LB TERRITORY OF ALASKA DEPARTMENT OF EDUCATION R AL AND _j»i»^ FOR THE HIGH school; OF ALASK> / ' - ''i.'-'^ ISSUED BY LESTER D. HENDERSON, COMMISSIONER OF EDUCATION JUNEAU. ALA" KA 1922 ALASKA DAILY EtViPIRE PRINT Book lAiiAS -^ TERRITORY OF ALASKA / Sr . A DEPA^^TMENT OF EDUCATION MANUAL AND COURSE OF STUDY FOR THE HIGH SCHOOLS OF ALASKA ISSUED BY LESTER D. HENDERSON. COMMISSIONER OF EDUCATION JUNEAU. ALASKA 1922 LIBRAKY OF CONGRESS RECEIVED SEP 3 1924 , DOCUMENTS DIVISION * ■ I nil iia --i-ii-r'irT-ii I III I FOREWORD. It is the aim of this manual to unify and standardize the work of tlie high schools of the Territory. The publication is for the use oif adminisitr'atorsi, high school teachers and Sichool boards. No attempt has been made to' cover all phases of higJi school adminisitraition and instruction. The iTnaterial presented is suffi- ciently complete, however, to be of much assistance to administra- toirs and teachers in organizing and conducting the work of the high school. The department of education does not have at its disposal a group of eduoational experts who can be called upon to assist iu the preparation of a manual and course of study for high schools. State courses of study and literature bearing upon the subject of the high school curriculum and the various phases of high school administration, therefore, have been freely used and quotations therefrom will appear throughout this publication. It isi expected that the work as outlined will be soimewhat strictly adhered to. Permitted options are sufficiently numerous to render the course adaiptaible to practically any local need. Small schools should guard against the tendency to attempt too ambitious a program. The difference between the large and the simall hig-h school should lie in the scope of the work atteimpted rather than in the quality or quantity of the work done. Tlie student who studies algebra or Euroipean history in a two-teacher high school Should cover as much of the subject and be as well grounded in the work as he would be in a high school with a force of eight teachers. The attention of all high schooi teachers is directed esipec- ially tO' the discussion of the aims of the high school and to the marking system recomimended. A list of library books is pxesented in the back part of this Manual. It is not as comprehensive as could have been prepared, but it should nevertheless serve as a useful guide in the estab- llsliment of serviceable and effective libraries. LESTER D. HENDERSON, Commissioner of Educaton THE AIMS OF THE HIGH SCHOOL. The aims and objectives of the high school will influence to a very large extent the subject matter which will be presented. The traditional high school was considered as existing largely for the purpose of preparing students to enter college. Its curri- culum, therefore, was extremely rigid and was formulated to meet the needs of those who expected to pursue higher courses. The college preparatory function of the high school has now dropped from a position of imajor to one of minor importance. Personal and social needs of situdents should now govern the high school course and the manner and method of presenting subjects. Those resiponsifole for the formulation of courses should be influenced largely by the fact that about one pupil is [graduated from high school out of nine who entered the first gTade, and that of those entering high school about one third fail to- reach the second year, about one-half drop out before the third year and fewer than one- third are graduated. The individual programs of the half who stay only two years in high school should be as much a matter of concern to high school administrators as the program of those who remain for the entire four years of v/ork. Due to superior economic as well as other conditions the mortality rate among Alaska high school students isi not so great as for the nation as a whole. Nevertheless the numiber of students whO' fail to enter higih school and who do not coimplete tlie course of study when once they enter is sufficiently large to present a real proiblem. A numiber of attempts to formulate basic educational aims have been made. The N. E. A. Committee on the Reorganization of Secondary Education enumerates seven aims: (1) Health; (2) Command of fundamental processes; (3) Worthy home membership; (4) Voca- tion; (5) Citizensihip; (6) Worthy use of leisure; (7) Ethical Character. The Ohio State Department of Education, after a complete survey of the best thbugiht on the subject, enumerates six objectives as follows: (1) Health, (2) Vocation, (3) Home, (4) Citlzen- sliip, (5) Leisure, (6) Character. We quote the following from "Ohio Hig'h School Standards" in explanation of these objectives MANUAL AND COURSE OP STUDY and commend them to high sohoal teachers as worthy of serious study and consideration. The quotation is largely a reprint of U. S. Bureau of Education Bulletin, 1918, No. 35: 1. Health. — Health needs cannot be neglected during the pe- riod of secondary education without serious danger to the individ- ual and the race. The secondary school should therefore provide health instruction, inculcate health habits, organize an effective pro- gram of physical activities, regard health needs in planning work and play, and cooperate with home and community in safe-guard- ing and promoting health interests. To carry out such a program it is necessary to arouse the public to recognize that the health needs of young people are of vital importance to society, to secure teachers competent to ascer- tain and meet the needs of individual pupils and able to inculcate in the entire student body a love for clean sport, to furnish ade- quate equipment for physical activities, and to make the school building, its rooms and surroundings, conform to the best standards of hygiene and sanitation. 2. Vocation. — Vocational education should equip the individ- ual to secure a livelihood for himself and those dependent on him, to serve society well through his vocation, to maintain the right relationship toward his fellow workers and society, and, as far as possible, to find in that vocation his own best development. This ideal demands that the pupil explore his own capacities and aptitudes, and make a survey of the world's work, to the end that he may select his vocation wisely. Hence, an effective pro gram of vocational guidance in the secondary school is essential. Vocational education should aim to develop an appreciation of the significance of the vocation to the community, and a clear con- ception of right relations between the members of the chosen voca- tion, between different vocational groups, between employer and employee, and between producer and consumer. These aspects of vocational education, heretofore neglected, demand emphatic at- ten.tion. The extent to which the secondary school should offer train- ing for a specific vocation depends upon the vocation, the facilities that the school can acquire, and the opportunity that the pupil piay have to obtain surh training later. To obtain satisfactory re suits those proficient in that vocation should be employed as in structors and the actual conditions of the vocation should be utilized either within the high school or in cooperation with the home, farm, shop, office. Much of the pupil's time will be required to produce such efficiency. 3. Home. — Worthy home-membership as an objective calls for the development of those qualities that make the individual a worthy member of a family, both contributing to and deriving bene- fit from that membership. This objective applies to both boys and girls. The social studies should deal with the home as a fundamental social in- stitution and clarify its relation to the wider interests outside. Literature should interpret and idealize the human elements that go to make the home. Music and art should result in more beauti- ful homes and in greater joy therein. The co-educational school with a faculty of men and women should, in its organization and its activities, exemplify wholesome relations between boys and girls and men and women. Home membership as an objective should not be thought of solely with reference to future duties. These are the better guaran- FOR HIGH SCHOOLS OF ALASKA teed if the school helps the pupils to take the right attitude toward present home responsibilities and interprets to them the contribu- tion of the home to their development. In the education of every high-school girl, the household arts should have a prominent place because of their importance to the girl herself and to others whose welfare will be directly in her keeping. The attention now devoted to this phase of education is inadequate, and especially so for girls preparing for occupations ,not related to the household arts and for girls planning for higher institutions. The majority of girls who enter wage-earning occu- pations directly from the high school remain in them for only a few years, after which home making becomes their lifelong occupation. For them the high-school period offers the only assured oppor- tunity to prepare for that lifelong occupation, and it is during this ,period that they are most likely to form their ideals of life's duties and responsibilities. In the education of boys, some opportunity should be found to give them a basis for the intelligent appreciation of the value of the well-appointed home and of the labor and skill required to .maintain such a home, to the end that they may cooperate more •effectively. For instance, they should understand the essentials of food values, of sanitation, and of household budgets. 4. Citizenship. — Civic education should develop in the indi- vidual those qualities whereby he will act well his part as a mem- ber of neighborhood, town or city, state and nation, and give him a basis for understanding international problems. For such citizenship the following are essential: A many- sided interest in the welfare of the communities to which one belongs; loyalty to ideals of civic righteousness; practical knowledge of social agencies and institutions; good judgment as to means and methods that will promote one social end without defeating others; and, as putting- all these into effect, habits of cordial co- operation in social undertakings. The school should develop the concept that the civic duties of men and women, while in part identical, are also in part sup- plementary. Differentiation in civic activities is to be encouraged, but not to the extent of loss of interest in the common problems with which all should cope. Among the means for developing attitudes and habits import- ant in a democracy are the assignment of projects and problems to groups of pupils for cooperative solution, and the socialized reci- tation whereby the class as a whole develops a sense of collective responsibility. Both of these devices give training in collective thinking. Moreover, the democratic organization and administra- tion of the school itself, as well as the cooperative relations of pupil and teacher, pupil and pupil, and teacher and teacher, are indis- pensable. While all subjects should contribute to good citizenship, the social studies — geography, history, civics and economics — should have this as their dominant aim. Too frequently, however, does mere information, conventional in value and remote in its bearing, make up the content of the social studies. History should so treat the growth of institutions that their value may be appreciated. Geography should show the interdependence of men while it shows their common dependence on nature. Civics should concern itself less with constitutional questions and remote governmental func- tions, and should direct attention to social agencies close at hand and to the informal activities of daily life that regard and seek the common good. Such agencies as child-welfare organizations and MANUAL AND COURSE OF STUDY consumers' leagues afford specific opportunities for tlie expression pf civic qualities by the older pupils. The work in English should kindle social ideals and give in- sight into social conditions and into personal character as related to these conditions. Hence the emphasis by the committee on Bng- Jish on the importance of a knowledge of social activities, social movements and social needs on the part of the teacher of English. The comprehension of the ideals of American democracy and loyalty to them should be a prominent aim of civic education. The pupil should feel that he will be responsible, in cooperation with others, for keeping the Nation true to the best inherited concep- tions of democracy, and he should also realize that democracy it- ,self is an ideal to be wrought out by his own and succeeding gen- erations. Civic education should consider other nations also. As a iPeople we should try to understand their aspirations and ideals that we may deal more sympathetically and intelligently with the limmigrant coming to our shores, and have a basis for a wiser and more sympathetic approach to international problems. Our pupils should learn that each nation, at least potentially, has something of worth to contribute to civilization and that humanity would be incomplete without that contribution. This means a study of spe- cific nations, their achievements and possibilities, not ignoring their limitations. Such a study of dissimilar contributions in the light of the ideal of human brotherhood should help to establish a genuine internationalism, free from sentimentality, founded on fact, and actually operative in the affairs of nations. 5. Leisure. — Education should equip the individual to secure from his leisure re-creation of body, mind, and spirit, -and the en- richment and enlargement of his personality. This objective calls for the ability to utilize the common means of enjoyment, such as music, art, literature, drama, and social in- tercourse, together with the fostering in each individual of one or more special avocational interests. Heretofore the high school has given little conscious attention to this objective. It has so exclusively sought intellectual discipline that it has seldom treated literature, art and music so as to evoke right emotional resiponsie and prodmce positive enjoyment. Its pre- sentation of science should aim, in part, to arouse a genuine appre- ciation of nature. The school has failed also to organize and direct the social activities of young people as it should. One of the surest ways in which to prepare pupils worthily to utilize leisure in adult life is by guiding and directing their use of leisure in youth. The school should, therefore, see that adequate recreation is provided both within the school and by other proper agencies in the commun- ity. The school, however, has a unique opportunity in this field because it includes in its membership representatives from all classes of society and consequently is able through social relation- ships to establish bonds of friendship and common understanding that can not be furnished by other agencies. Moreover, the school can so organize recreational activities. that they will contribute sim- ultaneously to other ends of education, as in the case of the school pageant or festival. 6. Character. — In a democratic society ethical character be- comes paramount among the objectives of the secondary school. Among the means for developing character may be mentioned the wise selection of content and methods of instruction in all subjects of study, the social contacts of pupils with one another and with FOR HIGH SCHOOLS OF ALASKA their teachers, the opportunities afforded by the organization and administration of tlie scliool for tlie development on the part of pupils of the sense of personal responsibility and initiative, and, .above all, the spirit of service and the principles of true democracy which should permeate the entire school — principal, teachers and (Pupils. EDUCATIONAL AND VOCATIONAL GUIDANCE If the aims oif the hi-gh school are to be realized the student must receive educational and vocational guidiance from the day of his entrance upon the work which the high school curriculum affords. Ability and wiriingness to guide are two of the indis- pensable prerequisites of a worth-while high school teacher. One of the large purposes of the high school is to help boys and girls find themselves. The sichool has failed if a student completes the course of study without having discovered what line of situdy he can pursue most effectively and economically, and in what di- rection his natural aptitudes lie. Educational guidance is as necessary for the Situdent who will drop out O'f school at tihe end of the first or second year as for those who will graduate and pursue higher educational courses. Not all boys and girls who emter high school are mentally equipped to receive what the high sichool has to offer. If it is pos- sible to determine with reasonable reliability that a pupil will remain in high school one year, two years or three yeai-s, it be- comes necessary to select courses for him which will send him into life as comipletely prepared as possible — ^more comipletely pre- pared than he would have been if he had followed the traditional curriculum with no variations. At the same time one musit not lose sight of the fact that aptitudes often develop slowly. The trangitioii from the elementary to the high school is rapid and students confronted with an array of new subjects and a changed method of admiinisitration are sometimes slo'W in finding them- selves. (The junior high school assists greatly in lessening the mortality rate at this period.) Under such circumstances it is well to so guide students as to prevent such intensive specializa- tion in the first two years that the last two years do not leave them an opportunity to build in the direction of college or some other desired end. Situations occasionally arise v/here students who have devoted fifty or sixty per cent of their time to com- mercial and industrial subjects apply for admission to liberal arts colleges with disapipointing results. John M. Brewer, Director ovf Harvard University's Bureau of Vocational Guidance, defines guidance, as "enlightenment and advice leadinig to self -di recti on. Guidance relate© to intellectual life, culture, future vocation, citizenship, moral problems, recrea- tion, social behavior, co-O'perative activity and the like." This 10 MANUAL AND COURSE OF STUDY writer also distinguislies three groups of studenits who may be found in the average high school: first, those who t'eel that they must liave vocational education; siecond, those who have decided upon their calling but wish to continue their general education; third, those wliO'Se general education should be continued because they have not reached any decision. To quote further from the same writer: Their choices are founded 'n many cases upon the merest whim. They rush into vocational courses on the basis of a second or a third preference rather than a first, and they are led into decisions by means of the worst forms of false guidance. No one who has stiidied the problem of children's choices, unless he is an adherent of intellectual aristocracy, and therefore does not believe in universal education, can justify a neglect of educational and vo- cational guidance. Guidance for a vocation is now recognized as a legitimate part of the program of the modern high school. The merits or drawhacks of an occupation need no lO'Uger be judged through hearsay or tradition. It is possible to secure such information on the various occupations as will enable the student to determine their bearing on the health, personal development and economic well being of thcise who follow them. By vocational guidance it is not to he understood that the school shall decide for young people what occupation they should follow. True vocational guidance provides only for that organi- zation of school Avork whirh shall result in "pupil self-discovery — discovery which helps the pupil to realize what his own capaci- ties, aptitudes, and interests are — ^so that he gains information about the character and conditions of various kinds of occupa- tional life; thus putting the two together he may arrive at a wise vocational decision." SUPERVISED STUDY To state that high school students rarely learn to study dur- ing their four years of Avork is but repeating what has become almost axiomatic. Despite this fact the attention which the sub- ject receives in the average high school is very limited. The de- partment urges upon high school adminisitrators the necessity for definite attention to the cultivation of proper methods of study. Hall Quest in his book, "Supervised Study" defines the term as follows: Supervised study is that plan of school procedure whereby each pupil is so adequately instructed and directed in the methods of studying and thinking that his daily preparation will progress under conditions most favorable to a hygienic, economical, and self-re- liant career of intellectual endeavor. It seeks to prepare pupils not simply for high school graduation or courses in higher education, but to an even greater extent for successful coping with problems FOR HIGH SOHOOLS OF ALASKA 11 in a world of intense competition, where superior acliievement , depends on initiative, clear thinking, and confidence in one's abil- ity to organize experience for new adjustments. The folloiwiing books will be foiund helpful in organizing and directing- the study of high school students: "Supervised Study" by Hall Quest (Macmillan); "Hoiw to Study and What to Study" by Sandw^ick (D. C. Heath) ; "How to Study Effectively" by Whipple (Public School Puiblishing Company) ; and "Teaching to Think" by Boraas (Macmillan). THE PROJECT METHOD The term "project" was first used by the United States De- partment of Agriculture as an outlined plan for carrying on a piece of co-operative work. The word has now become a common part of educational noimenclaiture. The "project method" is one of the tools for use in realizing the aims of the hig'h school which the secondary school instructor cannot well afford to overlook. Stevenson in "The Project Method of Teaching" defines the term and discusses it as follolwsi: A project is a problematic act carried to completion in its natural setting. This definition provides for an act carried to com- pletion as over against the passive absorption of information, and for the development of the problematic situation demanding reason- ing rather than merely the memorizing of information. By empha- sizing the problematic aspect it implies the priority of the prob- lem over the statement of the principles and it makes provision for the natural setting of problems as over against an artificial S3tting. An analysis of the definitions of projects by teachers of gen- eral educational theory, agi'iculture, science, industrial education, and English in primary and elementary grades, shows wide varia- tions m meaning. Most of, the definitions make provision for the problematic act and few^ for carrying the act to completion. Al- though the natural setting for the problems is frequently implied, it is seldom specially stated or discussed. The question that must be answered in determining whether the setting is artificial or natural is this: Is the problem, which is demanding solution, different, due to the fact that it is under- taken in school, from w^iat it would be were it to arise in life outs'de the school? In other words is the problem presented for solution by schoolroom practice essentially different from that found in life outside the school? If the solution is carried on in the same way in school then the problem has a "natvral setting" even though it is being solved in school. The provision for the natural setting of the teaching situation is the distinct contribution of the project method. Without the natural setting there is no project. High school teachers are referred to the following books for a complete discussion of this subject and for suggestions in the working out of projects: "The Project Method of Teaching" by Stevemsion (Macmdllan) ; "Project Work in Education" by Stockton (Macmillan); and "The Redirection of High School Instruction" by Lull and Wilson (Lippincott). 