LB 
 
 5T0RTH DAKOTA. State Board of 
 Education 
 
 Manual for the ua 
 
 e of the 
 
 State High Schools 
 
 1913 
 
Glass 
 Book. 
 
 3 j '. 1 3 
 
STATE HIGH SCHOOL 
 
 ilanual 
 
 for 
 
 NORTH DAKOTA 
 
 JULY, 1913 
 
A MANUAL FOR THE USE 
 
 OF THE 
 
 STATE HIGH SCHOOLS 
 
 OF NORTH DAKOTA 
 
 Published by the State Board of Education 
 July, 1913 
 
 For distribution from the office of the 
 high school inspector, Grand Forl^s, N.'D. 
 
 MEMBERS OF STATE BOARD OF EDUCATION 
 
 EX.OFFICIO 
 
 E. J.TAYLOR, 5operin/en</en/ of Public Instruction, President 
 
 FRANK L. McVEY, Tres. of Slate University, University, N. D. Slate High School Examiner 
 JOHN H. WORST, President of Agricullural College, Agricultural College, N. D- 
 RICHARD HEYWARD, State High School Inspector, Grand Forks 
 
 N. C. MACDONALD State Rural School Inspector, Galley City 
 
 APPOINTIVE 
 
 THOMAS A. HILLYER, President State Normal School, ^auvilU 
 FRED E. SMITH, President State Science School, IVahpeton 
 
 MAMIE SORENSON, Superintendent Towner County, Cando 
 LEWIS F. CRAWFORD, Sentinel Butte 
 

 D. OF 0. 
 AUG 21 1913 
 
A 
 <!«-. 
 
 TABLE OF CONTENTS 
 
 Page 
 
 I . Statutory Provisions 7 
 
 II . Rules and Regulations 13 
 
 a Application for Classification 13 
 
 b Conditions of Acceptance 13 
 
 c Classification of Schools and Additional Condi- 
 tions of Acceptance 16 
 
 d Conduct of Schools 17 
 
 e Rules for Conducting Examinations 2}^ 
 
 III. Program of Studies and Index of Synopses 28, 29 
 
 IV . Synopses of Subjects 30 
 
 V . General Index 85 
 
PREFACE 
 
 This manual is published for the use of school officers, 
 superintendents, principals and teachers. Its purpose is to 
 state conditions of classification, rules governing examinations 
 and courses of study, and to indicate briefly the amount and 
 character of work required in each subject. This manual 
 supersedes all other circulars and letters of instruction from 
 the state board of education. 
 
I. STATUTORY PROVISIONS 
 
 STATE HIGH SCHOOL AID LAW 
 
 An Act to Amend and Re-enact Sections 1031, 1032, 1033, 
 1034, 1035, 1036, 1037, of the Revised Codes of 1905, 
 Relating to Education, as Amended by Chapter 99 of 
 the Session LaAvs of 1907 and Chapter 2(iy of the 
 General Laws of 191 1; and to Amend Sections i, 2, 3, 
 4, 5, of Chapter 40 of the General Laws of 1911, and to 
 Repeal Sections 6, 7, 8, 9, 10, 11 of Chapter 40 of the 
 General Laws of 191 1. 
 
 Be it enacted by the Legislative Assembly of the State of 
 North Dakota: 
 
 Section i. That section 103 1 of the Revised Codes of 1905 
 is hereby revised to read as follows : 
 
 Section 1031. State Board of Education. Powers. — The 
 
 state board of education shall have general supervision over 
 secondary education in the state, and shall perform the duties 
 and have and exercise the powers hereinafter mentioned. 
 
 Section 2. That Section 1032 of the Revised Codes of 1905 
 is hereby revised to read as follows: 
 
 Section 1032. Schools Classified. — Any public, graded 
 school in any city or incorporated village or township, organ- 
 ized into a district, under the township or district system 
 which shall give instruction according to the terms and pro- 
 visions of this Act, and shall admit pupils of either sex from 
 any part of the state without charge for tuition in the second- 
 ary school, or high school department, shall be entitled to be 
 classified as a state high school, and to receive pecuniary aid 
 as hereinafter specified; provided, however, that no such 
 school shall be required to admit non-resident pupils unless 
 they pass an examination in orthography, reading in English, 
 penmanship, arithmetic, language and grammar, modern 
 geography and the history of the L'nited States; provided, 
 however, that in case of state high schools having an agri- 
 cultural department, pupils pursuing courses in said depart- 
 ment shall be admitted into the seventh and eight grades and 
 secondary school department without charge for tuition. 
 
HIGH SCHOOL MANUAL 
 
 Section 3 That Section 1033 of the Revised Codes of 1905 
 is hereby revised to read as follows : 
 
 Seiction 1033. .Requirements for Classification. — The said 
 board shall require of the schools applying for such pecuniary 
 aid compliance with the following conditions, to-wit : 
 
 1. That there shall be adequate school buildings conform- 
 ing to modern approved ideas respecting heating, lighting, 
 ventilation and sanitation, and under no circumstances shall 
 aid be given to or continued when the board of education fails 
 to or refuses to comply with reasonable requirements of this 
 character. 
 
 2. That there shall be regular and orderly courses of study 
 in the eight grades of the elementary school together with 
 all the subjects prescribed by the said board for the first two 
 years of the secondary school curriculum. 
 
 3. That the said secondary school receiving pecuniary aid 
 under this Article shall at all times permit members of the 
 state board of education, or any one appointed by said board, 
 to visit and examine the classes pursuing said elementary 
 and secondary school courses, and make recommendations 
 concerning the conduct of such school. 
 
 Section 4. That Section 1034 of the Revised Codes of 1905 
 is hereby revised to read as follows : 
 
 Section 1034. High School Inspector. How Appointed, 
 Salary and Expenses. Schools to receive State Aid. Appro- 
 priation. — The state board of education shall appoint a high 
 school inspector, upon the nomination of the superintendent 
 of public instruction, who shall be a graduate of a college or 
 a university of recognized standards, and shall have had five 
 years of succecsful experience either as principal of a high 
 school or superintendent of city schools in North Dakota. The 
 board shall prescribe his duties. His term of office shall be 
 two years, provided that the inspector appointed in 191 1 shall 
 hold office for two years from July i, 191 1. The yearly salary 
 of said inspector shall not exceed two thousand dollars, as 
 may be fixed by the state board of education. Such salary shall 
 be payable monthly on warrant of the state auditor from the 
 general fund of the state. It shall be the duty of the secretary 
 of the state board of education to notify the state auditor 
 prior to July ist of each year the amount of salary which has 
 oeen fixed for the biennial period. 
 
 The state high school inspector shall receive his actual and 
 necessary expenses incurred in the discharge of his official 
 duties ; such duties, under the direction of the state board of 
 education may take him outside of the state of North Dakota, 
 and in such cases all his actual and necessary expenses shall 
 
HIGH SCHOOL MANUAL 
 
 be paid. These expenses, which shall not exceed twelve 
 hundred ($1200.00) dollars in any given year, shall be paid 
 from the general fund of the state upon itemized vouchers 
 properly approved. 
 
