LB "TEXAS' HIGH SCHOOLS COURSE OF STUDY ANNIE WEBB BLANTON State Superintendent of Public Instruction BULLETIN 151 JULY, 1922 y>( X3 THE DEPARTMENT OF EDUCATION STATE OF TEXAS Glass. Book. TEXAS HIGH SCHOOLS COURSE OF STUDY ANNIE WEBB BLANTON State Superintendent of Public Instruction ^fcccococcci** BULLETIN 151 JULY. 1922 THE DEPARTMENT OF EDUCATION STATE OF~TEXAS A82-822-15M-L I THE STATE DEPARTMENT OF EDUCATION Annie Webb Blanton, State Superintendent of Public Instruction DIVISION OF ADMINISTRATION S. M. N. Makes, First Assistant Superintendent Mary Jo Popplewell, Second Assistant Superintendent Mrs. Ella F. Little, Third Assistant Superintendent DIVISION OF HIGH SCHOOL SUPERVISION Katharine Gray, Chief Supervisor Gordon Damon, Carrie Belle Sterrett, W. B. Mikesell, J. H. Wisely, Mrs. R. L. Ragsdale, Charles M. Rogers, Susan Miles DIVISION OF RURAL SCHOOLS L. D. Borden, Chief Supervisor W. H. Bowman, S, E. Clark, John T. Conn, W. E. James, T. A. Fisher, Guy T. McBride, J. S. Rasco, G. A. Dayton, Georgie Walker, Selby Attwell division of negro schools L. W. Rogers DIVISION OF VOCATIONAL EDUCATION C L. Davis, Director of Agriculture J. H. Hinds, Assistant Director of Agriculture J. B. Rutland, Assistant Director of Agriculture Jessie Harris, Director of Home Economics Lillian Peek, Assistant Director of Home Economics N. S. Hunsdon, Director of Industrial Education Lizzie Barbour, Assistant Director of Industrial Education DIVISION OF STATISTICS Mrs. J. B. Gay, Statistician DIVISION OF AUDITS AND ACCOUNTS Amy V. Allen, Auditor Meta Huppertz, Assistant DIVISION OF CERTIFICATION OF TEACHERS Alma Boothe, Certificate Clerk J. F. Oglesby, Assistant DIVISION OF TEXT BOOK ADMINISTRATION Minnie Lee Barrett, Director L. S. Thrift, A. S. Thweatt, 0. P. Basford, Randolph Warren, Anne Rutherford, Bob Henderson, Felix S. Matthews division of correspondence and supplies Marguerite McHenry, Correspondence Clerk • Joe Oliver, Filing Clerk Anne McDonald, Kittie M. Shands, Royall Calder, Annie Steussy, Irma Johnson, Minnie Nowlin, Lola Kneip, M. M. Haberle, Mrs. M. Downing, T. Y. Collins Stenographers STATE BOARD OF EXAMINERS Emma Mitchell, Chairman Roberta Matthews J. R. Reid STATE BOARD OF EDUCATION Pat M. Neff, Governor, Chairman S. L. Staples, Secretary of State Lon A. Smith, Comptroller Anntw Wbrb Blanton, Secretary LIBRARY OF CONGxChSS j RECEIVED N0V8-19££ DOCUMENTS D'V ... ' 3 V T\ HA- STATE INSTITUTIONS OF LEARNING ^ UNIVERSITY OF TEXAS . *. Austin, Texas V * R. E. Vinson President E. J. Mathews, Registrar AGRICULTURAL AND MECHANICAL COLLEGE College Station, Texas Oh»W. B. Bizzeix, President Chas. E. Frlley, Registrar COLLEGE OF INDUSTRIAL ARTS Denton, Texas F. M. Bbaixey, President Walker King, Registrar SAM HOUSTON NORMAL INSTITUTE Huntsville, Texas H. F. Estill, President Bennette Wallin, Secretary NORTH TEXAS STATE NORMAL COLLEGE Denton, Texas W. H. Bruce, President A. C. McGinnis, Registrar SOUTHWEST TEXAS STATE NORMAL COLLEGE San Marcos, Texas C. E. Evans, President C. E. Ferguson, Registrar WEST TEXAS STATE NORMAL COLLEGE Canyon, Texas J. A. Hill, President John L. Humphries, Secretary EAST TEXAS STATE NORMAL COLLEGE Commerce, Texas R. B. Binnion, President L. I. Smith, Secretary SUL ROSS NORMAL COLLEGE Alpine, Texas R. L. Marquis, President Viola Baker, Secretary GRUBBS VOCATIONAL COLLEGE Arlington, Texas W. B. Bizzell, President M. L. Williams, Dean JOHN TARLETON AGRICULTURAL COLLEGE Stephenville, Texas W. B. Bizzell, President J. Thomas Davis, Dean STATE SCHOOL FOR THE BLIND Austin, Texas E. E. Bramlette, Superintendent and Secretary TEXAS SCHOOL FOR THE DEAF Austin, Texas Dr. F. B. Shuford, Superintendent T. V. Archer, Registrar STATE ORPHANS' HOME Corsicana, Texas Odie Minatra, Superintendent Aaron Ferguson, Secretary TEXAS STATE TRAINING SCHOOL FOR GIRLS Gainesville, Texas Dr. Carrie Weaver Smith, Superintendent STATE JUVENILE TRAINING SCHOOL Gatesville, Texas . J. W. Cantwell, Superintendent John E. McDonald, Accountant STATE SCHOOL FOR FEEBLE-MINDED Austin, Texas Dr. J. W. Bradfield, Superintendent PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE (For Colored Youth) Prairie View, Texas J. G. Osborne, Principal Mary L. Jones, Registrar DEAF, DUMB AND BLIND INSTITUTE FOR COLORED YOUTHS Austin, Texas R. E. L. Holland, Superintendent ACKNOWLEDGMENT Outlines on the various subjects were prepared by committees of teach- ers who are actually engaged in teaching the subjects. Their sugges- tions were used by the high school supervisors as a basis for the out- lines as here presented. The names of the teachers co-operating in this work are listed below. Acknowledgment is hereby made of the valuable services which these teachers have rendered. COMMITTEE. Janie Baskin, San Antonio. E. L. Biesele, Waco. T. C. Bigham, Amarillo. C. W. BlNGMAN, South Park, Beaumont. W. S. Brandenberger, Houston. Georgia Cooper, Tyler. LlLLIE S. GOHMERT, San Antonio. Lila T. Greene, Marshall. J. H. Hardie, Galveston. Nina Hill, Austin. Mollie Montgomery, Austin. Paul E. Phipps, Harlingen. Alma A. Pierce, Laredo. W. A. Pile, Dallas. L. H. Rather, Bonham. Mary E. Suggs, Fort Worth. Wesa Wellington, Bryan. J. G. WlTTMAYER, Fort Worth. Gordon Damon, Department of Education. Roberta Matthews, Department of Education. W. B. Mikesell, Department of Education. Susan Miles, Department of Education. Mrs. R. L. Ragsdale, Department of Education. Chas. M. Rogers, Department of Education. Carrie Belle Sterrett, Department of Education. J. H. Wisely, Department of Education. Katharine Gray, Department of Education. Mary Jo Popplewell, Department of Education. TABLE OF CONTENTS. Page 1. Preface 7 2. Classification 9 3. Accrediting 10 4. Adaptation of the Course of Study 11 5. Suggestive Programs 13 6. Outlines 18 English 18 Public Speaking 46 History, Civics, and Economics Inserts, 48 Mathematics 56 Science 62 Foreign Languages 92 Commercial Subjects 96 Other Subjects 106 PREFACE In a state in which school conditions vary as widely as they do in different parts of Texas, it is impossible to prepare a high school course of study which, if followed rigidly, would secure uniformly good re- sults. As the high schools are more or less connected, however, by their relation to colleges and universities in the matter of affiliation, and to the State Department of Education, both in regard to the interpretation of the law and the administering of the standards of classification and affiliation; and, as constant adjustment is necessary because of the mov- ing of pupils from one school to another, it seems necessary to adopt a minimum of requirements for guidance. This will provide definite standards for inexperienced teachers and will make easier classification of pupils going from one school to another. It will help to secure uni- formity and correlation in the smaller schools and enable them to have a system based on the same essentials as are adopted in the larger well organized schools. The enlargement of this minimum course is recom- mended if the school has sufficient funds to provide the necessary equip- ment and to employ the increased number of teachers. No school should attempt more than can be done thoroughly. (7) MINIMUM REQUIREMENTS FOR CLASSIFICATION Approved by the State Committee on Classified and Accredited Schools. High Schools. 1st class. 2nd class. 3rd class. 1. Years in high school course 4 3 2 2. Minimum length of free term (months) 9 9 8 3. Minimum number of teachers employed in elementary school and high school . . 8 6 4 4. Minimum number of teachers employed in high school, including superintend- ent or head teacher 3 2 1 5. Minimum annual salary for elementary teachers $720 $720 $640 6. Minimum annual salary for high school teachers $900 $900 $800 7. Standard number of units required fbr graduation 16 12 8 8. Approximate net cost of high school library $400 $300 $200 9. Approximate net cost of elementary li- brary per room $25 $ 25 $ 25 10. Minimum number of units of science equipped with standard laboratory ap- paratus .* 2 1 1 11. Approximate cost of laboratory equip- ment indicated in (10) above $400 $300 $200 12. Minimum length of recitation periods, including class changes (minutes) ... 45 45 45 13. Maximum number of classes taught by each high school teacher, daily 6 6 7 14. Permanent records. 15. No second grade certificates. (9) THE ACCREDITING PROCESS The accrediting of high school subjects is determined by the report of the supervisor visiting the school, by the application showing the qualifications of the teacher and the organization of the course, and by the character of the exhibit submitted. Before a school is eligible for accrediting, it must first be classified as a first or second class school. After a school is classified, it is visited every year by a high school supervisor. The main purpose of super- vision is that the representative of the Department may improve the organization and strengthen the work of the school by means of con- structive criticisms and helpful suggestions. Class work in subjects in which accrediting is sought is observed. The reaction of teacher and class, the scope of the course, and the material equipment for that course are matters of interest to the supervisor. Application blanks for each subject in which accrediting is desired, furnished upon request by the Department, must be fully and accurately filled out. The information given on these applications is necessary for an intelligent examination of the exhibit submitted. At the end of the session, a complete exhibit of the entire year's work must be sent to the Department. Tt is expected that the regular work of the class, and not specially prepared work, will be submitted. A de- tailed explanation of the kind of material to be included in an exhibit is given in the annual high school bulletin on classification and ac- crediting. (10) ADAPTATION OF THE COURSE OF STUDY Courses should not be offered for the benefit of a few pupils to the neglect of the school at large. In the one-teacher and two-teacher high school, the work should be restricted to two and three years, respectively. Only those subjects should be offered for which adequate equipment and competent teaching force are provided. Until the teaching force in the high school numbers five or more teachers, it is not possible to offer many electives. In one- and two- teacher high schools, electives should not be encouraged. It is sometimes desirable to combine small classes, or alternate sub- jects, in order to reduce the number of teaching periods and provide ade- quate time for class recitations. This plan usually works best in Eng- lish and American history, English and American literature, and in the sciences. Schools are cautioned, however, not to carry either alternation or combination of courses to the extreme of interfering with good re- sults. The alternation should be by terms or years and not by days. When a school has a curriculum that permits pupils to complete the required sixteen units for graduation, other subjects should not be added without due consideration. In adding new subjects, thought should be given to the needs of the community and to the economy of administration of the subject. In one-, two-, and three-teacher high schools the number of courses offered each year should not exceed four units, unless satisfactory alter- nations can be made as indicated in the suggested programs. In smaller high schools, it is frequently advisable to organize the seventh grade as an integral part of the high school. Two teachers doing the seventh, eighth, and ninth grades; or three teachers doing the seventh, eighth, ninth, and tenth grades; or four teachers doing the seventh, eighth, ninth, tenth, and eleventh grades, will satisfy teach- ing requirements for schools of the third class, second class, and first class, respectively. But one teacher doing seventh, eighth, and ninth grades; two teachers doing seventh, eighth, ninth, and tenth grades; or three teachers doing seventh, eighth, ninth, tenth, and eleventh grades will not be regarded as meeting teaching requirements for classified high schools. With strong teachers, the departmental plan may be used with advan- tage in the fourth, fifth, and sixth grades of the elementary school. Usualty, it is not advisable to carry this method below the fourth grade. As a rule, pupils should carry only four subjects at a time, and should be required to do intensive work in each of them. Only well advanced or exceptionally strong pupils should be permitted to take more than this amount of work. Both chemistry and physics should always be preceded by one year of some introductory science such, as a general science, physiology and physiography, biology, or agriculture. If physiography and physiology are taught as a second-year science to follow a course in general science, (ii) —12— a more detailed study of the subjects and a higher standard of pro- ficiency will be required and duplication of the former course must be avoided. General science may not be given to succeed any other ac- credited science, and this must not be given in any grade higher than the ninth. It is not best to offer foreign language courses unless there is a strong demand for such work and the pupils who finish these courses are to go to other high schools or enter college. As a rule, one- and two-teacher high schools should omit foreign language courses. It is usually inadvisable to offer less than two years of foreign lan- guage. Schools having fewer than four high school teachers should not attempt to give more than one foreign language. In many communities modern language should have precedence over Latin. Stenography, typewriting, and bookkeeping should not be given unless the teacher has had special training in these subjects. Courses in manual training and home economics are not recom- mended until schools can provide suitable equipment and competent teachers for these subjects. Small high schools will find it easier and more practicable to equip for agriculture or commercial subjects. This Department wishes to encourage the introduction of vocational courses in the schools wherever it is possible to provide satisfactory laboratory equipment and secure well trained teachers. The first year's work in mathematics should be algebra. If pupils are weak in arithmetic, the first half of the year may be given to arith- metic; but usually it will be preferable to teach the arithmetic in con- nection with algebra without requiring a text-book in arithmetic. A more extended review of arithmetic may be profitably undertaken in the last half of the second year; or, better, during the latter half of the fourth year. The programs printed in this bulletin contain the most common ar- rangements for smaller high schools. It is believed that the programs herein given allow as large a number of electives and as great freedom of arrangement as is consistent with the best work of the school. If school officials do not find here programs that are applicable to their con- ditions, the State Department of Education will gladly furnish such additional help and suggestions as may be possible. It is the desire of this Department to be of real service to the schools of the State in this work. Special bulletins have been prepared on Latin (81), Modern Languages (82), Mathematics (84), Library Equipment (91), Home Economics (114), Commercial Subjects (116), Music (119), History and Social Sciences (124), Science (136), Manual Training. —13— SUGGESTIVE PROGRAMS TWO-YEAE HIGH SCHOOL AVITH ONE TEACHEE Plan A — Without a Foreign Language (-4 Units Each Year) First Year English : Composition and Rhetoric Classics Oral English and Spelling Early European History Physiology i; Physiography i or Agriculture Algebra Second Year English : Composition and Rhetoric Classics Oral English and Spelling American History Agriculture or Biology Algebra i; Arithmetic i or Plane Geometry Note. — This plan provides for 4 units of work each year, but classes should be combined or subjects alternated by years, so that the teacher will not have more than seven recitations a day. Usually the first and second year science classes or first and second year history classes can be combined. Plan B — Without a Foreign Language (4 Units Each Year) First Year English : Composition and Rhetoric Classics Oral English and Spelling Early European History algebra Agriculture or Physiology i; Physiography i or Manual Training or Home Economics Second Year English : Composition and Rhetoric Classics Oral English and Spelling Modern History Plane Geometry Agriculture or Biology or Manual Training or Home Economics Plan C — With One Years Foreign Language (-4 Units Each Year) (Same as Plan A, except that Latin, French, Spanish or German is substituted for science in the second year.) Plan D — With Two Years' Foreign Language (.4 Units Each Year) First Year English : Composition and Rhetoric Classics Oral English and Spelling Agriculture or Physiology and Physiography Algebra Latin, Spanish, French or German Second Year English : Composition and Rhetoric Classics Oral English and Spelling American History (complete) or Early European History Algebra \; Arithmetic \ Latin, Spanish, French or German —14— THREE-YEAR HIGH SCHOOL WITH TWO TEACHERS Plan A — Without a Foreign Language (4 Units Each Year) First Year English : Composition and Rhetoric Classics Oral English and Spelling Early European History Algebra Physiology i; Physiography i or Agriculture or Manual Training or Home Economics Second Year English : Composition and Rhetoric Classics Oral English and Spelling Modern History Algebra Arithmetic § Biology or Manual Training or Home Economics or Typewriting $ Commercial Geography i Third Year English: American Literature Classics Oral English and Spelling American History and Civics or American History Plane Geometry Biology or Agriculture or Elementary Physics or Manual Training or Home Economics Plan B — With a Foreign Language (4 Units Each Year) First Year English : Composition and Rhetoric Classics Oral English and Spelling Early European History Algebra Agriculture or Physiology i; Physiography $ Second Year English : Composition and Rhetoric Classics Oral English and Spelling Modern History Algebra 4 Arithmetic i Latin, Spanish, French or German Third Year English : American Literature Classics Oral JUnglish and Spelling American History and Civics or American History Plane Geometry Latin, Spanish, French or German Note. — Plane Geometry may be begun in second half of second year and re- view of arithmetic may be given in second half of third year. FOUR-YEAR HIGH SCHOOL WITH THREE TEACHERS Plan A — Without a Foreign Language (4 Units Each Year) First Year English: Rhetoric Classics Oral English and Spelling Early European History Algebra Physiology i Physiography i or Agriculture or Manual Training or Home Economics Second Year English: Rhetoric Classics Oral English and Spelling Modern History Algebra Agriculture or Biology or Manual Training or Home Economics —15— Third Year English : American Literature Classics, Oral English, Spelling American History Plane Geometry Agriculture or Chemistry or Botany or Zoology or Manual Training or Home Economics Fourth Tear English: English Literature Classics, Oral English, Spelling Civics and Economics or Sociology Plane Trigonometry i or Solid Geometry i; or Arithmetic i Physics or Agriculture or Manual Training or Home Economics POUE-YEAE HIGH SCHOOL WITH THEEE TEACHEES Plan B — Providing for Combination of Classes and Alternations of Sub- jects Without a Foreign Language First Year No Electives English : Rhetoric Classics Oral English and Spelling Early European History Elementary Algebra First Year Science Second Year One Elective English : Rhetoric Classics Oral English and Spelling Modern History Commercial Arithmetic \ Commercial Geography \ Agriculture or Home Economics or Biology or Manual Training i or 1, or Typewriting \ or Mechanical Drawing \ Combine the Tenth and Eleventh Grades in all classes, where the combined enrollment is less than thirty, on such combinations as the following: Third Year alternated with Fourth Year English : American Literature and Classics Supplementary Business English American History Plane Geometry biiorthand and Typewriting, or Another Vocational Subject or Biology English: English Literature and Classics Supplementary Business English Civics i and Economics i or Sociology } Advanced Algebra Chemistry or Physics or .Bookkeeping or Some other Vocational Subject Plan C — With Two Years' Foreign Language (-4 Units Each Year) (Same as Plan A, except that Latin, French, Spanish or German will be sub- stituted for science in the third year and for mathematics in the fourth year.) —16— Plan D — With Three Years' Foreign Language (First Arrangement) First Year Second Year English: English: Rhetoric Rhetoric Classics Classics Oral English and Spelling Oral and Vocational English Early European History Modern History Algebra Algebra Physiology \ Latin. French, Spanish or German Physiography J Third Year English: American Literature Classics American History or Agriculture or Biology or Advanced Texas History Plane Geometry Latin, French, Spanish or German Fourth Year English : English Literature Classics Civics 1 or Civics i and Economics i or Sociology i Plane Trigonometry & or Arithmetic i or Solid Geometry i Latin, French, Spanish or German Physics Note. — This plan includes 4 units of work each year. An elective may be secured by alternating third and fourth year history course, in which case four year pupils will choose between mathematics and physics; provided, classes are small. Plan E — With Three Years' Foreign Language (Second Arrangement) First Year English : Rhetoric Classics Oral English and Spelling Physiology i Physiography \ Algebra Latin, French, Spanish or German Third Year English: American Literature Classics. Oral English,. Spelling Modern History Plane Geometry Latin, French, Spanish or German Note. — Four units of work are to be offered each year. Second Year English : Rhetoric Classics Oral English and Spelling Early European History Algebra Latin, French, Spanish or German Fourth Year English : English Literature Classics, Oral English, Spelling American History and Civics Mathematics (Plan C) Physics Plan F — With Four Years' Foreign Language (Same as Plan E, except that foreign language should be substituted for mathematics in the fourth vear. ) -17- Plan G — Providing for Combination of Classes and Alternation of Sub- jects, With Two or Three Years of Foreign Language First Year English : Rhetoric Classics Oral English and Spelling First Year Science Elementary Algebra Latin or Spanish Second Tear English : Rhetoric Classics Oral English and Spelling Early European History Commercial Arithmetic A. Commercial Geography A Latin or Spanish Combine the Tenth and Eleventh Grades in all lasses, where the combined enrollment is less than thirty, with such combinations as the following: Third Year alternated with the Fourth Year English: American Literature and Classics Supplementary Business English American History Plane Geometry Shorthand and Typewriting or Some other Vocational Subject or Biology or .third year of Foreign Language English : English Literature and Classics Supplementary Business English Civics A and Economies \ or Sociology A. Advanced Algebra Physics or Chemistry or Bookkeeping or Some other Vocational Subject FOUR-YEAR HIGH SCHOOL WITH FOUR TEACHERS Plan A — Providing for Three Years of One Foreign Language with an Optional Science Course First Year English : Composition and Rhetoric Classics Oral English and Spelling Early European History Algebra i nysiology A Physiography A, Third Year English : American Literature Classics Oral English and Spelling American History or Bookkeeping or Advanced Texas History Plane Geometry Agriculture or Chemistry or Domestic Science Manual Training or Latin, French, Spanish or German Second Year English: Composition and Rhetoric Classics Oral English and Spelling Modern History Algebra Biology or Agriculture or Manual Training or Domestic Science Latin, French, Spanish or German Fourth Year English: English Literature Classics Oral English and Spelling ( ivies 1 or Civics A and Economics A or Sociology A Solid Geometry and Trigonometry or Trigonometry and Advanced Arithmetic Physics or Latin, French, Spanish or German Note. — This plan provides for 4 units of work the first year, and for 5 unit* each succeeding year. It is intended to give an option between science and foreign language. OUTLINE BY SUBJECTS ENGLISH. EIGHTH GRADE. I. Grammar (f).* (Use any standard text.) It is the opinion of the State Superintendent that the eighth grade is the place in the school course for the chief work of the teaching of grammar in a practical way. Below this grade, children are too young to comprehend fully the logical relations of the parts of the sentence. A thorough drill on grammar should be given in the eighth grade, and the subject should be reviewed in the other grades of the high school. A comprehensive outline follows, stressing the main points of grammar, for which the child has a practical use in his high school course. Drill in the analysis of the sentence is valuable for clearness of expression and for the study of literature. In this outline of grammar, the State Superintendent has collaborated with the State Supervisor of English. On the completion of the work of the eighth grade the students should have a working knowledge of the following principles and facts of grammar: A. The simple sentence. 1. Its logical or complete subject and logical or complete predi- cate. 2. Its simple or grammatical subject and predicate, namely, the subject noun or pronoun and the predicate verb. 3. Subject modifiers — the adjective and the adjective phrase. 4. Predicate modifiers — the abverb and the adverbial phrase. 5. Essential or main parts of the predicate, including the predi- cate verb, the direct object, the indirect object, the sub- ject complement (sometimes called predicate noun, pro- noun, adjective, or attribute complement, or subjective complement), the objective complement (sometimes called factitive object, or objective predicate, or object comple- ment), the adverbial object (sometimes called adverbial noun), the subject of an infinitive and the object of a preposition. 6. The expletives it and there (sometimes called the anticipative subject) . 7. The compound subject and compound predicate. *Figures following the different subjects indicate the proportion of time to be given that subject. As a rule, it is better to give consecutive class periods to one subject until a definite portion is mastered. (18) —19— 8. The phrase, classified as prepositional, participial, or infini- tive, according to form, and classified as substantive, ad- jective, or adverbial, according to use. B. The compound sentence. 1. Ability to separate it into independent clauses. 2. Its connectives — coordinating conjunctions. C. The complex sentence. 1. The independent clause — complete or elliptical. '!. The dependent clause. a. Classification as to use. (1) Substantive clause. (2) Adjective clause. (3) Adverbial clause. (a) Of time. (b) Of place. (c) Of manner. (d) Of cause. (e) Of purpose. (f) Of result. (g) Of degree. D. Analysis. Drill in analyzing sentences containing these parts should be given until the child readily recognizes the parts. A mere definition without practical work is useless in the teaching of grammar. (See outline for analysis at close of the section on grammar.) E. Parts of speech. 1. The noun. (a) Number should be reviewed for the proper forms of plurals. (b) Gender should be reviewed for the proper forms of gender nouns. (c) Case should be reviewed in order to give drill on the correct formation and use of the possessive case. (d) Common and proper nouns should be reviewed for drill in capitalization. (e) Collective nouns should receive attention principally with reference to the use of the singular or plural verb as the predicate of such nouns. (f) Abstract nouns should be taught — as distinguished from adjectives and as formed from adjectives. 2. The pronoun. (a) Case forms of personal, relative, and interrogative pronouns should receive drill, with reference to the proper use of such forms in the sentence. The possessive form with a verbal noun or gerund should receive drill. (b) Eelative pronouns should be taught in their double use — as connectives or introductory words of de- pendent clauses and as an essential part of the dependent clause — subject, object, etc. —20— (c) Demonstratives should be explained and correct uses of this, that, these, and those, both as pronouns and as adjectives, should be taught. (d) Exercises should be given on the agreement of per- sonal and relative pronouns with the antecedent. (e) The use of the relative pronoun in a dependent clause — it introduces a noun or adjective clause — serves as an introductory word to subordinate the clause, and in the dependent clause is an essential part of the clause — is used as a noun, as the sub- ject, object, subjective complement, object of a preposition, etc.; it thus serves two functions in the sentence. 3. The verb. (a) Classed according to use as transitive, intransitive, and copulative, and active and passive forms of the transitive verb; classed according to form as regular and irregular. (b) Use as a predicate, both as a simple and a phrase form. (c) Drill on the principal parts of all commonly used verbs — with especial stress on the fact that the past tense must not be used with an auxiliary, and the past participle must not be used without an auxiliary verb. (d) Agreement of verb with its subject, with especial drill on the forms of the verb he which are used, respectively, with a singular and a plural subject and with collective nouns. (e) The relation of the verb to the verbal — namely — the verb asserts the action, state, or condition, — forms a predicate; while the verbal implies the action, state, or condition, and is used as a noun, an ad- jective, or an adverb. 4. The verbal. (a) Simple infinitive — form with the prefix to, or before which the prefix to can be supplied; its simplest uses as a noun, an adjective, or an abverb; its sub- ject, its object, and its subject complement — case of each. (b) The gerund — its use as a noun distinguishing it from the participle, which is used as an adjective; drill on its use as subject, object, subject complement, of a verb, and as object of a preposition; drill on the possessive case of a noun or pronoun before a gerund. (c) The participle — its use as an adjective modifier in the sentence; its objects or subject complement; its forms — present, past, ssad perfect; its use as a part of a verb phrase. —21— 5. Adjective. (a) Proper adjectives — for drill in capitalization. (b) Descriptive. (c) Limiting — demonstrative and indefinite. Drill on proper uses of this, that, these, and those, as dem- onstrative adjectives, especially with such nouns as kind and sort. (d) Use as modifier, subject complement, or objective complement. (e) Comparison. Drill on correct comparative and super- lative forms; use of the comparative degree with reference to two objects, and of the superlative degree with reference to more than two objects. (f) When to use an adjective and when an adverb afteT such verbs as look, feel, smell, taste, etc. When the verb is used to express action it is followed by an adverb showing how the action is performed; as, "He looked carefully for the purse"; when the verb expresses condition or state, it is followed by an adjective; as, "He looks careful; I will trust him." 6. Adverb. (a) Distinction between the use of the adjective and the adverb as a modifier, and drill on correct uses. (b) Formation of adverbs from adjectives. (c) Drill on use of double negatives, including not only such words as no, not, never, none, but also scarcely, hardly, but, except, and only. (d) Use of the conjunctive adverb in a dependent clause — it introduces a noun, adjective, or adverbial clause, serves as a connective or introductory word to sub- ordinate the clause, and in the clause has the use of an adverb — perforins two functions. 