12 MANUAL AND COURSE OF STUDY THE SOCIALIZED RECITATION The socialized rocltation has been very generally used by up- per intermediate grades and junior high school teachers. There is no reason why the method is not as aipplicable to the woTk of the senior high school. Its principal function consists in de- stroying the old conception of the teacher as a taskmaster and that of the pupil as one who commits certain things to memory and reproduces them at the command of that educational autocrat. The socialized recitation provides a condition in which students may prepare for social efficiency by conducting themselves as so- cial beings. The following quotations from an article in the School Review (17:255) define this! type of recitation: After having taught history in the high school for six years I determined to have the courage of my convictions for one year at least, and to give my pupils a fair chance to take the responsi- bility of their work and to do it in theii- own way. Up to this time I had conducted my lessons in the usual way. 1 had planned the lesson beforehand, collected what illustrative material 1 could, and in the class had asked the questions, explained the difficulties, and carried the burden of work on my shoulders. The pupils had answered the questions but rarely asked any and had had no chance to get the real benefit of being responsible for the con- tinuity and progress of the work nor to plan, investigate or dis- cuss it on their own account. I determined that the class should be a social group of young people and should have an opuortunlty to do .iust those things, i. e., to cooperate -to work together — and to give each individual a chance to do anything which he particu- larly wanted to do. * * * * It was surprising to see the change in the whole atmosphere of the recitations which this order of things brought about. The pupils were timid at first and I tremblec' for the result, but after a lesson or two they became used to it anr" the work went on with far more ease and spirit than I had dared hope it would. * * * * There were all sorts of unexpected interesting developments as the work went on. Whenever difficulties arose we solved them together. My opinion was considered of no more importance than theirs. When we did not agree I urged tbem to try their way so that they might have confidence in their own judgment if they succeeded or see its weakness if they failed. Sometimes they elect- ed officers who were not efficient and who bungled matters un- comfortably. Th pupils suffered immediately and got some pointed lessons in civil government, at first hand. ACCREDITED HIGH SCHOOLS An accredited high school is one which has been insipected by the Commiissioner of Educaton and found to offer the required curriculum with an adequate faculty, adequate facilities for in- struction, and v/ith that general intellectual and moral tone Avhich are the marks of an efficiently organized and conducted school. A FOR HIGH SCHOOLS OF ALASKA 13 fully accredited four-year high school must meet the standards usually maintained in similar Institutions throughout the United States. The University of Washington has agreed to place on its ac- credited list all four-year Alaska high schools which have been in- spected by the Commissioner of Education and which are recom- mended by him as doing standard work. Graduates from all such high schools are admitted to the University of Washington and other universities and colleges of the United States without ex- amination. High schools offering less than four years of work and which meet the requirements may be accredited by the Commissioner of Education for one, two or three years. They shall be known as standard one, two, or three year high schools as distinguished from four year accredited high schools. STANDARDS GOVERNING THE ACCREDITING OF ALASKA HIGH SCHOOLS 1. No high school shall be accredited which does not re- quire at least fifteen units for gradviation, all of which shall be taken from the regular course of study as outlined by the Commis- sioner of Education. (A unit or credit is given for the completion of a sulsject of five recitations or their equivalent laboratory periods per week, pursued throughout a school year of not less than thirty-six weeks.) 2. All recitation periods, for classes of ten or more pupils, shall be at least forty-five minutes in length; for classes of not less than six or more than ten, at least forty minutes in length. Recitation periods of less than forty minutes must be approved by the Commissioner of Education. Two periods of laboratory work shall be considered of equal instructional value with one period of recitation. Schools adopting the supervised study plan should provide for recitaition periods of not less than sixty minutes. 3. No high school shall be accredited which does not have at least three teachers giving their entire time to instruction and administration. The superintendent or principal may have time for supervising the work of teachers. 4. The minimum scholastic training of teachers of academic subjects in accredited four-year high schools shall be the comple- tion of a standard college course. 5. Teachers of special subjects are required to possess such scholastic training as shall fit them to give instruction in the subjects which they present. Such subjects as music, art, manual trainiriig, household economics, physiical education, commercial sub- jects, or such others as may be determined by the Commissioner of Education are to be considered as special subjects. 14 MANUAL AND COURSE OP STUDY 6. No high school shall be accredited in any community in which the stan^diard of scholastic training required of teachers in the elementary school is not at leaist the coimipletion of a four year high school course and one year in an approved normal or college with sipecial aittention to preparation for teaching. 7. No high achoo'l shall ibe accrediteid unitl in tihe Oipinion of the Comiuissioner of Education amiple and saiita'ble provision has been made for the proper education of the children in the elementary schools both as regards equipment and number and quality of the teaching force. 8. The number of daily periods of classroom instruction for each teacher shall not exceed six; Provideid that a laboratory recitation, of two periods shall be considered as the equivalent of one regular period of classroo'm instruction. 9. The laboratory and library facilities of accredited high schools shall be adequate to the needs of instruction in the sub- jects taught. 10. No high school shall be accredited which does not have at least twenty students enrolled in grades nine to twelve in- clusive. 11. The location and construction of the building; the light- ing, heating and ventilation of the rooms; the nature of labora- tories, desks, apparatus, maps and illustrative material; and the general sanitary condition of the building and grounds shall be taken into oonsi deration in placing any high school on the ac- credited list. 12. Every curriculum in accredited high schools shall in- volve the completion O'f at least two majors of three units each and two minors of two units eiach. The following will be deemed siajtisfactory miajor groups: 3 units of English 3 units of foreign language 3 units of matheimatics. 3 units of siooial science 3 units of natural science. Two units from any one of the foregoing groups of studies shall constitute a minor. STANDARD ONE, TWO, AND THREE YEAR HIGH SCHOOLS Pollawing are the standards for three, two, and one-year high schools. The purpose of accrediting such high schools is that those completing the courses may have had an opportunity to do standard high school work and thus be admitted, without examina- tion, to standard high schools, either in the Territory or the States, offering more advanced work. FOR HIGH SCHOOLS OF ALASKA 15 Standards for these high schouis are the same as those for four-year schools except as noted below: Three-Year High Schools 1. Required units for campletdon of course, twelve. 2. Number of teachers giving their entire time to the work of inetruciti'on and siupeTvision, two. 3. No definite requirement regarding enorllment. 4. Every curriculum shall contain one majoir of three units and at least two minors of two units each. Major and minor groups as listed under four-ysar accredited high schools are ac- ceptaible. Two-Year High Schools 1. Required units for coiniipletion of course, eight. 2. Number of teachers giving their entire time to the work of instruction, one. 3. No roquireiment regarding enrollment. 4. Two minors of two units each shall be required in all curriculums. One-Year High Schools 1. Required units for coimipletion of course, four. 2. Number of teachers in whole system, at least two, one of whom shall giive at least one-half time to the work of instruction in the high school. GENERAL REQUIREMENTS AND SUGGESTIONS 1. All courses of study in high school, whether one, two, three or four year Migh schools, must be approved by the Com- missdoner of Education. 2. Four regular full unit subjects provide sufficient work for the average high school student. Students who* are strong both physically and mentally, and who are well grounded in their gen- ei'al school work are &oimieti;mes able toi carry a heavier course, alitho this practice should be discouraged. Under no conditions should a student take mOro than five full unit subjects in one eiohool year. 3. It IS preferable to defer the study of early European his- tory until t'lie Tenth Grade, since by so doing pupils are better able to graap the subject and are yet able to complete the full three-year course in history. 4. A high school should offer only such subjects as its facili- ties and teaching force will permit. A good elementary school and two years of standard high school work will fit a pupil for life to a much higher degree than will a weak eleimentary school and a weak four year high school course. 16 MANUAL AND COURSE OF STUDY 5. It is noit well for a high school having the miinimum re- quirement ofi teachers to attempt too extensive a course of S)tudy. 6. High schools which are offering but one, two or three years of work but which have a sufficient enrollment to warrant the addition of another year should plan their course accordingly during the year prior to such addition. 7. Science cilasees should meet for at least seven periods in esyOh week, thus providing for two double period re'citations in laboratory work weekly. 8. Manual tiraining, hoime econoimics, typewriting, book- keeping and other classes in w;hich nO' particular preparation out- side of the class-rooim is required, should meet for a double per- iod five times each week if one full unit is to he given for the work. Where manual training or hoime econoimics are ottered but two or three days in each week, one-half unit only shall be given. AVhere such subjects as book-keeping and typewriting are offered for but one period each day, one-half unit only shall be given. All other classes meet five periods per week. 9. No more than two units sihall be allowed for work in each of the following subjects: Manual training, domestic science, typewriting, bookkeeping. Not more than one unit shall be al- lowed for v/Oirk. in each of the following subjects: Music, physical education. 10. Credit shall not be allowed for physics or chemistry if given before the third year of the course nor shall credit be al- lowed for United States history and civics if given before the third year of the course, except where the student may have taken the subject while in a two-year high school. 11. No credit shall be given for a semester of work in a one' year subject. 12. No course of study offering a foreign language will be approved unless at least two units of that language are provided for. If, however, a student has com'pletod satisfactorily one unit of a foreign language and in the judgment of the superintendent or principal he would not profit by further study of the sub- ject, the unit coimploted may be credited toward the units re- quired for graduation. In no' case can this be permitted to oiccur with more than one language. 13. Accurate and complete records of attendance together Avith the class standing of all students should b^e kept, and in such form as to be conveniently referred to and safely preserved. Loose leaf record books such as those prepared by the S. Y. Gillan Co. are reco'mim ended. 14. No student having a grade of less than "B" in the majority of subjects, according to the marking system recommended below, should be certified to a universiity ov college as capable of doing standard work. FOR HIGH SCHOOLS OF ALASKA 17 MARKING SYSTEM A uniform marking systeni is reco'mmended for all higli schools. Massachusetts has worked out some excellent sugges- tions on marking as folloiws: The use of percentages, or of any numerical scale, should be discarded for the reason that it is not possible to indicate degrees of attainment with anything approaching mathematical precision, and for the further reason that the notion that a student should be promoted when, and only when, he has accomplished 7/10, or any other portion of the work fails to take into account the types of material involved. Some facts, principles and relations must be mastered absolutely as tools. Partial knowledge will not avail. Other ideas are valuable but not pivotal. Furthermore, knowledge is only one of five attributes to be inculcated. Habits, powers, in- terests, and ideals are of equal if not greater importance, but they cannot be measured in percentages. To be satisfactory a system of marks should answer the fol- lowing questions: Is the attainment in the subject — (1) Of liigh excellence? Such as is ordinarily secured by about 5 to 10 per cent of a class. (2) Good and satisfactory? This ordinarily should mean work above the average. It means a grade which would warrant the school in certificating the work for college entrance. (3) Such that the pupil may wisely proceed in the subject? This may be called a qualifying mark. In the case of subjects in which a thorough foundation must be secured in order that the pupil may undertake the work of the next year with reasonable success, this mark should not be given unless the work is dis- tinctly good. Even if a pupil has not mastered a subject so well that he may wisely proceed in that subject, it may be that he has acquired certain educational results, valuable for him, on account of which he shall be given a passing mark. Many failures today are due to the belief on the part of the teacher that the pupil has not reached a standard such that he should take the next year's work in that particular subject. However, a pupil should have some kind of credit for a course in which he has made an honest and sustained effort, and from which he personally has derived real benefit in terms of his own development. Consequently in case a negative answer must be given to the three preceding questions, the fourth question should be — (4) Has the pupil secured results in his own education such that he should have passing credit for the course, even though he should not continue the subject? A pupil of good native ability in any particular subject could not receive this mark in that subject, for if he applied himself diligently he would receive at least a qualifying mark. It should be noted at this point that question (4) is radically different from the first three questions. It relates to the progress of the pupil in terms of his own personal development. The pupil of larger ability should be required to apply himself no less dili- gently than the pupil of lesser ability. The school has a right to expect honest effort from, earh and every pupil, but it has no right to expect that all the pupils can reach the same standard of achievement. The first three questions ignore personal differences 18 MANUAL AND COURSE OF STUDY in ability, and are therefore objective, while the fourth quest-on is subjective. Tihe following systeim of marks meets the above requirements and is therefore recommended: A — Superior work. B — Good work. C — Fair work, entitling the pupil to proceed in that subject. X — Entitling the pupil to credit, but not entitling him to pro- ceed in that subject. F — Failure. COURSES OF STUDY The majority of high s^ ;-. oj ;-i £g .% .1% ■nO) p 0) p 0) o lo if^ ur^iA Xfl ml irsiflioiri C I— I c _< ir? lo lo U3 aV3A ±syid mioo lo , OB C •-- r" ** "rl 5f o og C (1) OpS HOWH ia\a \aia P, o -. u U3U3 t-irr X3 (X) .1 ? ^-^ HOmH lousmio S g C-M 0X)C'.3 g aV3A ONOoas -C OJJo C C o _ b iJ ITD t-UDlO O ? <1> 0^ •^.n- C^ O O H.H av3A aaiH± O Oj ^ [A ^ -^ H. b 73 r! cti H 0) >. ^ o O m >.J ^<» ^ c aj lO irt lO I:- i5 ^§° ^•M m o P CO ■S .H °« o OJO ,^+J -1 >> HP J ^ aV3A HJ.anod FOR HIGH SCHOOLS OF ALASKA 21 ONE-TEACHER COURSE It is not possible for one teacher to present thoroughly more than two years of high school work. This can be done only by alternating subjects from year to year, and by offering only cer- tain specified subjects with no opportunity for election on the part of students. Forty-mdnute recitation periods are ample. The fol- lowing course is recoimmended: Subjects Offered Each Year FIRST YEAR SECOND YEAR English English Early European History Modern European History Subjects Taught to Both First and Second Year Students in Alternate Years EVEN YEARS ODD YEARS Commercial Arith. Algebra 1st Semester Bookkeeping Commercial Geog. 2nd Semester General Science. TWO-TEACHER FOUR-YEAR COURSE Two teachers can present three years oi work very effectively. It is, however, difficult to arrange a four-year course of study that can be presented by tw'o teachers. Such a course can, of necessity, offer no elective subjects and must be made up chiefly of academic subjects. Alternation of subjects from year to year is also nec- essary. Following is a curriculum recommended for a two-teacher four-year high school: FIRST YEAR ■ FIRST SEMESTER SECOND SEMESTER English I English II Algebra I Algebra II General Science I General Science II (a) Commercial Arith. Commercial Geog. SECOND YEAR English III English IV Geometry I Geometry II Early European History I Early European History II (a) Bookkeeping I Bookkeeping II THIRD YEAR (b) English V English VI (c) Modern European History 1 Modern European History II (d) Biology I Biology II Latin I latin II FOURTH YEAR (b) English VII English VIII (r) U. S. History Civics (d) Physics I or Advanced Algebra Physics II or Solid Geometry Latin III Latin IV 22 MANUAL AND COURSE OF STUDY The two subjects marked (a) are to be alternated, on© being presented in even and the oither in odd-numibered years. The same is true alsb O'f those marked (b), (c) and (d). This leaves 12 soi'bjects yearly ,to be presented 'by two teachers. The above coursie meets university entrance requirements. Studeu'ts should be con- fined to the study of the various subjects in the year of the course in which the subject is a regular or an alternate subject. It will be noited that the alternation of subjects is confined almost en- tirely to the third and fourth years where students have settled definitely into the swing of high school work. Too much alterna- tion of subjects in the first two years is not desirable. Latin may be omitted and electives listed in the course of study for third and fourth year students substituted. THREE-TEACHER FOUR-YEAR COURSE With three teachers on the high school faculty it is possible to offer a wider range of subjeots with fewer alternations than indicated in the foregoing course. The folio-wing program of work is recommended. Three-teacher high schools will find it neces- sary to guard against attempting to offer too ambitious a pro- gram. There will be a tendency to inaugurate new lines of work in years when a peculiarly desirable combination of teachers are employed which cannot be followed up when a change in the high school faculty takes place. It will be best therefore for three-teacher high schools to follow a definite program of work froim year to year. The following is recoimmended: FIRST SEMESTER SECOND SEMESTER FIRST YEAR Required: Required: English I English II Algebra I ' , Algebra II General Science I General Science II Elective: Elective: Latin I Latin II (a) Commercial Arith. Commercial Geog. Manual Training I Manual Training TI Domestic Science I Domestic Science II SECOND YEAR Required: Required: English III English IV Plane Geometry I Plane Geometry II Early European History I Early European History II Elective: Elective: Latin III Latin IV (a) Bookkeeping I Bookkeeping II Manual Training I Manual Training II Domestic Science I Domestic Science II THIRD YEAR Required: Required.: (c) English V English VI (b) Modern European History I Modern European History II FOR HIGH SCHOOl^S OF ALASKA 23 Elective: Elective: (d) Advanced Algebra Solid Geometry Modern Language I Modern Language II (e) Biology I Biology II Shorthand I Shorthand II Typewriting I Typevv-riting II FOURTH YEAR Required : Required : (c) English VII English VIII (b) U. S. History Civics Elective: Elective: Modern Language III Modern Language IV (e) Physics I Physics II (d) Commercial Law Economics Shorthand III Shorthand IV Typewriting III " Typewriting IV As with the two-teacheir course, the foregoing course pro- vides for alter nation of suibjecits thus enabling three teachers to offer the entire twenty-two units with a minimum of seventeen units in any one school year. The "course provides for but one year each in manual training and doimestic science. These sub- jects are elective in the Freshman and Sophomore years. As with other courses it is recorn'mended thait situdents be confined to the study of the various subjects in the year In which they are either regular or alternate suibjects. It will hardly be possible for schools to offer both the Sitenograiphic course and courses in manual training and domeatic science unless elementary school teachers are utilized. THE JUNIOR HIGH SCHOOL Tlie foregolnig coiurses are arranged for schools which are origanized on the 8-4 plan since this type of organization still characterizes the majority of schools. The department, however, thoroughly approves of organization on the 6-6 plan with six years devoted to elementary school work and with grades 7, 8, and U organized as a unit under the name junior high school and with grades 10, 11, and 12 organized as a senior high school. The most important characteristics of the junior high school type of organization may be summarized briefly as follows: (1) It lessens the break between the high and the elemen- tary scho'ol by permitting the introductioii into junior high schools of modified high school methods and management and bridges tha gap which occurs between the eighth grade and the high school when the natural tendencies of the adolescent might pull him away from school. (2) It permiits of promotion by suhject rather than by grade and thus takes into account exceptional tendencies on the part of individual stu dents in the seventh and eighth grades. 