 The state high school inspector, under the direction of the 
 state board of education, shall carefully inspect the instruc- 
 tion, discipline, and all conditions affecting the efficiency of 
 the high schools of the state receiving aid under this Article, 
 and make a written report on the same ; provided, that no 
 money shall be paid in any case until such report shall have 
 been received; examined and the work of the school approved 
 by the board. The said board shall receive applications from 
 such schools for aid as hereinafter provided, which applica- 
 tions shall be received and acted upon in the order of their 
 reception. The said board shall apportion to each of said 
 schools, which shall have fully complied with the provisions 
 of this Article and whose applications shall have been ap- 
 proved by the board, the following sums, to-wit : Two thousand 
 five hundred dollars for the school year 1913 — 14 to each of 
 seven schools having an agricultural, manual training and 
 domestic economy department ; and after the school year 
 of 1913 — 14, the sum of two thousand five htmdred dollars 
 each year to each of the ten schools having an agricultural, 
 manual training, and domestic economy department ; eight 
 hundred dollars each year to each school maintaining a four- 
 year high school curriculum and doing four years of high 
 school work ; the sum of five hundred dollars each year to 
 each school having a three-year high school curriculum and 
 doing three years of high school work; and the sum of three 
 hundred dollars each year to each school having a two-year 
 high school curriculum and doing two years of high school 
 work ; provided, that the moneys so apportioned to any high 
 school shall be used to increase the efficiency of the high 
 school work; provided, also, that the state board of education 
 may require that forty per cent of the money apppropriated 
 shall be used in any one year for libraries, laboratories, and 
 other apparatus and equipment ; provided, further, that the 
 total amount of apportionment, expenses and salaries under 
 this Act, except salary and expenses of the inspector provided 
 for above, shall not exceed seventy-seven thousand five 
 hundred dollars in the school year 1913 — 14, and eighty-five 
 thousand dollars in each succeeding year. The sum of seventy- 
 seven thousand five hundred dollars for the year July i, 1913- 
 14, and thereafter the sum of eighty-five thousand dollars, is 
 hereby appropriated annually for the purpose of this Act, to 
 be paid out of any moneys in the state treasury not otherwise 
 appropriated, which amount, or so much thereof as may be 
 necessary, shall be paid upon the itemized vouchers of said 
 
10 HIGH SCHOOL MANUAL 
 
 board, dul_v certified and filed with the state auditor; provided, 
 that in case the amount appropriated and available under this 
 Article for the payment of aid to such schools shall in any 
 year be insufficient to apportion each of such schools, as are 
 entitled thereto the full amount intended to be apportioned 
 to the hig:h schools of the various classes, then, in such case, 
 two thousand five hundred dollars shall be apportioned to 
 each of the seven or ten schools having an agricultural, manu- 
 al training and domestic economy department, and the re- 
 mainder of such amount as is appropriated and available shall 
 be aportioned pro rata among the schools entitled thereto; 
 provided further, that with the approval of the state board of 
 education, the money appropriated by the state to the high 
 schools designated to maintain departments of agriculture, 
 manual training and domestic economy may be used for the 
 extension of agricultural education and domonstration outside 
 of the district in which the school is located, within the limits 
 of efficiency. 
 
 Section 5. That Sections i, 2, 3, of Chapter 40 of the 
 General Laws of 1911, are hereby revised to read as follows: 
 
 Schools to Maintain Department of Agriculture. How De- 
 signated. Requirements. — Any state high school having 
 satisfactory rooms, equipment and a tract of land of at least 
 ten acres within one mile of the school house, having shown 
 itself fitted by location and otherwise to do agricultural work; 
 having trained instructors in agriculture, manual training 
 and domestic economy ; maintaining well organized short 
 courses and agricultural, manual training and domestic 
 science and art courses, and meeting such other requirements 
 as the state board of education may define, shall upon appli- 
 cation be designated by said board to maintain an agricultural 
 department; provided, that the high schools now designated 
 and those hereafter designated to maintain departments of 
 agriculture, manual training and domestic economy shall 
 continue to be designated and aided so long as they comply 
 with the rules and regulations of the state board of education 
 and perform satisfactorily the work contemplated by this 
 Section. 
 
 Section 6. That Sections 4 and 5 of Chapter 40 of the 
 General Laws of 191 1 are hereby revised to read as follows: 
 
 National and State Aid. One School in County. — In addi- 
 tion to the state aid of two thousand five hundred dollars 
 herein provided for a state high school having an agricultural 
 department as defined in Section five of this Act, each such 
 school shall receive its proportionate share of all moneys 
 appropriated by the national government for the teaching of 
 elementary or secondary agriculture in the piiblic or high 
 
HIGH SCHOOL MANUAL 11 
 
 schools of this state; provided, that said high schools having 
 an agricultural department shall not receive more than two 
 thousand five hundred dollars of aid from the state under this 
 Act; provided, further, that no more than one high school in 
 any county shall he designated a state high school having an 
 agricultural department and receiving two thousand five 
 hundred dollars state aid. 
 
 Section 7. Section 1035 of the Revised Codes of 1905 is 
 hereby revised to read as follows : 
 
 Se<ction 1035. Compensation of Board Members, Clerical 
 Service, Salary, Expenses. — The ex-officio members of the 
 board shall serve without compensation, but the appointive 
 members shall receive a per diem of three dollars while actu- 
 ally on duty as members of the board. 
 
 The necessary expenses of all members of the board while 
 on duty as members, salary and expenses of the clerical help 
 of the examiner and of the readers of the state board of educa- 
 tion examination papers, and other necessary expenses of 
 administration, shall be paid from the "State High School 
 Aid" fund, and in the manner provided by law for salaries 
 and expenses of other state officers. 
 
 Section 8. That Section 1036 of the Revised Codes of 1905 
 is hereby revised to read as follows : 
 
 Section 1036. Annual Meeting, Organization, Powers, 
 Assistant Examiners. — The board shall hol<l a regular meet- 
 ing in the months of July, September, November, January, 
 March and May of each year. 
 
 The board shall have full discretionary power to consider 
 and act upon applications of schools for state aid, and to 
 prescribe conditions upon which said aid shall be granted ; 
 and it shall be its duty to accept and aid such schools only as 
 will, in its opinion, if aided, efficiently perform the service 
 contemplated by law. The period for which a school shall 
 be classified shall be one year. The board shall have power 
 to establish any necessary and suitable rules and regulations 
 relating to qualifications of teachers and superintendents, to 
 examinations, reports, acceptance and classification of schools, 
 curricula, and other proceedings implied under this article. 
 The examiner shall report the results of the state board of 
 education examinations annually to the superintendent of 
 public instruction, who shall publish the same in his biennial 
 report. Readers of state board of education examination 
 papers shall be appointed by the examiner of the state board 
 of education, and shall be entitled to receive such compensa- 
 tion as the board may allow. 
 
12 HIGH SCHOOL MANUAL 
 
 Section 9. That Section 1037 of the Revised Codes of 1905 
 is hereby revised to read as follows: 
 
 Section 1037. Annual Report of Inspector. Board shall 
 Keep Record and Make Report. — The said hii^h school in- 
 spector shall make, on or before August ist, an annual report 
 to the state board of education concerning the previous school 
 year, showing the names and number of schools receiving 
 state aid, the number of pupils enrolled, and other matters as 
 directed by the board, and the said board shall cause the same 
 to be published. Said board shall keep a record of all proceed- 
 ings, and shall biennially make a report to the governor of 
 the receipts and disburesemtnts, matters of general importance 
 regarding the schools aided, and shall add any recommenda- 
 tions that it deems useful and proper. This report small be 
 included and made a part of the printed report of the state 
 superintendent of public instruction. 
 