7. Connectives — preposition and conjunction. (a) Preposition — introduces a phrase — connects its ob- ject with the word which the phrase modifies; object of a preposition — its case. (b) Conjunction. (1) Coordinating — connects independent clauses or like parts of speech, or dependent clauses or phrases which have the same use in the sentence — drill on each use. (2) Subordinating — connects a dependent clause with the word which the clause modifies; distinction from the relative pronoun and the conjunctive adverb — the subordinating conjunction is merely a connective — has only one function in the sentence — is not an essential part of the dependent clause; as, "He waited until she came." The rela- tive pronoun connects a dependent clause —22— with the word which the clause modifies, and has the use of a noun in the clause — performs two functions; as, "This is the man whom he favors." The conjunctive adverb connects a dependent clause with the f word which the clause modifies, and has the use of an adverb in the clause — per- forms two functions; as "This is the house where he lives." 8. Interjection. Independent in use; correct punctuation; exclamatory phrases. F. Outline for analysis of the sentence. 1. The simple sentence. (a) Introduction. (1) Logical subject. (2) Logical predicate. (3) Expletive (if any). (b) Analysis of the subject. (1) Grammatical subject (subject noun or pro- noun or its equivalent). (2) Modifiers of the subject noun or pronoun. (3) Analysis of phrase modifiers in the subject. (Analyze a phrase by giving its introduc- tory word, if any, its base word, and the modifiers of the base word.) (c) Analysis of the predicate. (1) Grammatical predicate (predicate verb) and its objects or other complements. (2) Modifiers of the verb. (3) Modifiers of each object or other complement of the verb. (4) Analysis of phrase modifiers in the predicate. 2. Analysis of the compound sentence. (a) Give the kind of sentence. (b) Separate the sentence into the independent clauses of which it is made up, and give the coordinating conjunctions which connect the clauses. (c) Analyze each independent clause as if it were a simple sentence. 3. Analysis of the complex sentence. (a) Give the kind of sentence. (b) Give the independent clause, or clauses. (c) Give each dependent clause, stating how it is used, and whether it has the use of a noun, an adjective, or an adverb. (d) Analyze the independent clause, treating the depend- ent clauses as parts of the independent clause in the form of single noun, adjective, or adverbial elements. (e) Analyze each dependent clause as if it were a simple sentence. —23— (f) Give the introductory word of the dependent clause showing whether it is a relative pronoun, a con- junctive adverb, or a subordinating conjunction, and whether it has a single or a double function in the sentence. II. Composition (£). A. Text: Composition and Ehetoric, Herrick and Damon, Part I. Unit of Emphasis — The Sentence. B. Aims. 1. To develop the sentence sense. 2. To give broader interests and better knowledge of environ- ment. 3. To increase the pupil's powers of observation, organization, and expression. 4. To enlarge the vocabulary. 5. To eliminate errors in the spelling of common words. 6. To insure a working knowledge of the elementary and most used principles of grammar. 7. To teach the conventional form of the business letter and the social letter. 8. To make correct punctuation habitual. 9. To secure greater flexibility and variety of sentence struc- ture. 10. To teach the general principles of paragraphing. 11. To arouse an intelligent interest in the structure of the whole composition and the coherence of its parts. C. Methods. 1. To develop the sentence sense. (a) In oral and written work keep before the pupils the conception of the sentence as a unit. Combat the common practice of making an oral composition a series of statements linked with "ands." (b) To secure variety and flexibility in sentence structure, there should be abundant drill in sentence manip- ulation. This, as experience shows, is not only effective, but interesting, since it introduces an element of challenge or contest. This exercise may have various forms, such as — (1) Combining a number of brief statements into a single sentence. (2) Changing compound sentences into simple or complex ones. (3) Eeshaping awkward sentences, especially such as contain unnecessary repetition. (4) Punctuating many sentences, or repunctuating faulty sentences. This is effective in showing the relationship of part to part, and supple- ments the grammar study, giving it practical application. —24— 2. As an aid to increasing the vocabulary, the dictionary should be frequently used. This may be supplemented by the study of word lists selected by the teacher from the books studied. Words derived from the same root may be listed, and their kinship traced. Particularly strong or expressive words encountered in reading should be ap- preciated and appropriated for his own use by the pupil. As an aid to this it is suggested that one section of the pupil's notebook should be set apart for new words, their definition and use. Every pupil should add from five to ten words a week to his vocabulary. 3. In all composition work in the high school, the pupil should be trained in making an outline of the composition be- fore writing, and in writing compositions from his own outlines. 4. As bad spelling is considered a mark of illiteracy, it is the duty of the school to make a determined effort to over- come this fault. The study of a spelling book does not always make good spellers. To send a pupil to the dic- tionary when he makes a mistake merely shows him how the word is spelled ; it does not teach him to spell it. His mistakes are due to the fact that he has a blurred or a wrong mental image of the word. To correct this it is necessary to make the right image familiar. When a pupil misspells a word, he should be required to pro- nounce it and write it slowly and carefully. Furthermore, the word should be copied in a list kept by the pupil in his notebook and marked Words Which I Misspell. The teacher should inspect this from time to time, test- ing the pupil upon his list. It is an excellent plan to keep upon the blackboard lists of words that are commonly misspelled, changing the list once or twice a week. The pupils should learn to spell such common words as "all right" and "until" before they learn to spell such words as "phthisis." Drill should be centered upon the words that investigation shows are frequently misspelled by the pupils of these years. The lists should be made up of the class list, gathered by the teacher from the written work, and the grade list, suggested by the work of Ayres and others. Classes in the commercial group will require a special and more extensive drill than other classes because of the tests to which they are likely soon to be put. Sub- ject spelling should be carried on in history and other classes so as to prevent the misspelling of proper nouns and technical terms. Much of the recitation in spelling should be devoted to pre- senting the new words. Xot more than three or four distinctly new and different words should be taken up in a single class period. These should be spoken, writ- ten, divided into syllables, used in sentences, and com- pared with similar and dissimilar words as to form, mean- ing, and use. Special attention should be called to the —25— part of each word which is likely to be misspelled. The work should be reviewed several times at lengthening in- tervals of one day, two days, etc. By dint of such treat- ment, pupils may be taught to spell correctly all the words they wish to use, and they should be required to do this. The study of word structure and derivation, valuable in other ways, will supplement the work in spelling and should be systematically carried on. 5. The form of the business letter should receive painstaking attention, and the content of the business letter will be improved if a direct incentive is held before the students; in other words, if drill on business letters be made in- teresting as well as practical. Letters of application for positions are of personal interest to pupils. Teachers sometimes secure from business firms the loan of actual letters that concern business transactions. This is prac- tical and of value to the students. 6. In teaching the social letter it has been found an incentive to have the pupils correspond with pupils of a similar grade in another town or district. The first letter is planned as a class exercise, the form, the stationery, the super- scription all being carefully considered. Later letters may be written with little supervision. The desire of the pupil to do well will be an incentive for careful work, and the practice in composition may be quite as valuable as if done under the teacher's eye. Pupils receiving par- ticularly good letters may give them to the teacher to read to the class, and may report the teachers comment to the writer. 7. Punctuation, so far as it obeys the rules of grammar, should be taught as a part of the study of the grammatical struc- ture of the sentence. The outline of topics in grammar provides automatically for certain drill in punctuation. Matters of punctuation that are purely or primarily rhetorical should be sparingly touched upon in the junior high school for the reason that the pupils are not yet capable of fine distinctions and may easily form the habit of overpunctuating, which is worse than no punctuating at all. Let the pupils realize that marks of punctuation are intended to help the reader's eyes, to prevent his run- ning expressions together that should be noticed sepa- rately, and you have laid the foundation for an intelli- gent use of these symbols. The written work of the pupils will provide the matter for practice, and the teacher may supply exercises connected with the literature courses. An eighth grade boy was once asked, "What do you know about punc- tuation marks?" Promptly, though with no hint of impudence, he re- plied, "I don't use them." That same boy was keenly interested in this analogy of punctuation marks : You are a Boy Scout, hence you have been taught wiggagging. One fine day, you stand on a certain hill with your signalling instruments in — 26— your hands to wigwag a very important message to another scout out on a certain strategic point. You must get your message to him. The fate of your side in the approaching battle depends upon your sending your message in its exact form and upon his receiving every signal cor- rectly. Neither of you dares to stay visible for long. And there is no time to lose. Suppose he is not a skilled member of the signal corps ! Suppose he has been careless in the receiving of his training! Many of the signals in the code are very similar; suppose he should mistake one for the other ! You are not afraid of your code of signals, for it is the universally accepted code of signals. The question is: will the man on yonder point understand the code? You send your signal, careful of every character. Then you watch. Good ! Your message is repeated to you exactly. You are grateful for the code that has made it possible for people to speak to each other under such difficulties and across such a space. And you are grateful for a training so widespread that both you and the man on yon danger- ous hill could exchange your valuable information. You are a boy in the eight grade, hence you are learning what other boys of the eighth grade in other ages and in other states' have done. Mark Twain stands off on a hill that has — well, death and years and distance and a number of other things in between you and him, but because you can understand his code, he tells you charmingly of the adventures of a boy named Tom Sawyer, and his renegade companion, one Huck Finn. Robert Louis Stevenson tells you of a boy named Jim Hawkins and what he heard from the apple barrel, and you feel that you would not have wished to miss that story. Charles Dickens, from even a greater distance, tells you about Oliver Twist and David Copper- field; and Macaulay tells you of a young fellow named Horatius who defended a bridge against a horde. On the other hand, Boothe Tark- ington, still alive and writing stories, but very busy and far away, is telling about Penrod Scofield and his new schemes — and all through a system of wigwags. Punctuation is a system or code of wigwags. Punctuation groups thought, and signals how it is to be interpreted. Here is something of the code of signals that every man, woman, and child should be able to read accurately, or to send accurately, as the case should call for: 1. The period signals that a complete thought is finished. Look out for a new thought! 2. The semicolon signals that a complete thought is divided into phrases or clauses of equal weight; at least, the author is signalling to you that he considers them of equal value or weight. 3. The colon signals to you that an explanation is to follow of what has gone before. 4. The comma, with its seven (or twelve, according to the authority quoted) different signals, calls for more knowledge than does any other one character of the code. (Challenge the young signal corps man, and see how proficient he becomes in the shadings of its use!) The point is that punctuation is not to be taught as a set of rules to be memorized. The child's impulse in the lower grades is to use com- mas plentifully on all occasions. The later stages of the usual train- ing in punctuation marks is very apt to result in such a state of feeling toward punctuation marks as that expressed by the boy quoted above, who said, "I don't use them.'" —27— Punctuation marks are a code of signals between reader and writer, often across abysses of space and time. The skillful writer is careful not to sidetrack the attention of his reader by giving superfluous signals ; and he is equally careful not to give any false signals. The skillful reader interprets every signal of his writer, and the more quickly the eye and mind can catch and apply the signal given, the more rapid and dependable is the interpretation of his message. D. Oral English. 1. Oral composition : The pupil should have practice in speak- ing from a prepared outline on narrative, descriptive, ex- pository, or argumentative subjects. Subjects such as the following may be used to advantage: "How to Make " ; Eeproduction of (1) scenes from books; (2) Bible stories; (3) myths, fables; (4) scenes from early childhood; (5) descriptions of home, or of various build- ings or scenes in the locality and other elementary dis- cussions of items of local or school interest; (6) presen- tation of news items. Emphasis should be laid on variety of sentence length, form, and structure, and directness of discourse should be encouraged. 2. Posture should be corrected to secure erectness and graceful pose. 3. The speech defects of individuals should be carefully tabu- lated and the proper exercises prescribed. 4. Oral reading for the proper grouping of words, with instruc- tion in management of voice in inflection and emphasis, should be given. 5. Pronunciation of words containing commonly misused sounds should receive drill; as — (a) oi sounds; e. g., oil, voice, etc. (b) aw sounds; e. g., saw, draw, etc. (c) ing endings. (d) other sounds misused in the locality. 6. Enunciation of words that are commonly slurred should be practiced; as in "had to" and in "would have," etc. 7. Oral reading, with emphasis laid on smoothness and flow of sentence, is of value. 8. Memorized selections to be recited before the class should be assigned frequently. These may be either prose or poetry. Attention should be given to avoiding a sing- ing effect. 9. Dramatization. III. Literature (§). It is the intention of the Department of Education that the teachers of English in Texas may have all the freedom possible in the choice of classics that are read in their classes. Obviously, however, it would be inconsistent to say, "Choose anything you like." We can only say that if for some reason you wish to use for intensive study or for outside reading some books which are not listed, there is no objection to this, provided that, in the main, the classics listed are used. If preferred, —28— an anthology such as Litem hire and Life by Greenlaw, Elson and Keck, may be used. , A. For intensive study. Group 1. Poetry. (Select two.) 1. Stories from the Iliad. 2. Scott — -Lady of the Lake. 3. Macaulay — Lays of Ancient Eome. 4. Tennyson — Enoch Arden. 5. Whittier — Snow Bourid. Group 2. Fiction. (Select Two.) 1. Irving — Sketch Book (narrative). 2. Stevenson — Treasure Island. 3. Halleck and Barbour — Eeadings from Literature. 4. Ashmun — Prose Literature for Secondary Schools. 5. Thomas and Paul — Atlantic Prose and Poetry. 6. Law — Modern Short Stories. 7. Laselle — Short Stories of New America. 8. Van Dyke— Story of the Other Wise Man. 9. Dickens— Oliver Twist. 10. Dickens — Christmas Carol. 11. Swift— Gulliver's Travels. 12. Francillon — Gods and Heroes. Group 3. Drama. (Select one.) 1. Barrio — Peter Pan. 2. Peabody — The Piper. 3. Shakespeare — Midsummer Night's Dream. Group Jf. Miscellaneous. (Select one.) 1. Eiis — Making of an American. 2. Payne — Southern Literary Readings. 3. Old Testament Narratives. 4. Williamson — Life of Lee. 5. A Dutch Boy Fifty Years After. 6. Seton — Wild Animals I Have Known. B. For outside reading. (Read four.) (Any of the selections above not used for intensive study may be included under their respective groups.) Group 1. . Poetry. 1. Poe— The Raven. The Bells, or Annabel Lee. 2. Tennyson— The Holy Grail. 3. Whittier — Ballads and Narrative Poems. —29-- Group 2. Fiction. 1. Twain — Tom Sawyer, Huckleberry Finn. 2. Kipling — Jungle Books, I and II. 3. London— Call of the Wild, White Fang. 4. Bacheller — D'ri and I. 5. Stuart— Story of Babette. 6. White— Court of Boyville. 7. Wiggin — Rebecca of Sunny Brook Farm. 8. Webster — Daddy Long-Legs, Dear Enemy, Just Patty. 9. Canfield — Understood Betsy. 10. Stevenson — Kidnaped. 11. Alcott — Little Women. 12. Ollivant— Bob Son of Battle. Group 3. Short Stories. (Select two.) 1. Harris — Uncle Eemus. 2. Page — In Ole Virginia. 3. Hawthorne— Twice Told Tales. 4. 0. Henry — Selections from Heart of the West. 5. Aldrich — Marjorie Daw. Group Jf. Memory Work. (Memorize as much as possible. The following are only suggestions.) 1. Noyes — The Highwayman. 2. Emerson — The Rhodora, Concord Hymn. 3. Shakespeare — Selected lyrics. 4. Longfellow — Selected lyrics. 5. Kilmer — Trees; the House With Nobody In It. 6. Foss— The House by the Side of the Road. 7. Chapman — Out Where the West Begins. NINTH GRADE. I. Geammae (i). A. First term. 1. General review by the Outline for Eighth Grade work. 2. Special study of complex and compound sentences, with analysis, until the pupil shows proficiency. 3. Elliptical sentences. 4. Classes of coordinating conjunctions. (1) Copulative — and, moreover, etc. (2) Adversative — but. nevertheless, etc. (3) Causal — therefore, accordingly, so, etc. (4) Alternative — or, nor, else, etc. 5. Classes of subordinating conjunctions : of time, cause, man- ner, purpose, result, and degree. 6. Special study of the dependent clause in its' uses as a noun, an adjective, and an adverb. —30— 7. The parts of speech : Various uses of nouns ; substitutes for nouns; modes of the verb (indicative, imperative, and subjunctive); verb phrases; parts of troublesome verbs; building paradigms; words used now as one part of speech, now as another; expletives. B. Second term. ■ 1. The sentence: Word order; agreement; variations by con- densation of clauses, or expansion of verbals and of phrases; essential and nonessential clauses. 2. The parts of speech; classes, forms and uses of pronouns; an idea of person, number, and voice of verbs developed (paradigms of indicative mood built up by way of illus- tration). 3. Special study of the verbal, including the simple infinitive, the gerund, and the participle. II. Composition (§). A. Text: Composition and Rhetoric, Herrick and Damon, Parts II- IV. Unit of emphasis — The paragraph. B. Aims. 1. In general, clearer and more logical thinking; more correct, more forceful expression. 2. Particular emphasis should fall on the sentence and on the elaboration of the paragraph. 3. Pupils should learn how to handle typical problems of busi- ness correspondence related to ordinary experience, in- cluding letters, notes, and telegrams.- 4. Pupils should also have the opportunity of forming right habits in the use of the newspaper. 5. Drill in punctuation should be continued. 6. Correct, direct business letters, and pleasing, well-written social letters should receive attention. C. Material. 1. For paragraph writing: Subjects familiar to the pupil which lend themselves to treatment by contrast, by com- parison, by example, by details, etc. Questions of civic interest and those concerning vocations are suitable ma- terial; also work in the shops or laboratories and topics taken from other subjects in the curriculum. 2. Themes based on literature, provided the exercises are of vital interest to the pupil and do not lead to literary criti- cisms and questions of technique. Problems of human conduct suggested by reading the classics furnish excel- lent material. For example: (a) Should Jean Valjean have revealed his identity? (b) Why Brutus failed. (c) Can the boy of today plan his life as Franklin did? (d) Gareth's ideals and the modern boy. (e) The de- velopment of the character of Silas Marner. —31— 3. For dramatization : Conversation in real life revealing char- acter ; arguments carried on by conversation concerning familiar subjects ; chapters from books that lend them- selves easily to the dramatic form. 4. Incidents written up as news stories; brief editorials on matters of student opinion; advertisements, particularly if they can be put to use. 5. Class discussions of topics of current interest. 6. Spelling of words needed in themes; word building for in- crease of the vocabulary. 7. Some of the simpler letters of Stevenson, Dickens, Carroll, and Lincoln are stimulating examples of the informal letter. "The Lady of the Decoration" by Bice and "Pillars of Fire" by Ingram, and "A Student In Arms" by Hankey are examples of books written in the form of informal letters to home-people. D. Methods. 1. Pupils should be taught how to organize material by the use of notes and outlines. Analysis of good paragraphs by contemporaries will help. 2. Pupils should also be taught how to test a paragraph as to its unity and point of view by summarizing it in a single sentence. This and the preceding suggestion apply par- ticularly to explanation, expression of opinion, and his- torical narrative. 3. Study sentences by examining them in typical paragraphs. Let the class see how a paragraph is divided into sen- tences — how the sentences succeed each other and are related to each other. 4. Assist to greater ease in handling sentences by much sen- tence manipulation. Let the class condense, combine, transpose, expand, divide sentences of various types; make sure that they recognize grammatical relationships. 5. Show how clearness may be obtained by the use of con- nectives; by correct placing of modifiers; by unmistak- able reference of pronouns; by correct sequence of tenses; by avoiding dangling participles ; by omitting unnecessary words; by punctuation. 6. Speaking first and writing afterward is one way of insuring good organization and effective treatment of details. 7. Eequire each pupil to keep a list of words and expressions which he misuses or which he ought not to use at all, with correct equivalents. E. Oral English. 1. Oral Composition,. Well pronounced sentences should be re- quired for all oral recitations. Use class conversations, stories, experiences, reports, extemporaneous speeches, on subjects drawn from the literature study, correlated studies, school affairs, current events. Emphasis should —32— be laid upon complete paragraphs and a coherent arrange- ment. 2. Oral Reading. Utterance should be related to thought through grouping, inflection, pauses, and emphasis. Por- tions of the prose and poetry used in literature study of the class are available. 3. Delivery of Memorized Selections. Practice in conveying an author's thought to an audience, and securing and hold- ing the attention of an audience should be given. Atten- tion should be paid to the rate of utterance, force, pitch, and quality of voice. 4. Posture and Action. Instruction and practice in posture and action in connection with delivery of selections and dramatization should be given. 5. Pronunciation. Instruction should be given in syllabifica- tion and accent, and in classification of common errors. Drill in difficult vowels and words commonly mispro- nounced should receive attention. 6. Training the Ear. This may be given by calling attention to pleasant and unpleasant effects in connection with work in phonetics, pronunciation, voice culture, oral reading, and speaking. 7. Cultivation of the Voice. This should include continued exercises for resonance and range of voice, which can be carried on in connection with work in phonetics, read- ing, and oral composition. 8. Dramatization. This should include analysis of character, relation of one character to another, interpretation of character, discussion of stage business, dramatization of scenes from Silas Marner, Browning's poems, Shakes- peare's plays, or other literature that is studied by the class. F. Study of versification. 1. In this grade the pupil should be taught in a practical way the different forms of poetic feet, and should have drill in distinguishing them, one from another. 2. This should be followed by a study of the forms of the poetic line and classification of the line and foot. 3. Study of the various forms of the stanza in common use should be succeeded by exercises in scansion, continued until the class can scan and classify the most common forms of verse. 4. This work should be followed by exercises in writing verse. The teacher will sometimes be astonished to find that some pupils whose prose writing is poor are capable _ of producing acceptable verse. Exercises in verse writing train the pupil in taste and in appreciation of poetry. —33— III. Literature (§). A. For intensive study. Group 1. Poetry. (Select two.) 1. Byron — Prisoner of Chillon. 2. Coleridge — Ancient Mariner. 3. Lowell — Vision of Sir Launfal. 4. Goldsmith — Deserted Village. 5. Tennyson — Gareth and Lynette and simpler Idylls. 6. Old English Ballads. Group 2. Fiction. (Select two.) 1. Goldsmith — Vicar of Wakefield. 2. Cooper — Deerslayer; Last of the Mohicans. 3. Eliot — Silas Marner. 4. Scott — Ivanhoe. 5. Kipling — Captains Courageous. 6. Hawthorne — The House of the Seven Gables. Group 3. Short Stones. (Select two.) 1. Hale— The Man Without a Country. 2. 0. Henry — Roads of Destiny. 3. Hawthorne— The Ambitious Guest; The Great Carbuncle. 4. Poe— Fall of the House of Usher. 5. Malory — Stories of King Arthur. 6. Mikels — Short Stories for English Courses. Group h. Drama. (Select one.) 1. Shakespeare — Julius Caesar. 2. Shakespeare' — As You Like It. 3. Shakespeare — Midsummer Night's Dream. Group 5. Essays and Addresses. (Select one.) 1. Woodrow Wilson — Selected War addresses from Democracy Today by Gauss. 2. Lewis — Voices of Our Leaders. 3. Hubbard — Message to Garcia. 4. Washington — Farewell Address. 5. Irving — Sketch Book (essays). ^34— Group 6. Biography. (Select one.) 1. Parton — Captains of Industry. 2. Horton — A Group of Famous Women. 3. Irving — Life of Goldsmith. 4. Kichards — Life of Florence Nightingale. B. For outside reading. (Select four.) 1. Allen — Flute and Violin. 2. Altsheler — The Horsemen of the Plains. 3. Blackmore — Lorna Doone. 4. Lytton — Last Days of Pompeii. 5. Dix — The Making of Christopher Farrington. 6. Eoosevelt — Hunting Trips of a Ranchman, Strenuous Life. 7. Barrie — The Little Minister. 8. Stevenson — Dr. Jekyll and Mr. Hyde. 9. Pyle— Men of Iron.' 10. Boswell — Life of Johnson. 11. Porter — Scottish Chiefs. 12. Wallace — Prince of India; Ben Hur. Poetry. (Memorize as much as possible. The following are only suggestions.) 1. Bryant — To a Waterfowl. 2. Holmes — The Chambered Nautilus. 3. Kipling — Recessional. 4. Lanier — Song of the Chattahoochee. 5. Tennyson — Bugle Song, Charge of the Light Brigade. 6. Tajdor — Song of the Camp. 7. McCrae — Flanders Fields. 8. Gilmer — Rouge Bouquet. 9. Service — Rhymes of a Red Cross Man. 10. Markham— The Man With the Hoe. 11. Lett— The Spires of Oxford. TENTH GRADE. I. Grammar (i). A. Review grammatical principles in connection with sentence struc- ture, punctuation, and the correct use of words. II. Composition (f). A. . Text: Composition and Rhetoric, Herrick and Damon. Part Y. Unit of emphasis — The Composition as a Whole. —35— B. Aims. 1. To make the use of words more accurate and increase the vocabulary. 2. To secure a polish of diction. 3. To extend knowledge of organization of subject matter. 4. To develop power to gather new material — in short, to do elementary research work. 5. To develop ease and directness in oral or written exposition. 6. To gain some knowledge 'of the technique of the short story. C. Material. 1. For short themes, expository descriptions of natural phe- nomena and mechanisms; plans of cities; discussions of colleges; informal arguments for and against certain vocations. 2. For long themes, material on science, manufacturing, com- merce, or biography gathered from current books and periodicals and from observation. 3. Class study of prose, such as the best articles in the World's Work and Review of Reviews in order to develop the idea of logical construction. 4. Class study of examples of social letters by recognized authors. 5. Approximately six weeks' review of technical grammar at the beginning of the second term. Use the outlines previously given, and devote especial attention to sentence analysis, with a view to a clear knowledge on the pupil's part of the essential parts of the sentence and of the common forms of compound and complex sentences. D. Methods. 1. Speaking, writing, reading good examples, and rewriting is a good sequence of activities. 2. Have class exercises in the organization of material. 3. Let members of the class report progress and exchange read- ings, clippings, and bibliography. 4. Let pupils hand in outlines, in advance, to be criticized be- 'fore writing some of their papers, o. Pupils should learn how to consult library catalogues and periodical indexes such as the Reader's Guide ; how to file notes and keep a card index, and how to revise manuscript. 6. There should be much testing of the pupil's work as to clear- ness through unity and coherence. 