24 MANUAL AND COURSE OF STUDY (3) It makes for more efficient teachinig by permitting read- ily the initrod'uction of departmental work. Teachers are not re- quired to he masters of m'any suhjedts. Departmental work has an added advantage from the standipoint of the student in that it tends to break the monotony of thie single teacher classroom. (4) It permits of 'better direction ot the social instincts of the adolescent boy and girl. (5) It makes possible the introduction of elective subjects at an age v/hen this oppoTtunity for election should be given and permits of better adminiistiriatioii of superviised study, physical education, and vooational lines of work. The size of the average Alaska school, however, precludes ot- ganizato>n of junior high schools with any large list of electives. The subject matter of the junior high school curriculum cannot vary tO' any great extent froim the traditional work of the seventh, eighth and ninth grades. However the other heniefits of this type of school organization may be secured by even the smaller schools. VOCATIONAL GUIDANCE The course of study in voicational guidance should begin in the eighth grade and should, include the following activities: 1. Collect and arrange in usiable, convenient form, the school record of each pupil. This record is tO' be used in the selectioai of studies and in the teaching and mianagement of the pupil. The record will reveal much regarding the capacity and disposition of the student both to himself and to his teacher. 2. Have each pupil tell orally and in writing, as English work, what vocation or voications he would like to follow, the nature of the voication, why he prefers iit, and what aptitude he thinks he has for it. Ct)mipare this with his school record. 3. Teach pupils how to study effectively and how to pre- pare their leiseons in the most effective way. Textbooks dealing with this subject are listed ait the conclusion of the discussion on Supiervised Study. Keep* a record of gain in time, quality and quantity of work done. In these experiments the pupil and teach- er should have two aims: (a) to find better methods of study; (lb) to find what the pupil can learn most effectively and econom- ically. NINTH GRADE Continue the work outlined for the eighth grade. If voca- tional guidance is not offered in the eighth grade, some time should be devoted to the work oiutlined ahove at the beginning of the year. Teaohing pupils how to study and systematic super- vision of study should continue throughouit the high school. Have each pupil begin to plan his vocational career, even FOR HIGH SCHOOLS OF ALASKA 25 althO' it is expected that with more knowledge and experience his piians will change. The pirincipal work of the year consists in a study of some of the chief local vocations. The following out- line for the study of a vocation, taken from Bulletin 1918, No. 24, Bureau of Edueation, is recommended for use. OUTLINE FOR THE STUDY OF A VOCATION I. General statement concerning the vocation: 1. Value of the vocation as a social service. 2. Duties of one engaged in it. 3. Number engaged in it in local community. 4. Relative number engaged in it in general, with its probable future development. 5. Relative capital invested in it. II. Personal qualities demanded: 1. Qualities of manner, temperament, character. 2. Mental ability. 3. Physical demands. III. Preparation required: 1. General education. 2. Special or vocational education. 3. Apprenticeship conditions. 4. Experience required. IV. Wages earned by workers: 1. Range of wages made (table showing distribution of all cases). 2. Average wage per week. 3. Relation of wage to length of experience and prepara- tion V. Length of working season, working week, working day, etc. VI. Health of the workers: 1. Healthful or unhealthful conditions. 2. Dangers, accidents, or risks. VII. Opportunities for employment: 1. In local community. 2. In general. VIII. Organization of the industry, including the relations of the worker to his fellow workers, his employers, and the community. IX. Status of the workers: 1. Opportunities for advancement. 2. Time for recreation and enjoyment. 3. Adequate income for recreation and the comforts of life. 4. Any other items of peculiar interest in this connection. X. Biographies of leaders in the vocation. TENTH, ELEVENTH AND TWELFTH GRADES The following bulletins of the U. S. Bureau of Education are recommended as a guide for the study of vocational education in the second, thia-d and fo^urth years of the high school: Bulletin, 1914. No. 14. Bulletin, 1918. Nos. 19 and 24. The following program is suggested for these years: 26 MANUAL AND COUliiSE OF STUDY 1. An intensive study of the major government activities in Alaska with a view to giving students a clear insight into the opportunities afforded tay tlrese fields of work, as follows: (a) Bureau of Fisheries. (b) Forestry Service. (c) Bureau of Public Roads. (d) U. S. Customs Service. (e) U. S. Land Office. (f) U. S. Biological Survey. (g) Agricultural Experiment Stations. 2. A brief study of the world's work. 3. Study of non-local vocations in general after the plan of outline for the study of local vocations in the ninth grade. 4. Studying and testing the pupil's possibilities. 5. Guidance with reference to preparation for a vocation. ENGLISH The besit thought on the subject of English is summarized in a receint fJuiblicatdon of the U. S. Bureau of Education, Bulletin, 1917, NO' 2, entiitled, "Reorganization of English in Secondary Schools." This publication is a rep'ort of the Joint Coimmlttee on the Reorganization of English appointed by the National Edu- cation AsisO'Oiaition and the National Council of Teachers of Eng- lish. A coipy shoulM be in the hands of each English teacher. The following paragipapihs are taken from this 'bulletin. Coipies of the Fourth Report of the Inland Enipire Council of Teachers of Eng- lish. (1920) entitled, "Minimum Requirements in the Mechanics of English Composition" have been distributed to all schools by the department. Additional copies and subsequent reports may be obtained from The Inter-Mountain Educator, Missoula, Moii- tana. AIMS OF THE ENGLISH COURSE Stated broadly, it should be the purpose of every English teacher, first, to quicken the spirit and kindle the imagination of his pupils, open up to them the potential significance and beauty of life, and develop habits of weighing and judging human conduct and of turning to books for entertainment, instruction, and inspira- tion as the hours of leisure may permit; second, to supply the pupils with an effective tool of thought and of expression for use in their public and private life, i. e., the best command of language which, under the circumstances, can be given them. The particular results to be sought in the English course may be more definitely outlined as follows: I. In general, the immediate aim of high school English is two-fold : (a) To give the pupils command of the art of communica- tion in speech and in writing. (b) To teach them to read thoughtfully and with apprecia- tion, to form in them a taste for good reading, and to teach them how to find books that are worth while. FOR HIGH SCHOOLS OF ALASKA These two aims are fundamental; they must be kept in mind in planning the whole course and applied in the teaching ol' every year. II. Expression in speech includes: (a) Ability to answer clearly, briefly, and exactly a ques- tion on which one has the necessary information. (b) Ability to collect and organize material for oral dis- course on subjects of common interest. (c) Ability to present with dignity and effectiveness to a class, club, or group material already organized. (d) Ability to join in an informal discussion, contributing one's share of information or opinion, without wandering from the point and without discourtesy to others. (e) For those who have, or hope to develop, qualities of leadership, ability, after suitable preparation and practice, to address an audience or conduct a public meeting with proper dignity and formality, but without stiffness or embarrassment. (f) Ability to read aloud in such a way as to convey to the hearers the writer's thought and spirit and to interest them in the matter presented. III. Expression in writing includes: (a) Ability to write a courteous letter according to the forms in general use and of the degree of formality or informal- ity appropriate to the occasion. (b) Ability to compose on the first draft a clear and read- able paragraph, or series of paragraphs, on familiar subject mat- ter, with due observance of unity and order and with some spe- cific detail. (c) Ability to analyze and present in outline form the gist of a lecture or piece of literature and to write an expansion of such an outline. (d) Ability, with due time for study and preparation, to plan and work out a clear, well-ordered, and interesting report of some length upon one's special interests — literary, scientific, com- mercial, or what not. (e) For those who have literary tastes or ambitions, abil- ity to write a short story, or other bit of imaginative composition, with some vigor and personality of style and in proper form to be submitted for publication, and to arrange suitable stories in form for dramatic presentation. IV. Knowledge of books and power to read them thoughtfully and with appreciation includes: (a) Ability to find pleasure in readijig books by the better authors, both standard and contemporary, with an increasing knowledge of such books and increasing ability to distinguish what is really good from what is trivial and weak. (b) Knowledge of a few of the greatest authors, their lives, their chief works, and the reasons for their importance in their own age and in ours. (c) Understanding of the leading features in structure and style of the main literary types, such as novels, dramas, essays, lyric poems. (d) Skill in the following three kinds of reading and knowledge of when to use each: (1) Cursory reading, to cover a gi-eat deal of ground, get- ting quickly at essentials. (2) Careful reading, to master the book, with exact un- derstanding of its meaning and implications. 28 MANUAL AND COURSE OF STUDY (3) Consultation, to trace quickly and accurately a particu- lar fact by means of indexes, guides, and reference books. (e) The habit of weighing, line by line, passages of espe- cial significance, while reading other parts of the book but once. (f) The power to enter imaginatively into the tliougiit of an author, interpreting his meaning in the light of one's own experience, and to show, perhaps, by selecting passages and reading them aloud that the book is a source of intellectual en- joyment. V. The kinds of skill enumerated above are taught for thrpe fundamental reasons: (a) Cultural. To open to the pupil new and higher forms of pleasure. (b) Vocational. To fit the student for the highest success in a chosen calling. (c) Social and ethical. To present to the student noble ideals, aid in the formation of his character, and make him more efficient and actively interested in his relations with and service to others in the community and in the Nation. THE SPECIFIC AIMS OF LITERATURE TEACHING 1. The literature lesson should broaden, deepen, and enrich the imaginative and emotional life of the student. Literature is primarily a revelation and an interpretation of life: it pictures from century to century the growth of the human spirit. It should be the constant aim of the English teacher to lead pupils so to read that they find their own lives imaged in this larger life, and attain slowly, from a clearer appreciation of human nature, a deep- er and truer understanding of themselves. 2. The study of literature should arouse in the minds of pupils an admiration for great personalities, both of authors and characters in literature. No man is higher than his ideals. Human beings grow unconsciously in the direction of that which they ad- mire. Teachers of English must, then, consciously work to raise the pupils' standards of what is true and fine in men and women. The literature lesson must furnish the material out of which may be created worthy and lasting ideals of life and conduct. 3. The literature lesson should raise the plane of enjoyment in reading to progressively higher levels. Reading is still the chief recreation of many people. It should be the aim of the English teacher to make it an unfailing resource and joy in the lives of all. To make it yield the greatest pleasure will involve the consideration of literature not only as to its content as a state- ment of facts and Ideas but as an art The literature teacher should not be content with arousing an interest in what is said; if he would give the fullest enjoyment, he must develop some appre- ciation of the way in which it is said. 4. In order that the reading habit may yield the pleasure and joy of which it is capable, the English lesson should give to the student such knowledge of the scope and content of literature as will leave him with a sense of abundance of ^'nteresting material, and a trained ability and desire to find for himself such intellectual and spiritual food as he may need for his p-rowth and his pleasure. 5. In order that the above ends may be realized, the teacher of literature must assume his part in the conscious development of 'the intellectual faculties of his students. They must be trained not FOR HIGH SCHOOLS OF ALASKA 29 only to I'eel more sensitively and deeply, and to imagine more vividly, but to think more accurately and intelligently, that they may have the power not only of correct interpretation but of sane and wise application to life of the literature to which it is the duty of the teacher to lead them. SCHOOL ACTIVITIES AS AIDS IN TEACHING LITERATURE Probably no other department of a high-school faculty is so often called upon to assist in all branches of school activities, save only athletics, as the English department, and although such work on shoulders already heavily laden, there is justification for it iu the fact that no other work of the school may be so benefiicd by them. The following, when properly developed, are of unque-stion- able value to the literature teacher: 1. The school library. This is as important to- the English teacher as the laboratory is to the teacher of science. The smallest school should have the nucleus of a library, and there shouid be a regular yearly appropriation for increasing it. The library should be made the most beautiful room in the building, breathing an at- mosphere of refinement and culture. The wise English teacher works hand in hand with the school librarian, informing her of her plans and desires for her students, and enlisting her ready co- operation. Many a skillful librarian, by her apparently chance comment in a seemingly idle moment, has enticed an unwilling- student to a reading list when all but sheer force has failed with the teacher. Relations should be established with the nearest public library for loan collections of books and pictures. Acquaint- ance should also be made with the town librarian, especially where there is no school library, and her interest and cooperation enlisted. 2. Literary societies. These flourish best away from large schools and centers of population. A little group of more thought- ful pupils, reading with an enthusiastic teacher, may get a great deal of pleasure and profit. In rural schools, too small to support many societies, these may expand into a literary-dramatic school club, which, if carefully led, may do much for school and students alike. 3. The dramatic club. The dramatic society and the school play may be either a great benefit to the school or a great nuisance. The dangers are jealousy and quarrelsomeness among the students; friction with the school authorities; undue expenditure of time; unworthy standards, resulting in tawdriness. vulgarity, cheap pro- fessionalism; and, in some schools, extravagance and personal dis- play. The benefits may be realization of what makes for dramatic value; unification of school spirit and loyalty; inclusion in the school activities of nonathletic pupils; meeting of pupils and teach- ers on a common basis of endeavor; character training through both acting, which is subordinating oneself to the character pre- sented, and the work behind the scenes, which is subordinating oneself to the public success of others or of a large project. There will be further advantages if the plays chosen are of literary merit, so as to deserve a permanent place in the actors' memories, to give them permanent standards of dramatic judgment, of character, of action, of speech. 4. The school paper. School journalism is another form of student activity that (in its reaction not only on the editors but on the school) may be a vital force for good in English work, and on this account deserves the friendly cooperation of some interested teacher. 30 MANUAL AND COURSE OF STUDY PURPOSES OF TEACHING COMPOSITION The purpose of teaching composition is to enable tlie pupil to speak and write correctly, convincingly, and interestingly. ihe first step toward efficiency in the use of language is the cultiva- tion of earnestness and sincerity; the second is the development of accuracy and correctness ; the third is the arousing, of individual- ity and artistic consciousness. A definite point of view must be kept in mind by the teacher if this general aim is to be realized; that point of view is that he must meet the needs of the individual pupil. The development of the expressional powers of the individual pupil should be the aim of the teacher rather than the teaching of specific form and rules. Each year of a pupil's life brings a broader outlook through added experience and more mature thought. Each year, consequently, there is nee-d for an increased mastery of technique and of more mature forms of expression. Only from a realization on the part of the teacher of this growth of personality can an adequate course in composition be organized. Such individual treatment requires that each pupil do much writing and speaking on subjects familiar to him. If material for oral and written work is taken from the experience of the pupil, fa- miliarity with the subject will enable him (a) to give attention to correctness rather than to the mastery of the thought, (b) to write or speak convincingly by reason of his own interest, (c) to give some attent-on to the arrangement and presentation of his thoughts in a manner likely to arouse interest in others. The classroom activities in teaching composition when ar- ranged in the order of their importance are: (a) Letter writing; (b) relating of some simple incidents and explanation of familiar subjects; (c) analysis of pieces of writing; yd) reports; (e) liteiary composition; (f) debate. Letter writing is placed first as being of most importance, since it is the form of writing the pupil will use most frequently. The pupil should be able to write a courteous letter according to the forms in general use. and of the degree of formality or in- formality appropriate to the occasion. Second in order of import- ance is exposition. The second aim, then, is to train the pupil to compose a clear and readable paragraph or series of paragraphs on familiar subject matter, with due observance of unity and order and with some specific details. Third, is the ability to analyze and present in outline form the gist of a lecture or piece of literature, and to expand such an outline. The fou^'th aim comes when the pupil is more mature and has developed 'n power of expression. He should be able with due time for study and preparation, to plan and work out a clear, well-ordered and interesting report of some length upon his special interests — literary, scientific, commercial, or what not. These four a'ms should be kept in mind for all pupils. Other aims should be kept in mind for those who have special aptitudes: for those who have the argumentative mind, ability to arrange the material for a debate in an effective way; for those who have literary tastes, ability to write a short story or other bit of imaginative composition, with some vigor and personality of style and in proper form to be submitted for publication, and to arrange suitable stories in form for dramatic presentation. CLASSROOM ACTIVITIES Classroom activities in composition should be founded upon and should g^'ow ont o^ the exTif^nenceT of the pupils. These experiences may be classified as follows: FOR HIGH SCHOOLS OF ALASKA 31 1. Those that school life provides: (a) School work. (b) School activities, social and athletic. 