Author Title Class L Jilkl3. Book H&- -Al... Imprint it*— a 2. English History :: 3. English Grammar, Composition, and Literature ti 4. Latin 5 5. Introduction to Science 3 6. (Open) 3 Second Year. 1. Algebra 5 2. Ancient History to 800 A. D 3 3. English Grammar, Composition, and Literature 6 4. Latin 5 5. Physical Geography 3 6. (Open) 3 Third Year. 1. Algebra and Plane Geometry 5 2. Mediaeval and Modern History 3 3. English Composition and Literature 5 4. Latin 5 5. Greek 5 6. (Open) 3 Fourth Year. 1. Geometry and Advanced Arithmetic 5 2. American History and Civics (4) and N. C. History (1) . . . 5 3. English Composition, Rhetoric, and Literature 5 4. Latin 5 5. Greek 5 LATIN-SCIENTIFIC COURSE. First Year. 1. Arithmetic and Algebra 5 2. English History 3 3. English Grammar, Composition, and Literature 6 4. Latin 5 5. Introduction to Science 3 6. (Open) 3 Second Year. 1. Algebra 5 2. Ancient History to 800 A. D 3 3. English Grammar, Composition, and Literature 6 4. Latin 5 5. Physical Geography 3 6. (Open) * 3 Third Year. 1. Algebra and Plane Geometry 5 2. Mediaeval and Modern History, or a science continued 3 3. English Composition and Literature 5 4. Latin 5 5. French or German 5 6. (Open) 3 Fourth Year. 1. Geometry and Advanced Arithmetic 5 2. American History and Civics (4) and N. C. History (1) 5 3. English Composition, Rhetoric, and Literature 5 4. Latin 4 5. French or German (continued) 4 6. Physics or Agriculture 3 * Some other science may be introduced here, e. g., Elementary Botany, Zoology, or Agriculture. MODERN LANGUAGE COURSE. First Year. 1. Arithmetic and Algebra 5 2. English History 3 3. English Grammar, Composition, and Literature 6 4. French or German 5 5. Introduction to Science 3 6. (Open) 3 Second Year. 1. Algebra 5 2. Ancient History to 800 A. D 3 3. English Grammar, Composition, and Literature 6 4. French or German (continued) 5 5. Physical Geography 3 6. (Open) 3 Third Year. 1. Algebra and Plane Geometry 5 2. Mediseval and Modern History 3 3. English Composition and Literature 5 4. French or German (continued third year) 5 5. German or French (beginning) 5 6. (Open) 3 Fourth Year. 1. Geometry and Advanced Arithmetic 5 2. American History and Civics (4) and N. C. History (1).. 5 3. English Composition, Rhetoric, and Literature 5 4. French or German (continued fourth year) 5 5. French or German (continued second year) 5 ENGLISH. It is generally conceded to-day that an intelligent study of the Eng- lish language and literature in the high school is, in its pedagogic im- portance, second to no study in the high school curriculum. It has at once disciplinary and cultural values which make it a most effective instrument in the mental and moral development of youth. And yet, notwithstanding the pedagogical possibilities in English study, it is so handled in many of our schools as to produce results that are, to say the least, far from satisfactory. It offers most of the opportunities for mental training afforded by the study of any other language, and at the same time "introduces the pupil to the literature of his own tongue, which must always be the chief source of his own thought, inspiration, ideals, aesthetic enjoyment, and must also be the vehicle of his communication with his fellow men.*' Hence, English is, or should be, broader in its appeal than any other subject of high school study. There may be several reasons for the nebulous condition of English teaching in our secondary schools. The subject is broad, it is true, and methods widely differing are in use, but the chief reason for unsatisfactory results (excepting, of course, the poor preparation of the teacher) lies not so much in the complexity of ways and methods as in the lack, on the part of the teacher, of a definite purpose and a clear aim. Too often the teacher has in mind only the day's recita- tion without seeing its relation to the whole subject under considera- tion or understanding how the lesson is going to aid, or can be made to aid, in the accomplishment of some larger purpose. The teacher must ever bear in mind the two main objects of the high school course in English: (1) To cultivate in the pupil an ap- preciation of good literature, and (2) to develop in him the power to give his own thought clear and correct expression. If the first object is attained the student, before leaving the high school, will have developed a desire for good reading, will have gained some little acquaintance with a few of the easier masterpieces, and will have acquired the means of extending that acquaintance. In short, his mind will have become receptive to the beauties and truths of a great literature. If the second purpose is accomplished, we shall hear less complaint from college instructor and business man, both of whom are continually lamenting the fact that the high school student entering class-room and office lacks the ability to express his ideas in even tolerable English. The course of study as outlined below includes grammar, composi- tion, rhetoric, and literature. 11 Grammar. The course in grammar extends through the first two years of the high school course. If. however, at the end of that time the principal finds that for any reason the pupils are not well grounded in the principles of the subject, he should have them to con- tinue the study in connection with their work in composition and literature. Before leaving the high school the student should be able to explain the common grammatical relations of the sentence as found in the prose and verse of standard literature. This much is ex- pected of him and demanded of him, but it is not expected that time shall be wasted on difficult idioms and grammatical puzzles. Composition and Rhetoric. Free expression must precede correct expression. Therefore, the teacher's first problem in composition work is to secure spontaneity in both oral and written discourse. The first year's work may well be directed mainly to this end. Fre- quent themes should be required, though not necessarily long ones. and they should be based very largely on the pupil's daily experience. The paragraph is the unit of composition, and one of the best ways of learning to write, indeed the only way, is by the paragraph method. The student who has learned to write a good paragraph, has won the battle in mastering English composition. There is no better method of self-discipline than the practice of reading a para- graph of good prose and then, with closed book, attempting to repro- duce it. Teacher and student alike should remember that, after, spontaneity has been secured, the main consideration is accuracy in details. In marking and grading papers the teacher should only call atten- tion to the errors by appropriate marks and leave them for the pupil's own investigation and correction. He should have a few simple marks to indicate the more common errors. These marks should be written in red ink on the margin opposite the line in which the error occurs. Errors found to be prevalent or typical should be made the subject of special study by the whole class in appropriate recitation. A knowledge of rhetoric is of value only as it is related to the study of literature and composition. Hence, slavish adherence to a formal text-book on this subject must not be tolerated. Rhetoric and com- position must not be dissociated. Familiarity with the principles <>( rhetoric should lie developed gradually from the material found in literature and put into use in composition work by the pupil. Literature. The course in literature here outlined represents all the more common forms or types of literary art, such as the drama, the lyric, the elegy, the epic, the masque, the oration, the character sketch, the nineteenth century novel, and the essay. Thus, ample room is allowed for the specialized study of these various literary types during the last two years of the high school course. Teachers are urged to have their pupils memorize both prose and verse — not necessarily long selections, but many of the finer pas- sages — and in every case to have them reproduce in writing the 12 memorized selections with scrupulous attention to details. If the practice is kept up of reproducing in written English what has been read or memorized, the student will become almost independent of grammars and rhetorics. He will have learned English where the masters learned it ; that is, at first hand. He will have, moreover, at his command many classic gems of thought which will be to him a source of pleasure and inspiration as long as he lives. In teaching literature it should be remembered always that the con- tent is of more importance than the technical analysis. A firm grasp of the thought and meaning of the selection is the vital point at issue and must precede real literary appreciation. Therefore, frequent tests should be made of the pupil's mastery of the thought. Still, sight must not be lost of the fact that literature is one of the fine arts and quite often the form in which it is cast is of equal impor- tance wath the thought itself. Encourage free discussion of the selections read and studied. The more the students talk about what they read the greater will be their desire to read. There is a growing consciousness on the part of the adolescent that leads him to shrink from drawing attention to himself, particularly in the class-room. Much skill will be required of the teacher to counteract this tendency. The student must lose himself in the spirit of the selection even as the young child does in the fairy tale if the best results are t'o be obtained. ADDITIONAL SUGGESTIONS. 1. Throughout the course instruction should be given in spelling. After the first year the teacher may or may not (as the principal deems best) use a text-book in this subject. The range of instruction should include the proper names in the literature read, the misspelled words in compositions, and in general all the words in the pupil's vocabulary. 2. Oral composition should find a prominent place in the English work of the high school. Once a week, or at least once every two weeks, the teacher should assign subjects or themes to the class to be presented orally. In presenting this work the class should observe the same principles they are required to observe in the written pre- sentation. The theme should be presented in a conversational way, the student observing the natural order, the logical sequence, and choice of material. Such exercises develop the power of expression and logical and continuous thinking. In presenting the composition orally, with no aid except a written outline, the student can present much more material by bringing in a large number of related details. In many ways such composition work is more valuable than the written because it gives the student power to use the same training in bis other woi*k. 3. The students should be taught how to use dictionaries, encyclo- pedias, and general works of reference. It is true that many of our 13 schools are not at present equipped with such works of reference, but an effort should be made to supply them as soon as possible, and wherever they are found they should be used. 4. There should certainly be close correlation between English and the other subjects in tbe bigh school curriculum. Particularly is this true in literature, history, and geography. 5. Start a bigh school library as early as possible, and encourage the students in a systematic use of it. Talk to the classes occasion- ally about books they would likely enjoy, and they will be induced to read more for themselves. 6. By all means establish a debating or literary society in connec- tion with the school. It will prove to be an educational stimulus not only for the school but for the whole community. COURSE IN ENGLISH. First Year. Grammar, Composition, and Literature (6). Grammar — -A review of grammar. Especial attention to the analy- sis of sentences and the application of the principles of grammar in composition. Punctuation, capitalization, and spelling (3). Texts Suggested. Buebler's A Modern English Grammar (Newson & Co.). Smith's Our Language — Grammar (B. P. Johnson). Composition — Tbe work in composition during this year should be directed mainly to securing spontaneity. No formal text should be used. Abundant material for theme work, to supplement that in tbe grammar, may be found in the daily experience of the pupils. An effort should be made to secure facility and some degree of accuracy in both oral and written expression. Attention should be given to distinctness of utterance, to pronunciation, inflection, and phrasing, and tbe pupil should be helped to overcome common errors of speech. But never let too constant attention to these details fetter spon- taneity (1 or 2). Literature — The primary purpose of teaching literature in tbe first year of the high school is to arouse in the pupil a desire for good reading. He must be taught what to read and how to read. And, too, his power to form vivid mental pictures should be developed. The work should not become mechanical nor distasteful, for, in either case, the chief end of the course would be defeated. Books of a wholesome interest should be selected. The pupil must not look upon the work in literature as a task. It can be made and should be made a genuine pleasure to him. The following American classics are sug- gested. The teacher may add others if time permits. 