7. In teaching the short story, the plot should be laid in the environment of the pupil so that he writes about real experiences. A pupil who has lived on the plains can give well the atmosphere of the country and the people of that section ; if a boy has spent a summer on the coast, he will probably like to make such scenes the setting for his story. Teachers should be careful not to accept as —36— original, stories whose setting the student has taken from some professional writer or from picture shows. It is well to remember that all short stories need not be love stories; that there are dramatic situations in every-day life, which, if told naturally and simply, can always find appreciative audiences. This is an excellent opportunity to cultivate in students an appreciation of the story ele-' ment of their own community ; to lead them to appreciate the nobility of many a quiet, unobtrusive character in their own town or country, to i all struggles toward something higher and better, whether by animal, by the human family, or by the community, make stories that the human family will always be interested in. Children's sense of humor usually needs dire-cting, if it is to de- velop into a habit or attitude of seeing the bright side and the humorous incidents of every-day living. Pupils should be taught that an excellent test of a person's character is what amuses him, and to distinguish between real humor and what is merely sharp or coarse. They should receive training in condemning as not amusing whatever may wound the feeling of others. The teacher of the short story has excellent opportunity for material for her short stories in the lives and the happenings of the community about her when she is directing and maturing ideals of her students. Poe's technique of the short story* should be taught here, and its principles applied to several standard stories. Heydrick's "Types of the Short Story" is an excellent book to put into the hands of the class. Cuttings from stories or novels can be made to conform to the require- ments of the short story, and they make excellent oral discourses before the class : — for instance, from "Tom Sawyer" take the scene of Tom and Becky Thatcher's love story at the schoolhouse during the noon hour; write an introduction, cut out all details that do not go to make the cutting unified, and, if necessary, write the conclusion. Cuttings from other stories, with introduc- tion, body, and conclusion, all directly aimed at one unified eflect, afford a very good drill for teaching the technique of the short story, for teaching unity and coherence of any composition, and for teaching the ap- preciation of dramatic situations and effects that are in- teresting though not necessarily highly dramatic. Plots may be given outright to the pupil. The ability to make the reader "see" the story should be the aim of the writer. *See Poe's review of Hawthorne's "Twice Told Tales," or see page 260 of Pavne's "History of American Literature." —37— E. Oral English. 1. Oral Composition. Extemporaneous speaking on topics as- signed in advance and impromptu speaking on questions of school and local interest should be given, as well as instruction in speech organization. In debate, instruc- tion should be given as to (a) Statement of the ques- tion, (b) Definition of the terms, (c) Distinction be- tween assertion and proof, (d) The nature of evidence. Debating between members of the class, divided into teams, on questions of local interest and simple ques- tions of State or National interest should occur several times during the year. 2. Public Speaking. While the class will furnish the audience for much of the speaking practice, public occasions should be arranged for, where those preparing them- selves for work that calls for public speech will have opportunity, after careful preparation, of speaking in public. 3. Vocabulary. Emphasis should be laid upon the importance of extending the vocabulary by looking up words not well understood, by keeping a notebook for desirable words, and by the study of synonyms, antonyms, and idioms. 4. Oral Reading and Delivery of Memorized Selections. Selec- tions should be studied for the appropriate interpreta- tion of the various literary types; the lyric, the dramatic monologue, the essay, etc. The literature studied in this grade will be found available for exercises. 5. Physical Response or Action. Instruction should be given in appropriate bodily response to thought by gestures. Kinds of gestures, their use and abuse, should be dis- cussed. Exercises should be given for spontaneous re- sponse. 6. Dramatization. The simple dramatization of scenes from the literature studied in this grade should receive prac- tice. The study of Shakespearean dramas should be fol- lowed by the presentation of important scenes by the members of the class. The study of the contemporary drama, with discussions, should receive attention. The presentation by a selected cast of classical and popular dramas will give valuable training and arouse local interest. P. Study of Versification. The pupil should review the work of the previous grade, and should study the forms of lines and stanzas most commonly used in his literature courses. Practice in scansion should be given until he can readily scan and classify the common types of such stanzas as occur in his courses in lit- erature. Verse writing should be continued. —38— III. Literature (|). Text: Introductory History of American Literature — Payne. A. For intensive study. Group 1. Poetry. 1. American poems in connection with American literature. Gems from the poetry should be memorized. Many readings of the poems should make the memory work easy and pleasant. 2. English Poems — Palgrave's Golden Treasury II (selections). The skillful teacher will not lose the opportunity to show the connection between contemporary English and Amer- ican literature. Group 2. Essays and Biographies. (Select two.) 1. Emerson — Friendship, Character. Self-reliance. 2. Lamb — Selections from Essays of Elia. 3. Macaulay — Life of Johnson. 4. Eiis — Making of an American. 5. Wilson — Inaugural Address. 6. Franklin — Autobiography. 7. Heydrick — Types of the Essay. Group 3. Fiction. (Select two.) 1. Eliot— Mill on the Floss. 2. Dickens — Tale of Two Cities. 3. Cooper— The Spy. 4. Hawthorne— The House of the Seven Gables. 5. Stevenson — Kidnaped. 6. Scott — Quentin Durward. 7. Dana — Two Years Before the Mast. Group Jf. Drama. (Select two.) 1. Shakespeare— Macbeth. 2. Shakespeare — Eomeo and Juliet. 3. Shakespeare— Twelfth Night. 4. Shakespeare — Henry V. Group 5. Short Stories. (Select two.) 1. 0. Henry — (Selections — numbers). 2. Poe — Prose Tales (selections). —39— 3. Kipling— The Light that Failed, Plain Tales from the Hills. 4. Maupassant — The Necklace, A Piece of String. 5. Stockton — The Lady or the Tiger. 6. Irving— Sketch Book (selections). 7. Harte — Tennessee's Partner, Luck of Eoaring Camp. 8. Twain — The Celebrated Frog of Calaveras County and other stories. 9. Heydrick— Types of the Short Story. B. For outside reading. (Select four.) Group 1. Fiction. (Bead four.) Any of the list under Group 2 that are not read intensively may be included in this list. 1. Eliot — Eomola. 2. H. H. Jackson — Eamona. 3. Hawthorne — The Scarlet Letter. 4. Twain — Innocents Abroad, Pudd'n Head Wilson. 5. Tarkington — Alice Adams. 6. Fox — Little Shepherd of Kingdom Come. 7. Johnson — Stover at Yale. Group 2. Biographies. 1. Palmer — Life of Alice Freeman Palmer. 2. Morris — Heroes of Progress in America. 3. Keller— Story of My Life. 4. Antin — The Promised Land. Group 3. Drama. 1. Tarkington — The Man from Home. 2. Maeterlinck— The Blue Bird. 3. Zangwill— The Melting Pot. Anthologies. 1. Three Centuries of Prose and Poetrv — Newcomer- Andrews- Hall. 2. Headings from American Literature — Calhoun and Mac- Alarney. 3. Selections from American Literature — Payne. Other Reference Books. 1. Chief American Poets — Page. 2. A Study of the Types of Literature — Eich (Century Com- pany). 3. Southern Life in Southern Literature — Fulton (Ginn and Company). 4. Southern Prose and Poetry — Minis and Payne (Scribner). 5. Little Book of Modern Verse, I and II — Rittenhouse (Houghton-Mifflin). 6. Types of the Short Story — Heydrick ( Scott- Foresman). :. Selections from the World's Greatest Short Stories — Cody (McClung and Company). 8. Short Stories of America — Edited by Eobert L. Ramsay (Houghton-Mifflin). 9. A Book of Narratives— Campbell & Rice (D. C. Heath). ELEVENTH GRADE. I. Grammar (£). A. In the last term of the senior year, a brief review of grammar should be given, with practice in sentence analysis. II. Composition (£). A. Text: Composition and Rhetoric, Herrick and Damon. To be used as a guide or reference book when questions in composi- tion and rhetoric arise. Unit of emphasis — The Composition as a Whole. B. Aims. 1. To give experience in collecting and organizing material for themes of some length — 1500 words or more; to teach the use of the expository outline for this purpose; to show how to secure interest and appropriate emphasis. 2. To give practice in debating and parliamentary usage. 3. To extend and fix knowledge of the principles of paragraph structure and sentence structure. 4. To continue to build upon the work of Grade X in such ways as may be possible and necessary. 5. To utilize special interests of particular classes where con- ditions permit. C. Material. 1. Current events, magazine articles, topics developed by obser- vation and library work, questions for - informal debate, biography, general reading. 2. In special courses: (a) Short stories; (b) dramatizations and verse making; (c) debating; (d) newspaper writ- ing; (e) economic and industrial interests; (f) commer- cial correspondence. D. Methods. 1. Local history may furnish much material for dramatization, as may also any dramatic incident in history. 2. For the work in debating, wide reading on subjects of na- tional importance should be required. These subjects should be of present interest and should not be too diffi- cult or involve too much detail. — 41 — 3. For the work in exposition, a nucleus of interest for the long expository theme should be in the mind of the pupil. He learns a little about radium. His curiosity is aroused. By using the Header's Guide he finds that he may learn almost all there is known about this interesting subject. A boy in the fourth year has made a gas engine. His interest in engines is keen enough to lead him to find out about marine engines. Economic questions concern- ing certain vocations are good material. The problem in the above cases will be to make the subjects interesting to an ordinary audience. 4. For the work in advertising, analyze good advertising in newspapers and magazines and write advertisements for school activities — athletic contests, plays, social events — and for salable articles made in the school. 5. For journalism, study the writing of editorials for school publications, study the "news story/' and the application of its principles in the reporting of school activities — athletics, social events, etc. 6. For verse writing, material should be confined to very simple themes which school life furnishes. Occasionally a pupil is found who may be encouraged to express genuine feel- ing in the lyric form. 7. Note to the teacher: From the first of this year, particular vigilance should be exercised towards the student who is weak in the fundamentals of English composition and rhetoric. If he is persistently weak or careless in the matters of spelling, punctuation, penmanship, capitali- zation, sentence and paragraph structure, and choice and correctness of words and phrases, he should be warned from the first of the year that he will not be allowed to graduate unless he attains a working knowledge of these principles. By the time he reaches this year's course, correct use of such fundamentals should have be- come habitual. Any child who is hampered by a de- ficiency in the fundamentals is unlikely to accomplish satisfactory results in eleventh grade work. E. Oral English. 1. Oral Composition. Debating should be continued, as in the tenth grade, with the emphasis upon a logical develop- ment of the thought, the presentation of satisfactory evi- dence, and interesting delivery. This should include planning speeches for particular occasions; e. g., social occasions, introduction of speakers, after-dinner talks, gift presentations, business occasions, explaining a busi- ness proposition, soliciting cooperation, making a law- yer's plea, etc. An effective plan in debate is to divide the class into groups of fours; place on the blackboard a list of live subjects for debate, and permit each group to choose a subject; let members of each group draw, respectively, for the affirmative and the negative side, placing two on each side; each group should then outline its debate with the teacher's assistance, and, following the outline, work out the debate carefully; each group should then give its debate before the class, the class voting at the close as to which side has won. Other effective exercises result from the organization of the class into city councils, moot courts, or legislative bodies, with debates on subjects commonly brought before such bodies. 2. Orations. The memorizing and delivery of carefully pre- pared compositions on important themes from political or industrial life;, or from literature. Instruction in choosing subjects and illustrations within the experience of the audience. Considerations of the elements of in- terest and how to avoid digression and tediousness. Ee- lation between speaker and audience. 3. Vocabulary. Continued emphasis should be placed upon the necessity of acquiring an ample vocabulary. 4. Parliamentary Practice. Instruction and practice in parlia- mentary procedure should be given. 5. Public Addresses. The ability to address an audience effec- tively and to make an acceptable speech for school occa- sions should be developed. The ability to preside satis- factorily at meetings of a class or club is of importance, and pupils should have practice at such meetings. 6. Oral Reading and Delivering Memorized Selections should be continued. Aside from the literature prescribed for this grade, the great orations and poems furnish material for interpretation. 7. Dramatization. The reading and discussion of some of the best of the contemporary dramas, with a view to presen- tation of one or more of these by a selected cast. P. Study of Versification. A review should be given of the work of previous grades. Exercises in scansion, in the classification of feet, lines, and stanzas, and in verse writing should be continued. III. LlTEEATUEE (§). Text : English Literature — Long. A. For intensive study. Group 1. Poetry. The anthology should afford the material for the intensive study of poetry. The teacher should be very careful of her daily preparation, for poetry, when taught this way, can yield much by way of pleasure and profit. Memory work should be fre- quent. —43— Group 2. Drama. (Select two.) 1. Shakespeare — Macbeth or Hamlet. 2. Shakespeare — The Tempest. 3. Yeats — The Land of Heart's Desire, The Hour Glass. Group 3. Essays and Speeches. (Select two.) 1. Carlyle — Essay on Burns. 2. Lamb — Dissertation on Roast Pig, Dream Children. 3. Macaulay — Life of Johnson. 4. Euskin — Sesame and Lilies. 5. Law — Modern Essays. 6. Wilson — When a Man Comes to Himself. B. Eor outside reading. Fiction. (Bead four.) 1. Austen — Pride and Prejudice. 2. Barrie — Margaret Ogilvy. 3. Galsworthy — The Patrician. 4. Eliot — Adam Bede. 5. Mrs. Gaskell — Cranford. 6. Hugo — Les Miserables. 7. Thackeray — Henry Esmond. 8. Bronte — Jane Eyre. 9. Kipling — Light that Failed. 10. De Morgan— Joseph Vance. 11. Churchill— The Crisis. 12. Canfield— The Bent Twig. 13. Hutchinson — If Winter Comes. Biography. (Read two.) 1. Boswell — Life of Samuel Johnson. 2. Bryce — Studies in Contemporary Biography, 3. Chesterton — Life of Dickens. 4. Stevenson- — Letters. Drama. (Read one.) 1. Galsworthy — Justice. 2. Kennedy — The Servant in the House. 3. Yeats — The Land of Heart's Desire. 4. Jerome- — The Passing of the Third Floor Back. 5. Sheridan — The School for Scandal, The Rivals. 6. Synge — Riders to the Sea. Anthologies. 1. Rich — A Study of the Types of Literature. 2. Manly — English Prose and Poetry. 3. Newcomer and Andrews — Twelve Centuries of Prose and Poetry. 4. Palgrave — Golden Treasury. Handbooks of Composition. 1. Greever and Jones — Handbook of Writing. 2. Royster and Thompson — Guide to Composiiton. 3. Woolley — Handbook of Composition. 4. Clark — When You Write a Letter. Additional Suggestions. Frequency and Correction of Themes. — Themes written and corrected in class and varying in length from one sentence to one page should be required almost daily of every pupil in high school. It is better, how- ever, to require only two formal themes a month, but these should be carefully marked by the teacher and revised or rewritten by the pupil. Quicker and more definite results will be obtained if the pupil will write underneath his correction the rule he has violated. In this connection a good handbook of composition is an invaluable reference companion for both teacher and pupil. Length of Formal Themes. — In the first two years of high school, formal themes should range from one to three pages in length; in the last two, from three to five pages. If desirable, each class may write a term theme longer than the maximum biweekly, but care should be taken in the choice of the subject. The Notebook. — Pupils should provide themselves with a notebook, preferably with a loose-leaf, 8x11 inches in size. If the loose-leaf is adopted, the pages must be reinforced with gummed muslin eyelets to keep the leaves from tearing out. In this book all themes, notes, and other written work should be preserved for future reference. Cooperation With Other Departments. — While it is true that English teachers are sometimes negligent in accepting the opportunities that other departments offer, the fact needs to be emphasized that other departments are just as negligent in supporting the instruction in English. However insistent the English teacher may be that every oral and written assignment connected with literature conform to certain rigid requirements, this teacher must have the cooperation of those in the other departments in order to stem the tide of crude, ineffective English, and render the use of good English automatic throughout the school. As a means of bringing about cooperation between the different de- partments, the following suggestions are offered : 1. Let the English teachers in their oral and written composition work make free use of the materials offered by the other departments. —45— At the same time, the history, science, and other teachers should sup- plement their work whenever possible, with selections from English and American literature. 2. Every member in the faculty should be urged to call attention to the elementary errors in all of the written and oral work under his direct supervision and to require the form adopted for the school by the English Department. In the years to come, details of the Battle of Gettysburg will in all probability, be forgotten, but the boy and the girl who learned these details, will be accepted or rejected for some good position according to his or her command of written and spoken English. —46— PUBLIC SPEAKING. Aim. — The instruction in public speaking should be of a nature to train pupils for citizenship. The end should be to enable a student to think before an audience and to deliver his thoughts in a clear, orderly, and effective manner. The classroom instruction must give due atten- tion to subject matter as well as to delivery. Time. — The work may be given as two one-half units, each consum- ing one-half of a year, with regular forty-five minute recitations daily. It may be accredited for one-half or for a whole unit. Instructor. — The instructor must be a regular member of the school faculty. A teacher who is not a member of the faculty or who receives a fee for the work of instruction will not be recognized as an instructor for work which receives affiliated credit. Text Books. — The following text books are acceptable, but are not necessarily exclusive of others that may be approved upon application. It should be understood that the State adopted texr "Oral English and Public Speaking" is intended primarily as a text to be used in the classes in English in order to afford opportunity to reach to such extent as time permits all the pupils in the high school. More elaborate and advanced texts are required for separate classes in public speaking if the work is to count as an affiliated credit. This text must be used in each high school course. Acceptable Texts. (To be placed in the hands of the pupils.) Clark & Blanchard, Oral Interpretation of the Printed Page. Shurter, Public Speaking, Allyn & Brown. Extempore Speaking, Ginn & Co. The Bhetoric of Oratory, The Macmillan Company. Poster, Argumentation and Debating, Houghton-Mifflin Co. Shurter, How to Debate, Harper & Bros. Publishing Co. Befeeence Texts. (To be used by the instructor.) Mosher, The Essentials of Extempore Speaking, Hinds, Havden & Eldredge. ! ' •'*'] Phillips, Effective Speaking, Newton Company. Stratton, Public Speaking, Harper & Brothers. Watkins, Public Speaking for High Schools. Woolbert, The Fundamentals of Speech, Harper & Brothers. Gardner, The Making of Arguments, Ginn & Co. Lyons, Elements of Debating, University of Chicago Press. Pattee, Practical Argumentation, The Century Company. Bobbins, High School Debate Book, McClure. Company. Thomas, Manual of Debate, American Book Co. Lockwood and Thorpe, Public Speaking Today, Benj. H. Sanborn & Co. For a one year course in public speaking, the time should be devoted —47— largely to an interpretation of the printed page, and to debates, only a short time being devoted to the study of extempore work. In the study of the printed page, careful attention should be paid to the study of words, their relation to the sentence; to a study of the sentence, its relation to the paragraph; and to a study of the relation of the paragraph to the whole. In the analysis of any selection, some definite form can be used. The following is a suggestive form : A. Literary Analysis. (1) Keynote: What it is and where struck. (2) Central idea. (3) Climax. (4) Transition of thought. (5) Atmosphere: What and how secured? By descriptive words or verbals? B. Vocal Analysis. (1) Key. (2) Rate. (3) Volume. (4) Force. (5) Emphatic elements. This presupposes that the student has already studied the funda- mentals of oral expression. After the selection has been analyzed, the memory work may be accomplished by the "whole method/' Both poetry and prose should be studied and analyzed according to the form suggested above. This does not mean that all of the selections in the text should be memorized, but that they should all be studied and interpreted. At least half of the year should be devoted to declamation, to a study of the printed page, and to the oral rendition of the thoughts gleaned from the study of the printed page. A study of debates should then follow. A good text on debates must be used for the study of the technical analysis and the technical terms used in debates. Then famous examples of debates should be carefully considered and briefed by the class. Next, questions of present day interest can be taken up. The class may collect material on a present day topic, brief this ma- terial, and use it in formal debates with classmates or with other schools. An exercise which is of value in teaching students to write debates is to make a careful study of arguments on present day topics. These argu- ments may be clipped from magazines and daily newspapers. In a class discussion, the good and weak points of the arguments may be brought out, and if the students are interested enough, these same articles may be rewritten. High school children except those few in schools fortunate enough to have regular departments of public speaking with trained public speak- ing teachers can do little in formal extempore speaking. Therefore it is advised that no intensive study be given' to extempore speaking as such. However, a careful study of occasion speeches may be made, and after much reading on the subject, reports on historical and present day happenings may be given. —48— HISTORY AND THE SOCIAL SCIENCES. "Day by day it is becoming increasingly evident that the intelligence of man is not keeping pace with the growing complexity of modern society, and that a fundamental change must be brought about in edu- cation if the decadence of civilization is to be prevented and social control achieved." Such is the alarm as to the need of social science studies in the high school recently voiced by Harry H. Moore, Secretary of the National Committee on Teaching Citizenship, and given wider publicity and weightier authority through reprint and distribution by the Bureau of Education of the Federal government. A man's native wit may have been a sufficient guarantee for the wis- dom and justice of ways and measures in the ages gone by; a knowledge of the machinery of government, and an intimate acquaintance with the meanderings of politics and politicians may have sufficed for the leaders of state in its primitive years ; but certainly the flounderings of would-be statesmen in dealing with the complex problems that confront the present, are sufficient proof that more social and political intelligence is needed if the decadence of civilization is to be prevented and social control achieved. The quickest and easiest way to develop such intel- ligence is through more social and political education in our schools. By social studies is meant those concerned with human relationships and conditions, such as the study of history of government, of industry, of family and community life, of public health, of social organization and progress, and of social standards; that is, history, government, sociology, economics, ethics, etc. These courses are offered freely in all colleges and universities, but the trouble is that such courses offered only in the colleges will never reach the goal of mass-intelligence as so small a proportion of our popu- lation attains a college education. For this, therefore, it is needful to go clown into the high school. It is here that public opinion is made and controlled. Therefore, courses in social science should be empha- sized strongly in all of the high schools of the state. In the high school curriculum should be planted the seeds from which may spring sympa- thetic, efficient, intelligent citizenship. The report of the Committee on the Social Studies in Secondary Education of the National Education Association more nearly than any other document, probably, represents an expression of the opinion of the teachers and school administrators of the country concerning the course of study in the high schools. The following is a hare outline of the course proposed in this report : Junior high school cycle (years 7-9). European history. American history. Civics. Senior high school cycle* (years 10-12). European history. American history. Problems of democracy — economic, political, social. -^9— In Texas, there are a number of reasons why it is not feasible for a majority of the schools to accept this unmodified program. In the first place, Texas school systems have only eleven grades. In the second, comparatively few Texas schools maintain Junior High Schools. In the third, Texas has a new elementary school program providing for history in the elementary grades, and it is not desirable that this be so soon re- placed. In the fourth, Texas has state-adopted texts, some of which do not fit into the program proposed, and it is not the part of pedagogical wisdom to set these aside lightly. For these, and other reasons, it is not practicable, even if it were thought desirable otherwise, to accept it. But there are many salient features of this program which Texas schools may very profitably adopt into their courses of study. Some of these are: the acceptance of the viewpoint of America as a world factor; the emphasis on social, political, and economic phases of history; the idea of community life as the point of departure in all social studies; the emphasis upon the intelligent functioning of buys and girls as citi- zens instead of, as formerly, upon the conventional organization of gov- ernment; and the necessity for a more precise definition of the field of history and the social studies to be taught in Texas schools. In order that as many of the foregoing features as possible be incor- porated into the history and social science work in Texas schools, the course given below is suggested : SUGGESTED HIGH SCHOOL COURSE IN HISTORY AND THE SOCIAL STUDIES FOR TEXAS SCHOOLS. I. For Four- Year High Schools. 1. For the Eighth Grade. Ashley's text. Early European Civilization, entire text. Stress the social, political, and economic phases of life throughout, and touch lightly on the military aspects except as they relate to these other phases. These phases may be further accentuated by the proper selection of source readings, maps, and topics for individual reports, or for theme work. Wherever possible, comparisons between earlier conditions and present conditions should be drawn. The beginnings of English in- stitutions and customs affecting directly the background of American History should be definitely pointed out. Some effort should be made to train the pupils in evaluating source material. An opportunity to connect the past with the present should never be overlooked. The past should be used to make intelligible the social, political, and economic world of the present. 2. For the Ninth Grade. Ashley. Modem European Civilization. Thn entire text. The cap between it and the living present should be bridged by the introduction of regular weekly discussions of important current, movements and prob- lems as presented in standard periodical h'terature. such as The Literary Digest. The Outlook, The Independent. The Nation, etc. The sug^es- tions for the placing of emphasis given in the eighth grade are equally applicable here. More opportunity should be given for the proper eval- uation of sources. Great care should be taken to make clear America —50— in its world setting. All phases of English life that make clear the beginnings of American life and institutions should be carefully con- sidered. S. For the Tenth Grade Latane, History of the United States, the entire text. The work is to be so expanded that it will take in a creditable portion of the great wealth of source material which a progressive teacher will find on every hand. Considerable opportunity should be given for judging the merits and reliability of this source material. As in the eighth and ninth grades, especial emphasis should be placed upon the social, political, and economic aspects of the subject. Dead issues, — questions no longer agitating the nation, — may be rapidly passed over. It is the part of wisdom to put the "soft pedal" on questions already settled but still likely to arouse sectional or racial prejudice. Teach the truth swiftly and surely, and let it go at that. The world relationships of the United States should be given most careful consideration. The text should here be greatly expanded by means of supplementary texts, source readings, and current literature. Such periodicals as those named for the ninth grade should be in reg- ular use. The Americanization program, in so far as it comes within the field of history, should be borne in mind. Americans should be trained into a sympathetic insight into the customs, manners, hopes, and aspirations of the foreigners who seek our shores. Young Americans should be taught a proper appreciation of foreign -born talents and institutions, as well as a self-respecting appreciation of their own. This would eliminate much of the spread-eagle bombast, and offensive contempt for things non-American of which Americans have sometimes been ac- cused, and Wihich truth forces thoughtful Americans to admit, sometimes characterize the youth who mistakes ignorant boastfulness for loyalty and patriotism. Jf. For the Eleventh Grade. Ashley's New Civics. The entire text. If used for only one-half of the year, the work must necessarily be confined more closely to the text book; but, even then, there should be ample time for covering a considerable amount of outside work and collateral reading. For the remaining half term, an elementary course in economics, or sociology is recommended. During the progress of the course, the idea of the life of the community as the point of reckoning should be kept in mind. The outstanding aim should be to train the pupils to function as good American citizens, to become "Men who their duties know, But know their rights, and knowing, dare maintain." And this must begin with life in the community, and come back con- tinuously to it. If it is determined that civics be taught for the entire year, much outside work and collateral reading should be planned for, and included in the course in order that it be made full. A year's work in which the pupils stand still and mark time for one-half of the term has no excuse —51— for being. The use of standard periodicals should be continued reg- ularly. II. Foe Three- Year High Schools. 