 Solction 10. Repeal of Sections of Chapter 40. — Sections 6, 
 7, 8, 9, 10, II of Chapter forty (40), of the General Laws of 
 191 1, and all Acts or parts of acts in conflict with this act, are 
 hereby repealed. 
 
 Approved March 21, 1913. 
 
 HIGH SCHOOL DIPLOMAS 
 
 An Act to Amend Section 258 of Chapter 266 of the Sessions 
 Laws of 191 1, Relating to High School Diplomas. 
 
 Be it Enacted by the Legislative Assembly of the State of 
 North Dakota : 
 
 Section i. Amendment. — That Section 258 of Chapter 266 
 of the Session Laws of 1911 be and at the same time is hereby 
 amended so as to read as follows : 
 
 Section 258. High School Diplomas. — Diplomas from 
 North Dakota high schools doing four years' work, granted 
 to graduates who ha\e had psychology, pedagogy, and two 
 senior-review subjects, together with eighteen days' attend- 
 ance at a teachers' training school, shall be credited as second 
 grade elementary certificates ; and if within two years from 
 the date of the diploma the holder has had at least eight 
 months' successful experience in teaching, he shall be entitled 
 to a first grade elementary certificate. 
 
 Approved March 11, 1913. 
 
 STATE BOARD OF EDUCATION 
 
 The state board of education was created and its duties 
 defined by an enactment of the Legislative Session of 19 13, 
 approved March 11, 1913. The act is chapter 149 of the 
 Educational Laws enacted by the Thirteenth Legislative As- 
 sembly of North Dakota. 
 
HIGH SCHOOL MANUAL 13 
 
 II. RULES AND REGULATIONS 
 
 A. — Application for Classification 
 
 1. High schools desiring classification for state aid shall 
 make application to the board through the high school in- 
 spector on or before November ist of each year, on blanks 
 furnished by the inspector on application. 
 
 2. These applications shall be filed by the inspector and 
 considered by the board in order of their receipt. Each appli- 
 cation shall be accompanied by a full report of the high 
 school. 
 
 3. Any school failing to comply with the law, and regula- 
 tions of the board, made in pursuance thereof, shall be re- 
 moved from the list of classified schools and may be re- 
 entered only upon renewal of its application. 
 
 4. Schools applying for classification after all funds appro- 
 priated for aiding high schools are exhausted may be classi- 
 fied as state high schools without aid and be entitled to the 
 same privileges of examination and certificates as free state 
 high schools receiving aid. 
 
 B. — Conditions of Acceptance 
 
 1. There shall be a well organized elementary school with 
 a course of instruction of such elementary school, correspond- 
 ing substantially to the eight 3'ears' course prescribed by the 
 department of public instruction for common and graded 
 schools, or the courses of the first six years may be of this 
 nature and the work of the seventh and eighth years may be 
 made to articulate with that of the high school in plan and 
 method. 
 
 2. Third class high schools shall have not less than tour 
 rooms or departments and at least one laboratory and recita- 
 tion room ; second class schools shall have not less than five 
 rooms or departments and two additional rooms for labora- 
 tory and recitation work ; first class high schools shall have 
 not less than five rooms or departments and a sufficient num- 
 ber of additional rooms for laboratory and recitation purposes, 
 at least three. 
 
 3. The minimum number of teachers in third class high 
 schools shall be five, which includes the principal and one 
 assistant high school teacher; second class high schools seven, 
 including the principal and two assistants in high school; 
 and first class high schools eight, including the principal or 
 superintendent and three assistants in high school. 
 
14 HIGH SCHOOL MANUAL 
 
 4. The work in all state high schools shall be of a high 
 order. 
 
 5. Each state high school shall be provided with necessary- 
 recitation rooms, furniture, apparatus and library, to the end 
 that the work of the schools shall be of the highest possible 
 efficiency. 
 
 6. The school session shall consist of, at least, thirty-six 
 weeks, each year; thirty-eight weeks are recommended. 
 
 7. The superintendent shall be provided with an office and 
 with sufficient assistance in high school and office to allow 
 him one-fourth to all of his time in school hours for general 
 supervision over the grades and high school. In the office 
 of the superintendent or principal there shall be kept on file 
 circulars, pamphlets and correspondence pertaining to the 
 school, records of equipment, records of library, of enroll- 
 ment, of scholarship, of promotions, of alumni, etc. 
 
 8. All schools accepting high school aid shall be required 
 to keep such funds separate from the general fund, and said 
 high school aid shall be used only for the following purposes : 
 
 Forty per cent, or more for: 
 
 (a.) I,aboratory apparatus and supplies for all science work 
 in the high school, including agriculture. 
 
 (b.) Purchase of books for high school reference library. 
 
 (c.) Equipment for manual training and domestic science 
 and art in the high school. 
 
 (d.) Equipment for commercial courses in the high school. 
 
 And the remainder, if any, shall be used in the payment of 
 high school teachers' salaries. 
 
 The clerk of the school board of each school receiving aid 
 shall submit to the state board of education, through the high 
 school inspector, not later than April loth, of each year, a 
 detailed statement of all expenditures during the year of 
 money received from state aid for high schools. The state 
 high school aid of the following year shall be withheld from 
 any school the clerk of which fails to make satisfactory report 
 of the disbursement of the aid last received on or before April 
 loth. 
 
 9. The state board of education will classify no high school 
 as first class in a district having an assessed valuation of less 
 than $250,000. 
 
 10. In high schools of the first class list and in all second 
 and third class high schools having a four-year* curriculum, 
 
 *Any high school offering in the aggregate, whether by 
 alternation of subjects or otherwise, fifteen (15) or more units 
 of high school work and graduating or purposing to graduate 
 pupils from the high school, shall be considered as having a 
 four-year curriculum for the purposes of this ruling. See sec- 
 tion fa)ur (4) under *'D. — Conduct of Schools" in this Manual. 
 
HIGH SCHOOL MANUAL 15 
 
 the superintendent, principal of the high school, and assistants 
 in the high school department shall hold the B. A. or equiva- 
 lent degree from an institution of recognized standards or 
 shall hold the first grade professional certificate, granted 
 under the provisions of section 252 of the school laws of 191 1. 
 
 In first and second class high schools, teachers of music, 
 drawing, commercial subjects, agriculture, manual training, 
 domestic science and domestic art who do not hold the 
 bachelor's or equivalent degree from an institution of recog- 
 nized standards or the first grade professional certificate, 
 granted under the provisions of section 252 of the school laws 
 of 191 1, shall hold special certificates to teach these subjects, 
 ganted under the provisions of section 253 of the school laws 
 of 1911. 
 