2. Those that outside interests provide: (a) Work — past, present, and future. (b) Amusements, play. (c) Interests in the home. (d) Other interests, as travel and local industries. (e) Reading. School work itself furnishes a vast amount of material for composition. Heretofore there has been a tendency to bass much of the theme work on the English classics. The introduction of the sciences and of vocational training, however, has made a great amount of material growing out of the actual experience of the pupils available. There is a growing tendency to use this material and to reduce greatly the amount of composition work based on the classics. All theme work should be made as real and vital as possible. The following examples illustrate how school work may be adapted to this purpose and suggest methods of giving practice in different types of discourse. A pupil makes a field trip with his geography class; this trip furnishes more vital narrative material than "A visit to England at the time of Ivanhoe;" it is fresher material even than "Last year's fishing trip." Another visits a big chemical factory; extreme interest in the subject will tend to produce a good description of the factory. A t^iird becomes interested in radium in the physics class. He reads all that he can find and assembles his knowledge in a good exposition. A senior has de- voted some time to deciding what he will do after he leaves the high school. An argument in defense of his decision, whether for a certain college or for a certain vocation, has at its basis the men- tal experience of the pupil himself. Outside interests — play, amusements, work, home activities, reading — will furnish a vast amount of material if the teacher is able to direct the pupils to it. The sports furnish good subjects; for instance, a talk on "Swimming" might be given by the boy who takes the prizes in the contests; or on "How to win a foot race," by the boy who won a race in a field-day contest. In general, sub- jects should be suggested, not assigned. Not only should the actw-ties on which composition is based be real, not only should they touch the life of the pupil in some way through interest or experience, but the exerrises themselves should have, as far as possible, a purpose. Much of the work in English may be used for definite ends in the school itself. A s-hool pap3r and an annual fur^nsh mea^^s of prpsenting the best noems, stories, and editorials produced in the English classes. By skillful manage- ment the local newspapers m.ay be induced to publish some of these exercises. In large cities a report of S'-hool athletics is mad'^ for the local papers every week by pupils, who often receive remunera- tion. Programs may be arra'^°:ed for the presentation before the school of the class work in English. Speeches of acceptance at the awarding of medals for various sports may be given as class exercises; and so may the after-dinner speeches for class banquets. GRADE IX. COMPOSITION, GRAMMAR AND SPELLING: Recommended text — "Sentence and Theme" by Ward — Scott, Fores,man and Co. In composiition, stress Description. 32 MANUAL AND COURSE OF STUDY LITERATURE FOR CLASS STUDY: Select any three including one drama. Ivanhoe — Scott. Stikeen, The Story of a Dog — Muir. Representative Short Stories — Macmillan Co. Treasure Island — Stevenson. Merchant of Venice — Shakespeare. Julius Caesar — Shakespeare. Select any three — Lady of the Lake — Scott. The Vision of Sir Launfal — Lowell. Prisoner of Chillon -and Other Poems — Byron. Ancient Mariner — Coleridge. Portions of Iliad and Odyssey — Bryant's translation. Ballads and Ballad Poetry — Hale. CURRENT EVENTS: Study regularly at least one standard weekly or monthly magazine. NOTE: The teacher should keep clearly in mind that the chief aim of literature study is to lead pupils to like what is being read and to stimulate them to further reading. No classic should be studied too analytically; there is too much danger of creating a distate for the very books that should be appreciated. On that ground Ivanhoe should be completed in from fifteen to eighteen lessons; Julius Caesar in from eight to ten; the Lady of the Lake in from twelve to fifteen. It is not necessary that an entire book be read in class. Much of it should be read outside and discussed in class. If the teacher sees that the students have become interested and may safely be depended upon to compiete the book outside, let so'me other book be taken up in class. The class should study as many classics as can be read without making the reading superficial. INDIVIDUAL COLLATERAL READING: (At least five selected from the following list.) Alcott: Little Women. Antin: The Promised Land. Churchill: The Crisis. Clemens: Tom Sawyer; Connecticut Yankee in King Arthur's Court. Cooper: The Last of the Mohicans; The Spy. Dana: Two Years Before the Mast. Defoe: Robinson Crusoe. Dickens: Oliver Twist; Old Curiosity Shop. Doyle: The Adventures of Sherlock Holmes. Fox: Little Shepherd of Kingdom Come. Irving: Tales of a Traveler. Kingsley: Westward Ho! M:trhell: Hugh Wynne. ■ Muir: Boyhood and Youth. Page: Red Rock. Parkman: The Oregon Trail. FOR HIGH SCHOOLS OF ALASKA 33 Porter: Freckles; Girl of the Limberlost. Porter : Pollyaniia. Rideino: Boyhood of Famous Authors. Rolfe: Shakespeare, the Boy. Stevenson: Kidnapped; Black Arrow. Thompson-Seton: Wild Animals That I Have Known. Young: Alaska Days with John Muir. Wallace: Ben Hur. Warner: Being a Boy. Wiggin: Rebecca of Sunnybrook Farm. NOTE: Oral or wri'tten reiports on two of the books read should be required of all students. Avoid lonig reviews. It is much bietter 'to have the stu'dent's honest opinion of the book backed up by reasons for his opinion. GRADE X. COMPOSITION, GRAMMAR AND SPELLING: Recommended Text — "Theme Building," by Ward-Scott, Foresman & Co. "Word Study for High Schools," by Swan-Macmillan Co. In coimipositi'on, stressi Narration. LITERATURE FOR CLASS STUDY: Select any three including one drama: • Silas Marner — Eliot. Les Miserables (abridged) — Hugo. A Tale of Two Cities — Dickens. Little Rivers and Other Essays — Van Dyke. As You Like It — Shakespeare. The Tempest — Shakespeare. Select any three: Tales of a Wayside Inn — Longfellow (selections). Enoch Arden — Tennyson. The Blue Bird — Maeterlinck. Macbeth — Shakespeare. Studies in Nature and Literature — Burroughs (Riverside Literature Series.) CURRENT EVENTS: Study regularly at least one standard weekly or monthly miagazine. INDIVIDUAL COLLATERAL READING: (At leasit five selected from the folllowing list. Oral or writ- ten class reports on at ileaat two.) Addams: Twenty Years at Hull House. Bacheller: Eben Holden. Blackmore: Lorna Doone. Burroughs: Camping and Tramping with Roosevelt. Churchill: The Crossing; Richard Carvel. Clemens: Innocents Abroad. Connor: The Man from Glengarry. Doyle: The White Company. 34 MANUAL AND COURSE OF STUDY Duncan: Dr. Luke of Labrador. Davis: Our English Cousins. Fox: The Trail of the Lonesome Pine. Franck: A Vagabond Journey Around the World. Gaskell: Cranford. Jackson: Ramona. Keller: Story of My Life. Maeterlinck: The Life of the Bee. Norris: The Pit. Palmer: Life of Alice Treeman Palmer. Richards: Florence Nightingale. Riis: The Making of an American; How the Other Half Lives. Roosevelt: Hunting Trips of a Ranchman. Stuck: 10,000 Miles with a Dog Sled. Smith: The Master Diver. Tarkington: A Gentleman from Indiana; Monsieur Beaucaire. Thackeray: Letters to an American Family. Wallace: The Wood .Carver of 'Lympus. White: The Blazed Trail. Wister: The Virginian. Wright: The Winning of Barbara Worth. GRADE XI. COMPOSITION AND RHETORIC: Recommended text — "Practical English for High Schools" by Lewis and Hosic — American Book Co. In com position, stress Expoisition. Emphasis falls upon Chap- ter VIII. iStudy such parts of Chapters I to VII as are needed for a review of (principles and of Description and Narration. ENGLISH LITERATURE: Recommended text — "English Literature with Readings" by Pace-Allyn & Bacon. "Engl'sh Literature" by Long-Ginn and Company and "Century Readings in English Literature" by Cunliffe, Pyre, Young-Century Co. — in hands of the teacher. LITERATURE FOR CLASS STUDY: Selections froim the Readings in the text. The following are reco'mimenided as a minimu'm requirememt for class s'tudy: II Penseroso; Lycidas; extracts from The Tatler and The Spectator; The Village Preacher and The Schoolmaster from, The Deserted Village; Elegy in a Country Church Yard; The Bull Fight and Waterloo from Child's Harold; Ode to the West Wind; The Cloud; To a Skylark; Ode to a Grecian Urn; The Eve of St. Agnes; Memorial Verses; The Pall of Sohrab. FOR HIGH SCHOOLS OF ALASKA 35 Students should be led to read all selections. Select any four including one drama: Selected Essays of Elia — Lamb. Idylls of the King — Tennyson. Ode on the Intimations of Mortality, and Other Poems — Wordsworth. Hamlet — Shakespeare. She Stoops to Conquer — Goldsmith. Essay on Johnson; and Essay on Goldsmith — Macaulay. Essay on Burns (and Selected Poems by Burns) — Carlyle. The Pied Piper of Hamelin, Cavalier Tunes and Other Poems — Browning. NOTE: The foregoing classics are all listed in the Riverside Series. CURRENT EVENTS: Study regularly at least one standard weekly or monthly im:a!gazine. INDIVIDUAL COLLATERAL READING: (At least five selected from the following list. Oral or writ- ten reports on two.) Barrie: Margaret Ogilvy. Brj'ce: The Pleasantness of American Lifoi Bulw^er-Lytton : Richelieu. Carlyle: Heroes and Hero Worship. Deland: The Iron Woman. Dickens: Our Mutual Friend; Bleak House. Eliot: The Mill on the Floss; Romola. Hutchinson: If Winter Comes. Ibsen: The Doll's House. Johnson: To Have and to Hold. Goldsmith: The Vicar of Wakefield. Kennedy: The Servant in the House. Kipling: The Light That Failed. Page: The Old South. Parker: The Right of Way; The Seats of the Mighty. Muir: Travels in Alaska. Pope: The Rape of the Lock. Sheridan: The Rivals; Under the Deodars. Steele: On the Face of the Waters. Thackeray: Henry Esmond; Vanity Fair. Van Dyke: The Blue Flower. Wells: Mr. Britling Sees It Through. Zangwill: The Melting Pot. GRADE XII. COMPOSITION AND RHETORIC: Recom(miended Text: "Practical English for High Schools" — Lewis and Hosic. "Argumentation and Debate" — Baker & Hunt- ington — Ginn & Company. In composdtion, stress Angumentation. Emphasis falls upon Chapter IX. Emiphasize!, also, Chapter XI, XII and XIII of the regular text. 36 MANUAL AND COURSE OP STUDY AMERICAN LITERATURE: Recomaiiendied text — American Literature with Readings, — by Pace — ^Allyn & Bacon. American Literature, by Long — Ginn & Company, in the hands of the teacher. LITERATURE FOR CLASS STUDY: Selections from the Readings in the text. The folloiwing are recommendied : Thianatopsis; To a WiaterfoiWl ; A Poiresit Hymn; The Death of tlie Flowers; Robert of Linicoln.; The American Flag; The Building of the Ship; The Birds of Killingworth; The Haniging of the Crane; Lowell's poeims and essays; The New Soiuth; Skipper Ireson's Ride; Laus Deo!; In School Days; The Last Occasion; O Captain! My Captain!; When Lilacs last in the Dooryard B'loom'd; The Last Leaf; The Chamhered Nautilus; The Deacon's Masterpiece; Selections from the Autocrat of the Breakfast Table. Select any four: Essays from the Sketch Book — Irving. Autobiography — Franklin. The Gettysburg Speech, Address at Cooper Union, etc. — Lincoln (Riverside Series). The Raven, Fall of the House of Usher, and Other Poems * and Tales — Poe (Riverside Series). Self Reliance and Other Essays — Emerson. Tanglewood Tales — Hawthorne. NOTE: The foiregoing classics are listed in the Riverside Series. CURRENT EVENTS: Study regularly at least one standard weekly or monthly magazine. INDIVIDUAL COLLATERAL READING: (Any five selected froim the foillowing list. Oral or written reports on two.) Bangs: Houseboat on the Styx. Bronte : Jane Eyre. Cable: Old Creole Days. Clemens: Innocents Abroad; Life on the Mississippi. Davis, Richard Harding: Van Bibber and Others. Dunbar, Paul I.: Lyrics of the Hearthside, The Bar Sin- ister. Duncan: Dr. Luke of Labrador. Harris, Joel C: Tales of Home Folks. Harte, Bret' Poems and Stories (Riverside Series). Hawthorne: The Scarlet Letter; Marble Faun. ; Holland, J. G. : Bitter Sweet. Holmes: Elsie Venner. Howells: The Rise of Silas Lapham. Hutchinson: The Happy Warrior. FOR HIGH SCHOOLS OF ALASKA 37 Jackson, Helen H. : Ramona. Jewett, Sarah Orne: A White Heron and Other Stories. Lytton: Last Days of Pompeii. Miller, Joaquin: Songs of the Sierras. O'Henry: Options; The Four Million. Page: Marse Chan; Meh Lady. Reade: Cloister and the Hearth. Roosevelt: The Strenuous Life; The Winning of the West. Tarkington: Seventeen. Van Dyke: The Ruling Passion. Warner: In the Wilderness. Webster: Orations and Debates. FRENCH AND SPANISH (Reprimted from Idaho Course.) The purpose of a two-year French or Spanish course is to teach the pupil: 1. A good working- A^ocabulary, active and passive. By ac- tive vocabulairy is meant one thait is maeteired for actual practical use; by pasisive, one that is recoignized by the ©ye and ear, but is not used in actual speech. The combination of the two' 'gives^ the pupil an extensive knowledge of foreign words and phrases. 2. To' pronounce correctly and inteliligently. This is not to be dome thru mere imitation of the teacher, but thru a serious study of the physioloigioal basis of the sounds, and by continuous practice; 3. To exipress himself in simple idiomatic language. To ac- complisih this end, the foneagn tongue must be used as much as possible in the classi room. The teacher shbuld give all commands and carry on the ordinary conversation of the Class room in the foreign tong'ue. Expilanations of grammar and rules should be given in English; 4. Flueincy and accuracy in translaiting easy modern French and Spanisih prose; 5. To develop an inlterest in French and Spanish life and customs, Msitory and literature. Great stress musit be laid o.n pronunciation, and every means tiak'cn to inisiure an accurate and inteillig-ent imasitery oif the French and Spanish sounds. Unfadling vigilance and contfnual drill are the price of a igxjod pronunciation. Phonetic symibolSi may be used at the discretion of the teacher. Every new vocabulary should be studied in class before heing assigned as a lesson. A great deal oi reading, individually and in concert, must be done in order toi acquire fluency as well as accuracy. For advanced work, charts of difficult sounds^ and words are useful. In French thie ai (I), euil (I), eil sound si, eu in open and closed syllaibles, ooimibi nations, in gn, ui, etc., are to be given exteiisive drill. In Spanish e and o in open and closed syllables, 38 MANUAL AND COURSE OF STUDY the variaitions in r, rr, j, d and t offeT special difficulty. No mis- pronunciation may ever be overlooked and the pupil should be taught to know the physiological basis of the sounds, so that his work may be inteaiigent rather than imitative. The eesentiale of grammar must be thoroughly learned, but it must always be kept in mdnd tihat the grammar is a mere tool, not an end in itself. Every lesson should be the basis ol a thor- ough drill. In the third and fourth semesiters review of the first year's work is to be supip'lemented by advanced work limited to one lesson a week. The principles of grammar may be impressed upon the learner's m.ind by drawing his attention to illustra- tions as they appear in the text. Reading shoulld be begun as soon as the class is alble to handle a simiple text, usualy in December. The text should be read in the foreign tongue, with close attention to intonation. and should be translated iwith absolute accuracy and always into good English. Attention Sihould be drawn to gramimatical con- atruotions of interest to the pupil at that point of Ms progress; a few idioms should be learned for practical use; and the com- pleted lesson used as the basis for conversation. Accuracy and a thorough undersitanding of the foreign idiom are the aim in read- ing, rather thf,n covering a great deal of ground. It dis a gooid plan to start with a very simple text, but to abandon it for class use when it becomes too easy. It may then be assigned for collateral reading. As the pupils progress, the text must increasie in difficulty. In semesters 3 and 4, the aim is to teach the puipil accurate and fluent translation, quick sight reading, and intdllli'g'ent reading of easy matter without trans- lation. Transliation from English into the foreign tongue serves to resolve difficulties and fix correct form in mind. The exercises in the grammar are to !be carefully worked over, and advanced work may be carried on by means ot the sentences usually found in connection with the text. These imay be done orally in class, then written at home. Original sentences embodying certain dif- ficult points may be prepared by the teacher and given as extra board drill. Simiple original compositions may be assigned on the text, on dictation work, or oin such easy topics as, Notre Salle de Classe, Les Vaoances, eitc. (the same sort being used for Spanish ) . Much drill must be given to insure a mastery of the idioimatic constructions in which French and Spanish abound. Idiomatic phrases are to be memorized and used upon every occasion until they become a pant of the working vocabulary. Such construotioins as the following require especial attention: no^uns and adjectives with prepositions, verbs with dependent infinitives, reflexible verbs, il y a, repuis, in French, and hace and para and por in Spanish. FOR HIGH SCHOOLS OP ALASKA 39 The aim of oral drill is the abtainment of a reasonable degree of fluency and correctness in speech. Such drill must begin the very first day of school. The piujpil imust understand that he is expected to handiei orally everything that he learns. Sinnple sen- tences may be fOTimed with the words of his vocabulary. Dates, the days of t'he week, the time of day, etc., may be easily learned as well as class room phraseology. The teacher must use the foreign tongue as mucli, as possible, always assuring herself, how- ever, tbat the clasis really coimpreihends. It is unwisie to exclude tbe mother tongue from the class room, and imany a shoirt cut may be taken by recourse to the English. Practice in oral work may be given in question and answer on the grammar exercises or text read, in memory work, or in the reproduction of a given passage, and in dramatization. The pupils always take great pleasure in asking the teacher questioins and are able tO' under- stand com'plicated anistwers very easiily. Tlie teaicher must always plan the oral work so as to make it serve as a systeimatic drill on various grammar points, idioms, verb forms, etc. Dicta;tion and memory work should be begun at tlie very beginning of the course, and shou'ld progiress from sounds and words through sentences and short paragraphs to prose passiages and poems. Familiar materiial fromi grairamiar and reader imay be used first; later prover'bs, poems and prose for memorizing or instant oral reipro'd notion may be given. By the fourth semester the class should be able to take unfamiliar matter of average difficulty. Memory work should usually be begun in dictation, and may be learned at once. Every dictation should be written and cor- rected two or three times and finally written fro^m memory. Throughout the language course verbs must be studied, not as an end in tliomselvesi, but as a means of attaininig practical command of the lan'gU:age. Irregular verbs should be assigned in groups of trwo' and thr&e, and oral and written drills and tests on both regular and irregular verbs should be frequently given. The entire time, per week, devoted to verbs should not exceed one recitation period, and the drills and tests should occur weekly. Short tests should be given frequently; long tests almost never. Tests limited to five or ten minutes or to one topic, given every two or three days, bring good results. Grammar rules or other foTimal quesitions should never be asked, but all questions are to be planned to test the command, that the puipll has of the actual spoken tongue. FIRST YEAR FRENCH.— (First Semester) Recommended text: The New Chardenal French Course, by Brooks — Allyn & Bacon. 40 MANUAL AND COURSE OF STUDY 1. Pronunciation. 2. Ellements of Grammar: Clhardenars Griamimair, Lessons 1-25 (oir) Prasier and Squair's Comip'leite French Grammar, lessons 1-18. 3. Reader: Meras: Le Premder Livre, lessons 1-12 or 15. Menas et Rotih: Petits Contes de France, pages 20-25. 4. Prose composition in connection with the grammar. 5. Oral work — idiomatic con'struotio'ns. 6. Tests. FIRST YEAR FRENCH— (Second Semester) Recoimmiended text: Ohardenal's Gramimar. 1. Proiiunciaitioin and intonation. 2. Elemenitary gramimiar: Chard en al's Grammar, lessons 25-50 (or) Fraser and Squair's Comiplete French Grammar, lessons 20-32. 3. Reader: 100 pages for the whole year should be the minimum aimount read. Meras: Lie Premier Livre (finish). Meras and Roth: Peitits Ccmtes de France (finiish). Ma lot: Sans Famille. Dauddt: La Belle Nivernadse. Verne: Le Tour du Monde en quatre vigts Jours. Talbot: Le Francais et sa Patrie. Montvei-it: La Belie France. 4. Prose coim'poisitioii in connection with the grammar. 5. Dictation and memory work. 6. Verb drilH, irregular verfbs. 7. Or ail work. 8. Tesits. 9. Easy texts for col'lateral reading. SECOND YEAR FRENCH Recommended text: The New Chard enal French Course by Brooks — ^Allyn & Bacon. 1. Review of grammiar and advanced grammar: Finish Ohardenal in first sem'ester omitting unessential points. Finish Fraser & Squair's Comipliete Course in second sem- esiter. Review and ooinifinue study of syntax with exeinoises in baick of book, assigniing sections in the syntax for advanced study. 2. Read from 200-300 palges of easy prose. Du'mas: Le Coim'te de Monte Cristo; L!a Tulipe Noire. Merimee: Coilamlba. Halevy: L'Abbe Coinstantin. FOR HIGH SCHOOLS OF ALASKA 41 Maupassant: Huit Comtes Choisis. Daudet: Neuf Cbntes Choisis. Lalbiche et Martin: Le Voyage du Monsieur Perrichon. Hervtitit: Oontes Divers. 3. Dictaition of poetry, short prose passages, mos't ol which should be memoirized. 4. Tliorough verb drill — 25 or 30 common irregular verbs. 5. Imtensive situdy of pronunciation. 6. Coiiverisatioin — iSitories told in cLass. • 7. Drill oai coimmoin idiomatic constructio'n, verbSi, nouns, adjecitivieis used writh preiposiitions, etc. 8. Tests. 9. Easy texts for collateral reading. FIRST YEAR SPAN ISH— (First Semester) Recommended text: A Sipani.s.h Gramimar, 'by De Vitis; Allyn & Bacon. 1. Pronunciation. 2. Grammar. Die Vitis Spanish Grammar, lesso^ns 1-13 (or) Hills and Ford: First Spanisih Course, lessons 1-23. 3. Readers: 20-30 pages to begin about Deicember 1. * Harrison: Eiementary Sipanish Reader. Walsh: Primer hobro de Lectura. Esipinosa: Eilementairy Spaniigh Reader. Pittaro: Spanisih Reader. Hatihewiay and Beirge-Soler: Easy Spanish Reader. Allen and Castillo: Spanish Life. 4. Oral wo^rk. 5. Idiomatic const ructioms. 6. Mamo'rizlng of idioims and proverbs. 7. Proise transllation. 8. Verb drill. 9. Tests. FIRST YEAR SPANISH— (Second Semester) 1. Constant drill on proiiunoiation. 2 . G ramlmair : De Vitis: Spanis,h Grammar, lessons 14-25 (or) Hills and Ford: Lessons 23-38. 3. Readers: 75 pages should be the minimum nuimber for the whole year, 25 to 50 pages being read the second semester. Dorado: Espania Pintoresca. Harrison: An Intermediate Spanisih Reader. Fuentes and Francois: Trip Through Latin America. 4. Dictation and easy story telling. 5. Memory work. 42 MANUAL AND COURSE OF STUDY 6. MemiCirizing of idi'Oqn sand proverbs, 7. Prose transilation. 8. Verb drill. 9. Tests. SECOND YEAR SPANISH 1.. Re view of pronunciation. 2. Grainiimar: Review and advanced. De Vitis: Lessons 26-50 (or) Hills and Ford: Review and take lessons 3 8-50. 3. Reading: 150-200 pages of easy Spaniisb. Donade: Espana Pinitoresca. Valera: El Pajaro Verde. Moratin: El Si de las Ninas. Oarrion: Zaragueta. Valdes: Lo Hermana San Sulpicio. 4. Dictaition of easy prose passages, preferably on material already studied, anecdotes, poetry. 