14 For Reading and Study: • Longfellow — Tales of a Wayside Inn and Evangeline. Irving — The Sketch Booh (at least five selections). Cooper — The Spy. Whittier — Snowbound. Kennedy — Horseshoe Robinson (Univ. Pub. Co.). Second Year. Grammar, Composition, and Literature (6). Grammar — Work as outlined for previous year continued. The principal must judge as to the amount of time to be devoted to this subject beyond the first year (1, 2, or 3 periods, as the principal finds necessary). Texts Suggested. Same as for previous year. Composition — Short themes throughout the year. Develop the power to express ideas with simplicity, accuracy, and fullness. Pay especial attention to the paragraph as the unit of composition, and study its structure with respect to unity, coherence, and emphasis (1 or 2 periods, according to time devoted to grammar). Texts Suggested. Keeler and Adams's High School English (Allyn & Bacon). Sykes's Elementary English Composition (Scribner). Lewis's First Manual of Composition (Macmillan). Maxwell and Smith's Writing in English (American Book Co.). Literature — The general purpose in teaching literature in the sec- ond year is to increase the pupil's interest in good books, and to develop in him the habit and power of accurate thinking and a finer feeling for the beauty and truth of literature. He should be taught to discriminate and to compare, in a general way, literary types and values (2 or 3 periods, according to time devoted to Grammar and Composition). For Reading and Study: Homer — The Odyssey (Some good translation). Palgrave's — Golden Treasury (Selections). Hawthorne— The House of Seven Gables. Cooper — The last of the Mohicans. Other Selections if time permits. Third Year. Composition and Literature (5). Composition — Continuation of the work as outlined for the pre- vious year. Further study of the paragraph, with special attention to the topic sentence, connectives, methods of transition, methods of development, and greater insistence upon unity, coherence, and em- phasis. Short themes of various literary types. Pay attention to 15 the principles of rhetoric, but use no formal text in that subject alone (2). Texts Suggested. Lewis's Second Manual of Composition (Macmillan). Lockwood & Emerson's Composition and Rhetoric (Ginn & Co.). Brooks & Hubbard's Com posit ion-Rhetoric (American Book Co.). Scott & Deuny's Composition-Rhetoric (Allyn & Bacon). Literature — Stimulate a finer feeling for literary types and values. Continue the work as outlined for the preceding year. Pay some atten- tion to literary history, but use no formal text in that subject. De- velop insight and breadth of view, and show the application of the lessons of literature to the problems of life (3). For Study and Practice: Shakespeare's Julius Ccesar. Webster's First Bunker Hill Oration. For Reading: Irving — The Life of Goldsmith. Coleridge — The Rime of the Ancient Mariner. Lowell — The Vision of Sir Launfal. Eliot — Silas Marnrr. Fourth Year. Composition, Rhetoric, and Literature (5). Composition and Rhctric — Continue the work as outlined for the preceding year. Do not dissociate the work in composition and rhetoric from that in literature. Develop the power to reason soundly and to read critically. Demand more of the pupil in the way of argumentation, exposition, and description than in the preceding years. A review of the principle of unity, coherence, and emphasis in sentences, paragraphs, and compositions (3). Texts Suggested. Same as for preceding year, and — Carpenter's Rhetoric and English Composition (Macmillan). Scott & Denny's Composition-Literature (Allyn & Bacon). Spalding's Principles of Rhetoric (Heath). Literature — Continue along the lines suggested for the previous year. Teach the student to work from a definite outline. For Study and Practice: Macaulay's Essay on Addison and The Life of Johnson. Milton's L' Allegro, II Penseroso, Com us and Lycidas. For Reading: Shakespeare — The Merchant of Venice and Macbeth. Addison— The Sir Roger de Coverley Papers. Scott — Ivanhoe. Tennyson — Oareth and Lynette, Lancelot and Elaine, The Passing of Arthur. HISTORY. It is in history that the young first learn to regard the present as the last attained stage of a mighty evolution, and thereby acquire reverence for the vicarious sacrifices of the past, regard for the civil liberties of the present, and a sense of responsibility for the civil welfare of coming generations. — De Garmo. History is still taught in some of our schools as if the acquiring of a vast number of isolated facts by the student were the sole object in view. A knowledge of the important truths of history is necessary, for history study is indeed a search for truth, but merely to put the student in possession of a body of useful facts is no longer the only purpose or the chief purpose of history teaching. "History properly taught offers the first opportunity for a growth of discriminative judgment," says an eminent teacher, and "through history a child should be taught to exercise those qualities of common-sense com- parison, and plain every-day judgment which he needs for the conduct of his own life." To borrow again from Dr. De Garmo, a proper study of history develops the "judgment respecting the civil affairs of men," "engenders a spirit of toleration," trains the student to "ex- ercise the reconstructive imagination," and assists him "to develop his permanent attitude towards political liberty and self-govern- ment." There has been a marked change in history study in secondary schools since the publication of the Report of the Committee of Ten, and the change is still going on. Dry text-book instruction is fast yielding place to more rational methods, and one of the results has been to invest the whole subject with a more vital and more whole- some interest. It is now recognized that history can be assimilated only through the imagination, and a conscious effort is made, there- fore, to assist the imagination by a proper use of historical fiction, and source material, of maps, pictures and art, by a use of the stereopticon and in other ways. In short the appeal is no longer made mainly to the memory, but through the imagination to the understanding. Not many of our rural schools are equipped with 'helps' here mentioned, but they can at least make use of such material as they have, and they can make an effort to get more. Much poor history teaching has been due to a popular belief that just anybody can teach history, since it is only necessary to read ahead of the class in order to be able to ask the class a few questions anyway. There are still some teachers in the class-room who, if they do not hold to this belief, certainly follow this practice. No intelli- gent teacher of history can afford to rely for his information solely 17 upon the text used by the class. The teacher of history should so equip himself for his work that he can view historical happenings in their proper perspective, and see the course of history as a continuous stream or else he will not be able to develop in his students the power to do so. Without this equipment he will be hopelessly at sea when he attempts to trace an historic event through cause, course, and result, and unless he can do this, he will too often minimize the important and magnify the unessential. "All good teaching must flow from copious knowledge. The shallow fountain cannot emit a vigorous stream." In addition to reading the standard historians, every teacher of history should read and study the Report of the Committee of Seven, (Macmillan), the Report of the Committee of Ten. pp. 162-203, (American Book Co.), and De Garmo's Principles of Secondary Education, pp. 146-153, Vol. I, (Macmillan). English. History. Next to American history that of greatest in- terest to us is the history of England. The two nations have a com- mon ancestry, and, hence, a common source of inspiration and in- stitutional ideas. Through a knowledge of the main facts of English history a better understanding of our own is made possible. Indeed, without a fair comprehension of the growth and influence of English institutions a complete knowledge of our own is impossible, because their roots are deep-set in English soil. It is not to be inferred, how- ever, that the only reason for studying this subject is because of the light a knowledge of it throws upon American history. It is eminently important of itself. It is recommended that a chronological narrative of English history be studied first, and then each period be studied and re- examined by topics. Those topics of primary importance like Parlia- ment, the introduction and growth of Christianity, the development of manufacturing and commerce, the growth of naval power, popular customs and habits of life, should be carefully reviewed and the re- sults of all investigations recorded in neatly kept note-books. By this method the changes in the habits of life and of thought of the England of to-day may be readily compared with those of the past. The note-books, if preserved, will be found valuable to the class wher, it comes to a study of our own history. The teacher will find the following books to be very helpful to him- self and his class: Green's A Short History of the English People, McCarthy's A Short History of Our Own Times. Kendall's A Source Book of English History, and Moran's English Government. Ancient History. Do not attempt to crowd into the study of this period too many names and dates and unessential details. Try rather to give an understanding of the main lines along which these nations (Greek, Hebrew, and Roman), progressed and the ideas for which they stood in social, religious, political, and industrial life. They have contributed much to give modern society its present form and ideals. For instance, the three main corner-stones of modern societv were con- 18 tributed by the ancient nations, namely, the Hebrew religion, Greek culture, and Roman law. Of course attention must be given to the leading men of the different countries and periods and an attempt made to show their influence upon national life and thought. Mediceval and Modern History. '"The study of mediaeval history in the high school presents peculiar difficulties. Historically con- sidered, the Middle Ages lie farther from modern life than the age of the Autonies or the age of Pericles. Both teacher and student find little in present day life which can be used to make clear the life of the Middle Ages. In the United States the church and the university are the only great medieval institutions which have survived, and these are so different in their present condition that we get only a poor illustration of their place in mediaeval times. * * * "It is well to make clear how feudalism made national life almost impossible, in the Middle Ages, and how, in the absence of the print- ing press and of means of rapid communication, national feeling grew slowly in a people scattered over great areas." Some of the topics of primary importance that must be made to stand out clear in the minds of the pupils are the general breaking up of governments and society, the growth of feudalism and its blight- ing influence, the activity of the Christian fathers and the battles and growth of the church, chivalry and the crusades, and finally the welding of warring factions into distinct nationalities — the re- crystalization of social and political life. "In passing from the Middle Ages to modern life the student must not only keep in mind the great events which marked the transition, but also the change in ideas and movements which accompanied the transition. Such a view will show the student that the ending of one period and the beginning of another cannot be accurately marked by a date, but that the germs of the new period are in the old." The Reformation and its influence upon religious, political, and industrial life constitute the one big topic of this period, for even such events as the American and the French revolution are but the flowering out of seeds long- since sown in this great upheaval. The teacher of Ancient, Mediaeval, and Modern history should try to secure for the use of himself and of his class such works as Smith's General History of Greece, Gibbon's Decline and Fall of the Roman Empire, Gayley's Classic Myths, and Hallam's History of the Middle A yes. American History. When the student takes up the study of Ameri- can history in the last year of the high school course he has reached the stage in his mental development where he can see that our present social and political conditions are but the outgrowth of previous con- ditions ; that states, like human beings, are living organisms ; that they are born, grow into strength and influence, and decay ; that society is not static but highly dynamic ; and that the political and social seeds which we sow to-day will bear fruit to-morrow, and that, 19 therefore, the welfare and guidance of the next generation are to some extent in the hands of the citizen of to-day, and that he will be held accountable for their