granite sauce pans with covers. 
 2 Granite mixing bowls, 2 qt. size. 
 1 Can opener. 
 
 1 Covered garbage can. 
 
 4 Muffin pans (9 holes). 
 
 4 Square cake tins. 
 1 Round cake tin. 
 
 12 Cups and saucers. 
 
 12 Plates. 
 
 1 Granite coffee pot or percolator. 
 
 1 Granite tea pot. 
 
 1 Nutmeg grater. 
 
 5 Double boiler (pt.). 
 1 Double boiler (qt.). 
 5 Dish pans. 
 
 5 Rinsing pans. 
 
 1 Lemon squeezer. 
 
 1 Potato masher. 
 
 1 Chopping bowl and knife. 
 
 1 Good range, coal, wood, gas, or electric. 
 
 TEXT AND REFERENCE BOOKS. 
 
 Cooley: Domestic Art in Woman's Education (Whitcomb & 
 Barrows, Boston). 
 
 Kinne and Cooley: Shelter and Clothing (Whitcomb & Bar- 
 rows, Boston). 
 
376 Bulletin University of New Mexico (Ed. Series 
 
 Woolman: Sewing Course for Schools. Text. (Whitcomb & 
 Barrows, Boston). 
 
 University of Illinois Bulletin 24, Feb. '14: Syllabus of Do- 
 mestic Science and Art for the High School (Univ. of 
 111., Urbana, 111.). 
 
 Bevier: The House; Its Plans, Decorations and Care (Amer. 
 School of Home Economics, Chicago). 
 
 Terrill: Household Management (Amer. School of H. Econ., 
 Chicago). 
 
 Johnson: Domestic Science for Schools and Homes (Burton 
 Pub. Co., Kansas City). 
 
 Patton: Home and School Sewing (Whitcomb and Barnes, 
 Boston). 
 
 Kinne: Equipment for Teaching Domestic Science (Whitcomb 
 and Barnes). 
 
 Kinne and Cooley: Food and Household Management (Whit- 
 comb and Barnes). 
 
 Chambers: Principles of Food Preparation (Boston Cooking 
 School Pub. Co.) 
 
 Parloa: Home Economics (Whitcomb and Barnes). 
 
 Williams and Fisher: Elements of the Theory and Practice of 
 Cooking (Macmillan). 
 
 Farmer: The Boston Cooking School Cook Book (Little, 
 Brown & Co.). 
 
 Hill: Practical Cooking and Serving (Doubleday, Page & Co.). 
 
 Farmers' Bulletins published by U. S. Department of Agri- 
 culture, Washington, D. C. Distributed free. 
 
 3. Commercial Subjects, 1-4 units. 
 
 Electives from this group up to tire maximum 
 amount of four units may be offered by graduates 
 of accredited high schools towards entrance to the 
 University. But Spelling, Penmanship, and 
 Typewriting can not be accepted as meeting any 
 portion of the University entrance requirements. 
 It will be noticed that any student who completes 
 
7ol. 1, No. 9, 1916) Mitchell 377 
 
 the four-year course outlined below can enter the 
 University only conditionally. He will lack Plane 
 Geometry and a laboratory science. However, 
 students who take four full years in the Commercial 
 department of a high school are looking forward to 
 an office position rather than to a college course. 
 With a little planning and foresight it is an easy 
 matter for any student who expects to attend the 
 University to plan his course in such a. way that he 
 can enter the University unconditionally and at the 
 same time complete a fairly large number of courses 
 in commercial branches. 
 
 SUGGESTIONS FOR COMMERCIAL TRAINING IN HIGH 
 SCHOOLS. 
 
 (Furnished by P. E. Leavenworth, Instructor in 
 Albuquerque High School.) 
 
 The primary purpose of the commercial course in 
 high schools should be to fit the pupil for office 
 work under the requirements of careful business 
 men rather than to emphasize any line of mental 
 training. The following suggestions are given from 
 this point of view. 
 