1. The Eighth Grade. — Same as for the Four- Year High School. 2. The Ninth Grade. — Same as for the Four- Year High School. 3. The Tenth Grade. — Intensive work on American History (one- half year). Intensive work on civics (one-half year). The work in this grade will be necessarily confined more closely to the text books than in the Four- Year High Schools. But, even here, the resourceful, interested teacher will be able to weave in a considerable amount of collateral reading and correlated work of various kinds. In the accompanying organizations of the various fields of the social studies, the asterisks mark the dates, persons, maps, etc., which will be regarded as essential. The current event work may be handled in general sessions of the small high schools by having each grade to take charge of some phase of the material, such as foreign affairs, material affairs, state affairs, etc., the leaders appointing beforehand some girl or boy to report on some particular movement or event. The teacher will keep his hands on the reins by advising with these leaders as to what is important and appropriate for the program. This exercise need not occupy more than one-half or three-quarters of an hour weekly, and the entire group will be benefited. An adequate number of copies of some standard magazine should be regularly in the school library, or, better still, in the hands of the pupils. III. Foe the Two-Year High School. 1. The Eighth Grade. — Same as for the Three- Year High School. 2. The Ninth Grade. — Same as for the tenth grade in the Three- Year High School. From the foregoing plan of work it is seen that the English History as a separate study is left entirely out of the course. This is done advisedly, but the omission in no way indicates a waning of interest in English History, per se. It is only another case of not loving Caesar less but Eome more. Heretofore the majority of the high schools of Texas have been devoting one whole year's work to English History, and only half of that time to American History. Moreover, it is not desired that the program be interpreted as favor- ing a reduction of the number of history courses offered in high schools in which there is a teaching force sufficiently large to offer electives. But experience has shown that in small high schools with a limited corps of teachers it is a great mistake to multiply courses. In such schools, quality of work rather than quantity should be emphasized, and in these, the place of English History can be more profitably devoted to the sub- jects suggested above. A DEFINITE BASIS OF WORK FOE PUPILS AND TEACHERS. Organization of the Fields of History, Civics and Economics. Teachers all over the country have asked for some definite organiza- tion of the field of History, and for a more precise definition of this —52— field. Below is given a scheme for this organization and definition in each division of the field as recommended in the course of study. While willing acknowledgment is made of the shortcomings and faultiness of workmanship in the plan, still it is believed that even a poor plan well carried out is better than no plan at all, and it is asked that the teachers in the small high schools of the State particularly make a faithful effort to carry out their History work according to this plan. In these organizations, the idea has been to assign a fair proportion of time to each division of the respective adopted text books in such a way that source readings, maps, reports, etc., may be made to correlate with each other, and all may be made to emphasize selected phases of the subject. Pupils should be taken into the confidence of the teacher and given a copy of these general organizations. They should have the plan of the whole explained to them, and should be shown exactly what will be re- quired of them. They should know in advance that in this organization they will discover the basic facts for all tests and college entrance examinations. All of the history work — the text books, the maps, the source read- ings, the dates, the personages, the reports, etc., should be prepared on schedule time, and should be kept before the pupils by means of rapid drills, reviews, and tests. Where the teacher has not access to the source books from which the readings suggested are taken, he should make selections from available books, taking care that similar phases of history be brought out in the substitutions. No organization of the sociology course has been at- tempted because the records show little demand for it. Gei TheD (I) (ID (III) (IV) II. The B A. Gre( (V) c (VI) (VII) (VIII) B. Rom (IX) (X) ( III. The \ (XI) (XII) (XIII) IV. Transi) (XIV) (XV) (XVI) V. The Fe (XVII) (XVIII] (XIX) n (XX) (XXI) (XXII) VI. Transit (XXIII (XXIVj lut (XXV) (XXVI) (XXVI t c (XXVII (XXIX) dcs re- dit )ur 3ur ols, ght 2ial hat ■ted ing Dre, and :iir- has )int of om- ges. ugh you lore i of ince ting atic s to and be- -hile the ;lves >rac- irob- oach the cent ear's tudy High ORGANIZATION OF EARLY EUROPEAN CIVILIZATION. General Organization. Time in days. Readings for Class. Maps. Important Dates. Important Persons. Important Places. Important Terms. Topics for Reports or Themes ot Individuals. Historical Fiction. I. The Dawn of Civilization: (I) Prehistoric Man. (II) The Dawn of History. (III) Civilization of the Near (IV) The Aegean Area. 3 3 3 3 3 The Nile. Botsford, Source Book in Ancient History, pp. 6-8. Precepts. Botsford, Source Book, pp. 15-20. An Ancient Strike. Maspero, Ancient Egypt and Assyria, pp. 32- 36. Mediterranean World, about 2000 B. C. Great Kingdom, 555 B. C. Divisions of Greece. Greek Colonies. 4241 B. C. 1650-1575 B. C. 1300 B. C. 1500 B. C. 776 B. C. Rameses. Seti. Sargon of Agade. Hammurabi. Tiglath Pileser. Nebuchadnezzar. David. Solomon. Lycurgus. Draco. Solon. Memphis. Thebes. Nineveh. Babylon. Jerusalem. Mycenae. Crete. Athens. Sparta. neolithic. Paleolithic. prehistoric. predynastic. hieroglyphic. cuneiform. Rosetta Stone. Behistun Rock. Oracle. Amphictyony. laconic. City-state. metic. Bema. Pnyx. Ur of the Chaldees. The Hanging Gardens of Babylon. Nebuchadnezzar and Daniel Book of Daniel V. Bible. Hammurabi and His Code. Stanley Waterloo, Ah. London, Before Adam. Geo. Ebers, Uarda. Gen. Low Wallace, Ben Hur Kingsley, Hypatia II. The Expansion of the Nations: A. Greece. (V) Greece and Persia. (VI) Hellenic Greece. (VII) Alexander. (VIII) The Place of Greece in History. B. Rome. (IX) Early Rome. (X) Conquest of the Med- iterranean World. 3 2 10 The City State. Botsford, pp 97-101. Greek Colonization. Fling, Source Book of Greek His- tory, pp. 29-41. Solon. Fling, pp. 81-86. Buildings and Other Remains. Munro. Regal Rome. Botsford, Source Book, pp. 389-396. Munro, Source Book of Roman History. Articles Nos. 7, 11, 12 and 16. Hannibal. Davis, II, pp. 56-60. Athens. Peloponnesus. League and Delian. Confederacy. Alexander's Empire. Divisions of Italy. Rome. Expansion of Rome. 753 B. C. 510 B. C. 490 B. C. 480 B. C. 431 B. C. 404 B. C. 390 B. C. 371 B. C. 362 B. C. 264 B. C. 146 B. C. Cvrus the Great. Darius. Leonidas. Miltiades. Themistocles. Aristides. Pericles. Philip II. Alexander. Hannibal. Sardis. Thebes. Marathon. Thermopylae. Salamis. Syracuse. Pylos. Chaeronea. Granicus. Rome. Carthage. Saguntum. Zama. Parthenon. ostracism. Laocoon. Discobolus. Macedonian Phalanx Piraeus. Long Walls. perioeci. toga. Circus Maximus. Cloaca Maxima. Philippics. The Training of the Spartans. Alexander the Great. Pericles. Dress of the Greeks. Bulwer-Lytton, The Lost Days of Pompeii, Vlacaulay, The lays of Ancient Rome. Davis, A Victor of Salamis. III. The Roman World State: (XI) Revolution and Imperi- alism. (XII) The Roman World. (XIII) The Roman Empire After Augustus. 5 10 10 Review 10 Davis, Readings, II, pp. 85-181. Religion. Botsford, Source Book, pp. 401-404. Caesar. West, The Ancient World, pp. 445-457. Slavery. Johnson, pp. 102-111. Gaius-Gracchus, Plutarch Lives. The Roman House. Johnston, Private Life, pp. 117-157. Rome, 14 A-. D. The Roman World, 117 A. D. The Roman World, 337 A. D. Barbarian Kingdoms within the Empire, 450. 264 B. C. 146 B. C. 133 B. C. 44 B. C. 31 B. C. 14 A. D. 180 A. D. 284 A. D. 312 A. D. 455 A. D. 476 A. D. Romulus. Cincinnatus. The Gracchi. Cicero. Julius Caesar. Octavius Caesar. Diocletian. Horace. Rome. Capua. Cannae. Saguntum. Nicaea. Chalons. Syracuse. Actium. Lares and Penates. Comitia Centuriata. Plebeians. Veto. Licinian Laws. S. P. O. R. Pyrrhic Victory. Legion. Imperator. Princeps. Forum. Marriage in Rome Julius Caesar. The Water Supply of Rome. The Dangers in Rome. Causes ofthe Decline of Rome. Persecution of the Christians. Shakespeare, Julius Caesar. Davis, A Friend of Caesar. Bulwer-Lytton, The Last of the Tribunes. IV. Transition from Ancient Times. (XIV) The German Invasions (XV) Christianity and Mo- hammedanism. (XVI) Franks. Saxons and Norsemen. 3 3 4 Early Germans by Tacitus. Ogg, Source Book, pp. 23-31. Some Thoughts of Marcus Aurclius. Botsford, p. 510. Charlemagne. Robinson, Readings. I. pp. 126-128. Saxon Invasion. Ogg, pp. 68-72. Monastic Life in the Twelfth Century. Webster, pp. 82-88. Europe, 843. Christianity vs. Mohammedanism, 800. England — 9th Century. 376 622 732 843 748 Charlemagne. Alfred the Great. Afaric. Stilicho. Mohammed. Whitby. Verdun. Tours. Constantinople. Chalons. Mecca. Bagdad. Arianism. Athanasianism. Ordeal. Compurgation. Valhalla. Islam. Hegira. Valkyrie. Ordeals. The Religion or the Germans. Conversion of England. St. Benedict. The Teaching of Islam Tennyson. Boadicea. Tennyson, Idylls of Ihe Kwa. Kipling. Puck of POOks Hill- Bulwer-Lytton, The Last of Ihe Saxon Kings. V. The Feudal Age: (XVII) Life of the People. (XVIII) The Medieval Church. (XIX) The Church and Inter- national Movements. (XX) Towns and Trade. (XXI) The Rise of the Nations (XXII) Civilization of the Later Middle Ages. 5 5 5 5 5 5 Rights of the Lord. Ogg. pp. 221- 228. Life in the Castle. Tappan, When Knights Were Bold, pp. 75-101. The Benedictine Rule. Webster, Readings, pp. 22-30. The Peasants. Cheyney, Indus- trial and Social History, pp. 40-45. Inducements Offered to Crusaders. Robinson, Readings, I, pp. 337-340. How Goods Were Sold in the Middle Ages. Tappan, pp. 246-275. Medieval Towns. Medieval Commerce. 1059 1066 1096 1215 1270 1338 1350 1453 Roger Bacon. Innocent III. Henry IV. Gregory VII. Wm of Normandy. Joan of Arc. Dante. Wyclif. Bremen. Genoa. Venice. Florence. Canossa. Agincourt. Crecy. Hastings. Marseilles. Milan. Paris. Merchant Adventurers. Scutage. Tonnage. Model Parliament. Guild. Petition of Rights. Invincible Armada. Protectorate. Glorious Revolu- tion. The Tournament. Hospitalers and Templars. Gothic Cathedrals. Town Life. , ,, , Joan of Arc (See Lowell and Mark Twain.) The Alhambra. Dante. Scott, Ivanhoe. Scott, The Talisman. Shakespeare, KingJahn. Bulwer-Lytton, The Last of the "'jane Porter, Scottish Chiefs. Dumas, The Three Musketeers. VI. Transition to Modern Times: (XXIII) The Renaissance. (XXIV) The Economic Revo- lution of the Renaissance. (XXV) The Reformation. (XXVI) The Century of Re- ligious Wars. (XXVII) Social and Scientific Changes. (XXVIII) Constitutional D<- velopment of England. (XXIX) Absolutism in Europe. 5 5 6 4 6 6 3 Review 1 mo. Petrarch. Robinson, I. pp. 524- 528. Renaissance Artists. Webster. Readings, pp. 183-194. Land Enclosures in England. Cheynev, Industrial and Social His- tory of England, pp. 141-147. Indulgences, Robinson, I, PP •"- 61. World Map showing explorations and discoveries, 1650 Europe, 1648. \Vorld Map, 1914. World Map, 1920 1492 1588 1607 1660 1666 1688 1648 1713 Columbus. Gutenberg. Cromwell. Magellan. Calvin. Leonardo De Vinci Henry VIII. Elizabeth. Raphael. Michael Angelo. Jamestown. Plymouth. Worms. Westphalia. London. Utrecht. Trivium. Renaissance. 31ack Death. Jacquerie. Act of Supremacy fesuits. lircat schism. Babylonian Captivity. Investiture. Shakespeare. n "'""f'! L Luthur. Tennyson, «""■'''" ',„, p aa per. Madam Roland. Twain. The P"'"' [ " ' , he tier- Charlotte Corday. Alfred Noycs, tales oj Kossuth. nuiid Inn. „., njhrim Disraeli. Wordsworth, m SSS Success-Luck or » ning> Strafford. 11 Wage-Earners in England field. I each div willing of work] well car teachers faithful In th< of time way tha with eac the subj Pupil; copy of whole e: quired o they wi examina All o: ings, tli schedule drills, r Wher readings books, t substitu tempted II. II] IV au- dcs re- dit )ur 3ur ols, gilt 2ial hat >ted ing ore, and ;iir- has )int of om- ges. ugh you lore i of ince ting atic s to :and be- -hile the »lves >rac- iroh- oach the cent ear's tudy High ORGANIZATION OF MODERN EUROPEAN CIVILIZATION. General Organization. I. Absolutism and National Origins. (I) Karly 17th Century Europe. (II) England in 17th Century. (III) Absolutism on Continent of Europe. II. Mercantilism and Progressive Enlightenment. (I) Struggle for Colonial and Commercial Empire. 1. Contest for Atlantic trade before 1700. 2. English and French Col- onies in 17lh Century. .'!. Commercial wars between England and France. 4. England and America, 1763-1789. (Map studv. Test.) (II) Reform. Source Readings Subject- Book pp. Robinson's Readings in European History, pp 34 ' Robinson, pp. 371, 378. N„s. 154, 154a, 155, 156. Pp 388. Nos 157, 158, 150, 1G0, 161, 162 163 Map Subject. III. The Age of Revolution, [789- 1849. (I) The French Revolution. (II) The Napoleonic Period. (III) Reconstruction and Re- action, 1800-1830. (IV) Economic Revolution in Kuropc. (V) Economic Revolution on Continent. (VI) Political Revolution, 1830- 1849. IV. Democracy and National Development. (1849-1918) (I) National Unity. (1849-1871) (II) Frame, [tab and the Netherlands. (III) Germany and Auslt 1870-1914 (Race problem I (IV) The Russias. 1 1 " og. isolation.) (V) Great Britain Before 1805 (VI) (iriMl Britain After 1805 V. Expansion and International Conflict (I) The British Empire. (II) The Far East. (III) Africa and the Near Easl (IV) The Great Alliances and International Conflicts. (V) The Greal War to 1918 (VI) Europe in the Twentieth Century. (I) The People and the Gov- ernments. (II) Commerce, Industry and Labor. (III) Betterment and Progress. Robinson, pp. 400-409. Nos 164, 165, 166, 107, 168. Robinson, pp. 112-428, 430-446 147-464, 107-501. Robinson, pp. 507-522. Robinson and Beard, pp. •201-267 [bid . 26^ Robinson. 581-587. Ibid., 587-501. Robinson and Beard, pp. 275-281. Robinson, pp. 591-594 Robinson, pp. 523-5 17. Europe — Change in French boun- daries Wars of Louis XIV, 1648 1789, 1871. . „ . , Europe — Extent of Russia (need iports); Extent of Poland; Partition of Poland. English and French possessions. Nor Ih America — Show territorial extent before 1763; afler 1703. Extenl 1783. Map showing mduslrial resources of England. Important Dates. 1588, 1607, 1620, 1628, T648, 1660, Important Personages. Copernicus, Galileo, Sir Isaac Newton, Francis Bacon, Luther, i.aMn, Zwingli, Cromwell, James I, Charles I, Jam ( . 3 n William III. John Wesley, Louis 'XIV, Colbert, Peter the Great Frederick the Great. Europe 1789. Europe 1810. Europe alter 1815. \1 ip showing natural resources of and distribution of in- lustries about 1830. Robinson and Beard. Readings in \todern European History, II. pp 138-381. llucl . pp. 340 3 1 1. Ibid., pp. 3 11-317. Ibid., pp. 334-336. Ogg. Economic Development of Modern Europe. Recenl industrial langes in Russia, pp. 329-33 I Robinson and Beard pp 132- 111 Ibid , n pp 287-297. General Reference. Robinson and Beard, Development of Modern Europe. II. pp 1'in 2IM) Ibid., pp. 454- [58. R"lc pp 009 702. 0i0l-(i(l5 165-667, 66 Ibid., pp. 710-712. 712-718. Ibid., pp. 72P General Referem e Bullard, Diplomacy of the (heat H ar. I lavis, Roots of the War Robinson i 735. General Reference Red \\ Hie and Blue Series Ayres The War With Germany a Statistical Summary " f "■*"">> "f "- I'he War Cyclopedia Harding's Outlines -»/ /;„. ,,-,. ,,, \\ ar. West The War and th, Modem lllstoiii (.real War. pp. 362-372 ' Duncalf, A War Text Book fox 1 1 cos Schools. J Ogg. Social Progress i„ <•„. cV/n/.wc-n, Europe, pp 139-212, 33 Oho The Government of ;•',„,,, ion- Italy — Show steps in unification Sardinia center. Successive annex, ation by wars — dates. Key or legend for map. Europe — Unification or reorgan- ization of Germany. Same plan as above. Prussia, the center. Zoll- vcrein, etc Wars with dates and annexations. Europe — Race map. Austria- Hungary. (Bring out race problem source- of I'lilure trouble) Europe — Territorial growth of European Russia. (Bring oul geographical isolation. Efforts to gain seaports log problem of Russia.) Maps of World Show Bril ish expansion. Key (date ol acquisition of most important). Map — 1 lismemberment of < >t to- man Empire. Map of Africa -Show European occupation. Map of Southeast Europe — Show Balkan Stales. 1878-1011. Map ol War Fronts - Western Front. Italian Front Eastern Front, South Eastern Front. ylap -Coal and Iron Areas. Mop of Europe showing the gov omenta in 191 I Map ol Europe showing govern- atv. inenls in 1920. I'lidp. Government Ownership al\ Map showing n Pp"".'! 1 ',. ^"r^ic " Eur °P einlM incipal railways 1713, 1756, 1763, 1765, 1773, 1774, 1775, 1776, 1783. 1787, 1789. 1789, 1805, 1.SO0, 1812, 1813, 1815. unc 18, 181! 1870, 1871. 1803, 1860. George III, Washington, Clive. Beccana. Jenner. Venice. Genoa. London. Lyons. Paris. Oxford. Cambridge. John Howard, Elizabeth Fry, Beccaria, Voltaire, Rousseau, Adam Smith, Turgat, Necker, Robespierre Napoleon, Mirabean, Lafayette. Metternieh, Talleyrand. Canning Eli Whitney, Arkwright, Har- greaves. Newcomer, Watt, Cort, Kossuth, Mazzini, Stephenson, Macadam. Mar. 15, 1917 1832— Reform Bi 1867— Reform Bi 1884. 1885— Reform Bi 1911 Parlia- nentary Act 1918 Parlia ncntary Act 1914. July 23. July 28, July 31, a Aug. 3. April 6, 1917. Nov. 11, 1918 Cavour, Garibaldi, Victor Emmanuel. ismark, von Moltke, Napoleon III. Alexander II, Wide, Milyoukov Kerensky. George III, Wm. Pitt, the Younger, Lord Palmerston, Sir Robert Peel. John Bright, Gladstone, Disraeli Parnell, Daniel O'Connell. Suebec. trecht. Montreal. Philadelphia. Yorktown. New Amsterdam Newgate. Vienna. Geneva. Lucerne. Tuileries. Nantes. Valmy. Campo Formic Luneville. Amiens. Trafalgar. Jena. Moscow. Milan. Elba. Waterloo. St. Helena. Frankfort. Hamburg. Bremen. Budapest. Solfcrino. Naples. Rome. Petrograd. Kiel. Biarritz. Sadowa. Metz. Sedan. Historical Terms. Theory of divine right. Puritan Revolution. Restoration. Glorious Revolution. Mercantilism, "Laissez faire ct laissez passer corvee, bourgeoisie. assignals. ancien regime. Girondists. Jacobins. Organizer of Victory. emigreis. coup d'etat. code Napoleon. Carlsbad Decrees. Spinning Jenny. Puffing Billy. Serf. July monarchy. Carbonari. risorgimento. Versailles. Marseilles. Antwerp. Liege. Trieste. Sebastopol. Brest-Listovsk Manchester. Leeds. Birmingham. Windsor. Khartoum. Yarmouth. Greenwich. Liverpool. Belfast. John Hav. David Livingstone, Henry M. Stanley. Wm. II, the Kaiser, Delcasse. Lord Edward Grey, Bethmann- Hollwcg. General Joffrc. General Foeh, General Cadorna, General Haig. General Pershing. Zimmerman, von Bernslorff, Ilindenburg, Wilson, Clcmenceau, Lloyd George, Herbert Hoover. erbert Spencer, Charles Darwin, Edward Carson, Cecil Rhodes, Karl Dublin. Cork. Singapore. Hongkong. Melbourne. Cawnpore. Lucknow. Pekin. Tokyo. Agadir. Bagdad. Algeciras. Sarajevo. "Prisoner of Vatican." "Vatican." Quirinal. Holy See. "Italia irredenta." "Law of Papal Guaranties.' T .°Pi?s for Themes o Individual Reports. Cromwell. John Wesley Peter the Great. Wedcnrk the Great. Bright s "Maria Theresa." (foreign Statesmen Series) Napoleon, Life of (Rose). »« Si i' (: ..? f Louisiana. (Cambridge Mod. Hist., IX. Adams. Hist, of U. S.. II, pp. 25-50.) (Select from these.) Seignobas^Polit. Hist, of Europ Since 1814, pp. 451-516. Andrews — Hist. Development of Europe, 1811-1897, pp. 117-125. Economics. Great Inventors. Cheyncy — Industrial and Social Hist, of England, pp. 203-212. Enclosures — Cheyncy, pp. 216- 220. The Factory System and Its Results. Cheyney, pp. 212, 213-235-239. Mafia. Reichstag. Zollverein. Bnndesrath. Kultur Kampl. Junkers. Russification. nihilism. Red Sunday. duma. Bolshcviki. Responsible government ti< leave men. Home Rule. Sinn Fein, peep o'day boys. unearned increment. Far East. Boxers. Mailed fist. Sick man of Europe. Eastern Question. Near East. Young Turks. Entente Cordiale. Welt-politik. Triple Entente. Andrews — The Hist. Development of Mod. Europe, 1815-1897. Book II. European Diplomacy and Ih Crimean War, pp. 12-90. Unity of Italy, pp. 91-145. Rise of Russia, pp. 189-277. Andrews — France Under Napoleon III, pp. 146-188 Scignobos — Polit. Hist, ol Europe Since 1814, pp. 591-596. Emancipation of Serfs, pp. 597- 003. Russification of Poland. Andrews — Hist Development of Mod. Europe, 1815-1897, pp. 297- 312. The Eastern Question. Economic. Lyde — The Continent of Europe, pp. 221-2 1') Smith — Commerce and Industry pp. 355-362. Ireland, the present unsolved problem of England. (See organization for American history.) organization for Ar history.) Economic. Smith — Commerce and Industry Products and Industries of Chin; and Japan, pp. 111-159. The Treaty of San Stefans The Congress of Berlin, Bullard The Algeciras Affair, Bullard, The Diplomacy of the Great War pp. 84-101. Head, The Cloister and the Hearth. Davis, The Friar of Wittenberg Hough, The Mississippi Bubble. Yonge, Unknown to History. Dickens, Tale of Two Cities. 1 1 ugo, Les Miserables, Hugo, Ninety-three. Eliot, Itomola. Scott, The Talisman. Hugo, Les Miserables. Tolstoi, Wat and Peai e Galsworthy, Strife. Galsworthy. The Country House. Kipling, Mine Own People. Red, While- and Blue Se How the War Came lo Am President's Flag Day Address. I he War Message and the Facts Behind It. War, Labor and Peace. New Castle Berne. Glasgow. Barcelona. Ypres. Edinburgh Eton. ard. My Four Years in Ger- \many < Personal i icperience.) . Gerard, Face t<> Face with Kaiser- in (Personal experience.) Wells, Mr. Britling Sees It Through Peate, Private Pete. i mpej ■ "'"'' the Top. Mildred Aldrich, A Hilltop on the Marrie. Mittc-k'uropa. sabotage. Syndicalist. Sichness Insurance. Ogg. Social Progress in Content nurary Europe, pp. 258-260, 272- 274. 279-2X0, 283-292. Unemployment. Ibid , pp. 250- 254, 274-279. Landholding on the Continent Ogg- Economic Development of Mod- ern Europe, pp. 188-192. 201-204. Towne, Social Problems. Conserva tion of Human Life, pp. 356-383. Boyd Cable-. Doing Their Bit. W. J. Locke. The Rough Road. w i I oi ke, The Red Planet. Mary R. Rinehart, The Amazing Interlude. Wells, Marriage. field. B each divi willing . of worki well car: teachers faithful In th. of time way tha with ea the sub Pupii copy of whole € quired they "w exaniin All , ings, t schedu drills, Wh( readin books, substi tempt ( Pat ( ( au- iics re- dit Diir 3ur ols, srlit Par Par c Par C Q C C sial hat •ted ing Dre, and :iir- has )int of om- ges. ugh you lore i of ince ting atic s to :and be- -hile the ;lves >rac- iroh- oaeh the cent sar's tudy High , ORGANIZATION OP AMERICAN HISTORY. Organization. Time in days. Collateral Readings. Maps. Dates. Men. Places. Terms. Topics for Themes and Reports. Fiction. Part I. The Colonies. (I) The New World. (II) The Foundations of English Colonization, till) A Century of Growth and Expansion. (IV) The Rise and Fall of New France. 10 ♦Ashley, Early European Civiliza lion. Chap. XXIV. ♦Robinson, Readings in Europear History, I, pp. 516-541. Cheyncy, European Background oj American History, pp. 3-21. Muzzey, Readings in Americar History, pp. 3-18. Thwaites, The Colonies, pp. 2-34 ♦Muzzey, Readings. English Ex plorers, pp. 18-23. West, Source Book, pp. 17-19. Muzzey, Settlement of Virginia pp. 24-34. McDonald, Documentary Source Book of American History, Settle- ment of New England, pp. 19-66. Ibid., Settlement of Pennsylvania pp. 80-104. ♦Muzzey, Readings, Life and Man- ners, 1760, pp. 106-125. Map of North America (showing physical features). ' Map of the United States locating Indian Tribes. ,.,,,, . ,. Map of the World showing dis- covery and explorations. Conflicting claims in 1650. Progress of scltlemenl to 1750. America, 1763, Treaty of Peace. ♦1492 1497 1513 1565 ♦1607 ♦1619 ♦1620 1636 1643 ♦1763 Marco Polo. ♦Christopher Columbus. Balboa. Galileo. Cabols. ♦Magellan. Raleigh. La Salic. Roger Williams. John Smith. ♦William Penn. Anne Hutchinson. ♦John Harvard ♦Eli Yale. John Wesley. ♦Constantinople Cairo. ♦Venice. ♦Seville. Hamburg. ♦London. ♦Jamestown. ♦Plymouth. sagas. savages. barbarians. Long House. Fundamental Orders. Medieval Trade Routes *Eng ish Manufactures English Commerce. httarfflsr' in Eng,and Coh> e n!I! T 3 im T es erati0n in AmeriCa " The Salem Witchcraft Craze. Education in the Colonics. Punishment for Crime. America arC!tV ° f Lab ° r '" Colonial Kings'ey, Westward Ho. Long r ellow, Hiawatha. Cooper, The Last of the Mohicans. Wallace, Fair God. Lummis, The Man Who Married the Moon. Part II. The American Revolution. (V) Causes of the American Revolution. (VI) The Attempt to Coerce Massachusetts. (VII) The Attack on the Center. (VIII) The French Alliance. (IX) The War in the South. 15 West, A Source Book in American History, Nos. 120-129. West, Source Book in American History. The Rise of Revolutionary Government, pp. 427-442. ♦Muzzev, Readings, Formation o Government, pp. 162-182. Van Tyne, American Revolution, The Loyalists, pp. 91-94, 152-156 250-268. Military Campaigns of the Revo- lutionary War. United States, 1783, Treaty of Peace. 1765 ♦1774 *July4, 1776 1781 1783 ♦1787 Patrick Henry. Benjamin Franklin. Samuel Adams. ♦George Washington. ♦George Rogers Clark. ♦John Marshall. Alexander Hamilton. James Otis. Montcalm. ♦Boston. ♦Philadelphia. ♦New York ♦Baltimore. ♦Charleston. Savannah. ♦Quebec. Detroit. ♦New Orleans. Lexington. Concord. Valley Forge. Saratoga. Yorktown. Freebooters. "Line of Demarcation." patroon. "The Grand Model." "Antinomians." asiento. Early Currency in the United States. ♦The Invention of the Steamboat Longfellow, The Courtship of Miles Slandish. Hawthorne, Maypole of Merry- mount. Johnston, To Have and to Hold. Hawthorne, Grandfather's Chair. Seton, Charier Oak. Ford, Janice Meredith. Part III. National Organization. (X) The Adoption of the Con- stitution. (XI) The Presidency of Wash- ington. (XII) Federalists and Repub- licans. (XIII) The Struggle for Neutral Rights. (XIV) The Second War With England. (XV) Industrial Growth and Westward Expansion. 30 Fiske, Critical Period, Chaps. II, III. Fiske, pp. 214-229. Fiske, pp. 236-255. Schouler, History of the United Stales, I, pp. 23-38, 38-41. Muzzey, Source Book, Federalist "oundations, pp. 183-212. ♦Caldwell and Persinger, A Source History of the United Slates. Amer- can Morals, pp. 394-395. McMastcr, History of the People ->! the United States. The Louisiana Purchase, II, pp. 626-635. Wilson, Division and Reunion, lackson vs. Calhoun, pp. 52-59. United States, 1789. The Louisiana Purchase, 1803. The Treaty with Spain, 1819. 1792 1807 ♦Eli Whitney. ♦Mrs. Nathaniel Greene. ♦Thomas Jefferson. James Monroe. Dolly Madison. Robert Fulton. Detroit. Buffalo. Niagara. Tippecanoe. New Orleans. Federalist. Strict and loose construction. "Mason and Dixon Line." "Whiskey Insurrection." "Midnight Appointments." Parson's Cause. Implied Powers. X Y Z Affair. Monroe Doctrine. Tariff of Abominations. American Architecture. Colleges in America. ♦Improvement of Agricultural Machinery. Growth of factories in the United States. The United States Navy. Atherton, The Conqueror. Clemens, Life on the Mississippi. Eggleston, Irene of the Mountains. Page, In Ole Virginia. Cable, The Cavalier. Churchill, The Crisis. Part IV. Sectional Divergence. (XVI) Jacksonian Democracy. (XVII) The Period of the Mexican War. (XVIII) Slavery in the Terri- tories. (XIX) The Irrepressible Con- flict. (XX) Secession. 30 Muzzey, Democracy and Terri- orial Expansion. History of the Whig Party, pp. 361-383. ♦McDonald, Treaty with Mexico, 377 ff. Wilson, Dioision and Reunion, The South in 1861, Chap. X. The Missouri Compromise, 1820. The Mexican Cession, 1848. Area affected by Acts pertaining to Slavery. Slave and Free Territory, 1850. Map showing the presidential election of 1860. Andrew Jackson. ♦John C. Calhoun. ♦Henry Clay. ♦Daniel Webster. Vera Cruz. Santa Fe. Guadalupe. Hidalgo. Nullification. Squatter Sovereignty. Wild-Cat Banks. Bear Flag. Ostend Manifesto. Fifty-four forty or fight. Know Nothing. Dred Scott Decision. ♦Influence of the cotton gin on slavery. Review of Texas History. The Schools in the South. Comparative strength of the North and South. Page, Two Little Confederates. Whittier, Anti Slavery Poems. Harris, On the Plantation. Cable, John March, Southerner. Clemens (Mark Twain), Roughino It. Ford, Hon. Peter Sterling. Review. 5 Part V. The Cival War. (XXI) The Opening Campaigns, East and West. (XXII) The High Tide of the Confederacy. (XXIII) The Blockade and Foreign Relations. (XXIV) The Outcome of the War. (XXV) Reconstruction of the Southern States. 35 West, Slavery and Abolition. Slavery as An Economic System, pp. 49-66. Rhodes, History of the United States, Negro Suffrage, V, pp. 554- 565. Carpet-Bag Rule in Mississippi, VII, pp. 91-104. ♦McDonald, Treaty with Mexico, 377 ff. Muzzey, pp. 335-337. ♦McDonald, Republican Recon- struction, pp. 451-478. ♦Caldwell and Persinger, A Source History of the United Stales, Results of Radical Reconstruction, pp. 478- 483. Burgess, Reconstruction and the Constitution, Selections. The line-up of States, 1861. The railroads of the United States, 1861. The distribution of factories, 1861. Territorial growth, 1867. Showing location of America's coal, iron, gold, silver, copper and oil belts. Election of 1872. Showing location of cotton, corn, wheat, sugar cane, rice, tobacco and potato belts of United States. ♦1820 ♦1845 1848 1850 1854 1861 July 1-3, 1863 1865 1867 ♦1871 1877 ♦Cyrus H. McCormick. Stephen A. Douglas. Alexander H. Stephens. ♦Jefferson Davis. Albert Sidney Johnston. ♦Abraham Lincoln. ♦"Stonewall" Jackson. Ulysses S. Grant. ♦Robert E. Lee. ♦Clara Barton. Susan B. Anthony. Ft. Sumter. Bull Run (Manassas) ♦Chattanooga. Lookout Mt. Atlanta. Charleston. Nashville. Louisville. ♦Richmond. ♦Gettysburg. ♦Vicksburg. Savannah. Goldsboro. ♦Raleigh. Corinth. ♦Appomattox. Border Ruffians. Bleeding Kansas. Freeport Doctrine. Liberator. Black Codes. scalawag, carpetbagger. Ku Klux Klan. Credit Mobilier. Grandfather Clause. Hampton Roads Conference. Ship building in the United States before the war. Exportation of cotton before and during the war. ♦Railroad building. High prices in the South after the war - ~ • t . Inventions affecting manufacture, transportation and agriculture. Page, Red Rock. Page, Marse Chan. Letters of Theodore Roosevelt to His Children. 