 In third class high schools that do not offer a four-year 
 curriculum,* if the superintendent, principal, and assistants 
 in the high school department have not the B. A. or equiva- 
 lent degree from an institution of recognized standards or the 
 first grade professional certificate, granted under the provi- 
 sions of section 252 of the school laws of 191 1, they shall hold 
 the second grade professional certificate, granted under the 
 provisions of section 251, or its equivalent, as provided for in 
 section 254 of the school laws of 191 1. 
 
 This ruling shall be effective on and after July i, 191 1 ; but 
 shall not be retroactive. 
 
 The general school laws require that all teachers, except 
 those in a few independent districts, shall have certificates to 
 teach, issued by the proper authority of the state. 
 
 11. The large classes, or sections of classes, in a school 
 should not contain more than thirty pupils. If classes are 
 large, a teacher should not be required to take charge of more 
 than five per day. If they are small, containing but four to 
 ten pupils, a teacher may successfully conduct seven classes 
 per day, depending somewhat on the subjects taught. One 
 who teaches the subject of English should not be required to 
 instruct more than one hundred pupils per day. One who 
 teaches English I or II, only, should not instruct more than 
 seventy-five pupils per day. 
 
 12. The state board of education shall classify as first class 
 no school paying less than $1,200 a year to its principal or 
 
 *Any high school ofifering in the aggregate, v/hether by 
 alternation of subjects or otherwise, fifteen (15) or more units 
 of high school work and graduating or purposing to graduate 
 pupils from the high school, shall be considered as having a 
 four-year curriculum for the purpose of this ruling. See sec- 
 tion four (4) under "D.— Conduct of Schools" in this Manual. 
 
16 HIGH SCHOOL MANUAL 
 
 superintendent ; as second class, no school paying less than 
 $i,ooo to its principal; and as third class, no school paying- 
 less than v$900 to its principal ; and shall classify no high 
 school of any grade which pays less than $65 per month to 
 the assistants in the high school. 
 
 The wages ordinarily paid to teachers are entirely inade- 
 quate, considering the service which a good teacher is ex- 
 pected to render and the preparation which the teacher must 
 have to render that service; and although the state board of 
 education requires for purposes of classification the above 
 minimiim, it recommends that the salary of a superintendent 
 of a first class high school be not less than $1,500 per annum ; 
 of a second class high school, not less than $1,200, and for a 
 third class high school, not less than $1,000; further, that no 
 high school assistant should receive less than $70 per month. 
 
 13. No school shall be classified by the state board of edu- 
 cation which has not an efificient heating and ventilating sy- 
 stem, and proper sanitary conditions. Aledical inspection of 
 pupils is recommended. 
 
 C. — Classification of Schools and Additional Conditions 
 of Acceptance 
 
 All high schools accepted by the state board of education 
 shall be included in one of the following classes: 
 
 (a) High schools of the first class shall include all schools 
 doing four years of work and which have complied with the 
 following and other conditions : 
 
 1. They shall have not less than thirty-five well prepared 
 pupils in average daily attendance and at least three assistant 
 high school teachers. 
 
 2. The school shall have suitable and commodious quarters 
 and shall have well established laboratory courses in three 
 of the science courses named by the state board of education 
 in the program of studies for high schools. 
 
 3. They shall afford instruction in all of the constants pre- 
 scribed by the state board of education as per program of 
 studies, p. 28. 
 
 .4. They shall have an ample working library, including a 
 sufficient supply of supplementary reading for each of the 
 twelve grades. 
 
 5. In all first class high schools the subjects of music and 
 drawing shall be taught under the supervision of a specialist 
 or by a special instructor or by some teacher competent to 
 supervise these subjects. 
 
 (b) The second class shall include those schools in which 
 the course extends at least thru three years as explained under 
 
HIGH SCHOOL MANUAL 17 
 
 Program of Studies for High Schools, page 28, and comply 
 with the following and other conditions : 
 
 1. High schools of the second class shall have an average 
 daily attendance of not less than twenty-five well prepared 
 pupils and at least two assistant high school teachers. 
 
 2. Ample laboratory appliances for instruction in botany, 
 zoology and agriculture, and in either physics or chemistry, 
 for each pupil. 
 
 3. They shall afford instruction in three-fourths of the list 
 of constants named in the program of studies, including 
 manual training, cooking and sewing, p. 28. 
 
 4. A selected historical and reference library for the work 
 in history and English and the sciences taught, and supple- 
 mentary reading for the grades of the elementary school in 
 connection. 
 
 (c) The third class schools shall be those that afford in- 
 struction in eight of the fifteen units of prescribed work. They 
 shall possess : 
 
 1. An average daily attendance of at least fifteen well pre- 
 pared pupils, and one assistant high school instructor. 
 
 2. Ample laboratory appliances for instruction in botany, 
 zoology and agriculture, and offer at least one. 
 
 3. An ample working library and a sufficient supply of 
 supplementary reading for each of the first ten grades. 
 
 (d) State high schools having an agricultural department, 
 besides meeting the requirements of a state high school, shall 
 have : 
 
 1. A superintendent, two teachers of academic subjects, 
 and special instructors — one in agriculture, one in manual 
 training and one in household economy. 
 
 2. A sufficient number of well equipped rooms for the pur- 
 suit of these subjects; a room each for agriculture, manual 
 training and domestic economy. 
 
 3. Ten acres of land within one mile of the school house 
 for use in experimentation. 
 
 For further particulars see special circular which may be 
 secured by addressing the high school inspector. 
 
 D. — Conduct of the Schools 
 
 I. All pupils, before completing admission to the high 
 school, shall pass a satisfactory examination in reading, writ- 
 ing, spelling, geography, English language and grammar. 
 United States history and arithmetic. 
 
 It is recommended that seventh and enghth grade pupils in 
 elementary schools connected with the state high schools take 
 
18 HIGH SCHOOL MANUAL 
 
 the examinations offered by the state high school examiner 
 for entrance to liigh school. In order to make stronger the 
 articulation between the state high school system and the 
 system of common schools of the state, it is recommended 
 that the high schools accept for entrance, pupils from other 
 elementatr}^ schools who have succeded with the final exami- 
 nations provided for in the Course of Studies for the Common 
 Schools of North Dakota. 
 
 2. All courses are to be pursued a year of at least thtrty- 
 six weeks except when otherwise specified. A course of study 
 pursued a minimum of thirty-six weeks, five periods per week 
 or equivalent, each period having a duration of forty minutes 
 in the clear, counts as a unit. 
 
 The recitation period shall be forty minutes in the clear. 
 There should be, at least, two eighty-minute laboratory 
 periods per week for each subject requiring laboratory work 
 and the daily program should be arranged to conform to these 
 eighty-minute periods. 
 
 3. English I., English 11., and English III. or IV., Adv. 
 U. S. history, civil government, and one unit of science shall 
 be constants for the pupil ; i. e., no pupil shall graduate from 
 one of the state high schools without having completed these 
 subjects. High schools of the first class are required to do a 
 minimum of fifteen (15) units of work; high schools of the 
 second class twelve (12) units, and high schools of the third 
 class eight (8) units. High schools of the first class shall in- 
 clude in their program each year all the constants named in 
 the list under Program of Studies, page 28; secpnd class 
 schools shall include three-fourths of the units of this list of 
 constants, among which shall be three units in English, ele- 
 mentary algebra and one unit in science; third class schools 
 shall include one-half of the units of these constants, among 
 which shall be courses I. and II. in English, elementary alge- 
 bra and one unit in science. 
 