transmission from this generation to the next. Unless the student comes to view his country's history and its future in this light, his training in history will be largely in vain. The general suggestions given with regard to teaching the history of other countries and other periods hold here as well. The text- books recommended emphasize the essentials of American history so well that further direction at this point is not deemed necessary. Civics. It seems odd that the public schools, established and main- tained as they are for the training of future citizens, should have paid until recently so little attention to this important branch of study. Without some knowledge of civics the student certainly is not equipped for the highest citizenship. Every citizen ought to under- stand the underlying principles of his own government and form some acquaintance with the workings of these principles in practical affairs. In our public schools civil government is introduced at two places ; first in the intermediate grades and again in the last year of the high school. It is this last year's work which concerns us here. It will be noted that civics is not recommended as a separate study at this place. A separate text may be used by the class, but the work should be so closely correlated with the work in American history that each subject may supplement the other. Constant reference to parallels and divergences in foreign politics may be interesting and helpful, but the course must center particularly about our owu government and its institutions. state History. Considerable attention is paid to this subject in our intermediate grades, but it is hardly possible for the student to get there a view of our history as a continuous narrative. The facts he gets before reaching the high school are fragmentary and isolated. These facts must be assimilated and correlated and supplemented by further study. In the high school is the place to do this. The limited time, however, devoted to North Carolina history forbids an elabor- ate study of the subject. It is recommended, therefore, that the class study for a few weeks some short, interesting narrative of the State's history* in order to get its main outlines firmly fixed in mind, and then devote the remainder of the year to a careful study of certain topics.f Special emphasis should be laid upon such events, their causes, course, and results, as bear upon our national history. By a careful study, for instance, of the causes and results of the battles of Moore's Creek, Elizabethtown, Ramsour's Mill, Charlotte, and Guilford Court House much may be learned of the character of our * For this purpose Connor's The Story of the Old North State (Lippencott) and Alder- man's A Brief History of North Carolina (Ginn & Co.) are recommended. I Write to Mr. R. D. W. Connor, Secretary of the North Carolina Historical Commis- sion, Raleigh, N. C, for History Leaflets which will serve as aids in this work. 20 forefathers, and the habits of thought in our State to-day be more easily accounted for. Still more light will be thrown on this subject by studying the quarrels between the people and the early governors, such as those in Albemarle, the quarrel between the Assembly at New Bern and Governor Martin, the rejection aud final adoption of the Federal Constitution, the making of the Constitution of 1835, and the two secession conventions. An effort should be made to give a brief and succinct account of the beginning and development of our educational system and of our manufacturing interests. The character of this work must, of course, depend upon the teacher who is to aid the pupil in bringing out of the texts and re- ference books a great deal more than has been suggested here.* COURSE IN HISTORY. First Year. English History (3). Texts Suggested. Montgomery's Leading Facts of English History. (Giun & Co.) Higginson & Channing's English History for Americans. (Long- mans.) Coman & Kendall's A Short History of England. (Macmillan.) Tappan's England's Story. (Houghton, Mifflin & Co.) Second Year. Ancient History to S00 A. D. (3). Texts Suggested. Botsford's Ancient History for Beginners. (Macmillan.) West's Ancient World. (Allyn & Bacon.) Myers's General History. (Giun & Co.) Morey's Outlines of Ancient History. (American Book Co.) Third Year. Mediaeval and Modern European History (3). Texts Suggested. Myers's General History. (Ginn & Co.) Harding's Essentials in Mediceval and Modern History. (American Book Co.) Bourne's Mediaeval and Modern History. (Lougmans.) * Every teacher is urged to try to secure for the school library such old books as Wheeler's History, Wiley's North Carolina Readers, Caruthers's The Old North State, Foote's Sketches, Hawks's History of North Carolina, Moore's Library History of North Carolina, and such other books as bear upon State History. Of course a set of the Colo- nial and State Records would be a most valuable addition to any library for both teacher and student. The History of North Carolina, 2 Vols., by Captain S. A. Ashe will be found indispensable. This should be procured first as it is the only up-to-date library history of the State. 21 Fourth Year. American History and Civics (4) ; North Carolina History (1). Wherever there is a good library in connection with the school it is recommended that a good deal of the work during this year be devoted to the consideration of special topics in both State and National history. These topics should be assigned by the principal as a part of a carefully planned course. The students should make their investigations carefully and as thoroughly as the library facilities will admit of. Every student should keep a note-book in which to record accurately and neatly all his investigations and reports. Texts Suggested. Hart's Essentials in American History. (American Book Co.) Adams & Trent's History of the United States. (Allyn & Bacon.) Johnson's High School History of the United States. (Holt.) Schwinn & Stevenson's Civil Government. (Lippincott.) James & Sanford's Government in State and Nation. (Scribner. ) MATHEMATICS. He who has not known mathematics and its results in natural science has died without knowing what truth is. — Shellbach. The teacher of mathematics has greater opportunity for training the minds of his pupils to logical methods of thought and precision of statement than the teacher of any other subject in the high school curriculum. "This subject is preeminent in its power to train the mind in form and number to exact and progressive thinking, to adequacy of conception and precision of expression. * * * Mathematics, moreover, helps to quicken the scientific conscience by making the student unsatisfied with inaccurate and inadequate know- ledge, and with expression that lacks precision or apprehension that does not arrive at full comprehension."* This is true because mathematics is one of the exact sciences. The truth and validity of its laws are universal and invariable, and all its principles are capable of exact demonstration. Through a proper study of the subject the student's enthusiasm for what is universally true is aroused. "Here, in the first place, is knowledge of whose certitude there can be no question, which is not subject to the caprice, opinion, or volition of men. Here there is no authority but that of truth itself. Certainly in the realm of mathematics the favor- ite aphorism of Lucretia Mott holds with unquestioned force, 'Truth for authority ; not authority for truth.' Mathematics has to do, not with memorized and transmitted traditions, or with superstitions and beliefs hoary with age, it may be, but with a system of demonstrable propositions developing from a few self-evident truths that appeal to the understanding with a directness and convincing certainty found nowhere else. * * * "Next after certitude in educational importance we may perhaps reckon the progressive nature of algebra and geometry, indeed of mathematics as a whole. Starting from the most elementary stages of mathematical insight, each of these subjects, the one in the realm of time, the other in that of space, proceeds in unbroken order to ever higher generalizations, which assume manifold relations to each other, and which in turn lay the foundations for still further advancement. There is consequently a never-ending series of defi- nitions, principles, combinations and demonstrations that reward the mind for its past efforts and stimulates it to ever renewed ex- ertions."* So much for the content and educational value of mathematics in general. The full course, as outlined for the public schools of *De Garmo, Principles of Secondary Education. 23 North Carolina, covers four years' work and includes Arithmetic, Algebra, and Geometry. Arithmetic. It has been said that the art of arithmetic is the most important art of civilized life. This statement is based upon the fact that a knowledge of arithmetic is essential in all civilized life because of its universal use in store, bank, and factory, as well as on the farm, and in every department of labor where accounts are kept and profits reckoned. The teacher should always insist upon accuracy of work first, neat- ness next, and then rapidity. From time to time he should have special drills in the fundamental processes which are of such con- stant use' in practical work. Let the teacher ever remember to stress the principles of arithmetic and not its puzzles. Much attention should be given to oral work. There is an abundance of material in all of the books recommended that may be adapted to this purpose. Or the principal may, if he thinks best, make use of some "mental arithmetic" for this purpose, such as Colburn's or Milne's. In all work, whether it be written or oral, remember that inadequate con- ception means inaccurate statement, and that sloven habits of ex- pression are due to careless habits of thought. To improve either method of thought or habit of expression both must be taken into consideration. The opportunity to improve both is afforded the teacher of arithmetic. Algebra. The course in algebra extends over two and one-half years' work, beginning with the second term of the first year and continuing throughout the third year. It will be noted that no elementary text-book is recommended to precede the usual high school algebra, for it is believed that better results can be obtained by using a single volume. The time that might be spent on the elementary book can be used to better advantage on arithmetic and such algebraic methods as may be introduced into the arithmetic work without placing a formal text in algebra into the hands of the pupils. Geometry. All real advancement in the science of mathematics depends not upon memory but upon progressive insight into mathemat- ical principles. In no branch of elementary mathematics is this fact more strikingly manifested than in the study of geometry. The student beginning this subject is entering upon a study that seems to him quite different in its content from any he has previously met. In his attempt to overcome the initial difficulties he is more than apt to resort to the expediency of memorizing the demonstrations without getting a genuine insight into the underlying principles. And this habit of memorizing once formed is hard to break, particularly is this true with the student of geometry. Here is a point the teacher must guard and guard well. 24 COURSE IN MATHEMATICS. First Year. A careful study of all the review and supplementary exercises in Colaw & Elwood's Advanced Arithmetic, including those parts of the book which involve algebra and geometry. A review of such other parts as may seem necessary (5 periods a week during the First Term and 2 periods a week during the Second Term). Algebra be- gun in Second Term (3 periods a week). Texts Suggested. Colaw & Ell wood's Advanced Arithmetic. (B. F. Johnson Pub. Co.) Wentworth's New School Algebra. (Ginn & Co.) Milne's High School Algebra. (American Book Co.) Taylor's Elements of Algebra. (Allyn & Bacon.) Well's Algebra for Secondary Schools — Pocket Edition. (Heath.) Second Year. Algebra (5). Tenets Suggested. Same as for first year. Third Year. Algebra completed (5 periods a week during First Term and 2 periods a week during Second Term). Geometry begun (3 periods a week during Second Term). Teats Suggested. Algebra — same as for second year. Wentworth's Plane awd Solid Geometry. (Ginn & Co.) Well's Essentials of Plane and Solid Geometry. (Heath.) Milne's Plane and Solid Geometry. (American Book Co.) Fourth Year. Plane and Solid Geometry completed (First Term 5 periods a week, and Second Term 3 periods a week). A study of some good higher arithmetic, reviewing such topics and principles as may seem necessary (2 periods a week during the Second Term). Texts Suggested. Beman & Smith's Higher Arithmetic. (Ginn & Co.) Milne's Progressive Complete Arithmetic. (American Book Co.) Wells's Academic Arithmetic. (Heath.) LATIN AND GREEK. He who knows not the Ancients has lived without knowing what beauty is. Hegel. In teaching the ancient languages three lines of work are to be carried on simultaneously: (1) inflection and derivation, (2) syntax, (3) interpretation and translation. While these three lines