35 ♦Muzzey, Modernizing Our Govern- mental Machinery, Civil Sernir* 4X1 IT. otrvice, Muzzey, Perfecting Popular Con- Irol, .'jOO ft. ETdurV^r" 1 '''^'' 1 -^ lS?&? War Text Bookfor "Harding, Topical Outline of the West, The War and the New Aae ♦Davis, Roots of the War. 9 Bullard, Diplomacy of the Great Map showing the principal rail- John Hays. ♦Thomas Edison. ♦Alexander Graham Bell. ♦Denver. ♦San Francisco. Imperialism. The crime of '73. ♦The Problem of Conservation. Riig. How the Other Half Lives Part VI. The New Nation. (XXVI) Economic Changes, 1877-1897. (XXVII) Foreign Relations, 1865-1897. (XXVIII) The War with Spain (XXIX) America as a World Power. (XXX) The New Democracy. (XXXI) The European War. Map showing territorial posses- sions of the United States in 1900; in 1920. Showing world's chief steam ship ines and cables. Map showing manufacturing :enters of the United States, 1910. Map showing agricultural in- terests in 1910. Map of the world showing the ine-up of Nations for the War. 1914. Map showing war fronts in spring, 1917. Present territorial status in Europe. 1881 1884 1890 1898 1900 Aug. 1, 1914. April 6, 1917. Nov. 11, 1918 Grover Cleveland. William McKinley ♦The Wright Brothers. Wm. H. Taft. ♦Theodore Roosevelt. Wm. Jennings Brvan. ♦Woodrow Wilson.' Jeanette Rankin. ♦Frances E. Willard. ♦Andrew Carnegie. General Joffre. ♦Jane Addams. E. M. House. J. J. Pershing. ♦Clemenceau. ♦Marshal Foch. Lord Kitchener. General Haig. ♦Wm. Lloyd George. ♦San Antonio. Key West. ♦Santiago. San Juan. ♦Honolulu. ♦Manila. ♦Liverpool. ♦Brest. ♦Chateau Thierry. ♦Belleau Woods ♦Argonne Forest. St. Mihiel. ♦Verdun. Coblenz. La Courtine. Seveney. as, . a™ SSSxms&. Is^hr "•""'■ populist ♦Child Labor Laws. Norr is, T-hePil. . rBcfpowers. Appheations of the Monroe g^/&2Fi?%g. &ttoT c r 8" W ,s in War Work ' tw, ' Mr - Britttna s " s alien enemy. °. ur Allies BaXsse Under Fire. peae 1 LaSe te — - ° f * m H "S? F,rst r" red barrage *Labor Unions Daeson, Carry On Bolsheviki. woor unions. Wistcr Pentacosl of Calamity. %&?»»»■ ■S5WSM w*H JSS.* ses oUe noilu Education. Apocaiypse. going west. ° ur Relations with Mexico. No man's land. Appendix A. Declaration of Independence. Appendix B. Constitution of th< United States of America 5 McDonald, Amendments to~the Constitution, pp. 494-536, 546 and May 25, Sept. 17, 1787 Thomas Jefferson. James Madison. °hiladelphia. Flnafic Clause ^X ne Income Tax. , 1 State of Franklin. United, Woman Su(Trage '" H united States. Review. 10 l ' ' field. 1 each div willing of work] well car teachers faithful In th of time way tha with ea the sub; Pupi] copy of whole e quired > they w examin All < ings, tl schedu drills, Whe reading books, substit temptt >ols au- momics ing, re- 1 credit rty-four he four schools, i; eight Le social ion that s rooted derlying lerefore, ics, and ool cur- snce has he point arsity of he Corn- Colleges, the high itvy, you no more plawn of "Since f getting ystematic efforts to iderstand It is be- lies while es in the hemselves the prac- rete prob- approach d be the idolescent r a year's ar's study )rida High ORGANIZATION FOR NINE MONTHS* WORKilN CIVICS. II. The Educat of the Citizen: ... ..nd School. Preparation for Life and Citizenship. Foundation and Effects of Good C1I12 < irganization ..jcial Orgnni/al Politi.nl Orgaim.at 1 Social Organization. Organization :iml V' I Nomination for l-lcri 1 ■ ■ ■ Elections. ? or Popula " of the Poli rr ..ntment of ] 3. The Initiative. Rcferendun Rights Against Our Co Citizenship, PP ■ 1, - : '; ♦Primary Civic Duties Government, PP 20-74. ♦Student Self-Government Bureau of Educat. *The Meaningof Self-Government. Kayo. Readings n Cunt Government, pp. 15-21. I |,, Responsibility of Citizenship. Ibid.. Pi' 1 1 ,i View Point. Thompson, Elementary Ec-m-mics. PP 3-M , _ , ,, ,, \.,i„,nal ;iml Local Party Organization Kaye *Thc Suffrage. Ibid., pp. 148-153. Nomination and Election Machinery. Meed, l-orm and Function of (he American Government. N-K'.l ♦Repression of Political Corruption. Kaye, pp 518- 26. The Recall Ibid , PP 526-527. Collateral Reading. Thompson. Elementary Eco immum wage, economic unit Icdrnil sv^ii'tn, c:i|iif;il. rent, interest Citizt wship an Economic Unit, (bid . pp 94 98 w igei mplin Citizen, voter, alien, alit laturalization, city-town, itate, nation-empire Craft-profession, vocation. Junioi Republic, Honor System, immigrant, igrant, racial homogeneity. Prodis, exchange, 1 distribution, personal enterprise, wage ♦Obedience— The corner atom slate. Whv? Discussion bv I ♦Expenditure ol the ■ im What constitutes good hotum Monoply, institution, organiza- tion, cooperation. Platform, primary, short ballot Australian ballot, "caucus, gerry- mandering, bribery. „„. election judges I'Ouiaide speakers may be invited ) The organization of political parties in The organization of political parties in Texas- *A study of the party platforms of the president! campaign of 1920. Topics for Themes or Individual Reports The water power of the United States — map. *The mineral resources of Texas— map Federal conservation of "while coal." *Our immigrants— where they come from and they settle. Map showing this. Consistent upkeep n | the lawn Impairing steps, fences etc fainting or repairing out-buildings, etc. thTse r fe^tlres 399 A Communit y S «™y- including The Racial Elements The Industrial Institutions The Natural Resources. Material for local topics should be obtained in the above survey. The teacher should type outlines for ♦The ♦Jusl 1 The t suffrage ial For the class: Map of Texas sho^....,, ill districts. Senato districts. Preserve ■ jjjv™; ■ ,,r " ■hape. "For'the^cIaflB 16 Scho01 8ralth and Sanitation Townc. Social ProbUl Rcquir . Ms. *' earlier should f An r. ■. filing Schools. Ibid. : bulletins in ndvar The Standing of the total School How it may be ise.l Conference ol civics class with the high hool facultv. s-hool board and Parent-Teachers Club Program on above sublet . (Arrangements for this should be a month in ad- - ;) A "rlc up" dri Labo . Worn a \. Employers. Employees, and the Publit I. The Promotion of Industry. *Cluld Labor. Towne. Social Problems, pp. 59-78 Women in Industry Ibid . pp. 82-90. I iicmplovment. ibid., pp. 140-150. ♦Labor Organization in the United Slates. Ibid each individual in the in which e\ up 10 I ' minute is accounted r A Anellorf 'icfliv to" » t,cdn,e of eight mrs for work, eight hours for play, and eight hours for sleep. ♦Transportalic pp. 154-165. I'Jeinenl'irti l-'e (Assign different a ♦"Slii.lv ol the Leaf (Secure copies ol from World Pe;ice Boston.) Graph showing imm reports from 1870-1920 lories and dependent iea a lifsiSonT'to each member of ua of Nations. . , the Constitution ol the Luou< Foundation, 40 Ml. Vernon St. according lo consul i of the Legislature. j of Making Laws. *Rcporl in notebooks. Map of the country showing location of natural Any attempt t thing of nts. Boynton, School Civics, pp, and Duties of State . Civics, 'I'erus tin, I Kxa. tate Consliiiiu Examination oi" the 1'i'Ji* C ■ , .Hirers of .the SI Arrange on bullet ,,,[, Micinber of class to present son ♦Gather pictures of all ( that Ha img the i VI and VII. Ibid., pp. 34-52. q oi Texas. Locatt 'of'^.MMo' i,nd V : "- "", SkCri of foreign population on blacKUoitrt Gather pictures 'of the thrce.judges of the Suprem Court of Tc,, 9 „ f U,c,h r c i ,,,,, Kc Ot.he o Co^ Appeals in vour district. Comment ol these. Arrange on the bulletin board. field. I each div willing of work well cai teachers faithful In tb of time way thf with ea the sub Pupi copy of whole t quired they w exaniiE All , ings, t: schedu drills, Whc readin books, substil tempt< —53— ECONOMICS. Place in the Curriculum. The State Committee on Classified and Accredited High Schools au- thorized, March 6, 1919, the accrediting of one-half unit in economics or in sociology. In 1919-20, two schools, out of the five applying, re- ceived credit in economics; one school applied for and received credit in sociology. In 1920-21, twenty-seven schools, out of the thirty-four applying, received credit in economics; three schools, out of the four applying, received credit in sociology. In 1921-22, thirty-seven schools, out of the seventy-four applying, received credit in economics; eight schools applied for and were refused credit in sociology. These figures show the trend toward a new evaluation of the social sciences in the high school course. There is a growing conviction that high schools are training schools for citizens. Good citizenship is rooted and grounded in a knowledge of the fundamental principles underlying American political, economic, and social life. It follows, therefore, that courses in American history, government, community civics, and elementary economics are of supreme worth in the high school cur- riculum. There are those who believe that economics as an exact science has no place in the high school; but many are coming to accept the point of view of Dr. Joseph Eoemer, professor of education, University of Florida, High School Visitor for Florida, and chairman of the Com- mittee on Deans' Eeports, Southern Association of Schools and Colleges. Dr. Eoemer says: "Economics can be successfully taught in the high school. If you can teach the abstract principles of trigonometry, you can also teach the elementary principles of economics; one is no more abstract or difficult than the other."* A similar opinion has been expressed by Mr. W. M. W. Splawn of the economics faculty of the University of Texas, as follows: "Since men devote the most of their working hours to the business of getting a living, it is desirable that young people should make a systematic survey of the organization that men have developed in their efforts to get a living. It is of vital importance that they should understand the social consequences of the efforts of men to get a living. It is be- lieved that they will find that an elementary course in economics while in high school will equip them so that they may detect fallacies in the reasoning of public men and of publicists and so that they themselves may avoid many errors/' f All agree that the emphasis in the high school should be on the prac- tical rather than on the theoretical phases of economics. Concrete prob- lems and conditions as they occur in life should furnish the approach to the study of economic laws. Human relationships should be the controlling aspect of a presentation of economic principles to adolescent students. The course belongs in the last half of the fourth year after a year's study of American history in the tenth grade and a half year's study *A program for Citizenship Training — Annual Conference of Florida High School Principles— 1921. flntroduction to the Study of Economics. Splawn and Bissell. —54— of civics in the eleventh. The technical civics of government properly belongs in the course in American history; the social civics of a com- munity life naturally follows the history and government course. Com- munity civics meets the needs of high school students better than for- mal sociology. Economics built on the foundation of history, govern- ment, and community civics makes for high school graduates a sub- stantial base on which to stand as they face their responsibilities in a complex and changing civilization. Content of the Couese. Aim. — The content of the high school course in economics is condi- tioned by the aim of the course. The aim is to produce the active good citizen. Method. — In a half-unit course, the subject can be presented better by a topical rather than by a text book method. The text should serve chiefly as a guide to the instructor and to the class. Many supplemen- tary books should be at the service of the class. Current matter from the daily press and from standard magazines should be utilized. Each topic should be handled in the following manner: First, the concrete facts relating to the problem; second, the economic principles involved; third, the application of theory to conditions. The every-day experi- ences of the pupils should always furnish the starting point. The teacher and the class should work back from practice to theory. Topics. — In a half year course, the teacher will have no difficulty in finding sufficient material. His problem will be in deciding upon what to eliminate. The following topics are suggested : 1. Wants and their satisfaction. 2. Utility, value, wealth. 3. Demand, supply, price. 4. Land. 5. Labor. 6. Capital. 7. Transportation and marketing. 8. Business and industrial organization. 9. Money, banking, insurance. 10. Commerce. 11. Tariff. 12. Eent. 13. Wages. 14. Interest. 15. Taxes. 16. Social welfare. A more complete outline will be found in Bulletin 124, History and the Social Sciences, State Department of Education, 1920. Projects. — Study of current magazines, such as The Survey, Literary Digest, Independent, Review of Reviews, Outlook, in connection with economic problems. The filing of clippings bearing on the problems studied. Collateral reading reported in themes and notebooks. Briefs and debates on current economic questions. —55— A study of the territorial division of production in the United States by making a map showing the resources of the country and the basic industries. In studying prices, the pupils should trace on a graph the course of prices of three staple market items and give the main reasons for fluc- tuation of prices. In studying topics of rent, urban values, and taxation, maps of rep- resentative cities may be constructed showing value of land per front foot. Organization of a Junior Chamber of Commerce. A survey of local institutions. Notebooks may contain: 1. Assignments including list of sources to be consulted. 2. Notes taken in class. 3. Notes taken outside of class on supplementary reading, visits, and investigations. 4. Summary of economic laws. 5. Maps, graphs, and charts. 6. Current events, cartoons, clippings. 7. Source reports, briefs for debates, themes. Texts that have been used successfully in Texas high schools as the basis of a course for which a half unit of accrediting is given : Bullock, Elements of Economics, Silver-Burdett. Ely and Wickers, Elementary Economics, Eevised, Macmillan. Fradenburg, Elements of Economics, Chas. Scribner's Sons. Laing, An Introduction to Economics, Gregg Pub. Co. Thompson, Elementary Economics, B. H. Sanborn Co. Books for supplementary reading: Adams and Sumner, Labor Problems, Macmillan. Bogart, Economic History of the United States, Longmans. Burch, American Economic Life, Macmillan. Burch and Nearing, Elements of Economics, Macmillan. Burch and Patterson, American Social Problems, Macmillan. Carlton, History and Problems of Organized Labor, Macmillan. Carver, Elementary Economics, Ginn. Hamilton, Current Economic Problems,' University of Chicago Press. Herrick, Eural Credits, Appleton. Hughes, Problems in American Democracy, Allyn and Bacon. Johnson, Economics, D. C. Heath. Marshall, Eeadings in Industrial Society, University of Chicago Press. Marshall & Lyon, Our Economic Organization, Macmillan. Seager, Principles of Economics, Henry Holt. Seligman, Principles of Economics, Longmans. Taussig, Principles of Economics, Macmillan. Tuffs, The Peal Business of Living, University of Chicago Press. White, Money and Banking, Ginn. —56— MATHEMATICS.* Introduction. Poor work in mathematics teaching is the result of carelessness about the so-called "little things" more frequently than it is the result of inability or poor presentation on the part of the teacher. Satisfactory work in mathematics depends on satisfactory thinking; and this is influenced to no small degree by externals. For this reason the mathematics teacher's room should be the cleanest in the building. Paper on the floor, untidy blackboards, and other disarrangements of the room have an effect on pupils which, though they may be uncon- scious of it, lowers their efficiency. The same may be said of good order. No school is well taught if it is not well disciplined; and for a teacher to attempt to teach mathe- matics to an inattentive or disorderly class is waste of time and energy. It is worth while to give careful attention to these details, even at the loss of actual teaching time. Another great handicap to our mathematics teaching is waste of time in handling routine matters. If teachers will systematize such things as the distribution of materials and collecting papers, they will find no reason to complain that the course can not be covered in the assigned time. To insure a wise use of time, it is essential that each lesson be planned in detail. The planning should never be omitted, no matter how well the teacher may have the subject matter in hand. Eequired Courses. The majority of Texas high schools require for graduation from the high school two units in algebra and one unit in plane geometry. These are also the usual requirements for admission into the colleges of Texas. •This emphasis placed upon the value of mathematics as a part of the high school course of study represents probably an extreme view. Op- posed to this requirement is the tendency to make mathematics a purely elective subject. For instance. Ohio has dropped from the high school standards its former requirement of one unit of mathematics for all students. Under present conditions, it seems desirable to make some work in mathematics a part of the requirements for graduation. Whether this is or is not the correct attitude is a problem to which those inter- ested in the organization and administration Texas schools should direct their attention. Teachers of high school mathematics are ur^ed to read the "Summary of the Eeport of the National Committee on Mathematical Kequirements." This bulletin may be obtained from the National Bureau of Education and is entitled, Bulletin No. 32, 1921, The Eeor^anization of Mathe- matics in Secondary Schools. See also High School Standards. 1021 revision, issued by the Ohio State Department of Education. "For a more detailed discussion, see Bulletin 84. —57 — Sequence of Coukses. Bulletin 84 issued by the -State Department of Education in 1918 recommended that the course in plane geometry be offered in the second year of high school. Very few Texas high schools have revised their course of study to accord with this recommendation. Some having made the change express dissatisfaction with the arrangement and indi- cate that they will change the course in favor of the two-year continuous course. While it is generally conceded that demonstrative geometry requires less maturity of thought than does advanced algebra, certain conditions have interfered with its being offered as second year high school mathematics in Texas. Most important of these conditions are the arrangement of the present text books, the large classes in the second year of the high school, due to an insufficient teaching force, and the difficulty in finding sufficient time for an adequate review of the fundamental processes. From the standpoint of the completion of subject matter, more satisfactory results can probably be obtained by offering algebra as a two-year continuous course as long as two units are the minimum requirements for graduation from Texas high schools and for college entrance. The same reasons which prompted the recom- mendation in the first instance still exist; and there is still a question as to which is the more desirable : — to give the pupils who attend high school only two years the benefit of training in two different phases of mathematical thinking or to give them two years of training in a special phase. Either arrangement of algebra and geometry will be accepted by the State Department for Accrediting. If only one unit of algebra is required for graduation from high school, it is desirable to offer plane geometry as second year work with the second unit in algebra as an advanced course elective for third or fourth year students. In small high schools, the plan of combining the second and third year classes and offering geometry and algebra in alternate years is recommended. The first year algebra should be extended to include some of the work needed for geometrical solutions. This combination and alternation may be given in the third and fourth years if vocational work is offered in the second year of the high school. See suggested programs. ALGEBRA. (First year high school.) 1. Text : Wentworth , s Xew School Algebra. 2. Subject matter covered : (1) First half of vear. Pages 1 to 84. (2) Second half of year. Pages 85 to 173. 3. Omissions recommended : Multiplication and division of poly- nomials having fractional, negative or literal exponents; Euclid- ian method of finding the highest common factor and the least common multiple; complex fractions except a few of the simpler forms: practical problems, such as the hare and hound problems. —58— 4. Points of emphasis : (1) Algebraic notation. One of the chief difficulties confronting the teacher of first-year algebra is the inability of the pupils to grasp the meaning of the symbols in algebra. (2) Negative numbers. Concrete illustrations should precede the introduction of the subject of negative numbers. (3) The meaning of such processes as transposition, cancella- tion, clearing of fractions should be clearly explained. (4) Solutions of simple equations. Some teachers prefer to wait until pupils have become acquainted with the four funda- mental operations before introducing the solution of the simple equations, while others begin with the study of the simple equation. Either method gives satisfactory results. The important thing to remember is that a clear under- standing of the meaning and use of equation is funda- mental in algebra. (5) Special stress should be given to the chapter on Special Eules of Multiplication and Division. (6) Factoring. Ability to factor accurately and rapidly deter- mines the pupils' progress in advanced algebra. (7) Accuracy. (8) Checking algebraic solutions by numerical substitutions. (9) Training in estimation of results. ALGEBKA. (Second or third year high school.) 1. Text: Wentworth's New School Algebra. 2. Subject matter covered : (1) First half of year, pages 174 to 237. a. Precede this by a four weeks' review of the most im- portant phases of first year's work. b. If given in the third year of high school, the review of principles of first-year algebra should be more extended ; probably about eight, weeks will be neces- sary. In this case, new subject matter will reach about to page 211. c. Introduce the study of the graph at the beginning of the study of the simple simultaneous equation. (2) Second half of year. Complete the text through Chapter XX with such work in the following chapters as time permits. 3. Omissions: Cube foot; inequalities; literal equations should be touched lightly: imaginary expressions except in a very elemen- tary way; portions of Chapters XXI to XXV (time at the dis- posal of teacher will be the determining factor concerning omission, of material in the latter chapters). 4. Points of emphasis: (1) Simple simultaneous equations. (2) Graphs — use in solution of equations — statistical uses. (3) Quadratic equations. —59— (4) The function concept. (5) Algebra as a mathematical tool — the relation of algebra with problems in other high school subjects. (6) The verification of results or checking. PLANE GEOMETEY. (One Unit.) (Second or third year high school.) 1. Text: Wentworth-Smith. 2. Subject matter covered : (1) First half year, pages 1-125, taking practically all "originals/' (2) Second half year, pages 126-260. 3. Omissions : (1) Approximately one-half of the exercises in Books III, IV, and V. (2) Problems involving maxima and minima. (3) To inscribe a regular decagon in a circle. (4) Given the side and radius of a regular inscribed polygon, to find the side of a regular inscribed polygon of double the number of sides. (5) To find the numerical value of the ratio of a circle to its diameter. (6) If given in the second year of high school, Propositions XXIII and XXIV in Book III and Propositions XI, XII, XIII in Book IV. 4. Points of emphasis : (1) Congruence of triangles. (2) Importance of the isosceles triangle. (3) Similarity of triangles. (4) Properties of circles. (5) Properties of the right triangle. (6) Theorems of mensuration. (7) Problems of loci. 5. Suggestions : (1) Formal proofs should be preceded by a brief course in con- structional and observational geometry. Study carefully pages 1-24 of adopted text, supplementing with available exercises. (2) A thorough grasp of the theorems of the first book should be insisted upon. However, teacher should avoid the as- signment of too short lessons ; numerous "originals" should be solved in connection with each basal theorem. (3) Accuracy of language in statements and proofs should be insisted upon. (4) Brief historical statements regarding the most important theorems add interest to the course. Some of the recrea- tions in geometry will be interesting also. A good history of mathematics should be in the high school library, and effort made to induce pupils to read it. —60— (5) While notebooks are not essential to a course in geometry, they are valuable to the pupils in furnishing an accessible reference source for the more difficult propositions. Ex- tremely simple exercises should not be recorded. All note- books should be carefully examined and corrected by the teacher; otherwise much of their value will be lost. (6) Careful attention to details. COMMEKCIAL AND ADVANCED ARITHMETIC. Commercial arithmetic is recommended for the second or third year of high school, advanced arithmetic for the third or fourth year. Com- mercial arithmetic should be open to pupils over sixteen years of age, by special permission, regardless of their classification. Both courses will not be accredited in the same school, excepting in the larger com- mercial centers having over 500 students in the high school. For direc- tions as to what material to submit with application for accrediting, see high school bulletin No. 150, or its annual successor. ADVANCED ARITHMETIC. (One-half Unit.) (Elective for Fourth Year.) Select suitable material from one of the more advanced texts, apply- ing most of the time to the latter part of the book. The first part of the text may be well used for a hasty review and for reference on fun- damental processes and short methods. The test should be supple- mented by reference to the algebra, geometry, or trigonometry texts previously studied. Problems of an advanced nature that are of prac- tical value to the students should be selected from available sources. Local problems supplied by the students themselves will be found of particular value and interest. The course should include a practical application of all mathematics thus far studied, and should require as much thought and effort as courses in mathematics next preceding. Results of problems should be obtained in the most simple and direct way. Neatness and accuracy should be stressed, and useless formalities should be discouraged. In drilling for speed and accuracy time may be saved in either ad- vanced or commercial arithmetic by allowing about a third of each period to the use of calculation tables, three of which are listed below. The following texts are acceptable for advanced arithmetic : Wentworth-Smith, Higher Arithmetic, Ginn & Company. Van Tuyl's Complete Business Arithmetic, from page 155, American Book Company. Wells and Hart, New High School Arithmetic, from page 134, D. C. Heath. Sisk, Foundations of Higher Arithmetic, Silver-Burdett Company. Advanced arithmetic is strongly recommended as one of the electives for fourth year mathematics. For further discussion of advanced and commercial arithmetic, see Bulletins 116 and 84. —61— TRIGONOMETRY. (One-half Unit.) (Elective for Fourth Year High School.) 1. Text: Any standard text — there is no State adopted text. 2. Subject matter covered: (1) Definitions of the six functions and their relations. (2) Use of tables of natural functions. (3) Solution of the right triangle and practical applications. (4) Use of logarithms. (5) Proofs of formulas and identities. (6) Graphs of trigonometric functions. (7) Solution of oblique triangles and practical applications. 3. Omissions : Proofs of complex trigonometric identities, plane sail- ing, impractical problems and very complex problems. 4. Points of emphasis. (1) Value of trigonometry as a mathematical tool. (2) Uses of logarithms. (3) Practical problems. (4) Eelation with other mathematical subjects. (5) Actual measurements. Surveyors' instruments should be used if available; if not, a yard stick, protractor and card make satisfactory equipment for exercises in measure- ment of height of buildings, etc. SOLID GEOMETRY. (One-half Unit.) (Elective for Fourth Year of High School.) 1. Text: Wentworth-Smith's Solid Geometry. 2. Subject matter covered: Entire text. 3. Select exercises. 4. Points of emphasis: (1) Relation to plane geometry. (2) Correlation with algebraic methods. (3) Practical use of geometrical knowledge in solution of prob- lems of mensuration. (4) Space relations may be more easily grouped by the making of _ models of various geometrical solids. (5) Course should be organized around certain basal theorems. —62- SCIENCE. Superintendents and instructors are referred to Science Bulletin No. 136 for a .more complete discussion of methods of instruction, descrip- tion of the courses and lists of laboratory supplies. The following sciences may be accredited: General Science 1 General Biology 1 Physiography -J Botany 1 Chemistry 1 Zoology 1 Physics 1 Physiology £ or 1 Vocational subjects, such as agriculture, plant production, animnl production, home nursing and home economics, are treated in sep- arate bulletins. Sequence of Science Coueses. Introductory Science. — It is strongly recommended that an intro- ductory course in science be included in the program of the eighth grade and that this course be required of all students. The course should serve to give all students a broad knowledge of the field of science and should be a fitting introduction for those intending to pursue the subject further. Under the rules of accrediting, this first year course may be (1) general science; (2) physiology and physiog- raphy, or (3) agriculture. Either general science or physiology and physiography are to be preferred as giving a broader knowledge of the subject. Under the present law, however, general science cannot be given to the exclusion of physiology and physiography. Second Year Science. — High schools in cities or large towns, giving a four-year course in science, are advised to give for the second year course either (1) general biology, or (2) one year of physiology, in- cluding home nursing or first aid. Physiology and physiography may also be given to follow general science, but care should be taken to avoid duplication and to make the courses sufficiently advanced for ninth grade students. Botany or zoology may, if preferred, be given. In rural schools, or schools situated in small towns forming the center of an agricultural community, vocational agriculture for boys and home economics for girls form ideal courses for second, or second and third year sciences. Animal and plant production may be alter- nated, each subject being given to both ninth and tenth grades, where classes are small. A year of general agriculture, if preferred, may form the second year science. Third Year Science. — For the regular four-year course in cities and towns, chemistry is recommended as the logical third year subject. In small schools where both physics and chemistry are given these sub- jects may be alternated and given to both tenth and eleventh grades. Fourth Year Science. — Physics is generally recommended as the best fourth year science. However, where vocational agriculture is taught in the ninth and tenth grades, chemistry may be better adapted to the needs of the students. Rules in Accrediting. — In order to secure accrediting in any science, the following rules of position and sequence of courses should be observed : —63— 1. General science may not follow any other science and may not be given above the ninth grade. 