 Schools in the first class list shall be prepared to offer all 
 courses named in the program of studies for high schools, p. 
 28; but no course, beside the constants, should be offered 
 unless desired by four or more pupils. Other schools should 
 not offer courses in which there are only one or two pupils 
 to pursue them. 
 
 4. The minimum number of units of work required of 
 pupils for graduation shall be fifteen (15) and no state high 
 school whether first, second or third class, shall graduate 
 pupils who have not secured fifteen units of credit ; but 
 schools may have exercises and give certificates to pupils who 
 have accomplished a smaller number of units of work. 
 
 The superintendent or principal of every state high school shall re- 
 
HIGH SCHOOL MANUAL 19 
 
 quire that every pupil graduating from said high school shall be Well 
 informed in reading, rariiing, spelling, geography, English language and 
 grammar, Unitzd Stales A/s/o/i;, arithmetic, human physiology and 
 hygiene, and civil government. 
 
 It is provided by law that certain higli school diplomas 
 may by endorsement become teachers' certificates. See page 
 12 of this Manual. 
 
 5. Courses in agriculture are outlined and it is urged that 
 schools offer this work. 
 
 Manual training and domestic science are required in all 
 first and second class high schools. 
 
 6. Superintendents, principals and boards of education are 
 urged to adopt measures to secure the pursuit by pupils of 
 such courses as will be for the pupil's greatest benefit and 
 make his high school course, or curriculum, have, finally, 
 thoroness, strength and unity. 
 
 7. Certificates will be given by the examiner to successful 
 examinees in the several subjects passed on examination. 
 These crtificates are accepted by the university, agricultural 
 college, the state normal schools, the industrial school and the 
 school of science in lieu of the usual entrance examinations. 
 
 8. ^Miisic and drawing shall be offered in every high school 
 but pupils, individually, may elect to pursue these subjects or 
 not to pursue them. Schools shall also offer courses in the 
 elective sciences as well as in physics and shall be equipped 
 for this work as specified under Classification of Schools, page 
 16. 
 
 9. Credits shall not be allowed in both of two subjects that 
 are largely duplicates of each other; as, ancient history and 
 general history, modern history and general history. 
 
 10. It is required of state high schools in the first and 
 second class lists and those having an agricultural depart- 
 m,ent, that they shall have pupils write on state high school 
 examinations in two subjects at the close of the first semester 
 and on four subjects at the close of the second semester, and 
 that the manuscripts shall be sent to the examiner. 
 
 It is urged that pupils in these schools w^ite on all state 
 high school examinations in so far as the subjects are offered 
 in the school and that the mark received on the examination 
 be used with the mark for class-room work in the ratio of one 
 to two in securing the mark for credit in the subject in the 
 school. If the manuscripts in some of the subjects are not 
 sent to the examiner, then in such cases the "principal's 
 mark" should be used. 
 
 Pupils in third class high schools shall secure state high 
 school certificates for credit, or promotion, in their subjects. 
 
 All of the members of a class should write, probably: (i) 
 
20 HIGH SCHOOL MANUAL 
 
 Because the brighter and abler a pupil is the more he should 
 do. Lightening." burdens tends to mediocrity, while healthful 
 exercise tends to leadership. The bright pupil would better 
 be encouraged to do good work by being promoted with 
 honor or high honor, than be excused from part of the work, 
 because he has done some of it well. It is the work he does 
 that makes him groAv. (2) Because this would permit all 
 schools to enter the state examinations more nearly on the 
 same basis. 
 
 11. For sound pedagogical reasons time spent in work on 
 a subject should be an element in securing credit in the sub- 
 ject. It has been decided, therefore, that the Examiner shall 
 not accept the manuscripts of the pupils unless the time the 
 pupil has given to the preparation of the subject is at least 
 four-fifths of a semester for one-half unit, and four-fifths of 
 two semesters for one unit. — A semester is eighteen or nine- 
 teen weeks. 
 
 12. The state board of examiners construes the term 
 "Senior-reviews" as used in the law to mean such courses as 
 those outlined in this manual in advanced United States his- 
 tor3% high school arithmetic, senior grammar, high school 
 geography, and writing and spelling (one-half unit), are in- 
 tended to be. 
 
 The state high school board passed the following resolution,. 
 May 17, 1912: — "It is the sense of this Board that city super- 
 intendents should direct more closely the courses of students 
 preparing to teach." 
 
 13. Laboratory notebooks are required in all sciences, and 
 the Examiner shall allow credit for them in connection with 
 the manuscripts of the examinees. See the statements under 
 botany and zoology, and chemistry regarding notebooks. 
 
 The laboratory work should cover the subject; hence, the 
 notebook should also. But the notebook should not contain 
 an account of every exercise ; it should contain an account of 
 a reasonably large number of representative exercises. On 
 the first pages there should be a complete list of exercises 
 performed by the pupil, a second list naming the exercises 
 done by the instructor before the class, and an added list of 
 field trips. These lists should give the page of the notebook 
 on which a further account, if any, is given. 
 
 14. The examiner will make report on the results of the 
 examinations for the classified schools in a booklet instead of 
 on a large sheet, as formerly. 
 
 15. Every high school librar}^ should be supplied with a 
 few good newspapers and magazines, treating current events, 
 and attention should be given to this subject, probably once a 
 week. 
 
HIGH SCHOOL MANUAL 21 
 
 i6. It is sug-gestecl that the work of the school migh, be 
 improved if it were organized on the "Six and Six Plan", the 
 "Six, Two and Four Plan", the "Six, Three and Three Plan", 
 or some modification of these. Pupils are children, most of 
 them, while the}^ are pursuing- the work of the first six grades 
 of the elementary school and they find the advancement 
 within the subjects attempted in the fourth, fifth and sixth 
 grades sufficient to keep up their interest; but pupils in 
 seventh, eighth and higher grades are young men and women, 
 most of them, and their interests are in new subjects and in 
 the utility of the subjects. It seems also that it might be weU 
 if the seventh and eighth grade pupils might meet high school 
 teachers in some subjects. With these and related ideas in 
 view the following- curriculum is presented as a sugg-estion : 
 
 Seventh Grade, — First Semester 
 
 1. Reading and spelling, daily. 40 minutes 
 
 2. Language. Elementary Grammar and \\'riting. daily, 
 40 minutes. 
 
 3. Elementary Agriculture, two days, and Geography, 
 three da}s per week, each 40 minutes. 
 
 4. Arithmetic, three days, and Bench work or Sewing, two 
 days, each 40 minutes. 
 
 5. United States Plistory and Biography, daily. 30 or 40 
 
 minutes. 
 
 6. Music. Drawing-. Physical Education. 
 
 Seventh Grade, — Second Semester 
 
 Reading with an occasional drill in writing', daily, 40 
 minutes. 
 
 Language. Elementary Grammar, and Spelling, daily, 
 40 minutes. 
 
 Hygiene, two days, and Geography, three days, 40 
 minutes. 
 
 Arithmetic, three days, and Benchwork or Sewing twc^, 
 40 minutes. 
 
 United States History and Biography, daily, 30 to 40 
 minutes. 
 Music, Drawing, Physical Education. 
 