should at no time become separated, yet during the first year of the study the first-named should receive greater attention than either of the others. And along with this should be emphasized the acquirement of an adequate vocabulary. Success in the third line will depend upon success in the other two. If the work of the first two years is faithfully and adequately done, the student should have little dif- ficulty thereafter in his study of Latin and Greek. LATIN. Suggestions to teachers of Latin in the high school may well em- phasize features of the work known to be good and may also present others which, it seems, will be fortunate additions to the methods usually followed with beginners. And emphasis should first be given to the necessity for an exact and facile knowledge of the declensions and conjugations and the more frequent recurring uses of the cases, moods and tenses. The student may not hope to read the language with ease and quickness of understanding until he is master of the forms and the various meanings which these forms have. As soon as the word is before the eye, the mind should know the case, mood or tense and all its possible uses. And exactness should be the aim, as well as quickness. In certain studies it would be an error to mis- take a brick for a piece of quartz. But it is not less an error to con- fuse two case forms or two uses of a mood or tense. Exactness in observing forms and facility for determining their meaning are es- sentials for successful work in Latin. This mastery of the language and this exactness of habit cannot be secured without effort. There is no easy method of learning Latin and there never will be. He alone will be able to read with facility who, in the beginning, has been taught exactly and carefully the forms of the language and their use in syntax. No method which attains that end can be old- fashioned. Correct habits of pronunciation should be secured with the be- ginner. If the proper sounds are used in learning the paradigms, if the accent be rightly placed at this time, the habit will be fol- 26 lowed. And differences in quantity should also be observed. The long vowels are not the same or even similar to the short; they are different letters. Hence the teacher should insist that twice as much time be taken for the long as, for the short. In reading the hexa- meter verse also, there can be no success unless the difference be- tween long and short is carefully observed. The Roman method of pronunciation should always be used. There is another difficulty which should be carefully presented to the beginner. This is the arrangement of words. The Latin is more elastic than the English and admits of greater variety in the position of the elements of the sentence. But the Latin order is rational, and presents the thought often in the best possible way. Hence all successfid reading must be done in the order of the original. In no other way can it become facile. Let the student understand the sentence as it stands, reading it by its thought in units and without transposition or any disarrangement of the order. When all the thoughts are thus understood, they may then be restated in simple English. This method is successfully taught by reading aloud easy sentences, presenting but one thought at a time and allowing the student to see the meaning in the order of the original. And if all the thought is clear to him without the necessity of translation, the method is most highly successful. And after the reading of continuous narrative has begun, atten- tion should be given to translation at sight. By this method the student is given greater facility in recognizing the forms, the syntax of words, and finally the meaning of the sentence. The student should also be taught to detect the meaning of a word from its position in the sentence, from association of similarity to an English derivative. This will aid him in mastering the small vocabulary necessary to easy reading. Practice in prose composition should be begun as soon as the simplest principles of grammar have been mastered, and continued throughout the period of preparation. This is the best possible drill in the forms and syntax of a language. It is also a decided aid to the acquiring of a reading vocabulary. It is well, too, to have the student put into Latin passages which he has translated into English from Caesar or from the reading book used in substitution for Caesar. Finally, the study of Latin should always be associated with the lives of the people who spoke it. Emphasis should be given to his- tory, geography, manners, and customs, and, in general, the great contributions made by Rome to civilization. 27 COURSE IN LATIN. First Year. Beginner's Latin (5 periods a week). Texts Suggested. Collar & Daniell's First Year Latin. (Ginn & Co.) Pearson's Esseiitials of Latin. (American Book Co.) Gunnison & Harley's First Year of Latin. (Silver.) Inglis & Prettyinan's First Book in Latin. (Macmillan.) Bennett's Foundations of Latin. (Allyn & Bacon.) Second Year. First Latin book reviewed and some introductory book to Caesar read (5 periods a week, First Term). Csesar begun. Second Term, 2nd and 3rd Books of the Gallic war read (5 periods a week, Second Term). Texts Suggested. (For introductory books to Csesar). Ritchie's Faoulce Fadles, (Longmans.) Scudder's Gradatim. (Allyn & Bacon.) If the teacher wishes to substitute a single book for both intro- ductory book and Csesar, the following are recommended: Rolfe & Dennison's Junior Latin Boole. (Allyn & Bacon.) Greenough, D'Ooge & Daniell's Second Year Latin. (Ginn & Co.) Third Year. Cresar, Books 1 and 4, or equivalent, Conjposition, and Grammar (5 periods a week, First Term) ; Cicero, 4 orations against Cataline, Composition and Grammar ( 5 periods a week, Second Term). Texts Suggested. (a) Grammar: Bennett's Latin Grammar. (Allyn & Bacon.) Gildersleeve-Lodge's Latin Grammar — School Ed. (Heath.) (b) Composition: Abbott's First Latin Writer. (American Book Co.) Gildersleeve-Lodge's Latin Com position. (Heath.) Barss' Writing Latin — Book T-wo. (Heath.) Fourth Year. Vergil's Aeneid, G Books. Composition and Grammar (5 periods a week during the yen r ) . Texts Suggested. Same as for previous year. » GREEK. When a student leaves the high school, he is expected to know the grammatical forms of nouns, adjectives, pronouns, and verbs; the leading principles of syntax ; to have acquired a reasonably good 28 vocabulary of Greek words ; to be able to read ordinary Greek witb some readiness, and to turn simple English sentences into Greek. This is not very much, but one who knows this ought to have little trouble in his further study of Greek. It is of greatest importance that the beginner should at once become familiar with the appearance and sounds of Greek words. He should, therefore, have constant practice in pronunciation from the very start. Time will be saved by devoting a large part of the earlier recitations to pronunciation. Most of the supposed dif- ficulty in Greek is due to the learner's uncertainty about the pro- nunciation of Greek words. Practice will remove this difficulty. In all things, accuracy should be insisted upon. Frequent reviews are necessary. Everything about a language cannot be taught in con- nection with any one lesson. A few things should be prepared with special care each day or week. In this way, all of the more im- portant principles can be covered in a short time, and applied to the text read. The verb is supposed to be hard to learn. Perhaps it is hard. But there is almost no form of the verb that does not bear on its face signs of what it is and where it is. Students should be taught to observe these signs. Themes, tense suffixes, mood-signs, personal endings, augment, reduplication, etc., ought to be understood perfectly. The student can easily be trained to locate at sight almost any form of the verb. The introductory books contain enough exercises for preparatory instruction in prose composition. It is a good plan to have the class turn back into Greek the translation which they have made of their reading lesson. The absolute mastery of a small vocabulary is necessary in any language. Two or three hundred of the commonest words can be selected and committed to memory. Students get into the habit of looking up the meaning of words which they already know. All of the commonest words occur so often that there is no reason for not recognizing them. For example, Xenophon uses more than ten times in the three books of the Anabasis ninety-four verbs, sixty-two nouns and twenty-six adjectives, — to say nothing of the pronouns, prepo- sitions, conjunctions, and common adverbs. All of these can be thoroughly learned in a few weeks, or in a few years. It is just as easy to learn them in a few weeks, and considerably better. Some practice in reading easy Greek at sight will strengthen the student's vocabulary. The New Testament (Wescott and Hort's edition) is excellent, for use in sight reading. Students should be taught to translate each word in the order in which it stands in the Greek sentence. This is essential to progress, and is the natural way to arrive at the true meaning. In recitation, the translation should, of course, be given in the best English. 29 COURSE IN GREEK. First Year. Beginner's Greek (5 periods a week during the year). Texts Suggested. White's First Greek Book. (Ginn & Co.) Ball's The Elements of Greek. (Macinillan.) Benner and Smyth's Beginner's Greek. (American Book Co.) Any of these books contains everything that teacher and student will need to consider during the first year of Greek. Second Year. Grammar, Composition, and 4 Books of the Anabasis. (5). Texts Suggested. Babbitt's Greek Gram mar. (American Book Co.) Hadley- Allen's Greek Grammar. (American Book Co.) Goodwin's Greek Grammar. (Ginn & Co.). MODERN LANGUAGES. The languages selected in this group are French and German. In each the suggested high-school course extends over two years and coincides with the "Elementary Course" outlined by the Committee* of Twelve of the Modern Language Association of America. At the end of this elementary course the pupil will be expected to read at sight easy prose, to put correctly into the foreigu lan- guage short English sentences based upon the passage assigned for translation, and to answer questions on the ordinary forms and con- structions of the language under consideration. The method of instruction explained below will provide linguistic training as a matter of mental discipline and lay a good foundation for wider reading or for other uses of the foreign language ; in- cidentally it will fit the pupil to satisfy the collegef entrance re- quirement. Althougb some pupils might under favorable circum- stances complete the elementary course in less than two years, teach- ers are strongly advised to insist upon the longer period, in order to be sure that the work is done thoroughly. There should be short lessons with constant oral practice and frequent reviews. Satisfac- tory instruction in language must proceed slowly enough to allow time for digesting the material. Subsequent progress will be all the more rapid, if the foundation be well laid. There should be at least four recitations per week duringt each of the two years. At each recitation there should be a short oral ex- ercise and once a week an exercise in dictation. The oral exercise need not be an attempt at conversation, but may consist in the use of sentences taken from the grammar. The value of drill in regular conversation is very great, especially at the beginning of the course; but unless the teacher speaks the language fluently, no such attempt should be made. In any case the material used for the oral practice should be carefully prepared by the teacher in advance. Pronunciation. Correct pronunciation is to be taught at the begin- ning of the course. Bad habits of pronunciation once acquired are * Report of the Committee of Twelve, Boston, D. C. Heath & Co.; 16 cents. This report treats in full all questions relating- to the teaching- of the modern languages in - the schools, and outlines three courses of instruction: the elementary, the intermediate, and the advanced, for the use of schools throughout the United States. t It cannot be too often repeated that the high-school course is not mainly a prepara- tion for entrance to college. But it is equally true that this course ought to give to those pupils who intend to enter college the training necessary to satisfy the entrance requirement. The course suggested here in French and German will do this. Pupils intending to enter college should by all means get their elementary instruction in these languages at school. Such instruction can be given there more satisfactorily than in the colleges or universities, where the classes are larger and the time allotted to this study is more limited. X Much better results may be obtained by having five recitation periods per week, especially during the first year. 31 difficult to correct, but by patience and care on the part of the teacher the pupil may form good habits, and it is generally true that the correct pronunciation is just as easy for the organs of speech of our American pupils as the