5. Memory work, story telling. 6. Verb drill. 7. Conversataon and study of idioimatiic construictions, , 8. Easy texts for collateral reading. LATIN The aims of Latin teaching are set forth in a bulletin of the United States Bureau of Education, 1913, as follows: To enrich the English vocabulary, both by the addition of new words and particularly by a more perfect mastery and clear under- standing of many of the words already in use; to develop an ap- preciation of word, phrase, and clause relations; to teach clearness and accuracy of expression, both oral and written; to develop habits of industry and application; to make the pupil an intelligent critic of his own oral and written speech and that of others ; to lay a good foundation for the study of English and of modern languages; to read some of the great Latin masterpieces; to give a wider view of life through familiarity with a great civilization remote from the present, both in time and place, in the cool, calm air of non-con- temporaneous events. Latin is a suibject which is under the fire of the critics at the present tiiime. Soime educators advocate striking it from the crowded high school curriculum on the ground tha;t other sub- jeots less remote from life and the present are of more benefit to the student. Others aire willing to permit students to study the language for two years but are unwilling to provide a place in the high school course of study for foiur years of work. The sub- ject is, without doubt, beneficial to same students. The question of its value in comparison with other studies, is the occasion for the controversy. FOR HIGH SCHOOLS OF ALASKA 43 There is no- doubt but that LaJtin, as w^l as foreign lan- guages geiieirially, aro the beneficiaries of the force of traditimn and habit and thiat relaltively fcheir values, 'except for a select few, are not as great, asi other studies tihat mi@ht be pursued. The de- partment is opposed to nuaking the study of Latin oompulsory. It, further, favors a two-year course only, especiaMy for small high schoo'ls :suc'h as are found in Alaska. H-owiever, a four-year' course is outlined for the benefit of larger schools Which may desire to use the same. In the piaisit few yeairs methoids of teaching Latin have under- gone silight changes. The direct metho'd in which the actual lan- guag^e is used to a gTeater or less degree, is useid 'by many teach- ers. Vitailizing the subject by the use of pictures, art works, magiazines, etc. is recotmim ended. Miss Frances Saibin, Oak Park, Illiinods, has prepared a "Latin Exhibit" ($5.00) which includes some sixty charts. Benj. H. Sanborn and Company publish a pamphlet by Albert S. Perkins on the "Doirchester Experiment in Vocatioiial Latin," which will be valuable to teachers. GRADE IX. Recomimended text: "Latin Lesisions" by Smith — AUyn and Bacon. The text shoul'd be coimpleted during the year in so far as its essiential features are coincerned. An actual working vocabulary of at least 400 words should be acquired by the pupil. A great deal of drill and frequent oral and written reviews are required to secure mastery of the declension of noiins, pronouns and ad- jectives; of the various forms of ver'bs, both regular and irregu- lar; of the coimparisiQin of adjectives iand adverbs; etc. TTae use of easy conversational sentences increases interest in the subject. There should be a constant study of word-foundation and of Eng- lisih words derived from Latin. GRADE X. Reicoimmended text: "Caesar's Comimentaries" by Kelsey — Al- ly n and Bacon. Four ibooks of Caesar's Gallic War should be used. The ut- most effort should be put forth by the teacher to secure a living background in the iaistory of the period, the Roman military system, the geography of Gaul, tlie topograpliy of battlefie'lds, etc. Grammialtical construction should be em'phaaized. No word or expression should be gone over without having its relation to the context made clear. Good idiomlatic English must be required. One period a week oin the average shomld be given tO' Latin composition. CorreOtion of papers in class by tTie pupil himsielf is of greater value than their correction by the teacher and return 4 4 MANUAL AND COURSE OF STUDY to the piipil for insipection. D'Ooge's "Datin. Coimposition for Sec- ondary Schools," (Ginn) is a good text for use in Latin composi- tion work. GRADE XI. Recom'mendeid text: "Oratioms of Cicero" by D'Ooge — Benj. H. Sanborn & Co. Read Ciceroi'si four orations against Cataliiie, the one for the poet Archias; and at least one more, preferably the O'ne for the Manilian Law. Latin prose composition as outlined for Giiade X is to be con- tinued throughout the year. GRADE XII. Recomimended text: •'Vergil's Aeneid" by Knapp — Scott, Foresiman & Co. "La;tin Gramiimar" by Bennett — ^Allyn & Bacon. Read the first six booksi of the Aeneid. The beauty of the Latin Classic poetry, the study of the life of the times, and the interest that can be aroused in archaeology and mythology will add much to the interest of the pupil who pursues the study of Latin tO' this point. MATHEMATICS The force of tradition has dictated the content of the high school course of study in mathemaitios for many years. Howeiver, the development of the junior high school imovemient with its op- portunity for reorganization Oif the work oif the seventh and eighth grades, bids fair to change to somie extent the traditional content of the ninth 'and tenth grades, at least. The National C'omimittee on Matiheimatiical Requircmients hais issiued a report on the "Reorganization of Mathematics in Secondary Education," Bulletin 1921, No. 32, of the U. S. Bureau of Education. This Bulletin Should ibe in the hands^ o'f each mathematics teacher. It presents lists, of materials wihich should make up the content of miathematics in grades 7 to 12 inclusive, together with sug- gestions on the treatment o'f the subject miatter of Aligeibra, Plane Geometry and Solid Geometry which make it of especial value. Mathematiics is of practical, cultural, and disciplinary value to the studenit. Considered as a pracitical siubjeot, a knowledg-e of high school mathematics is indispiensable to the study of nearly all the sciences and to the pursuit of many artsi and occupations. It is the basis of all practical mechanical operations and engineer- ing, and of businesis comjpultation and accounting. The study of high school mathematics ican also be justified on cultural grounds. Some knowledge of its principles and process and some appre- ciation of the oi-derliness, harmony and beauty of its relationships are the common treasure of all cultivated peoples^. Finally, the FOR HIGH SCHOOLS OF ALASKA 45 study of mathematics develops certain desirable habits and apti- tudes, such as: "A seeking for relations and their precise ex- pression; an attitude of inquiry; a desire to understand, to get to the bottom of a situation; concentration and persistence; a love for precision, accuracy, thoroug'hness, and clearness, and a distaste for vagueness and incomipleteness; a desire for orderly and logical orgianization as an aid tO' understanding and memory." As expressed in the comimittee report referred to above, "the priim«ary puriposes O'f the teaching of mathematies should be tO' de- velop those powers of understanding and of analyzing relations of quantity and of space which are necessary to- an insight into and control over our environment and to an appreciation of the progress of civilization in ite various aspiocts, and to develop those habits of thought and of action which will make these powers effeotive in the life oif the individual." ELEMENTARY ALGEBRA Recommjended text: "Elementiary Algebra" by Slaught and Lemies^ — Allyn & Bacon. Ooimipilete the text. The course is one year in length and covers the following: 1. Equations and problems. 2. The four fundamental operations. 3. Factoring and solution of equations by factoring. 4. Highest common factor, and least common multiple. 5. The four fundamental operations in algebraic fractions. 6. Equations involving fractions, and clearing of fractions. 7. Ratio and proportion. 8. Literal equations and their uses. 9. Simultaneous equations of the first degree. 10. Square roots and radicals. 11. Graphs. 12. Quadratic equations. ADVANCED ALGEBRA Recommended text: "Intermediate Alge'bra" by Slaught and Lennes — ^Aldyn & Bacon. This subject usually follows a year of Plane Geometry and precedcis Solid Geometry. The course is one semester in length and covers the following: 1. Review of the four fundamental operations, but from a comprehensive viewpoint. 2. Factoring. 3. Fractions, including complex fractions. 4. Equations of the first degree in one or more unknowns. 5. Solving equations by determinants and by graphs. 6. Ratio, proportion, and variation. 7. Powers and roots. 8. Exponents and radicals. 9. Quadratic equations, including graphs of quadratics. 46 MANUAL AND COURSE OF STUDY 10. Progressions — Arithmetic and Geometric. 11. The binomial theorem. 12. Logaritlims. PLANE GEOMETRY Riecomim ended text: "Plane Geometry" by Wells and Hart — D. C. Heath & Co. Complete the text with such omissions as seem necessary in order to cover the work in one year. The sulbject usually is offer- ed in the tenth grade. The aim-s of pilane geometry may be said to be, "(1) to give the pupil a praotiical knoiwledge o'f the fo^rm and measurement of lines and plane figures; (2) to teach him to see and develoip further by processes of coinstructioin and deductive reasoning the relations which exist between such lines and plane figures; and (3) to develop habits ot neatness, order .and honost thinking." The work sihould consist of the formal proots of theorems and the soilution of original exercises in approximaltely equal amounts. The latter is ot great imiportance in the mastery of the subject. Kinowledge of a given set of piroipositions, while com- mendaible enough in itself, is not the real test ot ability in geometry. Ability to aipiply the p'rinoiplesi learned to the solution of new problems demonstrates, thie pupil's mastery of the subject. SOLID GEOMETRY Recommended text: "Solid Geometry" by Wells and Hart — D. C. Heath and Co. Comiplete the text with such omissions as seem necessary in order to cover the work in one sem^esiter. The oo'urse in solid geometry usually follows that i'n advanced algeibra. Many pupils have difficulty in seeing three — dimensional space relations. Their comprehension Oif the drawing of a geo- metric solid will be greatly aided by the use of a simple model made of sticks, string, wire, cardboard, etc. It is a waste of ef- fort f)'om the standpoint of geometry to spend too much time in the construction of elaborate geometric drawings. Long continued use of models will interfere with the development of space imag- ination which is one of the valua'ble results of the situdy of geometry. TRIGONOMETRY Trigonometry is an interesting and practical siubject. It con- stitutes the beet possible review of the essential principles and processes of arithmetic, algebra and igeometry. It is fundamental in the study of surveying, ©ngineeiring, navigation, astronomy and all tbe hig'her branches of niathemaJtics. Larger high schools may desire to offer the subject in the senior year during one Si©m ester. , FOR HIGH SCHOOLS OF ALASKA 47 The following Is the lilsit O't" subjects that will be included in any standard book on plane trigonometry: 1. Trigonometric functions of an acute angle. 2. Solution of right angles by means of natural functions. 3. Theory and use of logarithms. 4. Solution of right angles with logarithms. 5. Trigonometric functions of any angle. 6. Trigonometric functions of two angles. 7. Trigonometric identities and equations. S. Solution of oblique triangles. 9. Construction of trigonometric graphs. NATURAL SCIENCES The science courises recoimimiemded for the larger schools dur- ing bhe various years are as follows: First year — G-enerai Science; or Physical Geography for one semester and Coimmerciial GeogTaphy for the o'ther. Second year — Biology; Third year — Physics; Fo'urth year — Chemistry. High schools which ihave a faculty of four teachers or less should not attempt to offeir more than three yearsi of science. It is recommended that Chemistry be dro'pped from the list. Sucli schools should make Biology a third year subject and Physics a fourth yeiar subject. The number Oif science classes conducted in any one year may be reducod to two by alternatimg the work in Biology and Physics and by offering one siujbject in even-numbered years to both third and fourth year students, and the other in odd-numbered years. LABORATORY WORK The laboratory period is an iimportant phase of instruction in Sicienoe. This does not preclude the praotice of demonstrations before the class 'by the inslt ruction, which i.n many cases is more valuable than student laboratory work. Laboratory work sihould be closely correlated with the work of the text. In most sciences double laboratory periods are re- quired tiwiice weekly. Tliis does not mean that the arrangement must be followed absolutely. There may be occasions when labora- tory work should be continued for several days in suocesision in which event short exiperim&nts or clasa demonstrations may be performed duriiig the single period, if giving a double period to the work interferes with the schedule of students. There is always the daager thjat the experiments to be per- formed in the laboraitory may not appeal tO' the pupil as pre- senting a real problem. This should be the aim at all times. The mere mianipulatioin of ap'Plairatus for the sake of its niianipulation is insufficient. Where a principle is worked out in the laboratory hefore ibein-g discussed in class the interest of students is usually keener. 48 MANUAL AND COURSE OF STUDY The fo'lloiwing excerpt from the report of the Comimittee on Reonganizajtion of Science in Secoindary Schools, U. S. Bureau of Education, 192 0, No. 26, contains many heilpful suggestiO'ns: Tlie fact that laboratory work in general has not accomplished the results expected indicates the need for reorganization of the method and content of laboratory work. A few common causes of disappointment are : (1) Experiments are too frequently devised to check up and prove generalizations or laws the truth of which the pupil already perceives. (2) Experiments often repeat work described in the text in such a way that the outcome is uninteresting and of little value. (3) The data collected in many experiments are an end in themselves. There is no further use for them, and hence they have no significance for the pupil. Such "busy work" serves no worthy purpose. (4) Many experiments are too minutely quantitative and call for refinements beyond the need or appreciation of secondary school pupils. Too frequently the laboratory and classroom, sometimes im- properly called "lecture room," are separate not only physically but intellectually. The laboratory should be a place where the pupil puts ques- tions to nature, observes accurately, and deduces conclusions logic- ally, not a place where directions are followed blindly and mean- ingless results obtained. The value of individual laboratory work has been seriously injured by requiring each pupil to do exactly the same experiment as every other pupil and do it in as nearly the same time and same way as possible. The spirit of the project method should vitalize the experimental work. There will always be some pupils who should modify the work to meet their special needs or interests. Such differentiation should be encouraged and lists of alternative work should be available to utilize individual in- terests and inclinations. Improvement of laboratory practice will result in less cumber- some forms of note taking and of notebook making. The experi- ment is not designed for the sake of a notebook record. A sum- mary of results which can be used in interpreting the work done should be made and pupils should be allowed much freedom in the precise manner in which the record is made. They should record important and significant facts, and the record should be clear and complete. That is, the laboratory is a "work place," and records should be simple and direct accounts of the real and vital work that has been done. THE RECITATION The following excerpt from the same report sets forth briefly the best thought on classroom procedure in science: The adoption of the problem-project-topic method of science teaching will lead to a considerable change in the purpose and use of the recitation period. The "hearing of lessons," memoriter repe- tition of facts and principles gleaned from the textbook, the more or less discontinuous dialogues between teacher and individual pupil should give place to a real class discussion in which all take an active part in contributing, organizing, and using the information fif-oit with. In pu'^h dis'^ns'^ions the teacher serves to direct, stimu- FOR HIGH SCHOOLS OF ALASKA 49 late, and advise. There should be a maximum opportunity for self- expression in the immediate problem. In the recitation period the skillful teacher will develop and arouse interest, furnish the necessary background, and direct the class in its search for answers to a vital problem. In the develop- ment of such work the demonstration experiment plays an im- portant part. Such experiments need not be spectacular and sen- sational, but the unexpected may well be utilized to arouse interest and raise questions that the teacher wants raised as fundamental to the initiation of a class problem. In the overemphasis on in- dividual laboratory work, the value of demonstration experiments has been minimized. Such demonstrations, besides being interest- provoking, have many of the merits of individual efforts without the confusion due to poor manipulation or the failure to observe the most important aspects of the experiment. These may serve the class as examples of the proper way of working, of manipulat- ing apparatus, of noting results, and of drawing inferences. Pupils should be encouraged to assist in performing demonstration ex- periments. GENERAL SCIENCE Recommended text: "Elements of General Science" (Revised) by Caldwel'l and Eiken'berry — ^Ginn and Company. Laboratory Manuial aocompanying the same. This course should provide a b'asis for the develoipment of interest in the special, sciences'. Care should be taken to iiriipress upon the situdeinlt the ifaot that the curtain is lifted but a little way in the broad field of science and that the subject is no^ suhstitute for an inteinisive stuidy of biology, physics, chemistry, geology and the other sciences. The course is designed primarily for the benefit of those who may be unable to study science for more than one year. If properly presen'ted the work of the year should resiult in an awakening o'n the par^t of the student to a realization of the fact that he is living in an environment that is teeming with laws and phenomena from an underistanding of which he will derive praotiical and culitural benefit. It should lead him into the; scientific spirit of investigation. In general science there will be little laboratory work done by the pupal. He will observe the work done before the class by the teacher, who should be exceiptioinally res&urceful since there must be an ingenious presentation of topics selected from a vpry wide ranige of poBsible subjects. If desired the course in General Science may be one semester in length, followed by civic biology or physical geography in the second semester. Recomimended texts in these subjects are, "Civic Biology" by Hunter, — ^Amierican Book Comipany, and "High School Geography" by Whitbeck, — ^Maomiilan Comipany. The last named text devotes some attentioin to commercial geography in addition to the treatment of physical geography. 50 MANUAL AND COURSE OF STUDY In case the co'urse in general science is limited to one sem- ester it will be necessary to eliminate sonie part of the subject matter. That portion of the text which covers material presented in the subject selected for the second semes'ter may be eliminated without any loss to the student. Apparatus No additional apparatus or other equipimeait is required for general science in a school which offers physics or chemistry. The following are examples of the simple maiteriais needed. Mosit households are supplied with articles that can be adapted to the needs of the elass: Hand lens, irom stand with rings and clamps, coipper wire, zinc and copper plates for siniple cell, dry cells, hydrochloric, sulphuric or nitric acid, mercury, glass tubing, magnets, bea,kers, test tuibes, flasks, alcohol lamps, meter stick, sipring balances, platform balance, piulleys, levers, thermometer, mirroir, prism, graduates, hydroimeter, barometer, imicro'scope, etc. HIGH SCHOOL GEOGRAPHY Reoommendod text: "High School Geography" by Whitbeck — Maomillan Company. The course is primarily devoted to a study of physical geo- graphy. Hoiwever, some attention is given to coniimercial geo- graphy especially in the miatter oif the effect which the physical oharaoteristics of a country have upon its €omimeirce and indus- tries. Standard reference books on physical and commercial geo- graphy will be of great asisistanoe to the teacher in expianding the scope of the work O'utlined in the text. BIOLOGY Recoimmended text: "Essientials of Biology" by Hunter — Am- erican Book Company. "Civic Biology" by the sia;me author and pu'blisihers as a siupplemenitary text. LaboratOTy manulal accom- panying the text. Biological scienice is intensely practical and contribute© much toward a realizatioin of the aims of tihe high school as set forth in the openinig pages of this manual. There is much in the study of plant and animal life including man that will cointribute to health, worthy home membership, vo'cation, citizensihip, woTthy use o'f leisure and ethical character. Strong emphasis is to be placed on the practical application of the subject, particularly to comimunity problem®. The idea is to lead the atu'deints in a united effort to prevent I'osses in the destruction of natural resources, in unfruitful labor and in damage to property. Civic and siociial betterment are expected as a result of this study. FOR HIGH SCHOOLS OF ALASKA 51 Observatioins, pirojeots, expeTiments, excursiioms, individual re- ports, textbook assignment, quizzes, and conferences all offer a rich and varied choice of methods to be employed. Biology lends itself readily toi the toipic-piroject-proiblein method of teaching. Apparatus The following apparatus will be needed in a laboratory course in biology. The list is sufficiemt for a olasis of six pupils: 2 comipo'und microBcoipes, at least o^ne of which has a substage condenser and an oil immersion lens; 2 gross of thin white slides; 2 O'Z. each of round and square cover glasses; 6 fine forceps; 6 sicalpels; 1 razor; 6 folding lenses; 12 Economy half gallon fruit jars; 12 quart, same; 12 pint, same; 50 shell straight side vials 50 by 12 min.; 3 pounds % inch glass tubing; 12 feet rubber hose to match; 2 quartsl formalin; 5 galloins alcohol (denatured); 2 granite pans; 6 dropping bottles; 3 large battery jars; chem- ical thermiometers; flower pots; 6 flasks; 2 funnels; 1 graduate; 2 pipettes; 3 dozen test tuhes; 6 thistle tubes; cork borer; glass cutter; 6 watch glasses; 6 tumblers; balances; a plant press; mis- cellaneo'us acids, bases, stains, and other maiterial. Dealers in apparatus and supplies for Botany are: Cambridge Botanical Supply Co., Cambridge, Mass. Bausch and Lomb, San Francisco. Braun, Knecht, Heimann Co., San Francisco. Spencer Lens Co., Buffalo. W. M. Welch Mfg. Co., Chicago. Dealers in preserved materials and slides are: Cambridge Botanical Supply Co. Marine Biological Laboratory, Woods Hole, Mass. Chicago Biological Supply House, 5505 Klmbark Ave., Chicago. St. Louis Biological Laboratory, St. Louis. PHYSICS Recommended text: "Priactical Physiics" (Revised) by Black and Davisi — ^Macmillan Company. "Laboratory Manual in Physics" by Black — ^Macmdllan Company. A few of the aims of the physics course are- — development of ability to observe accuriately signifioamt facts and phenomena, and at the same time, to elimlinate noinesisential details; developdng a methodical plan of attack before beginning an experiment or set of oibsiervations; maintaining system, neatness and order in the manipiulation of tools and apparatus; developing, as far as pos- sible, scientific insiig'ht and powers of interpretation; securing the cultural value of physics hy developing tastes and appreciation for scientific piursuits, either as vocatio'ris or lavocations. The teacher in every community sho'uld make a careful sur- vey of local conditions, occupations, needs and desares of the 52 MANUAL AND COURSE OP STUDY students and of the community in wliich he worlas in order to apply physics teaching in a praotical way. Bveiry ayailable physical device in the home, local stores, shops, water-worfes, pofwer-plants, schocil heating and ventilating, newsipaper printing presses, cold storage plants, telephone exchange, etc., should be studied and investigated at first hand in this work. The following list of topics was prepared by a comimittee of ptyBics teachers of the North Central Association of Colleges and Secondary schools and approved by the National Commiseion on the teaching of Physics. It ^contains the topics which all teach- ers agree are desirable for a first course in physics, A pupil who has learned these topics well has done a good year's work in physics. It is possible, however, to increase the number of topics v/ithout leading to superficial work: 1. Weight, center of gravity. 