 The most thorough and practical course is the 
 combined bookkeeping and stenographic course, 
 two years being offered in each of the major sub- 
 jects, bookkeeping, and stenography. Bookkeeping 
 should be offered during the first two years and 
 stenography during the third and fourth years. 
 Four years of English should be required, two 
 years of mathematics (including commercial arith- 
 metic), and two years of science. Economics or 
 commercial geography, and commercial law should 
 
378 Bulletin University of New Mexico (Ed. Serie* 
 
 be offered during the third year. American history 
 and civics should be given during the fourth year. 
 Penmanship and spelling at graduation should sat- 
 isfy the requirements of careful business. 
 
 Care should be taken to make the instruction in 
 these subjects as practical as possible, avoiding un- 
 due emphasis of theory. The first year of book- 
 keeping should deal with the use of the journal, 
 cash book, sales book, invoice book, and ledger ; and 
 the use of negotiable paper and business forms. 
 The second year may be varied to suit local busi- 
 ness conditions, placing emphasis upon wholesale 
 accounting, corporation accounting, and banking. 
 Commercial arithmetic should deal almost entirely 
 with the fundamental operations, great emphasis 
 being placed upon rapid calculation in adding, sub- 
 tracting, multiplying and in handling fractions. 
 Commercial law should be confined to the laws gov- 
 erning negotiable paper and a thorough under- 
 standing of contracts. Penmanship requirements 
 for business are legibility, facility and rapidity, — 
 muscular or arm movement being emphasized. The 
 subject of stenography includes both shorthand and 
 typewriting and each requires two years as outlined 
 in this course. The first year of shorthand should 
 be devoted to the principles of the system with light 
 dictation occasionally, taking up regular amanuen- 
 sis and office practice work the second year. The 
 first year of typewriting should be spent in learn- 
 ing the key board and the arrangement of various 
 business forms on the page. More emphasis should 
 be placed on learning the touch method than on the 
 
Vol. 1, No. 9, 1916) Mitchell 379 
 
 amount of work done. The pupil should be able to 
 write at the rate of forty words per minute from 
 printed matter at the end of the second year. 
 
 Schools having only two years of high school 
 work may well divide the above outlined course, of- 
 fering either bookkeeping or stenography and as 
 much of the other commercial work as the pupil 
 finds time for. 
 
 Schools having only one year of high school work 
 would probably find it better not to offer stenog- 
 raphy but may offer first year of bookkeeping, 
 typewriting, etc. 
 
 No other equipment would be necessary for book- 
 keeping work than large flat top desks with book- 
 shelf. Ordinary desks or tables might be used. For 
 the stenography class one typewriter would be ne- 
 cessary for each group of four pupils ; also one fil- 
 ing cabinet, one mimeograph or neostyle, and one 
 letter press should be included in the equipment. 
 This material may be obtained from any local fur- 
 niture or stationery dealer except the typewriters 
 which are handled by the following companies, with 
 headquarters at Denver and El Paso : 
 
 L. C. Smith & Bros. Typewriter Co. 
 Eemington Typewriter Co. 
 Underwood Typewriter Co. 
 Eoyai Typewriter Co. 
 Fox Typewriter Co. 
 Oliver Typewriter Co. 
 
 TEXT OR REFERENCE BOOKS. 
 A. Pitman Shorthand: 
 Phonographic Amanuensis (Phonographic Institute, Cincin- 
 nati, O.) 
 
3g() Bulletin University of New Mexico (Ed. Series 
 
 Phonographic Dictionary - (Phonographic Institute, Cincin- 
 nati, O.) 
 
 Beporter's Companion (Phonographic Institute, Cincin- 
 nati, O.). 
 
 Progressive Dictation Exercises (Phonographic Institute, Cin- 
 cinnati, O.). 
 
 Universal Manual and Dictation Course (L. W. Musick Pub. 
 Co., St. Louis). 
 
 Dement 's Dictators (Dement Publishing Co., Chicago, 111.). 
 
 Eldridge's Dictation Exercises (American Book Co., Chicago, 
 111.). 
 
 Brief Course in Shorthand (Barnes' Publishing Co., St. Louis, 
 Mo.). 
 