2. Where general science and physiography are open to the same student the general science course shall precede the physiography course and may only touch generally upon topics relating to physiography. A general science text must be chosen that contains a minimum of such topics, and the course in physiography must include a more in- tensive study of the subject than is given in the regular adopted text. 3. The same rule (No. 2) holds true with reference to general science and physiology. 4. General biology should not be taught above the tenth grade. 5. Physics and chemistry may not be taught below the tenth grade. 6. No student should be permitted to take either physics or chem- istry without having completed at least one year of some elementary science. 7. If a whole year is given to the study of physiology, the course must be full and detailed and given with thorough equipment for in- dividual work in the laboratory. Equipment. Laboratories. — Laboratories are described in connection with the dif- ferent sciences to which they apply. In general, there are four types — physical, chemical, biological and elementary science. In small schools, however, physics and biology laboratories may readily be combined. An elementary science is best taught by using both chemical and physical laboratories instead of a separate laboratory. In locating science rooms, care should be taken to secure proper lighting. Biology rooms, espe- cially, should be on the north side of buildings, because of microscopic work. Laboratories should have sinks and running water, cabinets and work tables. Each piece of equipment should have a definite place, and, when not in use, should be kept in that place. GENEKAL SCIENCE. (One Unit.) Place in the Curriculum. — In the eighth and ninth grades only, and not to follow any other accredited science. Text. — Any approved text. See list in Science Bulletin. Manual. — Any approved manual. See list in Science Bulletin. Equipment. — A separate room, equipped with tables and apparatus as listed in the Science Bulletin, or the use of chemical and physical laboratories. Experiments. — Sufficient experimental work to consume two double laboratory periods and to illustrate thoroughly the course which should be given. A large number of experiments will necessarily be given by the instructor with the assistance of the students, but some individual or group work should be included. Where the program will permit, five one-hour periods per week for the recitation and laboratory com- bined will be found more satisfactory. About sixty experiments will prove a proper number for the course. Field Trips. — The instructor should make a careful study of the in- —64— dustries of the town and by means of carefully planned group investi- gations relate scientific principles to industrial applications. See Science Bulletin. Notebooks. — A separate, preferably loose-leaf, notebook. The notes should consist of a brief, but complete description of the experiment performed written in the student's own words. The mere filling in of blank spaces or the answering of questions is not approved. Outline of Course. — Owing to the radical difference in content and sequence of topics of the large number of general sciences used in this State, no specific outline may be made. A topic method is suggested and sample topics are given in the bulletin on science, No. 136. PHYSIOGRAPHY. (One-half Unit.) Place in the Curriculum. — Any grade of the high school, provided the content and method is adapted to the age of the students. Text. — New Physical Geography, E. S. Tarr. Macmillan Co., pub- lishers. Manual. — Any approved manual. Equipment. — A separate room, equipped with tables and apparatus as listed in the Science Bulletin is recommended. Experiments. — Sufficient experimental work to illustrate thoroughly the course and to consume two double laboratory periods per week. Thirty will usually be found to be a proper number. Field Trips. — Field trips, at appropriate times, are essential to a thorough understanding of the work. Notebooks. — A separate, preferably loose-leaf, notebook. The notes should consist of a brief, but complete, description of the experiment performed, written in the student's own words. The mere filling in of blank spaces or answering of questions is not approved. Outline of Course. — The following outline does not conform to the order given in the text. Instructors should feel free to develop their own plan in preparing their course. The pages refer to the text. Planetary Relations and Movements of the Earth. (One week, pages 1-12.) A brief review and summary of the facts previously learned by stu- dents in geography showing the effects of earth movements on day and night and the changes of the season, should be given. This may be illustrated by a diagrammatic representation of earth and moon movements, by globe exercises and by daylight graphs. The Atmosphere. (Four weeks, pages 228-297.) Such topics as Composition of the Atmosphere, Temperature, Mois- ture, and Pressure should be thoroughly developed and then properly related to weather changes. Characteristic weather movements and changes, especially in the United States and Texas, and their effect in determining climate should be shown. Experiments with oxygen and carbon dioxide will illustrate air com- position. Atmospheric pressure (vacuum pump experiments), a study —65— of the barometer, convection, conduction, the thermometer, and relative humidity should be worked out in the laboratory. Individual work with weather maps showing isotherms, isobars, and distribution of tem- perature and rainfall -will complete the topic of Atmosphere. Rocks and Mineeals. (One week, pages 15-22, 31-48, and 406-414.) A study of the material composing the crust of the earth should in- clude the identification of the common forms of rocks and minerals, some field work and something of metallurgy. Experiments will consist of the usual tests of rock and mineral speci- mens and the study of appropriate formations where available. The reduction of iron ore with charcoal and blowpipe will illustrate some- thing of metallurgy. Forces Involved in Land Surface Changes. (Three weeks, pages 50-71, 137-170, 112-136.) This topic will largely consist of the work of running water, chem- ical and mechanical, and a study of rivers at different stages. The study of glaciers is relatively unimportant in this section, but should be included in a general way. Weathering and wind erosion should re- ceive brief attention. The study of internal forces, volcanoes, earth- quakes, etc., will complete the topic. After introductory experiments illustrating solution and suspension, the topic should be largely developed by means of topographic sheets and field trips. As many Texas sheets as possible should be used. Major Land Forms. (Two weeks, pages 72-111, 160-173.) The study of plains, plateaus, and mountains should be worked out by means of topographic sheets and field trips. The Ocean. (Two weeks, pages 173-227.) The influence of the ocean and ocean currents on temperature and climate and a study of ocean currents comprise this topic. Economic influences should be stressed. Experiments with composition and density of sea water may be given and icebergs illustrated. Map work will consist of indicating ocean currents. Physiography of the United States and Texas. (Two weeks, pages 298-335, and Texas Supplement.) The student should become familiar, by means of map drawing and modeling with the principal physiographic features of the United States and Texas. Some geological conditions should also be shown. Distribution of Life. (Two weeks, pages 336-395.) The text should be studied. —66— Eeview and Examination. (One week, Text and Manuals.) PHYSIOLOGY. (One-half or One Unit.) Place in the Curriculum. — The course may be taught in any year of the high school. Types of Course. — The content of the course will depend upon its place in the curriculum and the time allotted to it. A distinction should be made according to whether the course is (1) a one-half year of an introductory science course, (2) a half year of a secondary science course, or, (3) a whole year of physiology. The first type is simpler, containing more experiments of a general nature and requiring the apparatus described as adapted to an introductory science course. The second type should be more closely confined to physiological processes and laboratory work should be more elaborate and detailed and include individual work in dissecting. Such a course is outlined in the follow- ing pages. The third type is an elaboration of the second. Text. — Advanced Physiology and Hygiene by Conn & Budington. Silver, Burdett & Co., Publishers. Manual. — Any good manual is acceptable. Some experiments are found in the back of the text. Hartman's Manual is suggested. Laboratory and Equipment. — For the introductory course, access to the chemical laboratory will be needed as well as to tables where students may perform their drawing operations. Physiology charts and general laboratory equipment are required. For the advanced course or the full year course, the regular biological equipment, including tables, compound microscopes, complete models and dissecting sets and magnifying glasses is required. Accrediting. — The Department will accredit a school with a one- half unit in physiology and hygiene, given either as a first year science course, or, if taught as outlined and suggested herein, as an advanced science course preceded by general science. A full unit will be given in physiology, provided (a) the course includes home nursing as out- lined by the Division of Vocational Home Economics (Bulletin 138), or, (b) is thorough and comprehensive enough to justify one year's time being devoted to it. The full year course may include first aid, but this subject should not consume a half year alone and is better taught in connection with the regular course. Personal hygiene and com- munity hygiene, while valuable and properly included at the appro- priate places in such a course, will not be accredited in themselves and cannot be taught as a separate half year of the course. Home nursing may be taught and accredited independently. LlTERATUEE LlST. Below is given a list of the most useful reference works. The list has purposely been made brief in order that each and every school giving the course may possess one or more copies of the works. None of the —67— books should be omitted from the library. References are made through- out the syllabus to these works and to these only; and it is hoped that this may be of some assistance to the busy high school teacher of science. The course is based on the State adopted text (No. 1 below) in the hands of the pupil. It is recommended that the school purchase a number of copies of Broadhurst's Home and Community Hygiene for much collateral reading by the pupils. Figures in parenthesis in the syllabus refer to the volume of the literature list: (1) Conn and Budington's Advanced Physiology and Hygiene, Silver, Burdett & Company. This is the State adopted text for high school use. (2) Hartman's Laboratory Manual for Human Physiology, "World Book Company. The teacher will find this book useful in planning the experiments. The directions are given in greater detail than in other works, a feature which the high school teacher of science, always crowded for time, will appreciate. (3) Martin's Human Body, Advanced Course, Henry Holt & Com- pany, 1917. This and the following are two elementary college texts of physiology (not sanitation) well adapted for reference by the teacher and for certain details by the pupils as well. (4) Stiles' Human Physiology, W. B. Saunders Company, 1919. (5) Hough and Sedgwick's Human Mechanism, Ginn & Company. This rather old work has a useful section on the bacteria in addition to a clear presentation of the principles of physiology and hygiene. (6) Broadhurst's Home and Community Hygiene, J. B. Lippincott Company. This book covers the subject of public sanitation quite adequately. (7) Pyle's Personal Hygiene, W. B. Saunders Company. This treat- ise is exactly what it purports to be; it is written by a number of specialists, especially detailed on the care of vision and hearing. (8) Conn's Bacteria, Yeasts and Molds in the Home, Ginn & Com- pany. This small volume is a clear and simple description of the common fungi, including bacteria, both useful and harmful. The lab- oratory directions will prove of help to the teacher introducing some bacteriology for the first time. (9) Jordan's General Bacteriology, W. B. Saunders Company. This comprehensive work on bacteriology will prove of service to the teacher in looking up doubtful points where necessary; but no references are given in the syllabus below. (10) Doone's Insects and Disease, Henry Holt & Company. This book presents the essential facts clearly and forcefully and will prove interesting reading. Couese or Study. The following course of study was prepared by Dr. Carl Hartman, Associate Professor of Zoology, University of Texas. By the courtesy of the Division of Home Economics it is reprinted from Bulletin 115. It is suggested that the minimum number of lessons outlined be used in the half year course: and the maximum number, with such supple- mentary work as is necessary for a well rounded course, for the full year. —68- CJ o en a o V •^* u S3 & o 00 CO . u iri.S 13 C • . id i S3 00 to 050 2 o CO CO (0 •2d 4) CO © H o»rL co^r-i 01 — coo OO - s "*v CO . ,*H ,*H fe^f s o .a . x . a 6.6.6. " D. . d . X . M 0.W eua, C-D-Cm CuIX (xa, wo, w C3 ^-v^-v ,-^.~. ^^^^^^ ^^ ^»^ / ^ s ^^ C£J c£i -hCJ 00 COCN Gcs CJC O otftxf c >> >> asm K 3 > CO >, 3 o u 3 a •-•{c d ^co 00*' H .w 3 3 - 'J > 3 DC d°.2d 3 « is > p. 39-46. Doks on eleme listry. hap. II. hap. I. hap. II. > ■X sx CO od3 COCO CC ^ . ^ ^"o • . CO^^ d*n d • ■* a da ddo. 3 o-accm dd TfTf k a . 3 .3= 5 CD 3 3 3 3 « .-t; « . 8 a fiis 8 8 ■a ce jsjs J3JSJ3 •3°-gj= ft3j= J3X9 dd h U(XU k«f*S u ou uuu 93 U mU 0. g^UUU a (X-QgOOO UU &0. OiO — — CD WrV —CO-* J ^-^ 3^^^^ ^-^8^^ ^^~T0 LOCO CO — CO C0(O «nt « 005D -h lOtOCJ C-S «eo z w^ ^^ ' ^^ ^-^ v — ' o _ H s H £ ^< CO £8 ^3 OJ 5 o.S 3 >< CO ■° 3 ^5 3 J2 O 5 S a a 3 ° ra .81 CJ — -a 4) _B 3 O en 8 JJ " o 8 O Q 8 2 o CO 3 C 3 > <- 0D 6 CJ T3-- 3.- -- « ra cj ■g-a _- y 3 8 o ■< c £ 3 t-'C a 3 q. 3 o & 3 o 3 CO 3 3 O s CS CO 03 "S* 3 0D 3 3 w >> s-oja O— 3 '■3 " a 3 p 2 S S o S'E cU M o 3 I E o o o a o 'S o ft £ o 5 a) J3 3| X a 8 s 4) >> O B co<3 .2ce .-£ 3 >'S a p E 3 £ 3 CJ-- 3 u 5> c £§1 ft, « .s -3 3 o . 3^ 3 3.2 Cl^ 11 -3 O oh >>.3 5 o 3 g CO CO V M _o *o 3 DO 3 CO •o o * a O < a 00 J3 C o "a *-> >> o .2-- i« u J3 a 3 O >> E Is c. oS 3 O So o o s'i o ■a-a O 3 3 3 >§- c; c« eg J3 O.J3 3 E » ^& 3 2 u 3 T3 O Eh *-> 3 o a u 3 3 5 £2 3 " 3 3 3 73 a) 3 3| -IT - "3-S o a - 3 o -r a £ ■a H-> « CU "i o ^E ■ •on 3 3^ « J3 8 > -2.2 O 3 >>o 23 la u £"5 B.S 3 3 uJ3 O o X.3 o CD G CD •o-S H | - £ 8 >*^ o £ o-c 3 H H i~ co „ _ ,_, CO CO m •>* „ M O to ^ S w\ o i *"* X X wi ^> 3 t) 3 o .. | -0 o .1 '3 3 8 3 o ^3 8 cfl '3 3 -C o ft £ o . 73 ° o s "3 2 o c 3 E 3 3 h -a 8 J < 3 3 >> 3 3 o o j£ 3 O Cfl .SEE, « ■c d ■o o c d S d o 8 B «« co b CO 00 ~ © CD M d in O 00 CO o CC n M (A ■3" CO en d a et> cj V 1) u-^S CD o o en • in 81 .12 o en to* 2 2d«2 ♦3 dc^^•^)< , * u 0) °3 u 3 '5 © '2 O C3 . '3 Ui S d O a X K X M . X X . en o o w w W-<0- w MA W5 | e- gteueuo. x> ^0 CO c a e|__ s § 2 """"J. § ss Cu % d o sSS o > a en *3 X T3 e o a > >--;_- X > .o> CO > CO • 1 2X^5 evjX >-hCN<0 l-H CO B > id t X 35 c ? 05" V tXX> > cf x . ^Ift > > pi, .» "?X . cc in . . . i> O . . ^■;cd • .to .tH iQ 10 35 r».cN 00 • -H BE i> r- aaa d co a-* S 50 ft O..A a»-i -f d. a a-* — (N ■* ftO <-> a a . COOO 0OtJ< « « S « . CO n CO . COTf X eo aXSJSX! * a ax: . ■fi-dS o. ■d aa J3 j= ja a ■ a ftXl . h U 4 &.UUU U Oi (X-Ud, && UCUIX u U Ufc a- a, euua, -neo^in i> meo-* -HCO «co ^HlrtCO ^ rtin — ■o CS-fc "3 o u &o 4) in d u en a "E co en U co CO 3 CO ►1 3 a S d a 1-1 eo s c5 5 « 3^. do ■o d o o 3 43 ■a o 10 cs . £ « do eo o ■- — > c - £> — & «~ a O CO tn -* d S 2 ^ S CO 1 m u IS u 5 ja 3 x: u u a So dS o a '■A s in d v. o o+* «2 c a J-E hS , u — ; o a 5 = 6 E S >>« £ O 3.2 "" « A* Od xi a CO « S d 4> eo £•§ « jitj cu'S > co c T = s en E E c 3 E" a 01 in CO «•* d o > C « "- >— « Se 5.o d - ■8 cu tn 3 .. Mtn C "2 o d «-> CO §£? h « 5 > do o 03U «2 • . o cs-j; ^ 2i« 9 o • °"0 d « u o d ^d«§ ^3 c t- u a ca*j ea _&« o^ S 2~ c M -O C3 m •a d cs 4d o B s o en CJ A d lu o o lis O « sS §o Q, C o tp-r; ■a o 01 d CO 93 d > o c Efl iS ai S in o .2 s ■ J= ♦J _s d in s HI 10 O c u Q eu > CO 0) BB ■3 a Xj T3 O "o CJ 3 ■o CJ 3 a u x: ■H T3 C CO "a t) *-» CJ CO "o d d o e. u o s\ CO 3 *j "co T3 O O o a CJ •c o "cd a o o en V 3 > o "C "« t> en en O SB Eg 11 II CO CD ocTJ '■0 E en R 2. xs Ha* 3 V en X3-£ X 9 a *- a X T3"« d « §•3 o*. 3 d ";o « BCCD Si, 3 w .BPo ° a c o CO "co -0 - o d S « 2 § C d tn -3 1 o O s ■> o d co *£ en ad en d X5 cj _d en V ao d eo xs D"o ojo o o Q "0 H CO r- S£ Do « h <'-S ■a O ec a V o o X XI ■d £ h t- h fo -70— o o CO a> i CO i m ri DO t! CO in m O X CO ■*> 3 o £ C/2 O ■o T5 s j3 3 s CO m o To °3 CO 3 8 CO 3 CO 3 _o CO*J XS CO 2« O in OS cc C CO O CO Tf 10 u CO c CN o © CO gffi >> a §1 -*co 00 M CO . to 11 CO • n §2 3 • ^ o>> o'S . co "0< o T* co 8 o^2 Q. . X ax . X . X o u co X Cu >> Cl >>2 3 eua CuW aw CuW 8 -3s ^ "3* 3 co 3 co >> oo' § ~ § [fl C/O J — cf? — CN — ^ — CN X CO ^! o u X oo CO o o a 3 3 xl T3 3 c co s X^ 3 a a a o .til xxx; Mm 2x X Cm «x ^x CO "3 fjK S .*"? BB CN >x .CO in CO . X co ■o 3 X XX X cc o • .(35 .CO ~ coco' • CN 00 CO aj si CO a 0.00 acN a a— do. m« O.CM ^ip. o* a. o. — a d. aa p. aa *J rji as «■* a . co co co co .m CO . . CO ed 3 8 . c 8 3 ..3 x ■■& a xx a J3J3 a . ■a a a . CO CO /I J=.j=.~. aja- -3 •BJ3 — X XX CuU UCmUCw UUO. uu CuCU ua, CuCh tk uuu U uu x M« UU co — SS-St SS SS ss. into co- CCS jr S3 — CO 00 CS- CO J^ OC OH 3-3: CO CO Be" o o o X CO 3 o 3 3 a oil) = 53 "" CO.^ 3*- o..-3 •- 3 >- °.2s >, a co 3 e CO *oo CO CO 3 3 CO co °c 3 a CO CO "3 a 3 a o M co tO.JU .3 s CO co "co co J3 *a CO co»j o 3 3 o O CO CO CO > CO o •a a cB a CO > 00 CO 3.3 3 — . s e CO CO 3 co CO CO 3g-S co C.JS b ca ■a o _C) 3 ■v 3 3 > CO o 3 o 3 -3 Tl 3c o o >• o co CO *a o c2 3 co CO _> a CO o CO H CO ™ C - s co 73 3 CO CO 3 • - 3 ■— CO "5 c 3- CO 43 c/2 — ' a '3 o 3«*H ^3 O 3 ca o u O DO a CO *J ^ 3 >> "O CO u co o.2 o-.-> •*" CO co.2 co- CO CO 3« CO « > a §1 3 CO o 3 o -a o h co 3 3m co a o coU'e a! g u .-O CO CO' — > CO p. -0 CO CO o co o. 35 co"c3 u 3 CO .3 co XI o .23 t. 3 3 y ^J3 s co~ 3 m a.2 ••3 ca 3 o o 3 3 |H la a a > o C/5 CO CO ■O to (0 E 00 >> Ojg n 3 co a X) 8 O go £3 ■3TJ CO -d .. O CO £« ** cu 3 o CO CO co 5 CO 3 ^1 CO CO CO CO CO 5 •SB 3 43 o £ — — - ^3^3 r 1 — — o CO a a 3 >> u CO CO 3 3 < 3>> "S3 55 & w t.x, a oo o 3 £2 O 3-d 3 cH-a u ja 3 o o a O o d£ ■7 CO 1 1 1 1 i 1 1 i 1 i i i CO "o 3 V b •3 3 a c .ti-o 3 s <0 O a 3 3 c/3 B 2 O 3 .S 3 • o CO '3 *1 H-i CO "0 o b co as o —71— KCu 23 M — — CJ -H(N o "** • J->jKip5i-i O. CO Q, UUft-U SOU Au * 00 . . . n - •i >-cot* —mm — mr^eo i-nnto -hiaco 0) u .2 o 33 -B X X :s x s: x s x $ od o —72— 4) 41 3^-- 3-*2 Q. 2."S « — a 41 1* 41 •SE& ■cETt re OS d ci d (X _C ° O CO B* 35 CO CO> L E c c MO oi 4) 4> 3'S 4) 2'3 UO O K 4) . CO o 41 a SJ • "O C *- w — © ^* U CN ^ " ■*r< "* 41 M" 4) Tj* CJ ■* 3 •* ■ 41 5 V re . K . X . X . X 41 CO '3 u o C.X . K o CO J C C.S A0< CuW (XW tw &.U (X &-W &-a 2 C£J -« cC ss ss W ss £S " > w X i— « X > CO 41 ■ ■o 3 01 u £x >x > OOTfX > . >> — — >J > .X2 <3J CO CO . 3 — re >> >s . — — !*■ ^>i>c: XXG 41 c XX XX t^nn 4?X x> x>xx 05 x>> XXco IX CO . . •^"tN . t* • CO • -CN 6.6. tic. CN && tMcn e. a a - _ CX 3. D. 3.C0 &a dad O.O.CO idd £ re re re a . re re - re re re re re re re n re re re re . M .cd .Cd c..c,a dftx js.d — — — — — — Q -3.3 X!J=J3 -d-d a XlJZXi 41 h CO — CO UU 0.UU 0,0.0 UU — CO UU — CO uuuua, — coocot^ UU UUU — COTf UUCu UUU — CO — t^m — CO — lOCO ^, CO > CO 4} 3 ^3 CJ 41 4) E re o 4) 3 .SP re Ej v re BO -3 41 .5-2 11 S >1 4) d 2 re T3 C 4) a o 4) 3 O 41 4) U 3 U 3 u 3 CO CO re 2 (9 c la 3 00 CO U re > 41 41 en >_ '•S & CO O "Is re 2.5 4) O CO d _o o s 3 c re CO ■a c re d o .a GO c n u -S o 00 C Is _o "3 d > o C 3 O 41 ■a 3 re u re 4> 41 3 CO O a ►> •a CO . b" S 3 3 •^ '3 3 S o 41 41 I 41 3 41 3 3 E 41 '3 u 41 X 41 CO 41 "3 3 o & 41 3 "re u d 41 41 41 oo d X 3 4) o E ra 3 JS re .. 4) ■eg T3 d re 4> h o CO u O re 4) s o 4) *3 re re Si c 41 S 41 °i 41 "3 o 3 O E 41 41 H 5.3 3 4) 3 O0 3 u 3 u 00 go 4> b* 4) H "o O u re U 09 J3 H u CJ 3 O 3 _41 '3) ■ — « — 3 C 3_4i 00 £ 41 re 41 h 3 O 'S >> K 3 4> 3 H 00 "3 X2 o °g i | I i I i I I 1 i i 1 • 60 O 03 >7 41 s $ £ S ^- 3 ^ X » ■d c U a i a o 41 33 CO w p re CO O 4) >> OO a •a 2 5 & o > 4 C T c d o — V ! CO 3 O > 41 re u 5 s 00 t/3 i z ft 4) 4) 4) 41 41 s £ J3 J3 J= .3 1 tf t" ( F c- E- t- —73— S 50 f" s rig Tfl O 3g . V • 4) ax &M (XW o-a- M — cni rjw Tia- ra u3 ?.<-? . a o m j3 ra p ra 1 F r.o a,w a, X — affl « w 2 i B i— A 1 — O i-i a m ■> >r^ fc £XX rSrJ" X ■ « . o . ■ .> xt ce «2S OiO>X xx; XX OS . •>*C£I Bl . 21 u m«o . CO — CO — ft ft CO — ft aft ft ft — c . . a a . . ra a a ra ra .-* o,ft.d.d ftu H ftft.fi J3J3 jsjs ft . (XO,UU 0-S fc« s a (XD-O UU UU 0,04 s~* ^ ^-o — t^COiO £J CJ — ■>■> — CO — CO t^m 5S So > & u g fi.fi 3 ° Zfc .=. d J3.fi h -co j3 ° .3 •* <- b ra ra "X — u O 3 J3 P CO Z$ g X X s £ T3 C U 0) a E ( tu 3 O >i a c C/3 Sfl CD 3 H <". > o CS ft Z or —74— co V u a V V 9) PC your own and iols. 71 and others er's invention. ft 9 C 0) s c u > c SI 3 . O m cu O 2.2 5.9 ^'co 'co'" CO . -C co BO to U CD 3 C0.5 2«CD •*CO»H CB.H- cu u u 3 . co >> J.9 3 o co u o A <~ J- co o JJ CO 0) §■« U >> 3 a « .25 CO DC co.2 &9 .■§■21 « co 03 o^.*" <; wo < OS u Oh "g CO CO ■ X BB i-> -o 4) u a .« •> x x . a 9 . CO 00 S> > u x s?S xx: X Xco X; m . XX X K • CO . in Ci co &cn aft . c. CO ft ft ft ft «-> CO . jajs^ CO . CO co co co K ■a a .9 OJ3 J3-9 JS h UA UU ^ O 0,U uu U ^^^-* __X .^ ^^. s^^ ^^ St- SS CD »HCO «cc CD ^^ *— '*-^ "" s a 09 .o 0) 3 '•p > O CO cu Lri a 3 ft a a 3 T3 9 co 3 • CO O •a 3 0()O 9 99 CO v?2 '5 CO CO 3 co 9 O ■B O H CO N =3 *> CD 9*0 ♦J HO co T3 '53 <-> CO '3 9 00 t- O 9 .0 <-> O £3 ftS ftj> 9) 14 CO ft E V GQ CO V .CO V 9 > 5) GB •5 'hj co IS 1 3 00 u Q, 4) " CO » 6 b 'S [5 0} M 4> a 3 1 s ••o J3 O 9> ■a *"K 9 03 'G 13 CO CO •a* >>eo II C/3J3 O 9 CO '9 co C/3 'ft O ■> J3 CJ 2 3 Oh CO co CO > .Sf .0 „ ,_, ,_, rt ,H PH d « ,H rH _ JL rH rH S5.3 T3 9 co 1) .9 9 O 3 CO o *9 9 CO '3 C/5 2 <~ o3 O 9 is -a Is 1 « —75— GENERAL BIOLOGY. (One Unit.) Place in the Curriculum. — Eighth, ninth or tenth grade, but prefer- ably in the ninth grade. Text. — Any approved text, adapted to the year of high school taught. Manual. — Any approved manual. Equipment. — A laboratory with a table for every two students (every four if tables are of double size) ; a compound microscope for every four students (for every two if possible) ; dissecting outfit for each stu- dent; well locked cabinets; running water; plenty of light. Experiments. — A sufficient number to illustrate the course well and to utilize double laboratory periods twice a week. If all periods are one hour, double periods are not required. Field Trips. — Field trips are essential to the proper study of the subject. Outline of Course. — The following outline, prepared by Gaston Por- ter,* formerly of this Department, is arranged for the type of course where botany and zoology are separated. A blended type of course is likewise accredited. Part One. I. The meaning of biology. 1. The various fields of learning. 2. The natural sciences. 3. The relation of biology to the other natural sciences. II. Some reasons for the study of biology. State the general purpose of the course, and endeavor to make the pupil see the good that he will derive from a working knowledge of the science. 1. Eelation to human life. 2. Relation of plants and animals. 3. Conservation of natural resources. 4. Relation to society. III. The environment of living things. 1. The constitution of environment. 2. Adaptation of plants and animals to environment.. 3. Improvement of environment. IV. The functions and composition of living things. 1. Organic nature of plants and animals. 2. Division of labor in organisms. 3. Study of the cell. a. A typical cell — its parts and functions. b. The history of the cell. (a) Robert Hooke. Introduction of the word "cell." (b) The cell theory of Schleiden and Schwann. •Deceased. —76— (c) Sarcode and protoplasm. Review the work of Dujardin, Von Mohl, Cohn, and Schultze. c. Production of new cells. (a) Fission. (b) Mitosis. d. Protoplasm and its properties (Summary). Part Two. V. Mowers and their work. 1. Study nature and books. 2. The parts of flowers and their functions. 3. Agencies of pollination. 4. Require the student to make collections of flowers and to study them in their native habitat. 5. Have each student to collect, classify, press, and mount at least five flowers. 6. Do considerable field work — all that the time will allow. 7. Stress cross-pollination and hybridization. Have the students to report on the work of Burbank and others. VI. Fruits and their uses. 1. Review pollination and show how it results ultimately in the formation of fruits and seeds. Explain fertilization and the formation of the embryo and seed, but it should be remembered that the ninth grade high school pupil is unable to appreciate the finer scientific details, which, therefore, should be omitted. 2. Give a comprehensive outline of the different types of fruits. VII. Seeds and seedlings. 1. Make clear that the seed is the link that connects two generations. Show its relation to the plant that produced it and also to the plant that it will pro- duce. 2. Morphology of seeds. a. Bean — exalbuminous and dicotyledonous. b. Corn — albuminous and monocotyledonous. c. Pumpkin — albuminous and dicotyledonous. 3. Reserve foods in seeds. 4. Germination of seetls and the necessary factors. 5. The uses of seeds. 6. Selective planting — seed testing, etc. VIII. Roots and their work. 1. Factors influencing direction of growth. 2. Root systems and adaptations. 3. Structure. 4. How roots absorb soil water — osmosis. 5. Relation to nitrogen fixation. —77— IX. Stems and their work. 1. Buds. 2. Lenticels. 3. Internal structure. 4. Budding and grafting. 5. Modified stems. X. Leaves and their work. Omit until later the work that has to do with nutrition, for this will be considered in a later division. 1. Forms and gross structure. 2. Eelations to light. 3. Means of protection. 4. . Leaf modifications. 5. Importance to man. XL Transpiration. 1. Stem and leaf structure concerned with transpiration. 2. Importance. XII. Nutrition of plants. 1. Photosynthesis (see Ganong, "The Living Plant"). 2. Proteid synthesis. 3. Digestion. Action of enzymes. 4. Respiration. a. Function. b. Comparison with photosynthesis. 5. Waste and elimination. XIII. Economic importance of green plants. 1. Plants and plant products useful as food, clothing or shelter. 2. Other plant products. a. Alkaloids. b. Glucosides. c. Plant acids. XIV. Importance to man of plants without chlorophyll. 1. Parasitic and saprophytic fungi. 2. Yeasts and fermentation. 3. Bacteria. a. Forms, structure, size, locomotion, growth, re- production. b. Disease production. c. Hygiene and sanitation. d. Care and cleanliness in the home. XV. Forests. 1. The parts of a tree. 2. Economic value of trees. 3. Use of forests. 4. Forest regions in the United States. 5. Conservation of our forests. —78— XVI. The various forms of plants and how they reproduce them selves. 1. Algae. a. Blue-green and green. Make an extensive field study of algae as class. Study in the laboratory several of the commoner forms, as nostoc, spirogyra, vaucheria, ulothrix, cladophora, etc. 2. Fungi. Supplement XIV by a further study of molds, mil- dews, smuts, rusts, mushrooms, if it seems advisable. 3. Lichens and symbiosis. 4. Liverworts and mosses. Stress alternation of generations. 5. Ferns and their allies. 6. Seed-plants and their relation to the lower plants. XVII. How plants are modified by their surroundings. 1. Xerophytes. 2. Hydrophytes. 3. Mescphytes. 4. Holophytes. Part Three. XVIII. An outline classification of the animal kingdom. XIX. Interrelations of animals and plants. 1. The balanced aquarium. 2. The hay infusion. 3. The nitrogen cycle. XX. Protozoa. Stress economic importance, as chalk formation, disease production. XXI. Sponges. Commercial uses. XXII. Coelenterates and echinoderms. One day general study. XXIII. Annulates. Agricultural importance. XXIV. Parasitic worms. 1. Trematodes. a. Liver-fluke. 2. Cestodes. a. Tapeworm. 3. Nematodes. a. Ascaris. b. Trichina. c. Guinea-worm. d. Hook-worm. e. Hair-worm. : '9— XXV. Crustaceans. 1. Study gross structure, habits and adaptations of crayfish. XXVI. Insects. 1. General characteristics. 2. Adaptations. a. Locomotion. b. Protective coloration and mimicry. c. Habits. 3. Life history. a. Incomplete metamorphosis. b. Complete metamorphosis. 4. Uses and harms. XXVII. Myriapods. 1. Study briefly the millipeds and centipedes. XXVIII. Arachnids. 1. Spiders and scorpions and their habits of protection. 2. Parasitic forms, as mites and ticks. XXIX. Mollusks. 1. Clam — general study. 2. Oysters and the oyster industry. XXX. Fishes. External morphology and aquatic adaptation. XXXI. Amphibians. 1. Life history of the frog and adaptation for double- life. XXXII. Reptiles. External morphology and general study of habits and adaptations. XXXIII. Birds. 1. 2. 3. 4. 5. 6. General structure and adaptations to flight. Grain-eating birds — useless. Insect-eating birds — useful. Birds of prey. Identification of the commoner local birds. Birds of commercial value. XXXIV. Mammals. XXXV. 1. Edentates. 2. Rodents. 3. Cetaceans. 4. Ungulates. 5. Carnivorates. 6. Primates. a. Man in his relation to other animals. Heredity and variation. 1. Evolution. 2. Heredity. Laws of heredity — Gal ton, Mendel. 3. Animal and plant breeding and the improvement of existing varieties. 4. Eugenics. — SO— XXXVI. The human machine and its needs. 1. Foods and dietaries. 2. Digestion and assimilation. 3. Blood and its circulation. 4. Bespiration and excretion. 5. Nervous system and body control. 6. Health and disease. 7. Man's improvement of his environment. a. Home environment. b. City environment. XXXVII. Some great names in biology — history of biology. 1. William Harvey. 2. Leeuwenhoek. 3. Edward Jenner. 4. George Cuvier. 5. Jean Lamarck. 