2. Density. 3. Parallelogram of forces. 4. Atmospheric pressure; barometer. 5. Boyle's law. 6. Pressure due to gravity in liquids with a free surface; varying depth, density, and shape of vessel. 7. Buoyancy, Archimedes' principle. 8. Pascal's law; hydraulic press. 9. Work as force times distance, and its measurement in foot-pounds and gram-centimeters. 10. Energy measured by work. 11. Law of machines; work obtained not greater than work put in; efficiency. 12. Inclined plane. 13. Pulleys, wheel and axle. 14. Measurement of moments by the product of force times arm; levers. 15. Thermometers; Fahrenheit and centigrade scales. 16. Heat quantity and its measurement in gram calories. 17. Specific heat. IS. Evaporation; heat of vaporization of water. 19. Dew point; clouds and rain. 20. Fusion and solidification; heat of fusion. 21. Heat transference by conduction and convection. 22. Heat transference by radiation. 23. Qualitative description of the transfer of energy by waves. 24. Wave length and period of waves. 25. Sound originates at a vibrating body and is transmitted by waves in air. 26. Pitch and period of sound. 27. Relation between the wave length of a tone and the length of a string or organ pipe. 28. Resonance. 29. Beats. 30. Rectilinear propagation of light; pin-hole camera. 31. Reflection and its laws; image in a plane mirror. 32. Refraction, and its use in lenses; the eye, the camera 33. Prisms and dispersion. 34. Velocity of light. 35. Magnetic attractions and repulsions. FOR HIGH SCHOOLS OF ALASKA 53 36. Field of force about a magnet. 37. The earth a magnet; compasp. 38. Electricity by friction. 39. Conductors and insulators. 40. Simple galvanic cell. 41. Electrolysis ; definition of the ampere. 42. Heating effects; resistance; definition of the ohm. 43. Ohm's law; definition of the volt. 44. Magnetic field about a current; electromagnets. 45. Electromagnetic induction. 46. Simple alternating-current dynamo of one loop. 47. Electromagnetic induction by breaking a circuit; primary and secondary. 48. Conservation of energy. At least thirty to thirty-five laboratory experiments from the list of fifty contained in Black's "Laboratory Manual" should be worked out during the year. Physics Apparatus The following list of physical apparatus represents a minimum equipment for an accredited high school and is sufficient for a class of 10 pupils. Schools which find it possible should have a larger amount of apparatus than is set forth here. Certain articles listed may be made by the instructor and pupils: 1 Micrometer caliper $ 6.00 1 Vernier caliper (inside, outside) 4.00 5 Meter sticks 1 Protractor - 1 Specific gravity balance 5.00 1 Laboratory balance , $10.00 to 30.00 1 Balance (Harvard trip) 6.75 1 Balance (Jolly's, double pan) 5.50 1 Spring balance, 30 lb. 4 Spring balances, 2000 g 1 Set universal weights with hooks, 10 g. to 1 kg. 1 Set Metric weights in block, 1 mg. to 200 g 7.00 1 Set avoirdupois weights with hooks 1 oz. to 2 lbs. 1 Iron tripod 1 Wheel and axle 4.75 1 Demonstration balance, with five lever clamps.. 1 Set of pulleys — single, double and triple (movable and fixed) 1 Hall's car (for incline plane) 1 Adhesion disk 1 Cohesion disk 1 Surface tension apparatus 5 Lead balls (drilled for suspension) 5 pardwood balls (drilled for suspension) 1 ^Bursting bottle apparatus 5 Extra bottles for same 1 Set capillary tubes , 1 Pressure apparatus (Pascal's law) 1 Liquid pressure gauge 5 J tubes (Boyle's law) - 2 U tubes 2 Thistle tubes - ■ 54 MANUAL AND COURSE OF STUDY 1 Archimedes principle apparatus 1 Force pump (glass) 2.50 1 Lift pump (glass) .- 2.50 2 Specific gravity bottles — 2 Barometer tubes — 1 Aneroid barometer '- 10.00 1 Hydrometer - 1 Air pump - -$5.00 to 25.00 1 Madgeburg hemispheres 3.50 1 Centigrade Thermometer (10 to 250 degrees) 5 Centigrade Thermometers (0 to 100 degrees) 1 Pulse glass 1 Ball and ring apparatus - 1 Compound bar 1 Conductometer 1 Thermos bottle - -- 1 Radiometer 7.50 1 Steam engine (model) -. 5.00 1 Gas engine (model) 10.00 5 Bar magnets in boxes -— - 1 Horseshoe magnet - 1 Lodestone - 1 Magnetic needle — -. — 1 Electro-magnet - -•--- 2.00 1 lb. fine iron filings ..- 1 Compass '. 1 Electroscope - 2.00 1 Leyden jar with discharger 3.00 1 Eleclrophorus 1 Glass rod ....- - 1 Ebonite rod - 1 Catsfur - - - 1 Piece of silk 1 Electric pendulum 1 Demonstration battery with elements 3.50 1 Gravity battery (crowfoot type) -.. 2 Dry cells 1 Daniel cell, complete with chemicals and elec- trodes -. - -- 3.50 1 Le Clanche cell, complete 1 Small storage battery with glass jar 2.50 1 Hoffman apparatus (electrolysis of water) 10.00 1 Induction coil $7.00 to 30.00 1 Telegraph key - -- 2.00 1 Telegraph sounder 2.50 1 Relay - 3.50 1 Tangent galvanometer 5.00 1 D. C. Ammeter (0 to 30 amperes) -.... 15.00 1 D. C. Voltmeter (0 to 150 volts) - 15.00 1 Resistance box 7.50 1 Lamp rheostat 15.00 1 Wheatstone bridge 5.00 1 Resistance coil (1000 ohms) 2.50 1 Resistance coil (100 ohms) 1.50 1 Resistance coil (10 ohms) 1.00 1 Commutator 2.00 1 Primary and secondary coil - -. 3.50 1 Electric bell - 1 Push button 1 TuT^^rg f^rk (C 25'^ v:b--t'o-thods of preparation. Illustrate use of white sauce for different purposes. Recitation : Vegetables — ^Comiposition; classed according to — parts used, comiposition, flaVor. Methoidis of cooking; di- gestion and food value. Prolblem: Wha)t directions should be given for the cooking of cereals? Why is it that some cereals take so much longer to cook than do others? How does the manufacture of ready-it(Oi-eat cereals differ from the so-called uncooked and partially cooked ones? W,hat cereail can be used as a vegetable? FOR HIGH SCHOOLS OF ALASKA 85 Lalaoratory : Cook cereals: Different kinds; Different mefchods. (Com- ipare. ) Maike collection of cereal grains. Make collection of prep'ared cereals. Recitation : Cereals — Composition; kinds; manufacture; value as food; effect of different methods of cooking on flavor and digestion. 10. Proiblem: Hiow may foods be cooked in fat and have them botli palatable and wholesoime? Why is the prejudice that many people have a'gainst fried foods justifiable? Wihiat Is the mosit economical fat for frying? Laboratory : Render fat. Experiments to determine temperatures for ifryinig cooked and uncooked foods. Clarify fats. Recitation: Fats: Coimposition; kinds, sources; value as food; ef- fect of lieat; econoimy in the use of fats; cost of various kindis; butter and lard substitutes. 11. Problem: What is it about -milk thaJt makes it so valuable for children to drink? What ipreicautions are necessary to keep milk "sweet and safe for use? When it is impossible to o'btain fresh milk, .what can be used ? Laboratory : Compare scalded and boiled milk. Investigate school and home supply of milk. Pasteurize and sterilize. Demonstrate cleansing milk utensils. Miake cottage cheese. Make junket. Recitatiom : Milk: Composition; value as food; effect of heat; effect of rennet and bacteria; care of milk; mlilk as found in market; certified, modified, condensed, etc. 12. Problem: How much importance must we give tO' the use of cheese and butter in our diets? With what foods should cheese be combined? Why is it tihat the Italians can live sio largely on mac- aroni and cheese? Is it wise to use or sell butter substitutes'? Laboratory : Experiments to show effect of heat upon cheese. Make macaroni aind cheese. ^6 MANUAL AND COURSE OF STUDY Make rarefcit. Make souffle. Make butter. Compare with butter substitutes. Recitation : Milk products- — ^Cheese: kind®; coimposiition ; manufacture; flood value; digesiti'bllity; car'a of cbee&e. Butter — 'Methods of prepara'tiOin ; subsitiitutes. 13. Problem: Why are eggs used so largely in a child's diet? What is the difference between soft cooking and soft boil- ing an eggl Should the price of eggs influence their use? Lfaboratory : Cook eggs differenlt ways. Experiments to show effect of salt and acid on albumen. Determine cosit of egg dishes with different priced eggs. Recitation : Eggs — OompoEii'tion ; value as food; structure; preserva- tion; effect of heat; econoimy in use; relative value of fresh and preserved eggs; cause of sipoiliiig of eggs; diiigestion. 14. Problem: What use may we make of the thickening power of eggs in miaking dessert's? What measure of flour is equivalent to the thickening power ot one egg? One yolk? One wihite? DaiboTiaitory : Make custards — ^Oustard variatdons: OhO'OOllate; Fruit; Caraimel; Frozen; Baked; Steamed. Make omelets. Recitation : Milk and eg-g coLmbiniations; the egg as a thickening agent; effect of too hiigh temperature; meanS' of d'is- iguising the taste oi. i^J Problem: W!hy should meat be cooked? How doesi the structure of a piece of meat determine its imethod of cookery ? By what mieohanical means can we (make the tougher outs of meait more desiraible? Wihat siho'uld I know abomt meats so that I a;m suro of getting the cuts I o-rder from the \market? How much meat should I eat in my regular diet? How can I economize in buying meat? Laboratory : Experimients to sihow constituents and characteristics. Draw andniial to sihow location of cuts. FOR HIGH SCHOOLS OF ALASKA 87 List cuts of meat accordlmg tO' price. Preparaition of various cuts. Use O'f leift-overs. Combine vegeta.blesi with meats. Recitation: MeatS' — Struoture; comiposition ; food value; selection of meat; condiiitions that affect quality; flavor of meiat; effect oif heat; reasons for cooking meat; methods; preservation of me'ats; cost of meat; food laws gov- erning siupply; meat subsititutes. 16. Problem: To what extent is it wis-e to Siubsititute the vegetable pro- tein for the protein of meat? Laboratory : Prepare baked beans. Prepare lentil soup. Prepare salted peainuts. Recitation: Legumes and nuts — Coimiposiition ; struoture; value as food; digestiom; kinds; cost. 17. Problem: From what source do we obtain gelatin? What is the difference between jello and gelatin? Wihy should I not form the habit of serving only gelatin desserts? Laboratory: Experiments to show solubility in hot and cold water. Prepare — ^Lemon jeOy; gelaitim from meat and bome. Compare wi'th ready 'tO' use gelatin preparations. Prepiare gelatin; with fruit juice; with fruit pulp; with fruit or* nuts; with fruit oreaim or egg whites. Recitation : Gtelatin — Source; cpmniieircial (prepiaratfion; properties; composition; value as food. 18. Problem: What is the purpose of leavening? Wiha-t are the different leavening iagenits? What are som© of the oibjedtioins to the use of soda? Why are some bakin'g (powders objectionable to use? Why has the prejudice grown so strong aigai'nst the use of quick breads? Is it the temperaJture of the bread or the texture of hot bread 'that makes it harder to digest? Why do we use different classes of batters and doughs? Laboratory : Experitnents with flour to illustrate the presence and charaoteristics of starch and giluten. 88 MANUAL AND COURSE OF STUDY Experiiments to show action of various leavening agents when comibined with liquid. Prepare sponge cake and popovers; prepare griddle cakes; prepare w^affles; prepiare muffins. Experiments to show action of soda and molasses. Prepare (gingerbread. Experiments with soft doughs. Make biscuits, doughnuits, or cookies. Recitation : ' Batters and doughs: Flour — composition, kinds and classes, manufacture. Leavening agents — kinds and classes, properties, products of fermentatioai. 'Olassies of batters and doughs; oven temperature and baking. Digestion and food values. Value of batters and doughs. Comparison of various leaven- ing agents as to digestibility, food value, healthful- ness, economy of time, effort, expense. 19. Prolblem: Wihat are the requisites for good bread? What kind of flour is best for bread? What change takes place in bread durmg baking? Is it more satisfactory to make or buy the bread for family use? If I am buying food at the bakery, what can I get that Will give me the most for my money? How does tihe cost of ho'memade dis:hes compare with the same foods bought at the bakery, grocery, or delica- tessen shop? Laboratory : Make wheat bread by short and long process. Recitatioin : Yeast bread — ^Methods of making; materials used; manip- ulatiou. Baking: Temperature; changes produced. Care of ibread; value as food; digestion. 20. Problem: Is the food value of salads great enuogh to warrant the time spent in preparing them? Should salads be considered a luxury or necessity? W'hat are the characteristics of a good salad? Laboratory : Select and prepare materials for salads. Make dressings. Attractively comlbine. Recitation: Salads — Value in diet; preparation; kinds; cost. FOR HIGH SCHOOLS OP AIjASKA 89 21. ProWem: Wliy do some fruits jell better tiham others? W.'hait methods can I use to save fruits and vegetables for virinter use? Horw does the pure food law protect us when buying canned goods? Why does fruit spoil? Is fruit put up at home cheaper than that commercially iCann ed ? Whait shoiuHd I know about the brainds of commercially canned fruits and vegetables in order to buy them intelligently? Ija'bor atory : Oan fruits and vegetables under different methods. Make preserves and pickles. Make jellies, jams, and hutters. Recitation: Canning and preserving. Decay of fruits and vegetables: Causes; means of preventioin; methods of preserva- tion; harmful preservatives; coanparison of fresh and preserved fruits and vegetaibles as to — quality; cost. 22. Prohlem: What must I know aibout foods to be able to intelligently prepare a meal at home? Wihat could I prepare for luncheon at a cost of 20 cents? How shall I care for the baby's milk? W(hat are the first fooids I may give a child? What are suitable refreshments for a reception? What shall we serve at our Mother's Tea? Wih'at quantities will we need for twenty guests? What kinds of food do I, a high school girt, need? How much do I require each day? What shall I put in my 8-year^old brother's lunch box? What can I learn to make at stehool that I can serve at home for Thanksgiving dinner? Liaboratory : Weigh and measure 100 calorie portions of different foods. Compute 100 calorie portions of several foods. Caliculate from, dietary taibles the numiher of caJlo^ries each memiber of a given family requires tor a daily diet. List foods rich in protein, fat, carbohydrate, and min- eral content. Visit markets. Study labeling. Compare cost of fooids piurchased in small and large amo'unts. Plan meals suitable for breakfast, luncheon, dinner, supper. Plan meals for definite sum. Plan meals with special reference to economy of time, labor, fuel. 90 MANUAL AND COURSE OF STUDY Plan meals for aged, young, vart'ous types of illness. Plan, prepare, and pack lunches for schooil child, labor- ing man. Recitatiom: Selection of food miaterlais for menus; methods of meas- urement of fuel value oif foods; food requirements as influenced by age, eitc; dietary standar^ds; cost of food; conditions which affect cost; methods of pur- chase; marketing; means 0)f reducing cost; planning of meals; study of principles underlying the mak- iuQig o-f menus; suiiitaible combinations; variety, etc.; esthetic considerations; meals for different seaso'ns, oiocasions; meals for sick and convailescent. 23. Problem: What must I know about (the different styles of table service and taJble etiquette ito serve my meal cor- rectly? How will my knowledge of art help me to serve meals attnaotavely? How can the enjoyment of a simplle meal be increased? Laboratory : Prepare meals ifor different o'coasions. Set talble for varioius kinds oif meals. Serve meals lof yarious kinds. Recitation; Preparation and service of meals; styles of service; ac- cepted rules for service — with maid, without maid; table etiquette; plan of work as to economy of time, labor, and fuel. SEWING Problem : What must I know about clothing in order to dress in good taste and appropriately to all occasions? What must 1 know to help make my clothes? What equipment is necessary for the sewing room at home? What must I have to equip my work box? Laboratory: Review of stitches on small articles as needed to give practice in making the larger article or garment. Stitches; seams; fastenings; lace and embroidery matching; cutting and joining bias; gussets; plackets; darning and patching. Recitation : Study of equipment used in sewing: Location and fur- nishings of sewing room; selection of equipment to con- serve health and time of worker; cost of outfit; true economy in buying; study of individual equipment; study of sewing table; study of sewing chairs; aprons;; pressing boards; sewing machines. FOR HIGH SOHOOLS OF ALASKA 91 Problem: What should I know about buying cotton and linen? How can I tell at the store whether a tablecloth is pure linen, is adulterated with cotton, or is mercerized cotton? Why is the price of materials not always a safe guide iiL buying? How can I use my knowledge of fibers to help overcome the objection to a pure textile law? Laboratory : Microscopic, chemical, and physical examination of cotton and linen fibers. Collection and comparison of samples. (Work begun and continued throughout the year.) Recitation : Textiles (cotton and linen fibers): Value of knowleda'; of fibers to purchaser. Methods of adulteration. Need of textile legislation. Study as to origin, cultivdtion structure, varieties; preparation for market. Paij^ose, durability, relative cost, good taste. Comparisoii of materials. Ready made versus homemade as to lA'Ak.- ing, wearing, and cost. Problem : Laboratory: Making of following: a. Holder made of crash or hand towel. Recitation : Points to be considered in selection of materials: Use ot holders; design of holders; care of holders. Problem: What is a suitable design for a work apron? What materials might be used for it? Laboratory: b. Apron. Recitation : Uses and kinds of aprons; selection of design; selection: of material; care of aprons; repair of garment. Problem : Of the various articles of clothing that I need, what can I make at school so that the cost of my wardrobe shall be reduced? Laboratory: c. Kiniona (commercial pattern). d. Kimona sleeve nightgown. Recitation : Proper use of negligee garments. Ready-made versus home-made garments. 92 MANUAL AND COURSE OF STUDY 6. Problem : With my present ability and need, what undergarments can I make that will be serviceable for me? Why will it be more economical for mt to make my own undergarments than to purchase them ready made? What must I know about the sewing machine so that I can use it as it should be used? Laboratory: e. Corset cover (commercial pattern). Recitation : Discussion of styles as to beauty, utility, and health. Selection of materials. Relative value of trimmings. Lace and embroidery. Handmade versus machine made. Time required in laundering and care. Comparison of cost with readymade garments. Use of machine attachments. Problem : What materials are most suited for undergarments? Is it necessary to shrink all wash material before mak- ing up? How can I help better the conditions under which the readymade garments are made? Laboratory: f. Drawers (plain or circular drafted pattern). Recitation: Discussion of styles. Hygiene of underwear. Comparison of kinds of underwear. 8. Problem: When is it economical for us to make the trimmings for our underwear? What principle in design will guide us in determining the depth to make petticoat flounces? Why is it an advantage to be able to make our own pat- terns? Laboratory: g. Petticoat (drafted pattern). Recitations Design as related to line and proportion. Design as related to beauty, utility, and health. Selection of material. Economy of material. Problem : What type of dress is best suited to my needs' What material would be best for this style? How much can I afford to spend for a dress? FOR HIGH SCHOOLS OF ALASKA 93 Can I buy it ready made as cheaply? How much material will I need? What type of dress is meant by the term "sporting cos- tume? When should it be worn? Laboratory: h. Shirtwaist (drafted pattern) tailored cuffs and band or original collar and cuffs, i. Middy (commercial pattern). Recitation : Style of waist considered as to beauty, appropriateness Suitable selection of materials for waists. 