 Eighth Grade, — First Semester 
 
 1. United States History and Civics, daily, 40 minutes. 
 
 2. General Science, daily, 40 minutes. 
 
 3. Language. Elementary Grammar, and Spelling, daily, 
 40 minutes. 
 
22 HIGH SCHOOL MANUAL 
 
 4. Arithmetic, three days, Physical Hchication, two days, 
 40 minutes. 
 
 5. Renchwork I. (H. S.) or Cookinj^ I. (H. S.), 80 
 minutes. 
 
 Eighth Grade, — Second Semester 
 
 1. U. S. History, 4 days, Civics, one day, each 40 minutes. 
 
 2. Reading, Spelling and Writing, daily, 40 minutes. 
 
 3. Geography, daily, 40 minutes. 
 
 4. Music, Drawing, Physical Education, 40 minutes. 
 
 5. Benchwork I (H. S.) or Sewing I (H. S.), 80 minutes. 
 
 Ninth Grade 
 
 Constants. Electives, 
 
 English I. Latin I. 
 
 Complete 8th Grade Arith. Elementary Algebra. 
 Botany I and Zoology i or Vocal Music. 
 Physiography (one unit). Freehand Drawing. 
 
 ^ Penmanship and Spelling (Part 
 
 of sixteenth unit). 
 Physiography (one unit). 
 
 Tenth Grade 
 
 English II. Caesar. 
 
 Complete 8th Gr. Gramniar. Plane Geometry. 
 
 Manual training II. 
 
 Domestic Science and Art II. 
 
 General History I and II. 
 
 Mechanical Drawing. 
 
 Chemestry. 
 
 Bookkeeping, y^. 
 
 Eleventh Grade 
 
 English HI. Cicero or German I. 
 
 Adv. Alg. and Solid Geom. 
 A Unit in Agriculture. 
 Botany II. 
 Zoology II. 
 English History. 
 General Economics. 
 Hit^^h School Geography. 
 Shorthand and Typewriting. 
 Physiology. 
 
HIGH SCHOOL MANUAL 23 
 
 Twelfth Grade 
 
 Advanced U. S. History. \^ergil or German II. 
 
 Civics. Physics. 
 
 High School Arithmetic. 
 
 Senior Grammar. 
 
 Pedagogy. 
 
 Psychology. 
 
 English IV. 
 
 Shorthand and Typewriting. 
 
 Notes on the above ciirriciilnm : 
 
 1. If penmanship has been rightly taught in the first six 
 'g"rades, a little time for review and drill is probably all that 
 w'ill be necessary in the seventh and eighth grades, and no 
 time or credit need be given for it in the high school. 
 
 2. All of the subjects mentioned for the seventh and eighth 
 grades are constant. 
 
 3- High school credit should be allowed for the benchwork 
 and household economy placed in the eighth grade ; but no 
 such credit should be allowed for eighth grade arithmetic 
 and grammar, done in the ninth and tenth grades. 
 
 4. Much care should be taken in selecting courses from the 
 electives. In each school more constants should be adopted, 
 probably, than are indicated above, and it is likely they should 
 come from among the electives here mentioned. It might be 
 well to adopt, locally, sixteen units as a requirement for 
 graduation. Some students can and should do more than 
 others. The teacher should assign them additional work from 
 time to time, and because of their additional or more difificult 
 performances, they should be promoted and finally graduated 
 with honors or high honors. 
 
 E. — Rules for Conducting High School Examinations 
 
 All superintendents, principals and teachers in the high 
 school department, appointed to conduct examinations of the 
 state examiner are required to read Rules numbered 3, 4, 5, 
 6, 7, 8, 9, 10 and 11 to the class before beginning examinations. 
 
 (Many mistakes in conducting and reporting these exami- 
 nations would be avoided, if those who conduct and report 
 them would read these rules carefully and also other state- 
 ments sent them by the examiner.) 
 
 Examinations will hereafter be given subject to the follow- 
 ing rules — rvhich mud be stridlu followed: 
 
 I. Three examinations will be ofl^ered each year. The first 
 examination will begin on the Monday of the twentieth week 
 of the semester which opens on the third Monday in Septem- 
 
24 
 
 HIGH SCHOOL MANUAL 
 
 ber. The second examination will be held in the week in 
 Which the 28th of INIarch falls, and will include the subjects 
 in the program of studies, page 28 of this manual which 
 are marked with the asterisk and no others. The third ex- 
 amination will begin on the Friday of the eighteenth week 
 of the semester which opens immediately after the close of 
 the first semester. (The January examination in 1914 begins 
 Jan. 26; the March examination in 1914 begins March 23; the 
 June examination in 1914 begins June 5 and closes June 12.) 
 
 No examinations shall be held on Saturday. 
 
 The examinations in the several subjects will take place in 
 the following order: 
 
 FIRST DAY 
 
 English Grammar, 8th grade. 
 
 a. m. 
 Latin Grammar, a. m. 
 Vocal Music. 
 Virgil, a, m. 
 
 English II, a. m. 
 Modern Languages, p. m. 
 Arithmetic. High School. 
 Senior English Grammar. 
 
 SECOND DAY 
 
 Arithmetic, 8th grade, a. m. 
 English I, p. m. 
 Solid Geometry, a. m. 
 Advanced Algebra, a. m. 
 Trigonometry, a. m. 
 Caesar, a. m. 
 
 Drawing. Freehand. 
 Ado. U. S. History, (high 
 school) 
 p. m. 
 Civics, (high school) a. m. 
 High School Geography. 
 
 THIRD DAY 
 
 Geography), 8th grade, a. ra. 
 Physical Qeographxi, a. m. 
 Bacteria, Yeasts and Molds 
 El. Geology, a. m. 
 Botany I, a. m. 
 Botany II, a. m. 
 Zoology I, a. m. 
 Zoologv II, a. m. 
 
 Eiementar}) Algebra, p- m. 
 American Literature, p. m. 
 English Literature, p. m. 
 
 Bookkeeping. 
 Commercial Law. 
 Shorthand. 
 Typewritinc". 
 
 Drawing. Mechanical. 
 FOURTH DAY 
 
 m. 
 
 U. S. History, 8th grade, a. m. T^laine Geometry, p. m. 
 
 Ancient History, a. m. Political Economy, p. 
 
 Modem History, a. m. Agriculture 
 
 English History, a. m. Chemestrv. 
 
 General History I, a. m. Penmanship and Spelling 
 
 General History II, a. m. (high school). 
 
HIGH SCHOOL MANUAL 25 
 
 FIFTH DAY 
 
 Reading, Spelling' and Pen- Pedagogy. 
 
 manship, 8th grade. Psychology. 
 
 T^h^siology, (high sdhool) Domestic Science and x^rl. 
 
 a. m. Horticulture. 
 
 Physics, a. m. Bible Study. 
 
 Cicero, p. m. General Science. 
 
 SIXTH DAY 
 Postponed Examinations 
 
 The date and order of examinations in subjects printed in 
 Italics must not be changed under any circumstances. If the 
 other subjects can not be taken on the day specified on ac- 
 count of conflict, they must he taken as soon thereafter as 
 possible, on the sixth day if necessary. 
 