 B. Gregg Shorthand: 
 Gregg Manual (Gregg Publishing Co., Chicago, 111.). 
 Gregg Penmanship (Gregg Publishing Co., Chicago, 111.) 
 Gregg Speed Practice (Gregg Publishing Co., Chicago, 111.). 
 Gregg Dictation Practice (Gregg Publishing Co., Chicago, 
 
 111.). 
 Gregg Keporter (Gregg Publishing Co., Chicago, 111.). 
 Gregg Dictionary (Gregg Publishing Co., Chicago, 111.). 
 Gregg Phrase Book (Gregg Publishing Co., Chicago, 111.). 
 Gregg Graded Dictation (Gregg Publishing Co., Chicago, 
 
 111.). 
 
 C. Bookkeeping: 
 Williams and Eogers (American Book Co., Chicago, 111.). 
 Sadler Bowe: (Sadler Rowe Publishing Co., Baltimore, Md.). 
 Twentieth Century (Southwestern Pub. Co., Cincinnati, O.). 
 Moore and Minor (Ginn & Co., Chicago, 111.). 
 Principles of Bookkeeping and Farm Accounting (A. N. 
 
 Palmer Co., Cedar Bapids, Iowa). 
 Household Accounting (A. N. Palmer Co., Cedar Bapids, 
 
 Iowa). 
 
Vol. 1, No. 9, 1916) Mitchell 381 
 
 4. Manual Training, y 2 -2 units. (Furnished by 
 Associate Professor A. K. Leupold. ) 
 
 The course should consist partly of lectures and 
 recitations but the greater part should consist of 
 practice work, to Avhich two or more consecutive 
 periods should be given. The student should early 
 learn the use and care of various tools used by the 
 wood-bench worker. The course should consist of 
 exercises in laying out work in the proper manner 
 and using the tools and operations which are em- 
 ployed most frequently. After considerable skill in 
 the use of tools has been acquired the work should 
 proceed to the more complicated operations as the 
 student progresses in skill. The student should be- 
 come proficient in sawing and planing and in all 
 the operations of the woodworker. The exercises, 
 as far as possible, should be given to the making of 
 practical things so as to enlist the interest of the 
 student. 
 
 When it is practicable to add a second and third 
 course this work should consist of woodturning and 
 pattern making. 
 
 EQUIPMENT FOR THE FIRST COURSE IN WOOD WORK. 
 
 I. Individual Tools (One set for each bench). 
 
 1 Jack plane, 14" long, 2" bit. 
 
 1 22" Panel saw. 
 
 1 6" Try square. 
 
 1 Marking gauge. 
 
 1 Two-foot rule. 
 
 1 Mallet. 
 
 1 %" Chisel (firmer socket). 
 
 1 %" Chisel (firmer socket). 
 
 1 4" Screw driver. 
 
 1 Bench brush. 
 
382 Bulletin University of New Mexico (Ed. Series 
 
 II. General Tools (One set for classes up to 20 students). 
 
 3 Smooth planes, 7" or 8", 1%" bit. 
 2 Block planes 6" long. 
 
 1 Jointer plane 22" long. 
 
 1 8" Draw knife. 
 
 4 Hand scrapers. 
 
 2 Back saws. 
 
 3 Bip saws 6 point, 22" long. 
 
 2 Coping saws. 
 1 Compass saw. 
 
 1 Complete set of firmer socket chisels (13). 
 
 3 Each W, Vz", 1" Gouges. 
 
 2 Each half round bastard files, 10" half round cabinet files. 
 
 3 Bracket braces, 10" swing. 
 6 %" Auger bits. 
 
 1 Complete set of auger bits (13) by sixteenths. 
 8 Gimlet bits, % to %" in size. 
 
 2 Screw driver bits. 
 
 2 Screw drivers, 6" and 8". 
 
 1 Mortise gauge. 
 6 Claw hammers. 
 6 Nail sets. 
 
 3 Framing squares. 
 
 2 Bevel squares. 
 
 3 12" Screw driver. 
 
 3 6" Dividers. 
 2 Brad awls. 
 
 2 Oil stones, 8 by 2 by 1. Carborundum or Pike India. 
 
 2 Small oilers. 
 
 III. Department tools. 
 6 Hand screws 6". 
 
 4 Steel bar clamps 36". 
 1 Saw clamp. 
 
 6 Taper files (3 cornered). 
 
 1 Saw set. 
 
Vol. 1, No. 9, 1916) Mitchell 383 
 
 1 File card and brush. 
 
 2 Pairs pliers. 
 
 1 Set 3-16" steel figures. 
 
 1 Set stencils, figures, and letters. 
 
 EQUIPMENT FOR COURSE IN WOOD TURNING. 
 