10. Problem: Which is preferable, light or dark materials for work dresses? Why do we prefer cotton to wool for house dresses? Laboratory: Collect and combine fabrics and trimmings suitable for morning dresses. Making of an original design or the adaptation of a se- lected design. Drafting pattern or adapting commercial pattern. j. Morning dress (commercial pattern). Note: Require three of the first six. Require either "h" or "i." Require "j." Recitation : Principles of color, line, and proportion. Application of principles to design of dress. Suitability of design as related to utility, comfort, and time spent in laundering. 11. Problem: What should I know in order to care properly for woolen and silk garments? How do you account for the "rustle" in some silk petti- coats ? How can I keep my wool dress from water spotting and shrinking? Laboratory: Microscopic, chemical, and physical examination of wool and silk fibers. Tests for adulteration. Recitation : Study of fibers (wool and silk) : Origin, structure, com- parison of varieties, and preparation for market of wool and silk. Methods of adulteration. 12. Problem: How is woolen material more serviceable for school dresses than the heavy cotton fabrics now on the market? ,94 MANUAL AND COURSE OF STUDY What should guide us in the selection of our clothes? What can I do to my last year's dress so I can wear it again this season? What advantage would there be in designing my own patterns? Laboratory: Make ink or water-color design suitable for wool dress. (May be done in correlation with drawing depart- ment.) Make a wool dress or a wool skirt and separate silk waist. Select and combine wool and silk fabrics suitable for dresses for different occasions. Note width and cost. Recitation : Review of principles of color and line in relation to hu- ' man coloring and form. Suitability of clothing to different occasions. Selection of materials. Dress accessories. Ornamentation versus decoration. Influence of color upon individuals. Adoption of commercial patterns. 13. Problem: What do we mean by saying clothes are in good taste? What must I know and do in order to select and pur- chase clothing that will serve as adornment as well as protection? Laboratory : Make a lingerie dress, household or personal article that may be designed and decorated. Recitation: Discussion of principles of art in color and design as ap- plied to needlework. Selection of materials. 14. Problem: How can I be sure, when buying a hat, that it is suitable, appropriate, and becoming to me? Laboratory: Plan hat to suit face, figure, and costume. Renovate materials. Make and trim simple hat. Plan and figure cost of a suitable wardrobe for a high- school for one year. Recitation : ■ Study of materials used in millinery. Note: Where desirable and pra'^ticable, millinery may be included to give further development of skill and judgment in selection of clothing. Discussion of color and line in relation to the face, figure, and costvxme. FOR HIGH SCHOOLS OF ALASKA 95 Style of hat in relation to arrangement of hair. Criticism of prevailing style. Selection of materials. Comparison of cost of materials as contrasted with millin- er's price. SHELTER AND HOUSE MANAGEMENT 1. Problem : What has the environment of my house to do with my happiness and development? What building materials are best suited for a house in my locality? What should I know about the public supply of water in order to conserve the health of our family? Laboratory: Visit houses in process of construction. Make plans for house. Examine school and other public systems of heating and ventilation. Visit waterworks and sewage plant. Study and report on home water supply and sewage dis- posal. Recitation: Evolution of the house. Location of the house: Environment; site. House planning and construction: Structure; plans, ma- terials; systems of heating, lighting, and ventilation; plumbing, water supply; disposal of waste. 2. Problem: What effect does my surroundings have upon my de- velopment? How am I influenced by pictures and music? How can I learn to have a greater appreciation for the better things in art? Laboratory : Collect samples of paper and other wall materials. Demonstration with Victrola to illustrate classes of music. Make trip to art shop to see pictures. Make trip to stores and factories. Combine samples of wood, wall coverings, and textile fabrics suitable for different rooms. Plan color schemes for different rooms. Recitation : Decorating and furnishing: Exterior; interior, floors; walls; ceilings; suitability; cleanliness; artistic effect. Furnishings: Use; sanitary aspects: artistic effect. Problem : How much of the care of the home should I be responsible for? 96 MANUAL AND COURSE OF STUDY Laboratory: Clean a room. Clean silver. Clean refrigerator. Remove stains. Recitation : Maintenance: Care of the house; source of dirt; ways of removing dirt; materials for cleaning. Care of furniture and furnishings. Laundry: Materials used; steps in process. Household pests. 4. Problem : Can the principles of efficiency be applied to housekeeping? *Do I spend more than my share of the family income? Laboratory: Spend an imaginary salary for one month. Report on market prices. Keep account of family expenses for one month. Plan work of home for one week. Recitation: Organization of the home. Essentials of a well-ordered home. Standards. Management: Division of income; buying; household ac- counting; system in work. Problem : How can I help mother share the burden of housekeeping? What habits should I form in order to keep well? Do I know enough about foods to know how to select a diet that is best suited to my needs? How can I keep from becoming a slave to the dictates of fashion? Laboratory: Home problem in some activity of home life. Report on work of local board of health. Prepare a lunch basket for a high school girl. Give an afternoon tea to mothers. Recitation: Health interests: Personal hygiene; family hygiene; pub- lic hygiene; home nursing — Home nurse and her duties; contagion and infection; emergencies. Social activities — Social customs and usages. Problem: How can I make my home such as to give me the highest physical, mental, moral, and spiritual development? Recitation : Aims and results: Physical well-being. Mental discipline and development. Social, moral, and spiritual advancement. FOR HIGH SCHOOLS OF ALASKA 97' MUSIC Tihe folloiwiiig actiwities are recomim ended for high schools — • chorus slmg^ing, orchestria, glee clubs, music appTeciation. Quota- tions appearinig below in explanation of these activitie® are taken from the report of the Committee on the Reorganization of Sec- ondary Education, U. S. Bureau oif Education Bulletin, 1917. No. 49, entitled, "Music in Secondary Schools." CHORUS SINGING This course should be offered to pupils of all years. Although in the smaller high schools it is not practicable to divide the chorus according to years in the school, in the larger schools such division is preferable. In interest and articulation with the earlier experience of the pupils, chorus practice appeals especially to students in the earlier years of high-school life; but in respect to voices, these years are unfortunate for many pupils, and a wise selection of music ma- terial within a limited range is therefore necessary. A careful and frequently repeated examination should be made of each individual voice and each pupil should be judiciously assigned to the appropri- ate vocal part. In the upper classes, the voices being more mature, the- pupils are able to undertake a higher type of music, involving not only a greater degree of experience in chorus singing but also heavier requirements for the voices. By separating the chorus classes, as suggested, it is possible to develop chorus practice from a type of music easily understood and enjoyed by the immature singers to a type of artistic music requiring a considerable grasp of structure, thematic development, and musical content. * * * Mere efficient conquering of one song after another, with no thought for comparative musical merit, should not constitute the practice. Correct use of the voice and intelligent phrasing and interpretation of music should be the rule. Further, if the pupils are not yet proficient in sight singing and thoroughly well informed in elementary theory, these should be taught in connection with chorus work. If, however, high-school standards which imply such abilities have been reached, the incidental study should consist of music appreciation. Structural features of the songs should be pointed out and some knowledge of musical form should be sained. Motivation, the phrase, sequences should be studied. Some knowl- edge of the composers should be acquired, and the use of selections from operas, oratorios, or cantatas hould be mane the occasion for study of these forms. Every effort should be made to broaden the musical horizon of the student through the medium of his interest and participation in chorus work. * * * In choosing material for chorus singing it should not be for- gotten that, although music may ally itself with sentiments of re- ligion, patriotism, love of home, and so forth, and although it should never ally itself with less worthy associations, it is not to be valued because of such alliance. Music is essentially tone and tonal discourse and is beautiful as music in proportion to the beauty of tone, the beauty of the tonal procedure, and the beauty and nobility of mood out of whirh it sprang. Music, in short, need express musical thought only. Until this is admitted, understanding of musical beauty as a thing in itsplf ran not be undertaken. Cer- tain old melodies, saved from extinrtion in the first instance by 98 MANLAL AND COURSE OF STUDY alliance with a text of value, and at present by tradition and many hallowed associations, should be preserved as long as their appeal remains and while their use is not wholly perfunctory. While chorus singing naturally must be the most general and the basic music activity in a public school system, wise administra- tion in this work is more necessary than in any other branch of music study in order to obtain breadth of musical interest and un- derstanding on the part of the students. It is possible for a pupil to sing during his entire high school term the sort of songs that are sometimes sung, study them in the manner in which they are some- times studied, and come forth at the end of the course as remote from understanding and enjoyment of a Beethoven symphony or sonata as if he had no such practice. Not only does the compara- tive emphasis usually given the subject and text of songs divert attention from purely musical values, but the physical exhilaration of singing may readily be mistaken for enjoyment of music. Further, the songs may be selected because of their appropriateness to cer- tain occasions, such as class days, field days, arbor days, patriotic festivals, etc., and in such case musical merit usually has to be sacrificed or subordinated. ORCHESTRA This study should be offered in all the years of the high school, hoth in the four-year plan and in the six-year plan. In the latter case it would be wise to plan two orchestras, a junior and a senior orchestra, the one serving as a feeder to the other. When the high school course is four years in length, a grammar school orchestra is desirable for the purpose of developing the younger material for the advanced orchestra of the high school. The musicianship that results naturally from ensemble play- ing is more advanced than that which arises naturally from en- semble singing. More hours of practice and preparation are neces- sary before successful participation is possible; the expression of the musical thought or impulse is less direct than in singing and becomes a matter, therefore, of greater reflection ; the mechanical nature of the medium of expression makes sight reading and a knowledge of staff notation more exact; the number and diversity of the orchestral parts — diversity in pitch, tonal quality, and rhyth- mic procedure — make the whole a richer complex than chorus work presents; and this complexity and variety have attracted com- posers to orchestral expression of their greatest works. Neverthe- less, the course in orchestra must be thorough and well organized to attain its best ends. The following recommendations are there- fore urged : First. The instruments should be played in the manner of their solo capacities, the ideals of chamber music, and the refined treatment of each part in a symphony orchestra being ever kept in mind. Second. Music should be selected that, however easy, still recognizes these particular values for each and every Instrument. Third. The orchestra should be considered an orchestral class or orchestral study club primarily, and a factor for the diversion of the school only incidentally. Fourth. Each student should be provided with an orchestra part for home study, and should be expected to prepare his music between the dates of the orchestral rehearsals. This requirement is especially important where school credit is given to members of the orchestra. FOR HIGH SCHOOLS OF ALASKA 99 Fifth. Instruments should be boughit by or for the school, to remain school property, and should be loaned, under proper restric- tions, to Situdents who will learn tO' play them. Instruments such as the double bass, ti'mpani, French horn, oboe, and bassoon should be bought. Only by such means can orchestral richness and senior- ity be secured, the real Idiom of the orchestra be exemplified, and advanced orchestral literature be made practicable to the students. GLEE CLUBS Glee clubs of boys, glee clubs of girls, and glee clubs of mixed voices may, under some conditions, be desirable. In the larger schools there are always students who wish to join these special musical organizations. In schools where attendance on the chorus classes is required, glee clubs are especially desirable, be- cause they afford the better singers the opportunity for a finer type of chorus work than is possible in large classes. Under such con- ditions it is usually desirable to have the boys' glee club and the girls' glee club act as "feeders" to the senior organization, which should be a glee club of mixed voices. A question arises whether or not credits should be offered for participation in these clubs. Some teachers believe that all school work should receive school credit, and the glee-club practice com- ing, as it usually must, outside of school hours, is as worthy of school credit as other school activities. Other teachers prefer not to offer school credits for work in the glee clubs, but to make participation an honor and the work of the club a pleasure for the more musical students. As no outside practice or home study is necessary, these teachers contend that the honor and pleasure should be sufficient incentive for membership in the clubs. The decision of the question of giving credit for glee club membership must rest with the administrative officers of the high school, and this decision, in turn, must be influenced by the type of work done by the glee club and its value in any particular school measured in comparison with the number and value of other music courses for which credit is given in the school. MUSIC APPRECIATION The development of music appreciation recommended in con- nection with chorus practice was incidental, the intention being to prevent an entirely undiscriminating and unappreciative attitude toward music in its "absolute" phases. Such study could not be thorough, even if it were desired to make it so, for the forms pre- sented are in the main comparatively short, are all vocal, and pre- sent the easier works of a limited number of composers only, and these probably in vitally altered transcriptions and arrangements. A strong course of study of great musical literature should there- fore be offered. This is continually growing more practicable be- cause of improvements in, and the increasing use of, mechanical in- struments for reproducing such music, as the player piano, the talking machine, and the player organ. With the help of any or all these and the assistance of local musicians, vocal and instru- mental, in addition to what the class and the teacher can provide, working as a chorus and also in solo capacities, a course such as that outlined in the following paragraphs can be presented more or less exhaustively and with results of inestimable value in the education of the students. * * * The courses of any grade in music appreciation are essentially courses in intelligent listening to music. While they are valuable to those who are looking forward to a deeper study of music, they 100 MANUAL AND COURSE OF STUDY should be, as far as possible, of a nontechnical nature, so that pupils who are not planning technical music study may have the opportunity to cultivate discriminating powers of musical enjoy- ment. The course is best planned, therefore, through the selection of a large number of compositions as subject matter. These com- positions should be chosen primarily because of their intrinsic musi- cal worth aryd secondarily because they illustrate the several view- points along which the pupils' attention is to be directed during the listening lesson. These viewpoints may be classified as follows: Musical form, history, biography of musicians, and aesthetics. (1) They should represent a large number of master com- posers, ancient and modern, in so far as the works of these masters engage the attention of the world today; (2) they should represent all important media of expression, as piano, orchestra, chorus, solo voice, solo instruments, chamber music, ensembles, etc.; (3) they should represent all varieties of form, as the song forms, sonata form, roinde, etc., and the opera, oratorio, cantata, mass, etc.; (4) as representing either a composer or a form or style, they should be characteristic of that composer or that form or style at his or its best and most individual moments. The "Progressive Musiic Series," — ^Silver Burdett . and Com- pany, has been adopted for uise in the elementary schools. Book Four oif this series is designed for grade eight but is e^iually desirable for high school use. Some schools may desire to use the first three books in grades one to eight incluisive and use the fourth book in the hig^h schood. This volume contains a large nu'mber oi chouses, solos, duets, trios, etc. A similar book hy the same publishers but designed especiailly tor high schools is the Fourtth Book of the "Moidern Music Series" by Eleanor Smith. This text is slightly more advanced amd contains a larger selection of songs. For general chorus work and community singing, the follow- imr; son'g book is recommended: "Twice Fifty-five Community Songs" (ipaper) published by C. C. Birch ard and Co., Boston. The following books are excellent for chorus and glee club work: Levermore: The Abridged Academy SoiUg Book — ^Ginn & Com- pany. Baldwin and Newton: Standard Song Classics — Ginn & Com- pany. Baldwin & Newton: Famdliar Song • Crassics (paper) — Ginn & Compainy. BaMiwin and Newton: Fifty Standard Hymns (paper) — Ginn «B; Comipany. Baldv/in and Newton: Familiar Operatic Classics (paper) — Ginn & Company. Baldwin and Newton: Standard Paitriotic Songs (paper) Ginn & Company. Chapman-Shiting: The Apollo Song Book (for male voices) Ginn & Coimpany. FOR HIGH SCHOOLS OF ALASKA 101 THE HIGH SCHOOL LIBRARY One of the indispensable adjuncts of a high school is. a work- ing library; which should contain at least sufficient reference hooks to vitalize the work of the school; which should grow with the school; and which, in large schools, should constitute one of its most imiportant adjuncts. Where an adequate city library is available the number of copies of books of fiction can be kept at a minimum. However, each school should have a Siufficient number to serve the immediate needs of students and to stimulate their desire for reading. The library oif a small school may be kept at the rear of a clasisroom, if no sieparate room is availahle. Chairs and a table should he provided for the use of students. The library of the larger gohocl may be kept in part in the library and in part in the classroom, or entirely in the library room, as may seem best. Siuoh a room should be large enough to be usahle and should be open every minute of the day. Schools so situated as to make such a thing practicafble should have a magazine taible or rack, a sihelf for reports and bMletiiis, a bulletin board, and other ac- cessoiries. No school lihrary can function efficiently without good care. School lihranies sihould be under the supervision of a qualified teacher, and one of the teachers of the school should be specially charged with this duty. Responsible pupils can take turns in act- ing as lihrarian during cer'tain periods of the day, month or term. A live lifbrary should be accurately and permanently cata- logued, preferably according to the Dewey decimal system, and should follow siome good card system of lihrary classification. The shelves sliould be systemiatically labelled and the books .kept in their piropcr places. A record should he kept of the 6ooks in the library and all accessions from year to ydar. The accession ledger should show the year of purahase, 'the accession number of the book, the author, the title, the publisher, anid the year of puh- lication, in the order named. On the inside of the front cover of eiac'h book there sihO'Uld be placed the accession numher and the school stamip. Pupils shiould never be permitted to take books lioime without proper record of the loan. The teacher of every department in the school should study the library sO' as to know its resources, especially in reference l)O0ks in their respective suhjects; for the character of the refer- ence work deipends largely upon the teacher's knowledge of the libriary and the students' aibility to use it. The selectiom of books is a work of very great importance and should not be doue carelessly or by persons who- are ignorant of the needs of a high school lihrary. A very good plan to follow in making accessions to the library is to have each teacher make 102 MANUAL AND COURSE OP STUDY note of eA'^ery book coming to his attentioai in his field of work that will be of vcLilue in the library. These notes can be given to the principal whO' can in this way accumiulate a list of books from which additions can from time to time be 'made to the library. It is usually a mistake to buy expiensive sets of books. Such sets as a rule contain much material that will never be used by pupils or teacher®. Part of the money put into sets is therefore wasted. Money appro pri a ted for books can be much more proiflt- Hibly expended as a rule by purchasing sdngle volumes that will fill a definite need in the library. Eve^n full sets of the works of great writers such as Irving, Dickens, Thackeray, Hawthorne or Cooiper are not necessary. Care should be taken that the books selected are not too heavy or technical for the use of high school pfupilS'. This mistake is especially prevale:nt in the fields of history, government and science. The moat helpful books in history are those that deal with the life of the times and the people studied — 'their home life, their community life, their social life, and their civic life. Abund- ance of material sihould also be provided dealing with great char- acters of history. In science there should be a few well selected reference books, but most of the material in this field should deal with sciences as 'they mlanifest themselves ii.n the student's surroundings and in his every day life. The library sho'uld contain reference works that will meet all needs for general infoTmation that arise in the high school. Afte;- one or more good dictionaries, the most necessary reference work is a good encyclopedia. In additiion to the dictionary and en- cyclopedia, there should be at least one g^ood reference work in each of the fo'llowing fields: general geoigrapihy, including an atlas; authors, characters in literature; mythology; EngM'Sh words and phrases; foreign words and phrases; synonyms and antonyms; a Bilble a;nd a Bible dictioniary; great operas and other music mas- terpices; great pictures and statues; dictionaries of languages taught in the school, and a handbook of general information such as. the "World Almanac." In every high sch'ool library there should be a well selected list of magazines. This list need not be extensive, though it should contain at least one oustanding periodical in each of the folloiwing fieilds: current events, current Mterature, everyday science, sports and young people's aotivitieSi, nature, home-mak- ing and home-keeping, and mianual arts. The following books and pamphlets will be valuable to prin- cipals and teaiohers: WiiSwell: How to Use Reference Works. (American Book Co., $0.80). FOR HIGH SCHOOLS OP ALASKA 103 Davis and Cowing: Library Aids for Teadiers and School Librarians. (H. W. Wilson, Minnetapolis, 10c). Budlong: Plan of Organization ifor Small Libraries. (NoTith Dakota Pulblic Library Coanmission, Bis- marck, N. D.) Dewey: Abridged Decimal Classification and Relative In- dex" for Libraries, Clipipiimgs, etc. (Forrest Press, Lake Placid Club, Esisex Co., N. Y.