 No examination shall be taken earlier than the day ap- 
 pointed. 
 
 In case of conflict, pupils should begin early in the half 
 day and write on both subjects in the same half day. 
 
 It is to be understood that the examinations set for any 
 day may be taken either in the forenoon or afternoon, except 
 in cases in which a. m. or p. m. is designated. 
 
 II. All applications for questions, stating the subject and 
 number of question papers desired, must be made to the high 
 school examiner on requisition blanks at least twenty days 
 prior to the date set for beginning the examinations. The 
 requisition blanks will be furnished on application to the ex- 
 aminer. , The examiner may, in his discretion, offer the. ex- 
 aminations of the board to schools of three or more teachers, 
 not classified but doing at least four units of high school 
 work and giving promise, with encouragement, of doing in 
 the near future the entire eighth units required for classifica- 
 tion. Other schools will not be entitled to take the examina- 
 tions. The examiner will ofifer examinations in subjects 
 named in the program of studies, page 28. of this manual 
 and in those subjects only. 
 
 III. The envelope contaijiing the questions must be re- 
 tained by the superintendent or principal in a safe place until 
 the time appointed for examination, and under no circumstances 
 shall the envelope be opened except in presence of 
 
 the class when seated and ready for work. The precise 
 moment of the distribution of questions must be announced 
 to the class and observed as the examination proper begins 
 at that time. 
 
 IV. The period of examination ig three hours in all sub- 
 jects and no more than three hours shall be allowed for an 
 examination, and no examination shall be divided, nor shall 
 
26 HIGH SCHOOL MANUAL 
 
 any pupil be allowed extra time, a second trial, to take the 
 examination at any other time than that at which the class 
 take it, or to copy his manuscript at any other time than 
 within the three hours. 
 
 V. The examination shall be conducted by the superin- 
 tendent or the principal teacher in the high school depart- 
 ment, and as each pupil hands in his manuscript, the conduc- 
 tor of the examination shall secure from the pupil the question 
 sheet. No one is to retain a question sheet except the super- 
 intendent and high school teachers concerned until the end of 
 the examination week. 
 
 VI. Each candidate must be sujiplied with white legal cap 
 paper, pen and 1)lack ink and will not be allowed to communi- 
 cate with anyone except the examiner in charge during an 
 examination ; nor may he leave his seat until he has completed 
 his work on the entire number of questions. In case of any 
 communication the offender's paper must be thrown out. 
 
 VII. Each candidate shall write at the head of his answer 
 paper the date (day of the month and day of the week) on 
 which the paper is written and whether it is written in the 
 forenoon or afternoon. 
 
 VIII. No explanation whatsoever shall be made concern- 
 ing the questions (not even to explain or call attention to a 
 typographical error), and no teacher or other person shall be 
 allowed to criticise or ins])ect the work of the pupils vrhile in 
 progress. Each pupil is to rely solely on his own judgment 
 as to the meaning of every question, and any efifort on the 
 part of any pupil to give or obtain aid must be followed by 
 instant dismissal from the room. 
 
 IX. Should there be any typographical error, such as to 
 make a question, absurd, unintelligible, or unsolvablu, if 
 students see the error, and make the necessary changes and 
 answer the question correctly, they are to be allowed full 
 credit in the regular manner, but if they do not see the mis- 
 take and are thus unable to answer the question, it shouid be 
 left out of account entirely in figuring up the credits, and the 
 paper graded upon the basis of credits alloAved for the re- 
 mainder of the questions. 
 
 X. The answers are to be written with black '"k ^"^^ "^^^ 
 with /eo'/ pencil, and are to be arranged and numbered iw the 
 order of the questions. Special attention should be given to 
 the general order, legibility and neatness as well as correct- 
 ness of the work. 
 
 XI. In mathematics, the entire cperation must be given. Mere 
 results will be marked zero. In the translation reqiured in the 
 language papers, no dictionaries or vocabularies must be 
 used. 
 
HIGH SCHOOL MANUAL 27 
 
 MARKING THE PAPERS 
 
 XII. The superintendent or principal shall examine and 
 mark in red ink ^^^ the answers in each subject. In case the 
 principal is unable to read all the papers he may be assisted 
 by any of the teachers of the high school department appointed 
 for that purpose. Each answer entitled to a definite number 
 of credits must h" marked separately and not a mark given to 
 the paper as a whole. The credits assigned should be reduced 
 to a scale of one hundred and the grade entered on filing mar- 
 gin as "principal's mark." Papers falling below 65 per cent., 
 or illegible or slovenly in apperance, must not be sent to the 
 examiner. 
 
 SENDING PAPERS TO THE EXAMINER 
 
 XIII. Papers when marked should not be rolled; but those 
 of each writer on each subject must be folded separately with 
 the upper part of the first page on the outside and those in 
 each subject should be tied together with the class list, pro- 
 ptrly filled out and placed on the outside, so that the package 
 will show, without being untied, the place, subject, etc. As 
 the amount of time spent in preparation is an element in se- 
 curing credit, the data called for on these class lists and prin- 
 cipals' certificates must be complete. Strong rubber bands are 
 preferable to twine or cord. The papers in all subjects should 
 he tied together in one package, carfully wrapped and sealed, 
 and sent by mail or express, charges prepaid, to the State 
 High School Examiner, University, N. D. If the package is 
 very small it may be sent by mail. 
 
 XV. The principal's certificate and the class list must be 
 sent properly filled out and signed. 
 
 APPEAL EROM EXAMINER'S MARKINGS 
 
 XVI. The appeals from the examiner's markings must be 
 made within ten days after the receipt of the examiner's 
 notice of results. 
 
 Address, 
 
 STATE HIGH SCHOOL EXAMINER, 
 
 University, North Dakota. 
 
28 HIGH SCHOOL MANUAL 
 
 III. PROGRAM OF STUDIES FOR 
 HIGH SCHOOLS 
 
 CONSTANTS FOR THE PUPIL (See page i3.) 
 
 Name of Subjetfls Year to be Pursued Outline 
 
 on Pagea 
 
 American or English Literature 3rd or 4th 31-32 
 
 Science, one unit . . .48, 51, 53, 69, etc 
 
 Civics*, ^2 unit 4th 45 
 
 English I* 1st 30 
 
 English II 2nd 31 
 
 History, Adv. U. S.*, H unit 4th 45 
 
 CONSTANTS FOR THE SCHOOL (See page i8.) 
 