6. Schleiden and Schwann. 7. Max Schultze. 8. Charles Darwin. 9. Thomas Huxley. 10. Louis Pasteur. 11. Bobert Koch. 12. Sir Joseph Lister. 13. Elias Metchnikoff. 14. Gregor Mendel. 15. Hugo de Vries. BOTANY. (One Unit.) Place in the Curriculum. — Ninth, tenth and eleventh grades. Statement. — The same statement made with reference to biology will apply to botany. The instructor is referred to the Science Bulletin for an outline of a course. ZOOLOGY. (One Unit.) Place in the Curriculum. — Ninth, tenth and eleventh grades. Statement. — The same general statements made with reference to biology will apply to zoology. The instructor is referred to the Science Bulletin for an outline of a course. CHEMISTBY. (One Unit.) -First Principles of Chemistry, Brownlee and others. -Laboratory Exercises, Brownlee and others. Allyn & Text. — First Principles of Chemistry, Brownlee and others. Allyn and Bacon. Manual. Bacon. Equipment. — The usual type of chemical desk (home-made permitted!) equipped with running water, reagent rack and lockers sufficient for students to work in groups of not more than iwo. General apparatus — SI — and reagents and individual apparatus for each locker should conform to the requirements of Bulletin 136, page 83. Place in the Curriculum. — Tenth and eleventh grades only. Experiments. — A minimum of forty-five experiments is required. Fifty-four embracing those under Group A of the manual supplemented by most of those under Group B and some under Group C are advised. Four of these should be of a nature requiring exact measuring or weigh- ing. Except in rare instances these should be performed by students working singly or in groups of two. Field Trips. — Visits should be made and papers written on local in- dustries. Notebooks. — Same as physics. As far as possible, experimental work and text book should be cor- related, the course being based largely upon the laboratory work. The first half year will be largely devoted to a study of the basic principles of chemistry and the pace of the class will necessarily be slower than in the last half. It will generally be found possible to include the first seventeen chapters of the text and most of the first twenty-eight experi- ments. If desired, however, Chapters 17 and 18 may be left for a later consideration and some of the more difficult experiments delayed. The latter half of the course will relate more closely to industrial applica- tions of chemical principles and to descriptive chemistry. Greater lati- tude may be allowed in the order of the work, but the study of the text should supplement the laboratory work as it is performed. A definite alloting of time for different phases of the work is ex- tremely difficult so the accompanying outline should not be too closely adhered to. The covering of much subject matter should always be subordinate to a thorough understanding of the principles involved. It is not deemed necessary to complete the entire text. CHEMISTEY OUTLINE. Oxidation Oxygen. (Three weeks, pages 1-32.) This forms an introduction to chemistry and chemical change by the historical method of studying oxidation. Laboratory manipulation and computation are given by means of quantitative experiment on vol- ume of oxygen in air. Experiments 1, 2, 3, 4, 5, 6 and 7 should all be included, 2 and 3, 6 and 7, being given the same day and 5 begun with 4 and finished next time. Watee. (Three weeks, pages 33-63.) Chemical change is further illustrated by the analysis and synthesis of water. The distinction between chemical combination and other combinations such as solution and water of crystallization should be made by a series of experiments. Experiments 8, 9, 10, 11, 12, 14 and 15 will about consume the three weeks. —82— Atomic Hypothesis. (One week, pages 64-70.) The law of definite proportions as illustrated by Experiment 8 should be recalled and a careful study made of Chapter VII. Experiment 16 (or 17), although difficult, illustrates this topic and should be included. Avogadro's Hypothesis. (Two weeks, pages 71-94.) The volume relation of combining gases is well illustrated in the case of hydrogen chloride, as well as in the case of water. A study of chlorine followed by a study of hydrogen chloride properly introduces the student to a contemplation of this uniformity. Experiments 18, 19 and 20 familiarizes the student with the prop- erties of the elements and compounds studied and gives some industrial applications of chemistry. Experiment 21 may also be included. The Chemical Equation. (Two weeks or more, pages 95-134.) In studying the equation, a review of previous reactions should be given and the equations carefully worked out. Chapters XI and XII are introductory to this study and Chapter XIV gives the application. Much time should be spent on problems. No laboratory work, except to complete unfinished assignments, should be attempted, the time being devoted to problems and text. Neutralization . (Two weeks, pages 135-142.) A study of sodium and potassium very properly introduces and ac- companies experiments illustrating neutralization. Experiments 22, 23, 24 and possibly 25 will consume about two weeks. Explanation and Types of Chemical Action. (Three weeks, pages 143-170.) This topic may be studied now, or later, some other work being sub- stituted at this time. If the apparatus will permit demonstrations of effects of dilution on ionization, etc., this should be included. Great care should be used in explanations of the material in the text. Experiments 26, 27 and 28 accompany this topic. Review and Examination. (Two weeks, pages 1-170.) Second Term. Sodium and Potassium. (One week, pages 171-188.) Stress the commercial preparation of hydroxides and the occurrence and preparation of salt of sodium carbonate (Solvay Process). —83— Experiments 31 and 32 relate to this topic. No. 33 is also valuable at this point. SULPHUK AND ITS COMPOUNDS. (Two weeks, pages 189-220.) Special attention should be given to the Frasch process of extracting sulphur, to the allotropic forms of sulphur, sulphur dioxide and sul- phuric acid. The manufacture of sulphuric acid should be thoroughly understood. Experiments 34, 36, 37, 38 and 39 are all important. NlTROGEN AND COMPOUNDS. (Two weeks, pages 221-267.) After a brief study of nitrogen itself, much time should be devoted to ammonia, its preparation and industrial uses especially in refrigera- tion. The oxides of nitrogen should be included. Experiments 41, 42, 43 and 44 and a trip to a refrigerating or ice plant. The Halogens. (One week, pages 268-287.) A week should be given to a study of the different halogens, with special reference to group properties. Experiments 46, 47 and 48. Carbon and Its Compounds. (Two weeks, pages 288-318.) The allotropic forms and commercial uses of carbon should be care- fully studied. Occurrence and properties of carbon dioxide and of com- mercial gases should be given. Experiments 49, 50, 51, 53 and 55 and a trip to a gas plant. No order is prescribed for the remaining eight weeks of actual work. It is probably best not to attempt to include all the material given in the text, but such topics as the following should be given at appropriate times. The student should be given a thorough explanation and experiments on oxidation and reduction. Experiments 66, 67 and 68. The reduction of iron ore and the manufacture of steel should be stressed and trips made to an iron foundry and such other iron indus- tries as may be available. Such topics as photography and dyeing may be profitably studied. A brief study of analytical methods will give the students a glimpse of an important phase of chemistry. The general principles of organic chemistry as included in the text should be given. If the instructor is qualified and has the information available and well organized, a lecture or two might be given on some of the latest chemical theories, i. e., the electron theory and radio-active compounds. — cS4 — PHYSICS. Place in the Curriculum. — Tenth or eleventh grades. Text. — First Principles of Physics, by Carhart & Chute. Allyn & Bacon, publishers. Laboratory Manual. — Any standard manual. See Science Bulletin. Equipment. — A separate room, unless class is exceedingly small, with a ta^le for every four, preferably every two, students, locked cabinets and, if possible, running water. General equipment and one set of in- dividual or group equipment for every four, preferably every two, stu- dents as listed in Science Bulletin. Experiments. — A minimum of thirty-six experiments, thirty-two of which shall be of a nature involving exact measurements and computa- tions, is required for accrediting. The thirty-two shall be distributed as follows: ten relating to mechanics, five to heat, ten to electricity, one to sound and six to light. These shall, except in cases requiring very expensive apparatus, be worked by students in groups of not over four. Field Trips. — At least two field trips, properly written up by the stu- dent in the notebook, shall be made each year. These should consist of visits to industries at appropriate times in the course. Notebooks. — The notebook should be separate from the manual, pref- erably of a loose-leaf type. It shall include a description of student experiments and trips or other form of original investigation. These should be carefully prepared and written wholly in the student's own words. Drawings should be exact, but diagrammatic, and conclusions should be clear cut and full. Simple experiments or mere demonstra- tions or illustrations should not be included in the notebook. Course of Study. — The course of study shall be based upon laboratory work principally, the text and problems being generally used to explain or to generalize the knowledge gained from experiments. The follow- ing outline is suggested as giving different phases of the subject their due proportion. The pages refer to the text. Measurements. (One week, pages 1-15.) Experiments on linear measurements and on volume will serve to familiarize the student with the standards and increase his efficiency in manipulation of apparatus. Pressure in Liquids. (Two weeks, pages 31-49.) An experiment on the relation of pressure and depth should be given. Archimedes principle should be proved by a series of experiments and its practical application illustrated by a study of specific gravity of solids and liquids. Pressure in Gases. (One week, pages 49-70.) The density of air may be determined by an experiment (or the pres- sure of gas in its place). A careful experiment by the class with Boyle's law apparatus should be included. —85— Molecular Physics. (One week, pages 16-30.) Demonstrations on effusion, crystallization, surface tension and cap- illarity will best illustrate this topic. An experiment on Hook's law should be included. Foece and Motion. (Four weeks, pages 71-116.) The four experiments, — resultant of parallel forces, principle of mo- ments, parallelogram of forces and the pendulum will consume four double laboratory periods. The remaining four may be devoted to the solution of problems. Mechanical Work. (Two weeks, pages 117-142.) Two distinct experiments should be performed with the inclined plane, one proving the law of the inclined plane and showing the me- chanical advantage, the other to compute the efficiency of the inclined plane. Experiments or demonstrations with pulleys and the wheel axle should be included. Eeview and Quiz. (One week, pages 1-142.) A thorough review and quiz on mechanics should be given when this subject is completed and before the Christmas holidays. Heat and Expansion. (One and one-half weeks, pages 242-257.) Experiments with thermometer scales, the linear coefficient of ex- pansion and the coefficient of expansion' of gases are indicated. Measurement of Heat. (One-half week, pages 257-259.) Several days should be spent in determining the specific heat of a metal and explaining the calorie as a measurement of heat. Heat and Change of State. (One week, pages 260-267.) Experiments on the heat of fusion and the heat of vaporization should De carefully supervised and student's computations carefully corrected. A visit to an ice plant will be appropriate here. Heat and "Work. (One week, pages 267-280.) A study of steam and gas engine models should be made and, if pos- sible, the engines themselves studied. Eeview and Term Examination. (Two weeks, pages 1-142 and 242-280.) —86— Magnetism. (One week, pages 281-292.) The usual demonstrations with magnets and the magnetic needle should be given and careful drawings or blue prints made by students of the magnetic field. Electkostatics. (One week, pages 293-315.) The laboratory work will consist almost wholly of demonstrations, unless there are enough electroscopes for students to make an electro- static series. Demonstrations with a static machine and condensers are in order. The Electric Current and Chemical Change. (One and one-half weeks, pages 316-332.) Student experiments with the voltaic cell, E. M. F. in the cell, and student projects in making types of cell should be included. A demon- stration with a Hoffman apparatus showing electrolysis should be given. Electrical ^Resistance. (One week, pages 332-339.) An experiment or two should be performed with the resistance board and, if available, a Wheatstone bridge. The lighting effect and the electricity consumed by the incandescent lamp may be studied. Electro-magnetic Induction. (Three and one-half weeks, pages 354-390, 281-292, 340-349.) A review of magnetism and the magnetic field should be made and then followed by experiments with the magnetic effect of a current, electro-magnets, induced currents, the induction coil and finally the dynamo and the motor. This phase of the work should be carefully planned. Nature and Propagation of Sound. (Two weeks, pages 143-157.) At least two experiments, one to determine the velocity of sound and one to determine the length of a resonant air column should be given. Musical Sounds. (One week, pages 157-178.) The law of vibrating strings and a demonstration on pitch may be given, together with a theoretical study of the musical scale. Nature and Propagation of Light. (One week, pages 178-187.) Two experiments in photometry may be included to determine the candle .power of a light and to show the relation of intensity and dis- tance. —87— Lenses and the Formation of Images. (Three weeks, pages 187-226.) The following topics should be covered by experiments: Law of Re- flection, Index of Refraction, Critical Angle, Focal Length of Lenses, Magnifying Power of Lenses, Telescopes and Microscopes. Color and Invisible Radiations. (One week, pages 226-238, 390-393.) Demonstrations with prism and color disk, oscillatory discharges of a Leyden jar and wireless projects will complete this topic. Review and Final Examination. (Two weeks, pages 142-242, 280.) LATIN. First Year. Text: Smith's Latin Lessons (complete). If time will permit, a little supplementary reading in an easy reader like Nutting's First Latin Reader will be interesting and helpful. Mastery of inflections, mastery of the essential principles of syntax, mastery of vocabulary are features to be emphasized. The ability to read Latin understanding^ and readily as well as a better command of the English language will be the result if these three features are prop- erly emphasized during the work of the first year. Careful attention should also be given to pronunciation. The quan- tity of vowels, division into syllables, and accent should be stressed in oral and written exercises. Phrasal reading of sentences should be practiced, but the student should be required to translate a sentence as a whole before he leaves it. 1. Inflections. The forms and uses of the cases of nouns and pronouns and the con- jugation of verbs can be more readily understood and learned by the use of the direct method. Sentences of the following type suggest acts which may be performed in the class to show the use of the various cases in Latin: Magister rosam, sellam, tabellam, picturam portat. Magister puellae rosam dat. In sella est rosa. After the act has been performed and the sentence given, the case endings can be stressed by having the pupils answer questions such as these : Quis rosam portat? Quid magister portat? Cui puella rosam dat? Ubi est rosa? Cuius est rosa? After the first declension has been learned by this method and much practice has been given in translating easy sentences at hearing, the sentences in the text bcok can be easily read. The second declension is readily learned in the same manner by using puer, liber, discipulus, etc. Other forms are presented in the same concrete way. Accuracy and speed should then be insured by frequent time-limited tests on declensions and conjugations. Books of blanks for inflections are very convenient for these tests. 2. Syntax. The principles of syntax given in the first year book should be mem- orized and applied in oral and written exercises. A sentence showing the principle should be memorized for each point of syntax given. Drill in construction should always include the context of the word in question. If the words underlined in the following sentences are to be studied with reference to their construction, the tabular form which follows will be helpful : Legatus legioni praeerat. Caesar dixit milites fortiter pugnaturos esse. Case Number or Word Context Mode Tense Rule of Syntax legioni : praeerat : dative, singular : special compound verb : pugnaturos : dixit milites. . : fut. act. infinitive : Prin. verb in indirect statement. 3. Vocabulary. Emphasis in the first two years of study lies in the direction of the enlargement of the pupil's ability to understand what words say and what words mean in English. From this point of view attention to the derivation of English words from Latin as reflected in stems of frequent occurrence and in various compounds is very important. a. Prefixes. The force of the common prefixes a (ah, abs), ad, ante, con, de, ex (e)? in (both prepositional and negative uses), inter, per, prae, pro, re, sub, trans, can be shown by frequent written and oral drills in forming new Latin verbs from simple roots and in forming English derivatives. For example : ab (away) -f- ducere (to lead) = to lead away, abduct, ad (to), -(-ducere (to lead )= to lead to, adduce, in (into) -(-ducere (to lead)= to lead into, induce, pro (forth) -j- ducere (to lead) = to lead forth, produce. b. Suffixes. Attention should be called to the use of tor (age'nt) as explorator (explorare) and to the use of the suffixes tas, tus, ia, in forming nouns from nouns and nouns from adjectives. For example : virtus (vir) ; civitas (civis) ; amicitia (amicus). c. Derivation. The Latin words can be more easily memorized and the relationship —89— to English more thoroughly established by requiring vocabulary reviews to be written in tabular form emphasizing the following points: Meaning Derivative valor ; virtue sea ; marine, etc. .Derivative Meaning Present Stem Past Stem Noun Genitive virtus ; virtutis ; mare ; maris ; Gender feminine neuter ; Verb Principal Parts mitto ; mittere, misi, missus ; video ; videre, vidi, visus ; send; see: provide, mission vision, etc. A separate notebook should be kept for the purpose of word study and derivatives. 4. Prose Composition. The exercises for translation of English into Latin as found in the text should receive attention regularly from the beginning. Both oral and written work should be done. It is not considered advisable to keep the prose work of the first year in notebooks. Second Yeak. 1. Latin Readings. Text: Bennett's Caesar. Caesar's Gallic Wars, Books I, II and III or IV. Sight reading may be done by having the class read as much of the next day's lesson as time will permit, but they should be held responsible the next day for work covered in this manner. If Smith's Latin Lessons has not been completed in the first year, it will not be objectionable to employ the first month or six weeks of the second year in completing it, pro- vided the first book, three books of Caesar and thirty prose lessons are completed in two years. 2. Principles of syntax. In connection with each reading lesson, assign about ten words to be studied and written in tabular form suggested in the outline of syntax for first year Latin. Emphasize all case constructions and the simpler uses of the subjunctive. 3. Word formation. Review prefixes studied in first year in connection with principal parts of verbs. Give a more thorough study of suffixes in the formation of nouns from verbs, other nouns and adjectives. For example: Suffix sor (agent) tor or (state) (act or result of an act) Many suggestions for further word study can be found in Jenks' 'Latin Word Formation." Prefix intercessor; inter (between) terror ; excursion ; ex (out from) ; Verb cedere (to move) ; terrere (to frighten) : currere (to run) ; (t)io —90— 4. Inflections. In connection with the composition work, all inflections should be re- viewed. Noun and verb blanks are very convenient for these reviews. 5. Life and times of Caesar. The geography and history of Eome during these days should be em- phasized by maps and reading. The organization of the army and weapons of warfare should be compared with those of today. 6. Prose composition. Text: Bennett's New Latin Composition. Part I, thirty lessons. One forty-five-minute period each week throughout the year. Practice should be given in translating sentences orally and in writ- ing. It is well to require students to prepare their prose lessons in notebooks, writing both the English and the Latin. Careful corrections should be made by the teacher or by the students under the direction of the teacher. There should always be a careful final checking by the teacher to make sure of accuracy. Third Yeae. 1. Required reading. Text: Bennett's Cicero. Manilian Law., and four other orations or their equivalent. One book of Virgil may be substituted for two orations against Catiline. Sight reading as indi- cated in second year, and also in Cicero's letters if these are available. 2. Style. Compare Cicero's orations with Caesar's narrative in regard to the following points: Use of pronouns; person of verb; use of imperative; elasticity in order of words; sentence structure; rhetorical devices. Make careful study of the outline of the Manilian Law as stated by the orator. Have pupils enlarge this outline by filling in points as the orator makes them. This serves as an excellent model for any argu- mentative discourse. 3. Syntax. Review the principles of syntax already studied. Continue to assign at least ten words each day for intensive study in construction according to tabular form suggested. The following are some of the constructions occurring most frequently in Cicero : Conditional sentence, Subjunctive in independent clauses, Relative clause of characteristic, Relative clause of result, Relative clause of purpose, Dum temporal and proviso clauses, Concessive or adversative clauses, Substantive clauses. 4. Word formation. A review of prefixes, suffixes, and roots applied to Cicero's vocabulary. Have pupils try to discover meaning of new words, both English and Latin, from the knowledge they have of word study. —91— 5. Life and times of Cicero. Historic background of the orations studied. Cicero's private and political life. The importance of the forum in the life of the people. Meaning of the three orders ; of the senate ; and of "Cursus honoruni." Other officers and their duties. 6. Prose composition. Text: Bennett's New Latin Composition. Part II, thirty lessons. One forty-five-minute period each week, treating the work as indi- cated in the second year. Examples of sentences should be found in required reading. Fourth Year. 1. Required reading. Text: Bennett's Virgil. Virgil's Aeneid, Books I, II, VI, and two others. Sight reading as indicated in second year. 2. Inflections. Striking peculiarities of form should be noted. 3. Syntax. Dative of limit of motion for ad or in with accusative. Dative of agency for a or ab with ablative, with any passive form of verb. Accusative of limit of motion where prose would require ad or in with accusative. Accusative of specification. Ablative of place in, on, or from which where prose would require preposition. Imperative with ne to express prohibition. Future participle to express purpose. Common use of plural of nouns in sense of singular. 4. Famous passages to be memorized: Book I, 607-609; Book II, 48-49, 324-326, 354; Book IV, 173-177, 181-187, 522-532; Book VI, 126-129, 847-852. 5. Prosody. Pupils should be able to read the dactylic hexameter fluently and to understand the meaning of the following terms: arsis, thesis, caesura, diaeresis, dactyl, spondee, trochee, elision, hexameter, ictus. They should be able to write scansion correctly. 6. General information. Pupils should refer to a mythology in order to become acquainted with the functions and attributes of the deities mentioned and the mythological places. They should know the main characters in the story and the part played by them. Pupils should know the historical setting of the Aeneid and Virgil's motive in writing the poem. They should appreciate this poem as a masterpiece of the world's literature and realize the importance of it in the world's thought and the world's literature. 7. Prose composition. One forty-five-minute period each week. Continue the work as done in the second and third years, using Ben- nett's text or any other standard text. -92- MODERN FOREIGN LANGUAGES. (See Modern Languages, bulletin No. 82, 1918, State Department of Education.) Whether the aim in teaching a modern foreign language be economic or purely cultural, general or specific, no aim can be realized until a well-laid foundation is made, based upon an intelligent grasp of the fundamental principles of the language. The work of the first two years of the course should, therefore, be intensive, well directed, and reinforced by constant drill and practice. Creditable progress will be insured in the third and fourth years following the careful instruction that is necessary in the beginning. Articles of Creed. Every teacher of a modern foreign language should insist upon 1. Correct pronunciation. 2. Careful and intelligent reading of all assignments. 3. A mastery of the fundamental grammatical principles of the lan- guage. 4. Daily conversation with a purpose (complete statements always to be given) : to acquire naturalness and east in the use of every-day expressions, common idioms, and grammatical relations. 5. The foreign language, whenever possible, the medium of expres- sion. Reading Material. For the first two years of the course, texts employing a practical vocabulary and based upon the daily life, habits, and customs of the foreign people, the geography of the country, and those texts designed to please and stimulate interest will be found most suitable. For the third and fourth years, there should be more rapid reading, supplementary as well as that directed in class, of easy texts to gain fluency and stimulate interest. One or more masterpieces, particularly in the fourth year, should be read carefully and studied as literature. Preference should be given to texts that are modern in character. GRAMMAR. A well directed study of the grammar is absolutely essential to secure accuracy in reading, writing, and speaking a foreign language. This study should be continuous throughout the four-year course, particular emphasis to be given to it during the first two years. In choosing a grammar, preference should be given to the text designed for inductive teaching and plentifully supplied with forms, blanks, and exercises for drill. Simple sentences in the foreign language, conjugation of verbs in complete sentences, conversation based on particular points of the grammar, easy dictation, and memory work will further serve to elim- inate the use of the mother tongue. In the third and fourth years, the grammar should serve largely as a reference book. Particular points should be assigned for careful study and various principles discussed in connection with the reading matter. —93— Oral and "Written Work. The recitation should be largely oral and in the foreign tongue, pro- vided a disproportionate amount of time is not thus consumed. Class- room directions should be gradually introduced with a view of increas- ing the use of the foreign language. The reading matter will, in gen- eral, form the basis for the oral work, aided by the use of charts, maps, pictures, models, etc. Written work should follow the oral work. It may in the beginning take the form of filling in blanks, transforming sentences, taking easy dictation based on reading matter already treated orally. Eeproductions of easy stories may be required as the class progresses. In the third and fourth years, oral and written resumes of the reading may be re- quired. Letter-writing at this time should be given prominence. All written work should be carefully corrected. Library. In addition to pictures, charts, maps, models, etc., freely used in be- ginning classes to facilitate instruction and create interest in the for- eign tongue, there should be provided for a four-year course a library comprising a standard dictionary, books on travel, biography, history, life and customs of the foreign people, periodicals and newspapers, mul- tiple copies of easy texts for supplementary reading, and books for teachers on method, pronunciation, etc. A library of the character herein described is prerequisite to the granting of the fourth unit in a foreign language. Examinations. At the end of two years a student should be able to pass creditably an examination consisting of a translation at sight of a selected bit of simple reading matter, the construction of short sentences in question and answer form, a simple composition, and the writing of sentences involving common idioms and the fundamental grammatical principles. In the third and fourth years the ability to use the foreign language with a fair degree of accuracy and ease should be the principal test. The examination should consist of a discussion in the foreign language of a selected bit of fairly difficult reading, translation into the foreign lan- guage of a selected passage on a familiar topic, the writing of a letter, and sentences involving the fundamental grammatical principles and common idioms. SPANISH. See Modern, Languages, Bulletin No. 82, State Department of Edu- cation. First Year. The beginner should first hear, then learn to read, and then to write. The work should include : 1. Constant drill on pronunciation. 2. Training to read aloud. 3. Conjugation of the regular verbs and common irregular verbs. 4. Nouns : plural ; gender ; agreement. 5. Simple sentence construction based on practical vocabulary. —94— 6. Simple uses of pronouns : personal, possessive, demonstrative, in- definite, and object. 7. Common uses of ser and estar. 8. Commonest idioms and every-day expressions. 9. Numerals (to be taught gradually from the beginning). 10. Careful study of object pronouns (direct and indirect) ; position of object pronouns. 11. The imperative (the present subjunctive). 12. Verbs that introduce the infinitive by preposition: ir, venir, volver, aprender, enseiiar, and verbs meaning to begin. 13. Easy oral composition. 