 For each lathe set: 
 
 A speed lathe with VI" swing, turning :'><>" between centers. 
 
 4 Skew chisels %" to 1". 
 
 4 Gouges %" to 1". 
 
 1 Parting tool. 
 
 1 Oiler. 
 
 1 Oil stone. 
 
 1 Pair outside calipers 6". 
 
 1 Pair dividers 6". 
 
 1 Pair inside calipers 6". 
 
 1 Combination square 12" with centerhead detachment. 
 
 A course earning % to 3-5 unit should consist of 18 weeks 
 work of three two-hour periods in the shop and some outside 
 reading. 
 
 Textbook recommended: Ross: Woodturning. 
 
 HIGH SCHOOL REFERENCE LIBRARY ON MANUAL ARTS 
 
 Ross: Woodturning (Ginn). 
 
 Wheeler: Woodwork for Beginners (Putnam). 
 
 Goss: Benchwork in Wood (Ginn). 
 
 Griffith: Essentials in Woodworking (Manual Art Press, 
 
 Peoria). 
 King: Elements of Woodwork (Am. Bk.). 
 King: Elements of Construction (Am. BIO. 
 King: Inside Finishing (Am. BIO. 
 King: Handbook for Teachers (Am. BIO. 
 Smith: Principles of Machine Work (Industrial Educ. Bk. 
 
 Co., Boston). 
 Smith: Advanced Machine Work (Industrial Educ. Bk. Co., 
 
 Boston). 
 Ilgen: Forge Work (Am. Bk. Co.) 
 
 MECHANICAL DRAWING. 
 
 A course in Mechanical Drawing should repre- 
 sent work both in class and at home. The course 
 
l\$4: Bulletin University of New Mexico (Ed. Series 
 
 should be divided as follows: Lettering and use of 
 instruments, orthographic projection, isometric and 
 oblique projective, and perspective drawing. 
 Drawing should be made from plate specifications 
 and also from actual machine parts. For 3-5 unit, 
 six hours time should be spent in classroom work 
 exclusive of the plates to be done at home. Text- 
 book recommended: H. W. Miller: Mechanical 
 Drafting, and also his plate specifications. 
 
 EQUIPMENT FOR MECHANICAL DRAWING. 
 
 The school should provide drawing desks or tables and draw- 
 ing boards for the class. Each student furnishes his own paper 
 and instruments as follows: 
 
 Large compasses (ink and pencil combination). 
 
 Large dividers. 
 
 Ruling pens (one or two). 
 
 1 Lettering pen. 
 
 Bow pencil, bow pen, bow dividers. 
 
 2 Triangles (6"-45), (6»-30 -60). 
 1 24/' Tee square. 
 
 Drawing ink. 
 
 Drawing pencils, 3H, 4H, 6H. 
 
 Thumb tacks, erasers, art gum, sand paper. 
 
 1 Architect's scale 12". 
 
 1 Protractor. 
 
 12"xl9" paper is recommended, the finished plates being 
 12"xl8". 
 
 For home plates, 8%//xll" paper. Crane's Jap Linen recom- 
 mended. 
 
 HIGH SCHOOL REFERENCE LIBRARY ON DRAWING. 
 (Furnished by Associate Professor A. W. Wand.) 
 
 Harper: Practical Handbook of Drawing. 
 
Vol. 1, Ho. 9, 1916) Mitchell Jjyr, 
 
 Everett and Lawrence: Freehand and Perspective Drawing. 
 
 Barnes: Elementary Drawing. 
 
 Crosskey: Elementary Perspective. 
 
 Grosskey and Thaw: Advanced Perspective. 
 
 Wilson: Freehand Perspective. 
 
 Bawson: Manual of Drawing. 
 
 Frederick: Simplified Mechanical Perspective. 
 
 Bandall: Shades and Shadows. 
 
 Walker: Handbook of Drawing. 
 