— 11.50). The "Certain" Report: Standard Library Organization and Equipment for Secondary Schools of Different Sizes. (Amer. Library Ass'n., 70 B. Wasihingtoin St., Cliieago, 40c. Every school sihould own a copy.) LIBRARY LIST The following list of books is by no means exhausitive. It will be suggesitive, however, of desiraible reference books in the various fields covered. GENERAL REFERENCE WORKS Dictionaries Weibster's New Internatioinal Dictionary — Merriam. Sitandard Dictionary of the English Language — Funk. Encyclopedias New International EncycHopedia^ — Do'dd. Nelsoiu's Loose Leaf Encyclopedia — Nelson. Ellis: One Thousand Mythological Characters Briefly Described — ^Hinds. Frisbee: One Tho^usand Classical Characters Briefly Described — Hinds. Hastings: Dictionary of (the Bible — Scribners. World's Almanac and Encyclopedia^ — Press Publis'hing Co. Biography Adams: Dictionary of American Authors. — Houghton. Adams: Brief Handbook of English Authors — Houghton. Lee: Dictionary of National Biography — Macmillan. Thoimas: Universal Pronouncing Dictionary of Biography and Mytholoigy, (2 volumesi) — ^Lipipincott. History and Geograpliy New Imperial Atlas of the World — Raind. Dow: Atlas of European History — ^Holt. Faris: Historic Shrines of America — Doran. Heilprin: HisitoricaJl Reference Book — Appleton. Peck: Harper's Dictionary of Classical Literature and Anti- quitiieSi — Harper. Languages H a rp ers : Lati n D i ot io n ar y — Am e r i can . Spiers and Surenne: Standard Pronouncing Dictionary of the French and English Languages (School edition) — Ap- pletoai. Smith and Hall: Copious and Critical English-Latin Diction- ary — American. 104 MANUAL AND COURSE OF STUDY Miscellaneous Bartlett; Familiar Quotaftions — Little. Brewer: Readers' HiandbDok oii Allusions, References, Plots and Stories — ^Lippincott. Fernald; Bng-lis'li Synonyms and Antonyms^ — Funk. Rogeit: Thesaurus of English Words amd Phrases — Longmans. Wheeler: Explanatory and Pronouncing Dictionary of Noted Names of Fiction — Houghton. Ryland: Chroinological Outline of English Literature — ^Mac- mil Ian. Wihitcoimib: Chronological Outline of American Literature — Macmillan. AMERICAN AND ENGLISH LITERATURE See lists of classics and suggested books for individual collat- eral reading by grades under the higih school course of study iti Englisih. HISTORY History of the United States Andrews: The United States in Our Time — Scribner. Ashley: American Coloniail History — Macmillan. Bo'gart: Economic History of the United States — Longmans. Bryce: American Commonwealth (Abridged edition) — Mac- millan. Brigliam: Geograpihic Influences in American History — Glnn. Channing and Hart: Guide to the Study of American Histoiry — Ginn. Cheney: European Background of American History — -Harpers. Channing and Lansing: Story of the Great Lakes — -Macmillan. Draper: The Rescue of Cuba — ^Silver. Elson: Sideligihts on American History — Macmillan. Fisk: The Critical Period of American Hisitory — -Houghton. Fisk: War of Independence^ — ^Houghton. Gregg: The Pounding of a Nation — Dor an. Hill: Li b ert y Do c um en tsi — M acmi 11 an . Hart: Source Book of American Hiisitory — Macmillan. Hamilton: The Federalist — Dutton. Hart: Social Forcesi in American History — ^Harpef. Halsey: Great Epochs in American History — Funk. Hitchcock — ^The Louisiana Purc'hQ,ise — -Ginn. Lodge: A Short History of the Englisih Colonies, in America — ^Harper. Lippincott: Problems, of Reconstruction — Macmillan. Macy: Political Parties in the United States. — Macmillan. Muzzey: Readings in Amenican History — Ginn. Millis: Japanese Problems in the United States — M'acmillan. Parkman: The Struggle for a Continenit — -Little. Paxson: The Last American Frontier — ■Macmillan. Powers: Amierica Among the Nations — ^Macmillan. Rooseveilt: Wi-nning oif the West — 'Putnam. Wri'g'ht: Industrial Evolution of the United States — Scribner. Ancient History Abbott: Society and Politics in Ancient Rome — ^Scribner. Ashley: Early European Civilization — ^Macmillan. BaiMe: Landsl and Peoples of the Bible — •Macmillan. FOR HIGH SCHOOLS OF ALASKA 105 Bulflnch: Age oif FaMe — Dutton. Church: Story Oif Carthage — Putnam. Dill: Roiman Society in the Last Century of the Roman Em- pire — Macmillan. Guerber: Myths of Greece and Rome — American. Gulioh — The Life of the Ancient Greek — ^Apipleton. Johnston — The Private Life of the Romans — Scott, Foresmaa. Jubb: Greek Literatui^e — American. Lauciani: Ancient Rome in the Light of Reoenit Discoveries — Houghton. Mason: Wo^man's Share in Primitive Culture — Appleton. Maspero: Art in Egypt — ^Scribner. Raw^linson: Story of Phoenicia — Putna.m. Ragozim: Story of Media, Babylonia and Persia — ^Putnam. Sayce: Social Life of the Assyrians and Babyloniansi — Scribner. Thomas: Roman Life Under the Caesiars — ^Putnam. Medieval and Modern History Adams: Civiilizati5n During the Middle Ages — Scribner. Cheney: Readings in Ehglish History — ^Ginn. Church: The Crusaders — ^Maomillan. Cra)bites: Armenia, and Armenians — Macmillan. Emerton: Beginnings of Modern Europe — 'Ginn. Elliott: During the Reign of Terror — Macmillan. Firth: Oliver Cromwell and the Ru.le of the Puritans in Eng- ilanid — ^Putnam. Fisher: History of the Christian Church — ^Scribner. Gilman: The Saracensi — Putnam. Kawakami: Japan in the World Politics^ — Macmillan. Kendall: Source Book of English History — Macmillan. Mathews: The French Revolution — Longmans. Oman: The Dark Ages — Macmillan. Seignobas: The Feudal Regime — Holt. Tappan: When Knights Were Bold — Houghton. West: Progress of the Nineteenth Century — Harper. The World War Ayres: The War with Germany — A Statistical Summary. Blackwell: 'The Little Grandmother of the Russian Revolu- . tion — Little. Flowers: What Every American Should Know About the War — Doran. Hayes: A Brief History of the Great War — Macmillan. Hungerford: With the Doughboy in France — Macmillan. Robinson and West: The Foreign Policy of Woodrow Wil- son — Macmillan. Zangwill: The War for the World — Macmillan. General Works Baker: History in Fiction — Dutton. Clodd: The Childhood of the World— Macmillan. Creasy: Fifteen Decisive Battles of the World. Freeman: Historical Geography of Europe — Longmans. Wells: How the Present Came from the Past — Macmillan. CIVICS AND CITIZENSHIP Addams: The Spirit of Youth and the City Streets — Maemiilan. Allen: Universal Training for Citizenship and Public Service — Macmillan. 106 MANUAL AND COURSE OF STUDY Ashley: The American Federal State; Its Historical Develop- ment, Government and Policies — Macmillan. Boutwell: The Constitution of the United Stat _s— Heath. Bureau of Education: Lessons in Community and National Life — Superintendent of Documents, Washington, D. C. Beard: Readings in American Government and Politics (Re- vised edition) — Macmillan. Bryce: American Commonwealth (Abridged) — Macmillan. Beard, Mrs. M. R. : Woman's Work in Municipalities — Appleton. Crow^n: The Constitution and What It Means Today — Prince- ton University Press. Davis and Schwartz: Immigration and Americanization — Ginn. Federalist: A* Commentary on the Constitution. Reprinted from Original Text of Alexander Hamilton — Putnam. Goodnow: City Government in the United States — Century. Henderson: The Dependent, Defective and Delinquent Classes — Heath. Hadley: Standards in Public Morality — Macmillan. Hart: Actual Government as Applied TJnder American Condi- tions — Longmans. Jenks: Citizenship and the Schools — Holt. Marriott: Uncle Sam's Business — Harpers. Riis: The Making of an Aiiierican — Macmillan. Roosevelt: American Ideals and Other Essays — Putnam. Steiner: On the Trail of the Immigrant — Revell. Van Hise: Conservation of the Natural Resources of the United States — Macmillan. Willoughby: Territories and Dependencies of the United States — C entury. ECONOMICS AND SOCIOLOGY Addams: The Spirit of Youth and the City Streets — Macmillan. Adams and Sumner: Labor Problems — Macmillan. Bailey: Country Life Movement in the United States — Mac- millan. Clapper: Child Labor in the City Streets — Macmillan. Carleton: The History of Organized Labor in the United States — Macmillan. Dealy: Sociology — Its Simple reaching and Application — Silver. Ely and Wicker: Elementary Principles of Economics — Mac- millan. Goodsell: History of the Family — Macmillan. Hays: Introduction to the Study of Sociology — Appleton. Riis: Battle With the Slums — Macmillan. Towne: Social Problems — Macmillan. Wines: Punishment and Reformation — Crowell. Wells: Recent Economic Changes — Ginn. BIOGRAPHY Alger: From Canal Boy to President — McKay. Barton: The Soul of Abraham Lincoln — Doran. Bradford: Lee, the American — Houghton. Bolton: Famous Men of Science — Crowell. Bolton: Famous American Authors — Crowell. Bolton: Lives of Girls Who Became Famous — Crowell.. Bolton: Lives of Boys Who Became Famous — Crowell. Dodd: Woodrow Wilson and His Work — Doubleday. Ford: George Washington — Small. Oilman: Roosevelt, The Happy Wprrior. FOR HIGH SCHOOLS OF ALASKA 107 Hapgood: Abraham Lincoln, The Man of the People— Mac- millan. Lant: Pathfinders of the West— Macmillan. Lodge: George Washington — Houghton. Lodge: Alexander Hamilton — Housjhton. Lodge: Daniel Webster — Houghton Meadowcraft: Boy's Life of Edison — Harper. Morse: Benjamin Franklin — Houghton. Oman: Seven Roman Statesmen- -Longmans. Tappan: The Christ Story — Houghton. Thayer: John Marshall — Houghton. Tarbell: Abraham Lincoln. Washington: Up From Slavery. CHEMISTRY Brownlee and Others: Chemistry of Common Things— Allyn. Baskerville: Municipal Chemistry— McGraw. Cohn: Chemistry in Daily Life— Lippincott. Philip: The Romance of Modern Chemistry — Lippincott. Todd: Chemistry of the Household — American School of Home Economics. Rogers and Aubert: Industrial Chemistry — Van Nostrand. PHYSICS Adams: Harper's Electricity for Boys- -Harper. Benjamin: The Age of Electricity— Scribner. Brechner: Household Physics — Allyn. Burns: The Story of Great Inventions— Harper. Gibson: The Romance of Modern Electricity— Lippincott. Hopkins: Home Mechanics for Amateurs — Munn. Houston: The Wonder Book of Light — Stokes. Plouston: The Wonder Book of Magnetism— Stokes. Kennelly: Wireless Telegraphy and Wireless Telephony— Moffat. Rotch: Conquest of the Air — Moffat. BIOLOGY Apgar: Birds of the United States — American. Bailey: Survival of the Unlike— Macmillan. Burroughs: Birds and Bees— Houghton. Comstock: Manual for Study of Insects— Comstock. Furneaux: Life in Pond and Stream — Longmans. Harwood: New Creations in Plant Life— Macmillan. Heilprin: The Distribution of Animals — Appleton. Jordan: Fishes — Doubleday. Locy: Biology and Its Makers — Holt. Lubbock: Flowers, Fruits and Leaves — Macmillan. Lucas: Animals of the Past— Doubleday. Miller: Little Brothers of the Air— Houghton. Porter: Wild Beasts — Scribner. Wallace: Island Life — Macmillan. PHYSICAL GEOGRAPHY AND GEOLOGY Archibald: Story of the Earth's Atmosphere — Appleton. Davis: Meteorology — Ginn. Dana: Geological Story Briefly Told— American. Garriott: Weather, Folk-lore and Local Weather Signs — Gov- ernment Printing Office, Washington, D. C. Herrick: The Earth in Past Ages— American. a08 MANUAL AND COURSE OF STUDY Peary: The North Pole— Stokes. Russell: Glaciers of North America — Ginn. Russell: Rivers of North America — Putnam. Russell: Volcanoes of North America — Macmillan. HOME ECONOMICS Aiken: Modern Methods in Nursing — Saunders. Bakit: Clothing for Women — Lippincott. Barker: Textiles — Van Nostrand. Bevier: The House, Its Plan, Decoration and Care — American School of Home Economics, Chicago. Bevier and Van Meter: Selection and Preparation of Food — Whitcomb. Carpenter: How the World is Clothed — American. Carpenter: How the World is Fed — American. Chambers: A Guide to Laundry Work — Boston. Clarke: The Care of the House — Macmillan. Fales: Dressmaking — Scribner. Parmer: Boston Cooking School Book — Little. Fish: American Red Cross Textbook on Dietetics — Blakiston. Kephart: Camp Cookery — Outing. Kinne and Cooley: The Home and the Family — Macmillan. Kinne and Cooley: Clothing and Health — Macmillan. Kinne and Cooley^Shelter and Clothing — Macmillan. Parsons: Interior Decoration; Its Principles and Practice — Doubleday. Powell: Successful Canning and Preserving — Lippincott. Rose: Feeding a Family — Macmillan. Sheaffer: Household Accounting and Economics — Macmillan. MANUAL TRAINING Adams: Carpentry for Beginners — Moffat. Allen: Manual Training for Common Schools — Scribner. Bean: Book Binding for Beginners — Manual Arts. Crawshaw: Problems in Wood Turning — Manual Arts. Goss: Bench Work in Wood — Ginn. Griffiths: Essentials of Wood Working — Manual Arts. King: Inside Finishing — American. King: Constructive Carpentry — American. Mitchell: Leatherwork — Manual Arts. Page: Automobile Questions and Answers — Henley. Popps: House Wiring — Henley. Rose: Copper Work — Atkinson. COMMERCIAL Altimer: Commercial Correspondence and Postal Information — Macmillan. Bishop and Keller: Industry and Trade — Ginn Bartholomew and Hurlburt: The Business Man's English — Macmillan. Brown: Principles of Commerce — Macmillan. Dryer: Elementary Economic Geography — American. Hall: Writing an Advertisement — Houghton. Hoover: The Science and Art of Salesmanship — Macmillan. Huffcut: Elements of Business Law — Ginn. Osgood: A History of Industry — ^Ginn. Owen: Secret of Speed in Typewriting — Forbes. Tarbell: New Ideas in Business — Macmillan. FOR HIGH SCHOOLS OF ALASKA 109 CONSERVATION AND THRIFT American Bankers' Association; Tlirift and How to Teach It. Carnegie: How to Win a Fortune — Forbes. Clark: Making Both Ends Meet — Macmillan. Griggs: The Use of the Margin — Huebsch. Hayward: Money: What It Is and How to Use It — Houghton., Marden: Stories from Life — American. McKeever: Teaching the Boy to Save — McKeever. McKeever: Teaching the Girl to Save — McKeever. Smiles: Self Help— McClurg. VOCATIONAL EDUCATION AND GUIDANCE Allen: The Law as a Vocation — Vocational Bureau. Allen: A Guide to the Study of Occupations — Harvard Uni- versity Press. Batton: Poor Boys Who Became Famous — Crowell. Beveridge: The Young Man and the World — Appleton. Bloomfield: Readings in Vocational Guidance — Ginn. Bloomfield: Youth, School and Vocation — Houghton. Brewer: The Vocational Guidance Movement — Macmillan. Clark: The High School Boy and His Problems — Macmillan. Cody: Commercial Tests and How to Use Them — World Book._ Davis: Vocational and Moral Guidance — Ginn. Dickinson: Vocational Guidance for Girls — Rand. Foltz: The Federal Civil Service as a Career — Putnam. Giles: Vocational Civics — Macmillan. Gowin and Wheatley: Occupations — Ginn. HoUingworth: Vocational Psychology — Appleton. Hungerford: The Modern Railroad — McClurg. Kimble: Choosing Employees by Test — Engineering Maga- zine Co. Jenks: Personal Problems of Boys Who Work — Y. M. C. A. Press. Lutz: Wage Earning and Education — Russell Sage Foundation. Marden: Choosing a Career — Bobbs. Morley: Women Workers in Seven Professions — Dutton. Norton: A Textbook in Retail SeUing — Ginn. Parton: Captains of Industry (2 volumes) — Houghton. Ralph: The Making of a Journalist — Harper. Weaver and Blyer: Profitable Occupations for Boys — Barnes. Weaver: Profitable Occupations for Girls — Barnes. Wilson: Working Our Way Through College and University — McClurg. PHYSICAL EDUCATION Adams: Indoor Book for Boys — Harper. Bancroft: Games — Macmillan. Bancroft: School Gymnastics — Heath. Dudley and Kellar: Athletic Games in the Education of Women — Holt. La Grange: Physiology of Bodily Exercise — Strekett, Spring- field, Mass. ART Batchelder: Principles of Design — Inland Printer, Chicago. Clement: Painters, Sculptors, Architects, Engravers, and Their Work — Houghton. Cross : Freehand Drawing — Ginn. 110 MANUAL AND COURSE OF STUDY Cross: Mechanical Drawing — Ginr. Cockerel: Bookbinding and the Carp of Books — Appleton. Dilloway: Decoration of School and Home — Bradley. Emery: How to Enjoy Pictures — Prang. Haney: Pencil Sketches from Nature — Atkinson. Hoyt: The World's Painters — Ginn. Jack: Wood Carving — Appleton. Walker: Handbook of Di'awing — Scribner. Whitcombe: Young People's Story of Art — Dodd. MUSIC Bender: Great Opera Stories— Macmillan. Cornell: Musical Form — G. Schirmer. Elson: National Music of America and its Source — Page. Faulkner — What We Hear in Music — Victor. Farnsworth: Education Through Music — Anderson. Fryberger: Listening Lessons in Music — Silver. Finck: Songs and Song Writers — Scribner. Koobe: How to Appreciate Music — Scribner. Smith: Stories of Great National Songs — Scribner. Tapper: Goetschius Essentials in Music History — Scribner. Upton: Standard Light Operas — McClurg. Upton: The Standard Operas — McClurg. Wallace: The Threshold of Music- -Macmillan. ALASKA HISTORY AND GEOGRAPHY Andrews: The Story of Sitka (1922) — Lowman & Hanford. Arctander: The Apostle of Alaska — Revell. Bancro'f't: History of Alaska. (1885) Cariieron: The Cheechako in Alaska and Yukon (1920) — T. Fisher Unwin Ltd., London. Elliott: Our Arctic Province (1887) — Scribner. Greeley: Handbook of Alaska (1914) — Scribner. Golden: Russian Expansion on tiie Pacific (1914). Higginson: Alaska, the Great Country (New edition) — Mac- millan. Muir: Stickeen (1909)— Houghton. Muir: Travels in Alaska (1915) — Houghton. Sheldon: The Wilderness of the North Pacific Coast Islands (1912)— Scribner. Sheldon: The Wilderness of +he Upper Yukon (1911) — Scribner. Service: The Spell of the Yukon. Service: Rhymes of a Rolling Scone. Stefansson: My Life With the Eskimo — Macmillan. Stefansson: The Friendly Arctic (1921) — Macmillan. Stuck: Ascent of Denali — Scribner. Stuck: 10.000 Miles With a Dog Sled— Scribner. Tarr: Alaskan Glaciers (1914) — National Geographic Society. Underwood: Alaska, an Empire in the Making (1913) — Dodd, Mead. Young: Alaska Days With John Muir — Revell. Young: Adventures in Alaska — Revell. Of special interest to Alaska high schools are the following: A Manual of Fish Culture (Revised Edition), Publication Bu- reau of Fisheries, U. S. Department of Commerce — Superin- tendent of Documents, Government Printing Office, Wash- ington, D. C. FOR HIGH SCHOOL/S OF ALASKA 111 Smith, Hugh M.: The U. S. Bu^-eau of Fisheries, Doc. 725, tj. S. Bureau of Fisheries, Department of Commerce — Superintendent of Documents, Government Printing Of- fice, Wasliington, D. C. Graves: The Profession of Forestry, Forest Service Cir. 207, U. S. Department of Agriculture — Superintendent of Docu- ments, Government Printing Office, Washington, D. C. PERiODICALS— (EXCLUSIVE OF GENERAL MAGAZINES) American Educational Review — American Education Co. Bird Lore — Bird Lore Co. Classical Review — Ginn and Co. Education — Palmer Publishing Co., Boston. English Journal — University of Chicago Press. Good Housekeeping — Home Magazine Co., New York. Journal of Political Economy — University of Chicago Press. Industrial Education Magazine — Manual Arts Press, Peoria. Industrial Arts Magazine — Bruce Publishing Co., Milwaukee . Mouern L,anguage Notes — ^Johns Hopkins University Press, Baltimore. School Review — University of Chicago Press. School Science and Mathematics — School Science and Mathe- matics Co. National Geographic Magazine — National Geographic Society, Washington. History Teachers' Magazine — McKinley Publishing Co., Phila- delphia. Journal of Geography — Journal of Geography Co., Madison. School Arts — School Arts Publishing Co., Boston. INDEX INDEX 115 INDEX Accredited High Schools 12-16 Aims of High School 5-9 Com'merciail Su)bjects 65-71 Commercial Arithmetic -.-- .- 65-66 Commercial G-eography 66 Bookkeeping 66-67 Shorthand - - - 67-68 Typewriting 68-69 Coimonercial Law ....j 69-70 Business English 70 Penmanship 71 Spelling - -- -... 71 Courses O'f Study 18-23 Four-Year Accredited, High Schools 20 One-Teacher Course .' ._ 21 Two-Teacher Course 21 Three-Teacher Course 22-28 Educational Guidance - - 9-10 English - - - 26-37 History and Social Sciences -- 58-65 Early European History 60 Laiter European History 61 U. S. History — 61 U. S. Civics ..- - 62-63 Economics 63-65 Sociology 63-65 Industrial and Household Arts 71-96 Mechanical Drawing - 71-74 Manual Training - 74-81 Shop Woo^dworking ' 74-78 Carpentry 7 8-7 9 Elementary Electricity 79 Household Economics 81-96 Cooking ,-. 82-90 Sewing 90-95 Shelter and House Management 95-96 Junior High School 23-24 Library 101-111 M'arking System 17-18 Mathematics -.. 44-4 7 Elementary Algebra 45 Advanceid Algebra ." ---- 45 Plane Geometry - 46 Solid Geometry 43 Trigonometry 47 116 INDEX Modern and Ancient Danguages 37-44 French - 37-41 Lajtin 42-44 Spanish - ...37-3 9, 41-41J Music -— 97-100 Natural Sciences 47-58 General Science - 49-50 High School Geography 50 Biology .-..- 50-51 Physios 51-55 Chemistry 55-58 Project Method 11 Socialized Recitation 12 Supervised Study 10-11 Vocational Guidance 24-26 ./.^ LIBRARY OF CONGRESS 019 745 059 9