14. Easy written composition. (Composition should be based on subjects of daily interest: the home, the store, the school, etc.) 15. Dictation and memory work. Suggested Texts. A direct-method text may not need to be supplemented by a reader. An introductory grammar and an easy reader form a good combination. De Vitis, Brief Spanish Grammar, Allyn & Bacon. Espinosa and Allen, Beginning Spanish, American Book Company. Hannsler and Parmenter, Beginner's Spanish, Scribner's Sons. Hills and Ford, First Spanish Course, Heath and Company. L. Sinagnan, A Foundation Course in Spanish, The Macmillan Com- pany. Hall, All Spanish Method (First Book), World Book Company. Cherubini, Curso Prdctico de Espanol para Prmcipiantes, Winston. Galeno Natural Method Spanish, Book I, Gregg Publishing Company. Eoessler and Eemy, Spanish Reader, American Book Company. Dorado, Primeras Lecciones de Espanol, Ginn and Company. Harrison, Elementary Spanish Reader, Ginn and Company. De Vitis, Spanish Reader, Allyn & Bacon. Espinosa, Elementary Spanish Reader, Benj. H. Sanborn. Wilkins, Lectures Fdciles con Ejercicios, Silver-Burdett. Second Year. The second year's work in a modern foreign language is generally considered the most difficult of a four-year course. Systematic review, constant drill and practice, and a thorough study of the fundamental grammatical principles are absolutely essential. The following points should receive emphasis: 1. Careful review of the principal points of grammar studied the first year. 2. Mastery of regular and common irregular verbs. 3. Thorough study of verbs: impersonal, reflexive, orthographical- changing, and radical-changing. 4. Uses of pronoun se. 5. Passive voice. 6. Careful study of the subjunctive. 7. Important uses of the infinitive. 8. Uses of para and por. —95— 9. Common idioms and usual expressions. 10. Conversation with definite aim. 11. Easy composition (oral and written). 12. Dictation. 13. Memory work. 14. Eeading. (Eead approximately 150 pages.) (For scope of examination after two years' work, see introduction to this outline.) Suggested Texts. The grammar begun in the first year might well be continued in the second year. Other texts are: Coester, Spanish Grammar, Ginn and Company. Hills and Ford, Spanish Grammar, Heath and Company. De Vitis, Spanish Grammar, Allyn & Bacon. Espinosa and Allen, Elementary Spanish Grammar, American Book Company. Olmsted and Gordon, Spanish Grammar, abridged, Holt. Pittaro, A Spanish Beader, Heath and Company. Dorado, Espana Pintoresca, Ginn and Company. Valera, El Pdjaro Verde. Alarcon, El Capitdn Veneno. (Second term.) Altamirano, La Navidad en las Montanas. (Second term.) Hannsler and Parmenter, A Spanish Beader, Scribner's Sons. Henry, Easy Spanish Plays (with suggestions for Spanish clubs), Allyn & Bacon. Waxman, A Trip to South America, Heath. Alarcon, Novelas Cortas Escogidas. (Second term.) Sparkman, Industrial Spanish, Allyn & Bacon. Phipps, Pdginas Sudamericanas, World Book Co. Fortuna y Zaragucta, Heath. Fontaine, Flores de Espana, Win. R. Jenkins. Thied Yeak. The work of the third year should consist of more rapid reading of easy texts, preferably those that are modern in character, to gain fluency and ease in reading and speaking, to lend encouragement, and to stimulate interest. Grammar may be successfully taught in connec- tion with a composition text and the reading. Letter-writing should be given prominence. Composition, both oral and written, should be con- stantly required. Dictation and memory work are always necessary. Supplementary reading of easy texts may be required. During the third year from 250 to 300 pages should be read. Suggested Texts. (Some of the reading texts listed for the second year might also be used in the third year, particularly those suggested for the second half of the term.) Crawford, Spanish Composition, Holt. Umphrey, Spanish Prose Composition, American Book Company. Broomhall, Spanish Composition, Allyn & Bacon. —96— Isaacs, Maria ( Spanish- American story). Nelson, The Spanish American Reader. Fuentes and Frangois, A Trip to Latin America, Holt. Galdos, Marianela; or Mariucha. Valdes, Jose. Benavente, Tres Comedias, Heath. Jose Manual, Amalia, Macmillan. Tres Comedian Modernas, Holt. Ibanez, Vistas Sudamericanas. Fourth Year. The outline of work of the fourth year should be a continuation of that of the third year, though of a more advanced nature. Grammar should ever receive attention, to which the composition, both oral and written, will testify. A more technical vocabulary for business Spanish might well be cultivated (in third or fourth year), following the careful foundation laid during the first two years. The foreign language sis literature should be gradually approached. Suggested Texts. Cool, Composition Booh, Ginn and Company. Broomhall, Spanish Composition, Allyn & Bacon. Ibanez, La Batalla del Marne, Heath. Ibanez, La Barraca, Holt. Galdos, Dona Perfecta. Galdos, Electra. Valera, Pepita Jimenez. Echegaray, Locura o Santidad, Heath. Nunez de Arce, El Haz de Lena, Heath. Quinteras, Dona Clarines. Sierra, La Cancion de Cuna. Harrison, A Spanish Commercial Reader, Ginn and Company. McHale, Commercial Correspondence. Harrison, Negocios con la America Espanola, Gfregg. (A bibliography for teachers will be found in Modern Languages, Bulletin No. 82, State Department of Education. A suggested library list for a four-year course in Spanish will be forwarded from the State Department on request.) FEENCH; GERMAN. For detailed outlines in French or German see Modern Languages, Bulletin No. 82, State Department of Education. —97— COMMERCIAL EDUCATION. The tendency in commercial education is from general courses to those with more specific purpose. The program is also expanding. Sub- jects long established are finding place in new schools, while subjects of a more vocational nature are being added in the larger high schools. The traditional subjects are becoming less general, in an effort to fit them better to the needs of the students, and to correlate school work with local business needs. As the aims in business education become more definite, there is need for more careful selection of the students who make up the classes. Some organized assistance to students is needed in their problems con- nected with choosing favorable lines for advanced study or work. A course in the study of occupations may offer appreciable help in this matter. Another way of helping is to place in the lower years of high school short courses in the elements of the more popular business sub- jects, to be followed by advanced courses for those who find the begin- ning in accord with their talents. Such studies as elementary bookkeeping with business practice, type- writing with office practice, commercial geography, commercial arith- metic or occupations might be worth a half year of the time of every boy and girl. These may be advantageous in the first two years of high school. Those who must leave school before graduation will find these courses helpful in filling first positions. Those who continue in business education will have a basis for choosing and progressing in advanced studies. All young people need this modicum of business training for daily life. The broadening culture of such subjects as English, science, history, and mathematics is needed by boys and girls aiming at business pursuits as well as by other students. To hold students over from one year to the next it may be well to have them choose with the advice of parents and teachers their next year's program in the spring of each year. (See Richardson's, "Making a High School Program," page 3, The World Book Company.) The subjects of a business nature, which may be accredited when offered to advanced high school students, are stenography, bookkeeping, commercial law, economics, sociology, and advanced arithmetic. As a vocational subject, stenography opens better opportunities for girls than for boys. It is a profitable calling for girls, but is not in the usual line of advancement for boys. (See The Cleveland Foundation Survey, volume on "Boys and Girls in Commercial Work," Chapter 1. The World Book Company.) Among courses of a vocational nature that are gaining place in the larger high schools there might be mentioned the following, which are not yet accredited in this state: Retail selling and store service. (See Bulletin 22, Federal Board for Vocational Education.) Salesmanship and professional buying. Advertising. Banking and corporation finance. Insurance. —98— Foreign Trade and Shipping. (Bulletin 24, Federal Board for Vo- cational Education.) Business Organization. Special students should be allowed to elect any commercial subjects they are prepared to study, regardless of the place of the subject in the curriculum. The large majority of boys and girls of high school age are out of school, attempting to work with too meager preparation. Fig- ures compiled from census returns and attendance reports on file in the State Superintendent's office show that for the school year of 1920- 1921 there were 171,572 boys in Texas between the ages of fourteen and eighteen. Of these only 39,899 or 23 per cent were enrolled in school at any time during the year. Of 163,733 girls there were en- rolled in school 62,397, or 38 per cent. Thus, there are three boys out of school for every one in school of high school age, and there are many more girls out than in. A public high school has no good moral or legal reason for restricting its aid to the few who are accidentally for- tunate enough to afford a regular high school course and may, per- haps, aspire to a college course. If there are among those who have left school early, some who are ambitious enough to return for a little time, they are worthy of consideration, and some adjustments should be made on the part of school officials and teachers. Any day classes should be open to them, and special classes should be opened, if the numbers of special students justify the arrangement. State and Federal money is available, under rather narrow restrictions, for aid in the education of workers who return for part-time study. Those interested in this aid should address N. S. Hunsdon, State Director of Industrial Education, Austin. STUDY OF OCCUPATIONS. One-half unit accrediting allowed when taught by a teacher specially trained in this work. Suggested for first or second year of high school. Vocational education is too costly to waste upon students who are not vitally interested in following the training with practice. It is the prerogative of American youth to select his own line of service. Intelli- gent choice is possible only when sufficient vocational information is acquired to permit accurate comparisons of opportunities. The choosing of subjects of the curriculum should be preceded by a survey of local interests and local chances for openings for those trained to begin work. The choosing of subjects by an individual should be based upon an intelligent determination of means required to reach a desired end. I Study of occupational opportunities should begin before the age of fourteen, the end of the compulsory school period. A little study should convince any youth that the worthwhile opportunities are for those with more well directed education and training than they have acquired up to this time. Such study naturally tends to hold children longer in school. If the course of study does not permit of a class in occupations in the intermediate grades, the study might be made a part of the work in oral and written composition and reading. A beginning can be effected by asking each boy and girl to list three or four preferred vocations in order of preference. Each vocation so listed can be made —99— the object of study, in turn, by aid of such an outline as appears in the High School Commercial Bulletin, No. 116, page 14. This is one good means of socializing the composition work. The following outline was secured from Dr. John M. Brewer, Head of Bureau of Vocational Guidance, Department of Education, Harvard University : METHODS OF TEACHING A LIFE CAREER CLASS. 1. Text book. Whatever text book is used, supplement it by means of the suggestions in the outline for the subject matter of the life career class, and by the plan below. Have the class maintain at all times a critical attitude toward the points of the text book. 2. Class time. a. Discussion of the text book material, with books open. Ex- periences of the students, related to points in the lesson, and additional information. Questions to bring out new points and to sti:nulate thinking. Criticism of statements of the text — whether or not true, with reasons and con- crete illustrations. b. Written and oral work: business letters, business talks, sales talks, interviews, dramatized business situations, adver- tisements, telegrams, reports, parliamentary law. Other exercises in topics below. c. Tests: Frequent assignment of one or two questions for brief written answers, to test outside-of-class work. Avoid questions for obvious answers reproducing the points made by the text book. Occasional examinations. d. Reports : Each pupil, or several in committee, may choose or be assigned topics for investigation, and may report in class. 3. Outside time. Study of text book, exercises of the text, together with other activities noted below. 4. Notebooks. Notes from reports given in class, from investigations, and interviews with workers or employers. Clippings* pictures, brief articles, or other printed matter. 5. Counseling. Questionnaires from the students: (1) Working ex- periences in vacation, after school, evenings, part-time, or other plan; (2) occupations about which something is already known; (3) school work, past, present, and future; (4) occupations under consideration, in order to present preference; (5) final choice, if any; (6) choices in the several fields, as the study of groups of occupations proceeds. Educational guidance throughout. Con- ferences at occasional intervals, with each pupil. 6. Supplementary exercises in class or for home work. a. Special topics for study and report: The advantages and disadvantages of particular occupations; the history of an occupation; biographies; references to encyclopedia or magazine articles; catalogs of schools and colleges. —100— b. Special topics for classroom study: the requirements of an occupation; advantages and disadvantages; analysis of jobs (what the worker had to do) ; analysis of lines of promotion, charting of commercial and industrial organi- zations; characteristics of an occupation. c. Outside exercises: the criticism of proverbs bearing on occu- pations; preparing of a diagram of common occupations; maps of retail business centers. 7. Supplementary helps. a. Talks with men and women in the occupations, with reports in class on information obtained. b. Trips and visits. (These are often overdone.) c. Talks by outsiders to the class. (These are very much open to question, from many standpoints. Great care must be used in selecting the person and in telling him which points will be most useful to the pupils.) d. The use of handy books for boys and girls, trade journals, newspapers, and catalogues. e. The use of pictures and museums. f. Statistics on occupations. g. Classified and annotated list of references on occupations: articles, and books. Suggested Texts. Gowin and Wheatley, Occupations, Ginn & Co., 1917. Fowler, Nat. C, Jr., Starting in Life, Little, Brown & Co., Boston, 1914. Library List. Allen, The Instructor, The Man and the Job, Lippmcotts. Allen, Frederick J., A Guide to the Study of Occupations, Harvard University Press, Cambridge, 1921, $2.50. Brewer, John M., The Vocational Guidance Movement, The Macmillan Co* 1918. Kelly, Roy W., Training Industrial Workers, The Eonald Press, 1920. Marden, 6. S., Choosing a Career, Bobbs-Merrill Co., Indianapolis, 1905. Filene, Catherine, Careers for Women, Houghton-Mifflin Co., 1920, $4.00. Dickson, Margaret, Vocational Guidance for Girls, Rand-McNally Co., Chicago, 1917. Leavett and Brown, Prevocational Education. Puffer, J. Adams, Vocational Guidance, Rand-McNally Co. Ryan, Vocational Guidance and the Public Schools, U. S. Bureau of Education Bulletin, 1918, No. 24. Vocational Guidance in Secondary Education, by a committee appointed by the National Educational Association, U. S. Bureau of Educa- tion, Bulletin No. 19, 1918. —101— BOOKKEEPING. May be accredited for one or for one and one-half units. Bookkeeping may be accredited for a one unit general course, or for a one-year general course followed by a half unit of distinctly advanced bookkeeping or elementary accounting. These courses may be placed in any year of high school beyond the first year. The time requirement for one unit is 90 minutes per day, of directed or supervised work, for 180 days. For two units the time should be 90 minutes per day for two years. For a half unit the time may be 45 minutes per day for 180 days, or 90 minutes for 90 days. At least 45 minutes daily must be directed or supervised. If the remainder of the daily preparation is not under supervision the student should work 60 minutes alone to replace 45 minutes of directed work. In submitting material for accrediting, follow directions given in the latest Directory of Classified and Accredited High Schools which is published annually. See especially "What to send." For suggestions on methods see the High School Commercial Bulletin, No. 116. There is no objection to substituting problem or project bookkeeping of the nature of school accounts, personal accounts, household accounts, or books of a local business enterprise for some of the work outlined in a published system, but the results must show the equivalent of account- ing insight and organized effort, in order to be acceptable for accrediting. Results in bookkeeping should be measured in increased ability to adapt to actual situations involving accounting, and to care accurately for books arranged according to any standard double entry system. Un- derstanding of principles, situations and business operations can not be thoroughly measured by the amount of work on long sets that the stu- dent might cover. Other types of tests, examinations, problems, investi- gations, or exercises should be employed to train and test the students. Any test might well consist of about two-fifths theory questions and three-fifths of problems requiring application of principles. The following is a partial list of acceptable texts: For a Regular One- Year Course. Baker's, Twentieth Century Bookkeeping and Accounting, to page 176 and Sets I and II. See also Exercise Books I, II, III and IV, designed to supplement the above named text. Southwestern Pub- lishing Co., Cincinnati, Ohio. Goodyear-Marshall, American Bookkeeping Series, Units One to Six, Problems 1 to 24; text, "Principles, Rules and Definitions for Bookkeeping." Goodyear-Marshall Pub. Co., Cedar Rapids, Iowa. Hoover, S. R., Bookkeeping and Accounting Practice, the "Introductory Course," Sections 1, 2 and 3, together with either set IV or set V. The A. W. Shaw Co., Cass & Huron Sts., Chicago. Lyons' Bookkeeping, Parts I and II. Lyons and Carnahan, Chicago. McKinsey's Bookkeeping and Accounting, Southwestern Pub. Co., Cin- cinnati. Vol. I, Series A, 1920. Miner and Elwell, Principles of Bookkeeping, to page 256 and Sets I to V. Ginn & Co. —102— Modern Illustrative Bookkeeping, Introductory and Advanced Courses. American Book Co., Chicago. Howe's Bookkeeping and Accounting, Introductory and one advanced budget. H. M. Rowe Co., Baltimore. Texts foe a Half-Yeae of Advanced Bookkeeping and Accounting. McKinsey, Bookkeeping and Accounting. Vol. IT, Series A. South- western Pub. Co., Cincinnati, 1920.' Chaps. XXXVII to LV, in- clusive. Hoover, S. R., Bookkeeping Practice, two sections selected from Sections V, VI and VII. A. W. Shaw Company, Cass and Huron Streets, Chicago. Lyons' Modern Corporation Accounting, with Banking and Bank Ac- counting sets. Lyons and Carnahan, Chicago. Miner and Elwell, Principles of Bookkeeping, Sets V, VI, VII and VITI. Ginn and Company, Dallas. COMMERCIAL ARITHMETIC. One-half unit accrediting is allowed. Two courses in high school arithmetic are recognized for accrediting when proper differentiation is made. Both may not be accredited to the same student. Therefore, both courses should not be offered except in large high schools where the numbers justify two similar electives. Commercial arithmetic is suggested for the early years of high school and advanced arithmetic for the third or fourth year. The former is expected to increase facility in the use of figures, formulas, tables, graphs, algebraic equations, and other mathematical processes in the solving of such problems as arise in every-day business. Advanced arithmetic is aimed at a correlation of such arithmetic, algebra, geom- etry and trigonometry as the class may have studied. This subject also should stress application of principles to useful work, but it is con- cerned more with fixing principles in their relation to possible use, while commercial arithmetic is primarily concerned with getting results. Advanced arithmetic is discussed in more detail under the head of mathematics. For methods in commercial arithmetic see High School Commercial Bulletin No. 116, page 29. To determine what to send for accrediting these subjects, see the latest annual "Directory of Classified and Accredited High Schools." There is no adopted text in high school arithmetic. The following texts are listed as fairly representative of the many books of various types that are available. The instructor has the responsibility of see- ing that the first essentials are given first consideration. The needs of the class should be the criteria for the selection of material. Thus the text material should be selected critically, so that the most important matter may be covered in the brief period of the course. Texts : Bigelow & Arnold, Elements of Business Arithmetic, Macmillan. Curry-Rubert, Business Arithmetic, S. W. Publishing Co., Cincinnati, 1922. Moore & Miner, Revised Practical Business Arithmetic, Ginn & Co. Phinney & Brown, Complete Business Arithmetic, Henry Holt & Co. —103— • Sutton & Lennes, Brief Business Arithmetic, Allyn & Bacon. Van Tuyl, Complete Business Arithmetic, American Book Co. Walsh, Business Arithmetic, from page 109, Gregg Publishing Co. Wells and Hart, New High School Arithmetic, D. C. Heath. Eapid Calculation Tablets : Birch, Applied Business Calculations, Gregg Publishing Co. Mcintosh, Exercises in Rapid Calculation, Mcintosh Publishing Co. Powers and Loker, Practical Exercises in Rapid Calculation, Ginn & Co. SHORTHAND AND TYPEWRITING. Typewriting may be accredited for one-half unit. Shorthand and typewriting, together, may be accredited for one or for two units. The time requirement for one unit is 90 minutes per day, of directed or supervised work for 180 days. For two units the time should be 90 minutes per day for two years. For a half unit the time may be 45 minutes daily for 180 days, or 90 minutes for 90 days. At least 45 minutes daily must be supervised. If the balance of the daily prepara- tion is not under supervision the student should work 60 minutes to replace 45 minutes of supervised work. For suggestions on methods see High School Bulletin No. 116. A quality standard should be used to measure work upon which credit is asked. Speed is of avail only when the quality of the product is acceptable. Neatness, attractiveness, and intelligence in arrangement should improve as the course progresses. Thus the quality standard may be raised progressively. Typewriting. In rating speed and errors the International Typewriting Rules may be followed. After deducting ten words from the gross number for each error the student should be able to produce at least 20 words per minute net, of acceptable quality, at the end of a half-unit course, and more than 30 words per minute at the end of a unit course. Take the aver- age of three or four fifteen-minute tests, given on different days. Shorthand. At the end of a one-unit course in shorthand and typewriting, the students should be able to take dictation at the rate of at least 50 words per minute, net, and 80 words per minute at the end of the second year. Shorthand should always be accompanied by, or preceded by, typewriting. Shorthand (reference list) : Hoke Tests for Reading, Vocabulary and Speed in Shorthand, Gregg Publishing Co. The Teaching of Shorthand, Jno. Gregg, Gregg Publishing Co. Office Practice and Business Procedure, Florence McGill, Gregg Pub- lishing Co. Constructive Dictation, Gardner, Gregg Publishing Co. International Typewriting Contest Rules, Underwood Typewriter Co. (Several copies of latest issue.) Making Shorthand Teaching Effective (Booklet), Gregg Publishing Co. —104— • The Teaching of Shorthand, Gregg Publishing Co. How to Prepare for Civil Service, Gregg Publishing Co. The Educational and Practical Value of the Study of Shorthand, Gregg Publishing Co. Fourteen Points in Shorthand Teaching, Gregg Publishing Co. Obstacles to the Attainment of Speed in Shorthand, Gregg Publish- ing Co. Typewriting (texts and reference list) : Mosher, Touch-Typewriting Instructor, Lyons & Carnahan. Depew, Scientific Typewriting, Allyn & Bacon. Rational Typewriting Manual, Gregg Publishing Co. Seven Speed Secrets of Expert Typing, Gregg Publishing Co. Typing Through Ehythmical Control, Gregg Publishing Co. Methods of Teaching Typewriting, Gregg Publishing Co. Michael's Method of Touch Typing — Rhythm Drills, Michael, Phoe- nix, Ariz. COMMERCIAL GEOGRAPHY. May be accredited for one-half unit. Time : The same as for other sciences, three recitations and three 60- minute periods for field and laboratory work. A general survey of the enterprises and resources of the community has been found advantageous in this subject. The data may be logically grouped under the four headings : Agriculture, industry, commerce,, and civic advantages. For making the survey, the class might be or- ganized into four or more committees according to the individual in- terests of the students. As the data is gathered it can be placed on the board, discussed and reorganized by the class, and when corrected, placed in the notebook of each student. Those gathering the data should pre- serve their original notes along with the corrected outline, for class ref- erence. The problem to be solved on the basis of this data could be ta estimate the growth of these local enterprises during the next ten years. The text matter and all references should be discussed comparatively and critically, and in relation to local findings when possible. Equipment should include a laboratory with tools for making maps, charts, graphs and museum exhibit material. The exhibit material can be collected during the survey to be mounted and labeled in the labora- tory periods. Each committee may work up its own collected material. Most of the nationally advertised corporations have educational exhibits that are sent on request. Among these are Armour & Co., Standard Oil Co., Swift & Co. (fertilizers), Walter Baker Co., Eberhard Pencil Co., New York; Seaboard Rice Refining Co., Galveston; German Kali Works, 42 Broadway, New York; Corn Products Refining Co., New York. Excellent slides are furnished by the Extension Division of the Uni- versity of Texas for schools which have lanterns. The following are a few of the representative texts: Bishop and Keller, Industry and Trade, Ginn & Co., 1920. Dryer, Elementary Economic Geography, American Book Co. Finch & Baker, Geography of the World's Agriculture, Government Printing Office, Washington, D. C. Redway, Commercial Geography, Chas. Scribner's Sons. Smith, Commerce and Industry, H. Holt & Co. —105— Notebooks. Notebook for Constructive Work in Commercial Geography, The His- torical Publishing Co., Topeka, Kansas. Dryer, C. E., Loose-leaf Manual to accompany text. Jefferson, Mark, Commercial Values, Ginn & Co. Library List. Magazines. National Geographic, Washington, D. C. Journal of Geography, Chicago, 111. Market Eeporter (weekly), U. S. Department of Agriculture. Federal Reserve Bulletin, Federal Reserve Board. Economic Conditions, Government Finance, and U. S. Securities, National City Bank, New York. Source Books and References. Colby, Source Book of Economic Geography of North America, Uni- versity of Chicago Press. Smith, J. R., Food Resources of the World, Holt & Co. Brown, Principles of Economic Geography, Pitman. Sherman, Food Products, Macmillan. Nouise, Agricultural Economics, University of Chicago. Carver, Selected Readings in Rural Economics, Ginn & Co. Cherington, Elements of Marketing, Macmillan. Simonds, F. W., Geography of Texas. International Year Book, Dodd, Mead & Co. Statistical Atlas of the United States, Department of the Interior, Washington, D. C. The World Almanac, 35 cents at all booksellers. COMMERCIAL LAW. One-half unit accrediting allowed. An outline in this subject can be secured from the U. S. Bureau of Education, in their bulletin on commercial subjects, number 55, 1919, page 60. Essential principles can be impressed upon the students effectively by the use of well selected problems, based upon briefs of cases. A Suggestive List of Texts. Bay's Business Law, Macmillan. Gano, Commercial Law, American Book Co. Huffcut-Bogert' Elements of Business Law, Ginn & Co. (With teach- er's Manual.) Peters, Commercial Law, S. W. Publishing Co., Cincinnati. (With teacher's manual.) Whigham, Essentials of Commercial Law, Gregg Pub. Co. —106— Libeaey List. Bay's Case Book on Commercial Law. Obtainable from West Publish- ing Co., St. Paul. (1915. Price $4.50.) Conyngton, T., Business Law, The Eonald Press Co., New York, 1920. Mendell's Business and Commercial Law of Texas, with forms. Martin Stationery Co., Dallas, 1922. Moore & Houston, Problems in Business Law, Appleton. OTHER SUBJECTS. Outlines for certain elective subjects are not included in this bulletin. Those omitted are largely vocational subjects for which detailed outlines have been prepared in special bulletins. Bulletins issued by the Depart- ment are listed by the number on the cover. BULLETINS OF THE STATE DEPARTMENT OF EDUCATION NOW AVAILABLE FOB FREE DISTRIBUTION 1915 Bulletin 47. Forms and Directions, Independent School Districts 1916 Bulletin GO. School Records and Reports Bulletin 81. Bulletin 82. Bulletin 84. Bulletin 91. Bulletin 104. Bulletin 111. Bulletin 112. Bulletin 114. Bulletin 116. Bulletin 119. Bulletin 120. Bulletin 121. Bulletin 122. Bulletin 124. 1918 Texas High Schools — Latin Texas High Schools — Modern Languages Texas High Schools — Mathematics Texas High Schools — Library Equipment 1919 State Aid Schools (Equipment) 1920 How to Handle School Funds of Independent Districts How to Handle School Funds of County Syllabus of Home Economics for High Schools Texas High Schools — Commercial Texas High Schools — Music Rural Schools — Libraries Project Study Outlines Texas School Laws — For Teachers Texas High Schools — History and the Social Sciences 1921 Bulletin 129. Texas High Schools— Girls' Clothing Contest Bulletin 131. A Brief Handbook of Information for School Trustees 1922 Bulletin 136. Texas High Schools. Science. Bulletin 137. Texas Compulsory School Attendance Law. Bulletin 138. Home Nursing. Bulletin 139. Public School Directory. 1922. Bulletin 140. Equipment for Teaching Home Making. Bulletin 141. School Legislation of Thirty-seventh Legislature. Bulletin 143. School Laws. Bulletin 144. Text Book Regulations. Bulletin 146. Outline Course of Study. Summer Normals, 1922. Bulletin 147. Examinations and Certificates. Bulletin 148. School Grounds, School Buildings and Their Equipment. Bulletin 149. Rural Aid Appropriations. School Statistics. Bulletin 150. Texas High Schools. Directory of Classified and Accredited High Schools. Bulletin 151. Texas High Schools. Course of Study. Bulletin 152. State Course of Study (Elementary Grades). LIBRARY OF CONGRESS 019 746 662 5