faulty pronunciation. The failure usually results from lack of attention. The first condition of suc- cess is that the teacher himself be thoroughly competent. At the beginning it will be well to explain clearly the value of the sounds, taking only a few at a time and occasionally explaining the action of the organs of speech in the production of a given sound. The pupils may then be taught to imitate accurately the sounds ut- tered by the teacher. There should be throughout the course con- stant practice in using the foreign language in order to save the pupil from morbid dread of uttering a sound for fear of pronouncing it badly. It must be remembered that although a correct pronuncia- tion without real command of the language is useless, a faulty pronunciation is always a blemish. Grammar. The first lessons in grammar ought to be short, so as to allow time for abundant oral practice on the inflections. It is not well to learn the inflections mainly by recitation of paradigms, but rather by the oral practice to acquire an instinctive acquaintance with the meaning of the forms. The grammar is to be regarded merely as an orderly explanation of the language. It is not to be studied independently ; but it must be learned. The ability to trans- late correctly depends upon accurate knowledge of the grammatical forms and the general habits of the language. Reading. The translation into English may be begun as soon as the class has studied the verb, and be carried on in connection with the study of the grammar. During the first year some teachers may prefer to use a Reader graded with respect to difficulty. Connected texts rnay then be taken up in the second year. In all cases the pupils should read aloud in the foreign language and then- trans- late into good, idiomatic English, giving the exact meaning of the original. Accurate translation depends upon definite principles, not upon subjective notions based on a hurried glance at the words. It is this reliable method of translation that is to be taught. The main difficulty in rendering a given passage correctly is frequently not a matter of vocabulary, but of the relation of the individual words and clauses to each other. This is especially true in the case of German. During the second year it will be well to have regular practice in reading at sight, with material that the pupil can readily under- stand. By this exercise the pupil learns to depend upon his own stock of information and to make legitimate inferences about the meaning of words. As his acquaintance with the language grows, he should be encouraged to read easy passages in the original without translation. 32 Writing of exercises. The grammars usually contain a sufficient number of exercises for translation into the foreign language. In writing the exercises the pupil ought first to learn well the model sentences given in the accompanying exercises in French or German, and then make his own sentences according to the model. Here as elsewhere the guiding principle should be to keep in sympathy as much as possible with the actual language as used by the people who speak it and not to trust to mere theories or to chance suggestions. In the case of German the question arises as to whether the pupil should learn to use the German script. It is not a matter of great importance. If the teacher has time, he is advised to teach the use of the script. It is used by the Germans in their correspondence and acquaintance with it is sometimes of value. Below is added for the guidance of teachers the outline of the two years' elementary course in French and German suggested by the Committee of the Modern Language Association for the Schools of the United States. If any teachers should find the amounts of read- ing suggested too long to be accomplished thoroughly in the time assigned, it will be well to adopt smaller minimum amounts as fol- lows : for French, first year, 100 pages, 12mo ; second year. 200 pages, 12mo. For German, first year. 50 pages, 12mo ; second year, 150 pages, 12mo. THE ELEMENTARY COURSE IN FRENCH. First Year. During the first year the work should comprise: (1) Careful drill in pronunciation; (2) the rudiments of grammar, including the in- flection of the regular and the more common irregular verbs, the plural of nouns, the inflection of adjectives, participles, and pro- nouns ; the use of personal pronouns, common adverbs, prepositions, and conjunctions, the order of words in the sentence, and the elemen- tary rules of syntax; (3) abundant easy exercises, designed not only to fix in the memory the forms and principles of grammar, but also to cultivate readiness in the reproduction of natural forms of expression ; (4) the reading of from 100 to 175 duodecimo pages of graduated texts, with constant practice in translating into French easy variations of the sentences read (the teacher giving the Eng- lish) and in reproducing from memory sentences previously read; (5) writing French from dictation. Second Year. During the second year the work should comprise : ( 1 ) The read- ing of from 250 to 400 pages of easy modern prose in the form of stories, plays, or historical, or biographical sketches; (2) constant practice, as in the previous year, in translating into French easy variations upon the texts read; (3) frequent abstracts, sometimes oral and sometimes written, of portions of the text already read ; (4) writing French from dictation; (5) continued drill upon the rudiments of grammar, with constant application in the construction of sentences; (6) mastery of the forms and uses of pronouns, pro- nominal adjectives, of all but the rare irregular verb forms, and of the simpler uses of the conditional and subjunctive. Texts Suggested. First Year. The number of available grammars and readers is large ; in their selection teachers may be guided by their point of view. The follow- ing are mentioned as specimens : Ghardenal's Complete French Course. (Allyn & Bacon.) Fraser and Squair's French Grammar. (Heath.) Joynes' Minimum French Grammar. (Holt.) Super's French Reader. (Heath.) Whitney's French Reader. (Holt.) Second Year. Suitable texts for the second year are : About's Le Roi des Montagues; Bruno's Le Tour de la France; Chateaubriand's Le Dernier Abencerage ; Daudet's easy short tales; De la Bedolliere's La Mere Michel et Son Chat; Erckmann-Chat- rian's stories; Feuillet's Le Roman d'un Jeune Homme Pauvre; Foa's Contes Biographiques and Le Petit Robinson de Paris; Foncin's Le Pays de France; Labiche and Martin's La Poudre aux Yeiuc and Le Voyage de M. Perrichon; Legouve and Labiche's La Cigale ches les Fourmis; Malot's Sans Famille; Mairet's La Tache du Petit Pierre; Merimee's Colomba; extracts from Michelet ; Sarcey's Le Siege de Paris; Verne's Stories. THE ELEMENTARY COURSE IN GERMAN. First Year. During the first year the work should comprise: (1) Careful drill upon pronunciation ; the memorizing and frequent repetition of easy sentences; (2) drill upon the rudiments of grammar, that is, upon the inflections of the articles, of such nouns as belong to every-day life, of adjectives, pronouns, weak verbs, and the more usual strong verbs, also upon the use of the more common prepositions, the simpler uses of the modal auxiliaries, and the elementary rules of syntax and word-order; (3) abimdant easy exercises designed not only to fix in mind the forms and principles of grammar, but also to culti- vate readiness iu reproduction of natural forms of expression ; (4) the 'reading of from 75 to 100 pages of graduated texts from a reader, with constant practice in translating into German easy variations upon sentences selected from the reading lesson (the teacher giving the English), and in the reproduction from memory of sentences previously read. 34: Second Yeas. During the second year the work should comprise : ( 1 ) The reading of from 150 to 200 pages of literature in the form of easy stories and plays; (2) accompanying practice as before in the translation into German of easy variations upon the matter read, and also in the off- hand reproduction, sometimes orally and sometimes in writing, of the substance of short and easy selected passages; (3) continued drill upon the rudiments of grammar, directed to the ends of enabling the 'pupil, first, to use his knowledge with facility in the formation of sentences, and, secondly, to state his knowledge correctly in the technical language of the grammar. Tenets Suggested, The following list contains a portion of the available material from which texts may be selected : Ball's German Grammar. (Heath.) Bierwirth's Beginning German. (Holt.) Thomas's Practical German Grammar. (Holt.) Thomas & Harvey's German Reader. (Holt.) Hewett's German Reader. (Macmillan.) Anderson's Marchen and Bilderbuch ohne Bilder; Arnold's Fritz anf Ferien; Baumbach's Die Nona and Der Schwiegersohn ; Gerstacker's Germelshansen ; Heyse's UArrabbiata, Das Mddchen von Treppi, Anfang und Bade; Hiller's Holier als die Eirche; Jensen's Die Braune Erica; Leander's Traumereien, and Kleine Gesohichten; Seidel's Marchen; Stockl's Vnter dem Christbaum ; Storm's Immensee and Geschichten aus der Tonne; Zschokke's Der Zerbrocheuc Krug. SCIENCE. For reasons well known to all who are familiar with our educa- tional conditions the courses in science in our rural high schools must of necessity be rather meagre for some years to come. The function and educational value of science in all well organized courses of study are recognized, but is it not yet. practicable to give science studies the place in our schools that their importance war- rants. We all realize that this side of our high school work must be emphasized more, and an effort made to strengthen and improve it as rapidly as teachers trained to do the work can be supplied. Principals are urged, therefore, to encourage the trustees of their schools to make adequate provision for the teaching of science. School officials must be made to see that this phase of school work is as important as any other, and that laboratory room and ap- paratus are a necessary part of the school's equipment. Physics. Special attention should be given to definitions of physi- cal terms and the correctness of their use. The use of words is not a matter of choice when one is explaining a physical truth or de- scribing a physical event. Accuracy of statement should be made a matter of first importance ; it is an aid as well as an exponent of accurate thinking. Inexpensive or even improvised apparatus may be used to great advantage in illustrating the simpler laws and principles. The knowledge that the student has acquired from observation and ex- perience should be utilized, and he should be shown that the principles and laws of physics are applicable to and include common, every-day occurrences. The solution of problems will be found very serviceable in fixing the meaning of physical quantities and their relationships, and im- pressing upon the student the use and value of the study. Agriculture. Whenever the study of agriculture is undertaken in the high school a plot of land of sufficient size and fertility for experi- ments and demonstration purposes should always be procured in easy reach of the school. To obtain land for this purpose will be an easy matter in almost all our rural districts. Other Subjects. The courses in science are not outlined further in detail for the reason that hardly any half-dozen of the schools will be able to follow the same course. The principal will have to deter- mine by his teaching force and equipment what can be done well and attempt only that until better facilities can be provided. 36 COURSE IN SCIENCE. First Yeak. Introduction to Science (3). Holden's Real Things in Nature. (Macmillan.) Carpenter's Industrial Reader — Foods and Their Uses. (Scrib- ner. ) Second Year. Physical Geography (3). Texts Suggested. Tarr's New Physical Geography. (Macmillan.) Redway's Elementary Physical Geography. (Scribner.) Dryer's Lessons in Physical Geography. (American Book Co.) Third Year. Physics (3), or Commercial Geography (3). Text* Suggested. ( a ) Physics : Culler's Physics. ( Lippincott. ) Higgins's Lessons in Physics. (Ginn & Co.) Hoadley's A Brief Course in Physics. (American Book Co.) (b) Commercial Geography: Redway's Commercial Geography. (Scribner.) Trotter's The Geography of Commerce. (Macmillan.) Fourth Year. Physics (3), or Agriculture (3), or Botany (3). Texts Suggested. ( a ) Physics : Carhart and Chute's High School Physics. (Allyn & Bacon.) Gage's Elements of Physics. (Ginn & Co.) Nichols's The Outlines of Physics. (Macmillan.) ( b ) Agriculture : Burkett, Stevens & Hill's Agriculture for Beginners. (Ginn & Co.) Goff & Mayne's First Principles of Agriculture. (American Book Co.) Jackson & Daugherty's Agriculture through the Laboratory and School Garden. (Orange, Judd & Co.) Bailey's Principles of Agriculture. (Macmillan.) (c) Botany: Leavitt's Outlines of Botany. (American Book Co.) Andrews's Botany All the Year Round. (American Book Co.) COURSES OF STUDY BASED UPON THE UNIT SYSTEM. There will doubtless be high school principals who will desire more flexible courses of study than those outlined in the earlier part of this pamphlet. Therefore, the following courses are suggested. If he prefers to do so, the principal may adopt one of these courses and then choose the elective work according to the qualifications of his teachers or the demands of his community. The 8-unit course is for the school having only one high school teacher, the 12-uuit course for the school having two teachers, and the lG-unit course for schools having two or more teachers. In the 16-unit course it will be seen that there are 6 elective units. These might be made up of 4 units of Latin and 2 of Greek ; or, 3 of Latin, 2 of French or German and 1 of Science, English or History ; or, 2 of French, 2 of German, and 2 of Science or History ; or, the six units might be made up in some other combination of this sort. And so may the 2 elective units in the 8-unit course be chosen, and the 4 elective units in the 12-unit course. SUGGESTED COURSES. TWO-YEAR COURSE. (8 Units.) Required Studies. English 2 units. Mathematics 2 units. History * 1 unit. Science 1 unit. Elective 2 units. THREE-YEAR COURSE. (12 Units.) Required Studies. English 3 units. Mathematics 3 units. History 1 unit. Science 1 unit. Elective 4 units. FOUR- YEAR COURSE. (16 Units.) English 3% units. Mathematics 3y 2 units. History 2 units. Science 1 unit. Elective 6 units. 