 Turill: Elementary Course in Perspective.* 
 
 Havey: Pencil Sketching. 
 
 Leland: Drawing and Designing. 
 
 MacCord: Mechanical Drawing. 
 
 Beinhardt: The Technic of Mechanical Drafting. 
 
 Miller: Mechanical Drafting. 
 
 Note:- — Associate Professor Leupold recommends Miller: Me- 
 chanical Drafting as a text book while Associate Professor 
 Wand apparently prefers Harper: Practical Handbook of 
 Drawing. 
 
 5. Music, y 2 -2 units. 
 
 Inasmuch, as Music is one of the few subjects now 
 offered in high schools that develop the aesthetic 
 sense, the Faculty of the University have voted to 
 encourage its study by accepting it towards en- 
 trance to the University. Since courses in Musie 
 in high schools are not yet standardized it will be 
 necessary for students who offer Music for en- 
 trance to stand examination in this subject in order 
 to secure credit towards entrance. A maximum of 
 one unit will be allowed candidates who meet the 
 standards set below in the Theory of Music and a 
 maximum of one unit will likewise be allowed 
 whenever candidates meet the standard in Voice or 
 Instrument, as described below. 
 
;$£() Bulletin University of New Mexico (Ed. Series 
 
 1. Elements of Composition ; Harmony and 
 Structure. — One-half to 1 unit. Harmonic series. 
 Intervals. Election of the three primary triads. 
 Root positions and doubling in major. Forma- 
 tion of scales. Relations of scale constituents 
 to root and their tendencies. Consonance; and 
 dissonance. Chord connection in four parts. 
 Harmonizing of melodies. Elements of melodic 
 construction; cadence; phrase and double phrase. 
 Minor mode. Secondary triads and their use. 
 Other sevenths (within the key). Suspension and 
 retardation. Modulation (simple). Anticipation 
 and embellishment. 
 
 2. Instrumentation- and Vocal Technique. — 
 One-half to 1 unit. Ability to perform with satis- 
 factory technique and intelligent interpretation 
 one or more numbers in one of the following sec- 
 tions : 
 
 (a) Pianoforte; Bach: "Well-Tempered Clavi- 
 chord," Prelude or Fugue; 2 and 3 part inventions; 
 Mozart or Beethoven : a sonata ; Chopin : study, noc- 
 turne, or prelude of moderate difficulty. 
 
 (b) Violin; Bach, Handel, Mozart, Beethoven : a 
 sonata; Rhode, Fiorillo, a study of moderate diffi- 
 culty; Viotti, Spohr: a concerto. 
 
 (c) Orchestral Instruments; Similar ability to 
 perform on any orchestral instrument. 
 
 (d) Voice; Bach, Mozart, Schubert. Schumann, 
 Brahms, Franz, Wagner: songs; or an aria by an 
 old Italian master. 
 
Vol. 1, No. 9, 1916) Mitchell 387 
 
 SUGGESTED LIST OF BOOKS ON MUSIC FOR HIGH 
 SCHOOL REFERENCE LIBRARY. 
 
 (Furnished by Associate Professor E. Stanley Seder.) 
 Pratt: History of Music. 
 Hamilton: Outline of the History of Music. 
 Parry: Evolution of the Art of Music. 
 Mason: Beethoven and His Forerunners. 
 Mason: The Romantic Composers. 
 Mason: From Grieg to Brahms. 
 
 Mason: Orchestral Instruments and What They Do. 
 Krehbiel^How to Listen to Music. 
 Krehbiel: Studies in the Wagnerian Drama. 
 Mason: Opera Stories. 
 Pauer: Musical Form. 
 Upton: The Standard Operas. 
 Upton: The Standard Symphonies. 
 Upton: The Standard Oratorios. 
 
 Elson: National Music of America and Its Sources. 
 Mees: Choirs and Choral Music. 
 
 Henderson: Richard Wagner, His Life and His Work. 
 Huneker: Chopin, The Man and His Work. 
 Grove: Dictionary of Music and Musicians. 5 volumes. 
 Henderson: The Orchestra and Orchestral Music. 
 
LIBRARY OF CONbKtbb 
 
 028 347 912 2 
 
II 11111 CONGRESS f 
 
 028 347 912 2