38 HIGH SCHOOL SUBJECTS. AND THEIR TIME ALLOTMENT AND VALUATION UPON THE UNIT BASIS. The studies that may be pursued in the foregoing courses are here given a valuation based upon the unit system. Both the amount of work that may be done in a subject and the time devoted to it are indicated, and upon these two things is the unit reckoned. For instance, the time to be devoted to 4 books of Caesar is one full school year of nine months of 5 forty-minute recitation periods a week. If a school gives a full year to this subject but has only 3 forty-minute periods a week, then the work of that school in Caesar will be valued at % of a unit. Or, suppose a class in English history meets 5 times a week for the school year of nine months but has recitation periods of only thirty minutes each, then the work of that class will be valued at % of a unit. Or, again, suppose a school devotes 5 forty-minute periods a week to the study of Physics but has a term of only six months, then the work of that school in Physics will be valued at % of a unit. Hence, it will be seen that a unit of work so far as the time element is concerned, means 5 forty-minute recitation periods a week for a school year of nine months or thirty-six weeks. Upon this basis will the public high school work be valued and the Public High Schools standardized. English. Grammar, Composition, and Rhetoric 1 unit. Literature for Reading and Practice 1% units. Literature for Study and Practice iy 2 units. Mathematics. Advanced Arithmetic 1 unit. Algebra — (a) to Quadratics 1 unit. Algebra— (b) Quadratics, Binominal Theorem, and Pro- gressions y 2 unit. Plane Geometry 1 unit. Solid Geometry y 2 unit. History. Ancient History to 800 A. D 1 unit. Mediaeval and Modern History 1 unit. English History 1 unit. American History and Civics 1 unit. Latin. Grammar and Composition 1 unit. Caesar, 4 Books -. 1 unit. Cicero, 6 Orations 1 unit. Vergil, 6 Books 1 unit. 39 Greek. Grammar and Composition 1 unit. Xenophon, 4 Books of the Anabasis 1 unit. Modern Languages. Elementary German 2 units. Elementary French 2 units. Science. Phyisical Geography 1 unit. Physics 1 unit. Botany 1 unit. Chemistry 1 unit. Agriculture 1 unit. Elementary Zoology % unit. Advanced Physiology % unit. MUSIC, DRAWING, DOMESTIC SCIENCE, AND MANUAL TRAINING. Because no place has been provided in the curriculum for these subjects it does not mean that their educational value and im- portance are not recognized, and that therefore they must be ig- nored. Music and Drawing ought to be given in every public school in the land. Domestic Science and Manual Training should be in- troduced into our rural schools as early as possible. Our cities and towns are providing for the teaching of these branches in their schools, but our rural schools have not yet been able to follow in their lead. Wherever it is possible for a principal to provide the necessary equipment, and to secure teachers who can give instruction in these subjects, it is earnestly recommended that he do so. The State Department of Public Instruction is ready at all times to en- courage instruction in these neglected subjects and to render any as- sistance that it can in providing for their introduction and in stimu- lating a greater interest in them. HELPFUL BOOKS FOR HIGH SCHOOL TEACHERS. No progressive high school teacher can afford to lag behind his fellows in professional preparation. If he is really interested in the great business of educating, he will find time, however burdensome and exacting his class-room duties may be, to read and study some of the masterpieces of educational literature. If he is a thoughtful teacher, he will want to know certainly the leading facts of educa- tional history and the main outlines of educational theory ; he will form some acquaintance with the great educational reformers of the past and with the leaders of educational thought of the present; he will not be content to remain ignorant of educational conditions existing in other countries and in other States of his own country ; he will need the help and inspiration that come from a knowledge of these things, and without this knowledge he and his classes will too often blunder along in darkness when they ought to be walking in the light. There is no excuse for the enlightened teacher to-day who repeats the mistakes and blunders of the teacher of a century ago. It is his imperative duty to keep abreast of the best educational thought and practice of his time. This duty he owes to himself, to his pupils, and to the State. In order to do this he must become well read in educational literature. Every high school teacher should begin as early as possible to get together for himself a small collection of helpful books. He should always have access to several high school texts on each subject in addition to those employed for class use. The following list is by no means complete. Scores of other valuable and helpful books might be included, but it is impossible to give the favorites of all teachers, for books differ as do people. Books marked with an asterisk are recommended as especially helpful. These should be purchased first if the teacher is forming a professional library. HISTORY OF EDUCATION. *Brown's The Making of Our Middle Schools. (Longmans.) *Browning's Educational Theories. (A. S. Barnes & Co.) Boone's Education in the United States. (Appleton. ) Compayre's The History of Pedagogy. (Heath.) De Guimps's Pestalozzi, His Life and Work. (Appleton.) Davidson's A History of Education. (Scribner. ) *Kemp's History of Education. ( Lippincott. ) Page's Froebel, The Man and His Work. (Milton Bradley & Co.) *Painter's A History of Education — Revised Edition. (Appleton.) 41 ♦Quick's Educational Reformers. (Appleton.) Seeley's History of Education. (American Book Co.) Winship's Great American Educators. (American Book Co.) THEORY OF EDUCATION. Cornenius's The School of Infancy. (Heath.) Dewey's The School and Society. (University of Chicago Press.) Froebel's The Education of Man. (Appleton.) Horace Mann's Lectures on Education. (Lee & Shepard.) James's Psychology — Briefer Course. (Holt.) Pestalozzi's Leonard and Gertrude. (Heath.) *Rousseau's Emile. (Appleton.) PRINCIPLES AND METHODS. Boyer's Principles and Methods of Teachmg. (Lippincott.) ♦Bryan's The Basis of Practical Teaching. (Silver.) *De Garmo's Principles of Secondary Education. ( Macmillan. ) *De Garmo's The Essentials of Method. (Heath.) Hamilton's The Recitation. (Lippincott.) Home's Psychological Principles of Education. (Macmillan.) *Hughes's FroebeVs Educational Laws for all Teachers. (Ap- pleton. ) *McMurry's The Elements of General Method. (Macmillan.) ♦McMurry's The Method of the Recitation. (Macmillan.) O'Shea's Dynamic Factors in Education. (Macmillan.) Page's Theory and Practice of Teaching. (American Book Co.) ♦Parker's Talks on Pedagogics. (A. S. Barnes & Co.) Putnam's A Manual of Pedagogics. (Silver.) Roark's Method in Education. (American Book Co.) Roark's Psychology in Education. (American Book Co.) MANAGEMENT, ADMINISTRATION, AND SUPERVISION. Bagley's Class-Room Management. (Macmillan.) *Chancellor's Our Schools, Their Administration and Supervision. (Heath.) *Gilbert's The School and Its Life. (Silver.) ♦Hughes's Mistakes in Teaching. (A. S. Barnes & Co.) McMurry's How to Conduct the Recitation. (A. S. Barnes & Co.) White's School Management. (American Book Co.) HELPFUL BOOKS ON ENGLISH. Bates's Talks on the Writing of English. (Houghton, Mifflin & Co.) ♦Bates's Talks on the Study of Literature. (Houghton, Mifflin & Co.) 42 *Brooks and Hubbard's Composition Rhetoric. (American Book Co.) Burt's Literary Landmarks. (Houghton, Mifflin & Co.) ♦Carpenter, Baxter and Scott's The Teaching of English. (Long- mans. ) *Cbubb's The Teaching of English. (Macmillan.) Colby's Literature and Life in School. (Hougbton, Mifflin & Co.) *Heydrick's How to Study Literature. (Hinds & Noble.) McMurry's Special Method in the Reading of the English Classics. (Macmillan.) Scott and Denney's Composition Literature. (Allyn & Bacon.) Wbitcomb's The Study of a Novel. (Heatb.) Woodward's English in the Schools. (Heatb.) GEOGRAPHY. Brigbam's Geographic Influences in American History. (Ginn & Co.) Carpenter's Geographical Readers. (American Book Co.) *Guyot's The Earth and Man. (American Book Co.) *Parker's How to Study Geography. (Appleton.) *Redway's Teacher's Manual of Geography. (Heatb.) Redway's Neiv Basis of Geography. (Macmillan.) HISTORY AND CIVICS. Barnes's Studies in Historical Method. (Heath.) *Bourne's The Teaching of History and Civics. (Longmans.) Elson's History of the United States — One Vol. Ed. (Macmillan.) *Hart's Source Book of American History. (Macmillan.) James and Sanford's Go-vernment in State and Nation. (Scrib- ner.) *Maee's Method in History. (Ginn & Co.) *Report of tbe Committee of Seven — History in Schools. (Mac- millan.) FOREIGN LANGUAGE. *Bennett and Bristol's The Teaching of Greek and Latin. (Long- mans. ) *Report of tbe Committee of Twelve : Modern Languages. (Heatb.) MATHEMATICS. Heatb's Mathematical Monographs. (Heatb.) *Smitb's The Teaching of Elementary Mathematics. (Macmillan.) 43 MISCELLANEOUS. ♦Barry's The Hygiene of the School Room. (Silver.) Black's The Practice of Self-Culture. (Macmillan.) ♦Butler's The Meaning of Education. (Macmillan.) Clarke's Self -Culture. (J. K. Osgood & Co.) Dutton's Social Phases of Education in the School and the Home. (Macmillan.) Harris's Moral Education in the Public Schools. (Steiger, N. Y.) Hughes's Dickens as an Educator. (Appleton.) Hoyt's The World's Painters and their Pictures. (Ginn & Co.) ♦James's Talks on Psychology and Life's Ideals. (Holt.) Kern's Among Country Schools. (Ginn & Co.) King's School Interests and Duties, (American Book Co.) Larned's A Primer of Right and Wrong. (Houghton, Mifflin & Co.) ♦Raper's Wealth and Welfare. (Macmillan.) *Report of the Committee of Ten. (American Book Co.) Winship's Horace Mann, Educator. (New England Pub. Co.) ♦Wilson's Pedagogues and Parents. (Holt.) Wray's Jean Mitchell's School. (Public School Pub. Co.) BOOKS FOR THE HIGH SCHOOL LIBRARY. GENERAL LITERATURE. A Id rich — Marjorie Daw. Story of a Bad Boy. Arnold — Sohrab and Rusturn. Bacon — Essays. Baldwin — The Story of the Golden Age ( Scribner ) . The Story of Siegfried (Scribner). The Story of Roland (Scribner). Bellamy — Looking Backward. Black more — Lorna Doone. Bulfinch— The Age of Fable. The Age of Chivalry. Legends of Charlemagne. Bullen — The Cruise of the Cachelot. Bulwer (Lord Lytton) -^Last Days of Pompeii. Harold. Last of the Barons. Burns — Poems. Burroughs — Sharp Eyes and Other Essays. Bun yan — Pilgrim's Progress. Bryant — Poems. Bryce — The American Commonwealth. The Holy Roman Empire. Byron — Childe Harold. Carlyle — The French Revolution. Heroes and Hero Worship. Cervantes — Don Quixote. Ch archill — Richard Carvel. The Crossing. The Crisis. Cooper — The Pilot. The Spy. The Deer Slayer. The Last of the Mohicans. Creasy — Fifteen Decisive Battles. Dana— Two Years Before the Mast. Dante — The Divine Comedy. De Foe — Robinson Crusoe. History of the Plague: De Quincey — Joan of Arc. The Euglish Mail Coach. Confessions of an Opium Eater. 45 Dickens — Pickwick Papers. Old Curiosity Shop. David Copperfleld. Christmas Stories. Dodge — Hans Drinker. Doyle — The White Company. Drummond — Natural Law in the Spiritual World. Dumas — The Count of Monte Cristo. Eliot — The Mill on the Floss. Silas Marner. Adam Dede. Emerson — Poems. Essays. Nature Addresses and Lectures. Representative Men. Erckmann-Chatriaw — The Conscript. Fiske — Old Virginia and Her Neighbors. Myths and Mythmakers. The War of Independeuce. Franklin — Autobiography. Gaskell — Cranford. Green — A Short History of the English People. Hale — A Man Without a Country. Harris — Nights With Uncle Remus. Told By Uncle Remus. Hawthorne — The Scarlet Letter. Twice-Told Tales. Tanglewood Tales. The House of Seven Gables. Holmes — Poems. The Autocrat of the Breakfast Table. Homer — The Odyssey. The Iliad. Hughes — Tom Brown at Rugby. Hugo — Les Miserable*. Ninety-Three. Irving — The Sketch Book. Tales of a Traveler. The Alhambra. The Life of Goldsmith. Keyser — News from the Birds. Kingsley — Greek Heroes. Westward Ho ! Kipling — Captains Courageous. Poems. Laing — Masterpieces of Latin Literature (Houghton), 40 Lamb — Essays of Elia. Tales from Shakespeare. Lanier — Poems. Lee, R. .E/.— Life. Londmi— The Call of the Wild. Longfellow — Poems. Evangeline. The Song of Hiawatha. The Courtship of Miles Standish. Tales of a Wayside Inn. Lowell — Poems. The Vision of Sir Launfal. Mabie — The Life of the Spirit. My Study Fire (First and Second Series). Books and Culture. Parables of Life. Maca uhni — Literary Essays. Lays of Ancient Rome. McCarthy — A Short History of Our Own Times. Milton — Paradise Lost. Mims — Sidney Lanier (Scribner). Mitchell, D. G. — Dream Life. Reveries of a Bachelor. Mitchell, S. W.— Hugh Wynne. Mumger — On the Threshold. Page — In Ole Virginia. Two Little Confederates. Parkman — The Oregon Trail. Plutarch — Lives of Illustrious Men. Poe — Poems. Prose Tales. Porter — Scottish Chiefs. Thaddeus of Warsaw. Prescott — The Conquest of Mexico. The Conquest of Peru. Ruskin — The Crown of Wild Olive. Sesame and Lilies. King of the Golden River. The Queen of the Air. Scott — The Lady of the Lake. Quentin Durward. Kenilworth. Ivanhoe. Tales of a Grandfather. Scudder — Masterpieces of American Literature (Houghton). Masterpieces of British Literature (Houghton). 47 Scton-Thompson — Wild Animals I Have Known. Lives of the Hunted. Serviss — The Moon. Seven British Classics (American Book Co.). Smiles — Character. Self-Help. Smith — Training for Citizenship (Longmans). Spencer — Data of Ethics. Education. Stevenson — Treasure Island. Kidnapped. The Dark Arrow. Dr. Jekyl and Mr. Hyde. The Master of Ballantrse. Sue — The Wandering Jew. Sivift — Gulliver's Travels. Tennyson — Poems. The Princess. Morte d'Arthur. Enoch Arden. Thackery — Henry Esmond. The Virginians. Tvmrod — Poems. Thoreau — Walden. Trent — Southern Writers (Macmillan). Twain, Mark — Tom Sawyer. Huckleberry Finn. Van Dyke — Blue Flower. Little Rivers. 1 ergil — The Aeneid. Wallace — Ben Hur. Wagner — The Simple Life. 117/ ittier — Poems. Snowbound. Songs of Labor. Wilson— The Story of the Cid (Lothrop). Wiggin, K. D. — Rebecca of Sunnybrook Farm. Wright — Seaside and Wayside, Bk. 4. (Heath). Wright, J. II. — Masterpieces of Greek Literature (Houghton). Principals should endeavor to add to the high school library as many as possible of the foregoing list of books. They should also try to secure for every school an unabridged dictionary, a good encyclopedia, and other works of reference. RULES AND REGULATIONS. These rules and regulations were adopted by the State Board of Education for the establishment and operation of public high schools, and for the distribution of the State appropriation for the maintenance of such schools, april 17, 1907. LOCATION OF SCHOOLS. 1. Application for a public high school must be made to the Couuty Board of Education, through the County Superintendent. The school or schools must be located by the County Board of Education, after due consideration of the desirability, convenience, and accessibility of the location to those entitled to the benefits of the school, and of the financial inducements offered by competing places. 2. The County Superintendent shall notify the State Superintend- ent of Public Instruction of the application, and later of the location selected by the county board for the schools ; and the State Superin- tendent shall cause the same to be inspected, if he deems it necessary, as directed in section 4 of the act, and submit the report of the in- spector to the State Board of Education for approval of the school and location. 3. No public high school shall be established in a town of more than twelve hundred inhabitants, nor in connection with any school that has less than three teachers, including one high school teacher. In every such school at least five months' instruction in all branches of study required to be taught in the public schools shall first be provided. COURSE OF STUDY AND CLASSIFICATION OF SCHOOLS. 1. The course of study shall be that prescribed by the State Super- intendent of Public Instruction. It will be issued in pamphlet forin for distribution. 2. The public high schools shall be divided into two classes : a. Those receiving from all sources for high school instruction not less than $1,000 shall be First Grade High Schools. 6. Those receiving from all sources for high school instruction not less than $500 and not more than $1,000 shall be Second Grade High Schools. 3. First Grade High Schools must provide not less than two years nor more than four years of the prescribed high school course of study, and must maintain an average daily attendance of not less than twenty pupils. 4. Second Grade High Schools must provide not less than one year nor more than two years of the prescribed course of study, and must 49 maintain an average daily attendance of not less than ten pupils. Upon recommendation of the County Superintendent and the High School Inspector, such schools may by permission of the State Super- intendent of Public Instruction extend their course of study to three years. 5. The term of every public high school receiving aid under this act must be not less than twenty-eight weeks. THOSE ENTITLED TO THE BENEFITS OF THE PUBLIC HIGH SCHOOLS. 1. EVery First Grade High School shall be open, without tuition, to all children and all public school teachers of the county of suffi- cient preparation to enter. 2. If there be but one public high school established in a county, whether it be first grade or second grade, upon order of the County Board of Education it shall be open, without tuition, to all children and public school teachers of the township or county of sufficient preparation to enter. 3. If there be more than one First Grade or Second Grade High School in a county, the territory to each may be limited and assigned by the County Board of Education. REQUIREMENTS FOR ADMISSION. Pupils who have satisfactorily completed the course of study pre- scribed for the first seven grades or years in the elementary public schools, or an equivalent course of study, may be admitted to any public high school upon certificates signed by their teachers and countersigned by the County Superintendent, or upon prescribed examination on those subjects, according to the discretion of the principal of the high school. APPORTIONMENT OF THE STATE HIGH SCHOOL FUND. 1. On August 1. 1907, the first apportionment of the State high school fund will be made as follows : Counties having one member of the House of Representatives will be entitled to receive not more than $500 for the establishment of one or two schools ; counties having two members, not more than $750 for the establishment of two or three schools ; cou*nties having three members, not more than $1,000 for the establishment of two, three or four schools. If on that date the applications on file exceed the appropriation, they shall be scaled in proportion to the represen- tation of each county in the House of Representatives. In the ap- portionment the establishment of First Grade High Schools will be encouraged. Every county ought to have at least one First Grade school. 50 2. After August 1, 1907, the balance of the State high school fund will be available to such counties as shall legally apply for it before November 15, 1907. Application from counties not having previously received any part of the appropriation will be given preference ; and if any balance then remains, it will be apportioned among the other counties having on file applications, as nearly as may be in propor- tion to the representation of each county in the House of Represen- tatives. FUNDS TO BE PROVIDED BY COUNTY, TOWNSHIP, OR DISTRICT. 1. The township, or school district must provide for each public high school established therein an amount at least equal to that contributed by the State, in no case less than $250. 2. In counties receiving aid from the second hundred thousand dollars for a four months' school term, no part of the county school fund shall be used for the establishment of any public high school. In such counties, the local funds for these high schools must be raised by private subscription or by special taxation in the township or school district, as provided in sections 4113, 4114, or 4115, of the Public School Law. 3. In other counties, the township or school district in which the high school is located shall raise annually by special taxation, or by private subscription, at least as much as the amount received from the State for high school instruction ; and the County Board of Education shall appropriate from the county fund a sum equal to that raised by the township or district, not to exceed $500. 4. All funds thus provided must be used exclusively for high school instruction and paid out separately for that purpose as directed by law. CONTRACTS FOR HIGH SCHOOL INSTRUCTION IN PUBLIC OR GRADED SCHOOLS. 1. Part of the funds available for high school instruction in any county may, in the discretion of the County Board of Education, be used, as directed in section 9 of the law, by contract with the com- mittee or trustees of any public or graded school wherein high school branches are already taught. Such contracts must provide for the admission to such schools of students and public school teach- ers of the township or county in the high school grades and for the payment of tuition of such who attend from outside the limits of such school district, at a rate of tuition not to exceed $2 per school month for each pupil. Under section G of the law contracts can be made with the trustees or committee of one existing public high school of the county to admit to the high school grades thereof all public school teachers and children of the county at such rate of tuition for each as may be agreed upon. Only one-half of such 51 tuition, however, can be paid out of the State appropriation, and the maximum available for this purpose to any county shall not ex- ceed the maximum amount heretofore fixed for the counties in the apportionment of the State fund. In counties receiving aid from the second hundred thousand dollars, the other half of such tuition shall be provided by district or township taxation, or by private donation ; and in other counties at least one-half of this amount must be provided by township or district taxation, or private donation, and the other half may be provided out of the general school fund. Such contracts may be made with graded schools in towns of more than twelve hundred inhabitants, as well as smaller towns. Such con- tracts may include free tuition for all children and public school teachers of the entire county, or may be limited to one or more town- ships of the county. If, however, all the money available for high school instruction is used in connection with one such school, then the high school grades of that school must be open, without tuition, to all children and teachers of the entire county. 2. The high school course of study in such schools must either conform to the prescribed course or must be approved by the State Superintendent of Public Instruction. INSPECTION. All public high schools aided under this act shall be subject to such inspection as may be directed by the State Superintendent of Public Instruction, and shall make such reports as shall be required by him. PUBLIC HIGH SCHOOL LAW. AN ACT TO STIMULATE HIGH SCHOOL INSTRUCTION IN THE PUBLIC SCHOOLS OF THE STATE AND TEACHER TRAINING. The General Assembly of North Carolina do enact: HIGH SCHOOLS MAY BE MAINTAINED NOT LESS THAN FIVE MONTHS ANNUALLY. Section 1. With the consent of the State Board of Education, the County Board of Education in any county may, in its discre- tion, establish and maintain, for a term of not less than five school months in each school year, one or more public high schools for the county at such place or places as shall be most convenient for the pupils entitled to attend and most conducive to the purposes of said school or schools. HIGH SCHOOL COMMITTEE TO CONSIST OF THREE PERSONS. Sec. 2. For each public high school established under this act a committee of three persons shall be appointed by the County Board of Education, who shall be known as the School Committee of Public High School of County. The powers, duties and qualifications of said committeemen shall be similar to those of other public school committeemen. They shall be appointed as follows : one for a term of two years, one for a term of four years, and one for a term of six years ; and at the expiration of the term of any committeeman his successor shall be appointed for a term of six years : Provided, that in case of death or resignation of any committeeman, his successor shall be appointed for the unexpired term only. Within two weeks after appointment the committee shall meet and elect a chairman and a secretary and enter upon the per- formance of its duties. RULES, REGULATIONS, AND COURSE OF STUDY. Sec. 3. All public high schools established and maintained under the provisions of this act shall be operated by the County Board of Education under such general rules and regulations as may be prescribed by the State Board of Education. The courses of study for such high schools and the requirements for admission to them shall be prescribed by the State Superintendent of Public Instruction. INSPECTION, CERTIFICATES, AND MINIMUM SALARY OF TEACHERS. Sec. 4. It shall be the duty of the County Board of Education to locate all high schools established under this act, to furnish the 53 State Superintendent of Public Instruction with such information relative to said schools as he may require and to make such local rules and regulations for the conduct of said schools as may be necessary: Provided, that before any State funds shall be appro- priated for the support of any public high school, the State Super- intendent of Public Instruction shall cause the same to be inspected by some competent person to see that suitable arrangements have been made for giving high school instruction and to enable said school to conform to all the requirements of this act and to the rules and regulations of the State Board of Education : Provided further, that no one shall teach in any public high school that receives State funds under this act who does not hold a high school teacher's certificate from the State Superintendent of Public Instruction, who shall have power to prescribe a standard of scholarship and examina- tion for same: Provided further, that no one shall be employed as teacher in such high school without the approval and recommenda- tion of the County Superintendent. The minimum salary of any public high school teacher holding such certificate and employed as high school teacher in such high school shall be forty dollars per school mouth. HIGH SCHOOLS AIDED MUST HAVE THREE TEACHERS. Sec. 5. Before any high school shall be established under the pro- visions of this act, the committee or committees establishing such school shall first provide for thorough instruction, for at least five months in each school year, in all branches of study required to be taught in the public schools of the State ; and no school shall be entitled to the benefit of this act in which less than three teachers are employed. [Each school must have at least two teachers in addition to the high school teacher.] ARRANGEMENT FOR FREE TUITION IN HIGH SCHOOLS ALREADY ESTABLISHED. Sec. 6. The County Board of Education of any county may enter into an agreement with the board of trustees, or the committee of one public high school of the county, to permit all children of said county of school age who are prepared to enter such high school, and all public school teachers of said county desiring high school instruction, to attend such school free, the rate of tuition for each pupil in each high school grade to be fixed by agreement with said County Board of Education, and paid as follows : one-half out of a fund set aside by the County Board of Education from the county school fund for that purpose, and one-half out of the special State appropriation hereinafter provided, under such rules as the State Board of Educa- tion may prescribe: Provided, that the sum apportioned by the County Board of Education for this purpose shall not exceed five 54 hundred dollars and the sum apportioned by the State Board of Education for the same purpose shall not exceed that apportioned by the County Board of Education: Provided further, that the course of study in such high school shall be approved by the State Superin- tendent of Public Instruction. CONDITIONS OF STATE AID. Sec. 7. The County Superintendent of schools in any county in which said public high school or high schools shall be established shall give due notice of the same to the State Board of Education before any State funds shall be appropriated for the support of said school or schools. And when the County Treasurer of any county shall certify to the State Superintendent of Public Instruction that as much as two hundred and fifty dollars has been placed to the credit of any public high school established and inspected as provided for in this act, thereupon a State warrant shall be issued upon re- quisition of the State Superintendent of Public Instruction for two hundred and fifty dollars and sent to the Treasurer of the county in which such high school is located, to be placed to the credit of said high school, and paid out exclusively for the support of said high school on the warrant of the high school committee, approved by the County Superintendent of Schools. The Treasurer of each county in which such public high school or schools shall be established shall keep a separate account of the public high school fund, and at the end of each school year he shall make to the State Superintendent of Public Instruction aud to the County Hoard of Education a report of all receipts and disbursements of said fund. MAXIMUM STATE AID $500, AND .NUMBER OF SCHOOLS AIDED IN ONE I OUNTY LIMITED TO FOUR. Sec. 8. If a larger amount than two hundred and fifty dollars be provided by taxation, or by private donation, or by local appropria- tion, or otherwise, for the support of any public high school estab- lished and maintained under the provisions of this act, then the State shall contribute a like amount: Provided, that the State shall not contribute more than five hundred dollars in any one school year for the support of any one high school: Provided further, that not more than four. public high schools in any one county shall be entitled under the provisions of this act to receive State funds. NO SCHOOLS AIDED IN TOWNS OF MORE THAN 1,200. Sec. 9. High schools may not be established under this act in towns of more than twelve hundred inhabitants. Contracts, how- ever, may be made between the County Board of Education and the committee or trustees of any public or graded school wherein high school branches are taught. Such contract shall provide for the ad- 55 mission to such school of students in high school grades, and of public school teachers of any township, townships, or of the county, and for the payment of tuition by the County Board of Education for teach- ers and children so attending from outside the limits of said school district, and the tuition in no case to exceed two dollars per month. Upon the making and approval of such contract and the deposit with the County Treasurer of an amount sufficient to pay one-half of the amount estimated to be necessary for such purpose, either by di- rect appropriation by the County Board of Education from a fund set aside for that purpose or by private donation, then upon proper certification of such facts, a State warrant shall be issued for an equal amount payable to the County Treasurer upon requisition of the State Superintendent of Public Instruction : Provided, that no aid may be given by the State in cases where under the contract less than one hundred dollars is needed to pay the tuition, and that the State may not in any case be called on for more than five hundred dollars : Provided further, that the course of study of such school shall be submitted to the State Superintendent of Public Instruction and ap- proved by him. SUM OF $50,000 ANNUALLY APPROPRIATED. Sec. 10. The sum of fifty thousand dollars, or so much thereof as may be necessary, is hereby annually appropriated for the purposes of high school instruction and teacher training provided for in this act. The State Board of Education shall have the power to fix such rules and regulations in accordance with the provisions of this act as may be necessary for the proper distribution of this fund. TEACHER-TRAINING SCHOOL TO I5E ESTABLISHED. Sec 11. That there shall be established and maintained at some suitable point in eastern North Carolina a Teachers' Training School for the training of young white men and women, under the corporate name of the East Carolina Teachers' Training School. LOCATION OF TRAINING SCHOOL BY STATE BOARD. Sec. 12. That said school shall be located by the State Board of Education at such point in eastern North Carolina as they may deem proper, and shall be located in or near that town offering the largest financial aid, having due regard to desirability and suitability for the location of said school. PURPOSE OF TRAINING SCHOOL AND COURSE OF STl l)Y. Sec. 13. That the object in establishing and maintaining said school shall be to give to young white men and women such education and training as shall fit and qualify them for teaching in the public schools of North Carolina. And the board of trustees hereinafter 56 provided for, in prescribing the course of study of said school, shall lay special emphasis on those subjects taught in the public schools of the State, and on the art and science of teaching. And in no event shall they prescribe a curriculum beyond that which would tit and prepare a student for unconditional entrance into the freshman class of the University of North Carolina. TUITION FREE TO PROSPECTIVE TEACHERS. Sec 14. That tuition in said school shall be free to those who siguify their intention to teach for such time and upon such conditions as may be prescribed by the board of trustees, and the board of trustees upon the recommendation of the faculty shall give those students in said school who have completed the required course a certificate of proficiency in the work done. MANAGEMENT OF TRAINING SCHOOL. Sec. 15. That said school shall be managed by a board of trustees consisting of nine persons, together with the State Superintendent of Public Instruction, as chairman, ex officio, said trustees to be ap- pointed by the State Board of Education: Provided, that two mem- bers of the said board shall be selected from the First Congressional District, two from the Second, two from the Third, two from the Fourth, and one from the Sixth, whose terms of office shall be six years: Provided further, that of the trustees first elected three shall hold office for two years, three for four years, and three for six years. Said term of office to begin on the fifteenth day of March, one thou- sand nine hundred and seven. That the State Board of Education shall appoint trustees for the full term of six years upon the expira- tion of the term of office of any member of this board ; vacancies occurring by death or resignation of any member of this board shall be filled by appointment of the State Board of Education for the unexpired term. All trustees shall take oath to perform faithfully their duties as required by this act, and shall hold office until their successors have been appointed and qualified. The board of trustees shall report biennially to the Governor before the meeting of each General Assembly the operation and condition of said school. POWERS OF TRUSTEES. Sec. 16. That said board of trustees above provided for, upon its election and qualification, shall be and become a body corporate and politic, with all the powers usually conferred upon such bodies and necessary to enable it to acquire and hold property, manage and conduct said school, and do all other things necessary for the carry- ing out of the provisions and purposes of this act. Sec. 17. That as soon as said school shall have been located by the State Board of Education, and the trustees herein provided for shall have qualified, the chairman shall call a meeting of said trustees for the purpose of organizing said board as soon as practicable. After said organization the said trustees shall proceed to build and equip the necessary buildings for said school and shall make such rules and regulations for the government of said school as they may deem proper: Provided, that no rules shall be made that would dis- criminate against any county in favor of another in the admission of pupils into said school. AMOUNT OF STATE AID AND LOCAL AID FOB BUILDINGS AND SITE. Sec 18. That the sum of fifteen thousand dollars ($15,000) be and I he same is hereby appropriated, to be paid from any fund in the hands of the -State Treasurer not otherwise appropriated, for the purpose of aiding in erecting and equipping the buildings for said school, one-half of said sum to be paid in one thousand nine hundred and seven and one-half in one thousand nine hundred and eight: Provided, that the town or community in which said school is located shall contribute the sum of not less than twenty-five thousand dollars ($25,000) toward the construction and equipment of said buildings, and the title to said buildings shall lie in and held by the State Board of Education. STATE AID FOR SUPPORT OF TEAINING SCHOOL. Sec. 19. When it shall be certified to the State Board of Education by the trustees that said buildings of said school are completed and ready to be occupied, the sum of five thousand dollars ($5,000) annually shall be and the same is hereby appropriated for the pur- pose of maintaining said school, to be paid out of the special appro- priation of fifty thousand dollars ($50,000) herein appropriated for high school instruction and teacher training. Sec. 20. That this act shall be in force from and after its ratifi- cation. In the General Assembly read three times, and ratified this the 8th day of March. A. D. 1907. LIBRARY OF CONGRESS 019 745 287