 Algebra*, Elementary 1st or 2nd 36 
 
 American or English Literature 3rd er 4th 31-32 
 
 Biological Science or Agriculture, one unit. . .- 53-60, 69 
 
 CTvics, y^ unit 4th 45 
 
 Domestic Art I*, Yz unit 1st 72 
 
 Domestic Science I*, ^ unit 1st 72 
 
 Drawing, Freehand*, one year, Yz unit 1st or 2nd 75 
 
 English I 1st 30 
 
 English II 2nd 31 
 
 Geometry, Plane 2nd or 3rd 37 
 
 History, Adv. U. S., J^ unit 4th 45 
 
 History, General History I*, Y2 unit and 1st or 2nd 38-42 
 
 History, General History II*, Y2 unit or 1st or 2nd 42-44 
 
 History, Ancient* 1st or 2nd 44 
 
 Manual Training, Y2 or more units 1st and 2nd 71 
 
 Mechanical Drawing I, Y2 unit 1st or 2nd 73-75 
 
 Music, Vecal*, one or two years, J4 unit 1st or 2nd 76 
 
 Chemistry or Physics 2nd, 3rd or 4th 51. 43 
 
 ELECTIVES 
 
 Commercial Subjects 
 
 Arithmetic, High School*, Y2 unit 2nd or 3rd 81 
 
 Bookkeeping, K'* or one unit 2nd or 3rd 77 
 
 Geography, High School*, Y2 unit 2nd or 3rd 78 
 
 Law, Commercial, Y2 unit 3rd or 4th 78 
 
 Penmanship and Spelling*, Y2 uint 1st 77 
 
 Shorthand I 3rd 79-30 
 
 Shorthand II 4th 79-30 
 
 Typewriting I 3rd 80-81 
 
 Typewriting II 4th 80-31 
 
 Foreign Language 
 
 Caesar, Latin II 2nd 34 
 
 Cicero, Latin III 3rd 35 
 
 French I -. 2nd or 3rd 35 
 
 French II 3rd or 4th 35 
 
 German I 2nd or 3rd 35 
 
 German II 3rd or 4th 36 
 
 Latin I, Grammar 1st 33 
 
 Second-year Latin 2nd 34 
 
 Vergil. Latin IV 4th 35 
 
 ' \^ 
 
 *See section 1, p. 23—24 
 
HIGH SCHOOL MANUAL 29 
 
 History and Economics 
 
 History, English*, J/2 unit 2nd or 3rd 44 
 
 rffstory, Modern 2nd or 3rd 45 
 
 Polit. Econ., General Economics, J^ unit 3rd or 4tih 47 
 
 Mathematics 
 
 Algebra, Advanced, yi unit 3rd or 4th 37 
 
 Arithmetic, High School*, J4 ■^th 81 
 
 Geometry, Solid, ^ unit 3rd or 4th 38 
 
 Trigonometry, Plane, ]/2 unit 4th 38 
 
 Miscellaneous 
 
 Common School Courses Eighth Grade 83 
 
 Bible Study, J/^ unit 33 
 
 Domestic Art U, y2 unit 2nd 72 
 
 Drawing, Mechanical II, ^ unit 2nd or 3rd 73-74 
 
 Pedagogy*, J.^ unit 3rd or 4th 81 
 
 Psychology*, ^ unit 3rd or 4th 81 
 
 Senior Grammar*, J^ unit 4th 82 
 
 Science 
 
 Agriculture*, One unit 69 
 
 Bacteria, Yeasts and Molds, l4 unit 67 
 
 Botany I*, V?. unit 1st or 2nd 53, 56 
 
 Botany II*, V^ unit 1st or 2nd 53, 57 
 
 Chemistry 2nd or 3rd 51 
 
 Domestic Science II, yz unit 2nd 72 
 
 General Science 61 
 
 Geography, Physical, 14* or one unit* 1st 61 
 
 Geology, EL, ^ unit 2nd or 3rd 65 
 
 Horticulture, ^ unit 1st or 2nd 69 
 
 Physiology*, 14 unit 3rd 61 
 
 Zoology I*, 14 unit 1st or 2nd 53, 58 
 
 Zcclcgy II, ]/2 unit l»t or 2nd 53, 59 
 
 *Se€ section 1, p. 23—24. 
 
30 HIGH SCHOOL MANUAL 
 
 IV. SYNOPSIS OF SUBJECTS 
 
 ENGLISH 
 
 The courses in English have been thoroly outlined in four 
 syllabi,* which aim to present the subject definitely. As these 
 syllabi are complete, brief synopses, giving- the classics to be 
 used, seem to be all that is necessary here. 
 
 ENGLISH I 
 One Unit 
 
 Mcaulay's Horatius at the Bridge for brief study, followed 
 by short themes to be carefully corrected and serve as a basis 
 for introducing the further study of grammar. 
 
 Capitalization, punctation and spelling based upon the 
 above themes. 
 
 Burroughs. Sharp Eyes. 
 
 Themes and study of parts of speach. 
 
 Hawthorne. Twice Told Tales. 
 
 Themes and study of case, pronouns, etc. 
 
 Dickens. Christmas Carol. 
 
 Themes and study of paragraph structure. 
 
 Irving. Sketch Book (Rip Van Winkle. Legend of Sleepy 
 Hollow and one or two other sketches). 
 
 Formal study of narration. 
 
 Hale. Man Without a Country. 
 
 Formal description. 
 
 Letter writing. 
 
 Figures of speech. 
 
 Vision of Sir Launfal. 
 Outside Reading. — 
 
 Any three of the following: 
 
 Cooper. The last of the Mohicans. 
 
 Poe. Gold Bug. 
 
 Warner. A Hunting of the Deer, How I Killed a Bear. 
 Lost in the Woods. Camping Out. 
 
 Dodge. Hans Brinker. 
 
 Boys' King Arthur. 
 
 Eggleston. Hoosier School Boy. 
 
 Warner. Being a Boy. 
 
 DeFoe. Robinson Crusoe, Part I. 
 
 *A limited number of copies of the syllabi are ready for 
 mailing and may be had by addressing the state high school 
 inspector. 
 
HIGH SCHOOL MANUAL 31 
 
 ENGLISH II 
 
 One Unit 
 
 Study of Words. 
 
 Arnold. Sohrab and Rustum, critical study and themes. 
 
 Study of sentences. 
 
 Study of paragraphing-. 
 
 DeCoverly Papers, critical study of themes. 
 
 Study of narration. 
 
 Eliot. Silas Marner, critical study of themes. 
 
 Study of description. 
 
 Coleridge. Ancient Mariner, critical study of themes. 
 
 Study of figures of speach. 
 
 Study of versification. 
 
 Burns. Cotters' Saturday Night, To a Mouse, To a Moun- 
 tain Daisy, For A' That and A' That, Highland Mary, etc., 
 critical study of themes. 
 
 Shakespeare. Merchant of Venice, critical study of themes. 
 Outside Reading. — 
 
 Any three of the following : 
 
 Kipling. Captain Courageous or Jungle Books. 
 
 Scott. The Lady of the Lake or Marmion. 
 
 Shakespeare. As You Like It. 
 
 Stevenson. Treasure Island or Travels with a Donkey. 
 
 Goldsmith. Vicar of Wakefield. 
 
 ENGLLSH III 
 Study of The History of American Literature 
 
 Colonial Period (1607-17651 
 
 Reading, — 
 
 Selections found in Old South Leaflets by John Smith, 
 Wm. Bradford, Morton. Roger Williams, Anne Bradstreet, 
 et al. 
 
 Review of diction and description. 
 Revolutionary Period (1765-1789) 
 
 Reading, — 
 
 Selections from political literature, — Jefferson, Otis, Henry, 
 Hamilton, Jay. Madison, Washington, et al. 
 
 Short poems of the times. — Tnunbull, Dwight, Barlow, 
 Tf"reneau. 
 Revolutionary songs and ballads. 
 
 Selections from Benj. Franklin. 
 
 Themes, — 
 Period of Republic (1789-1910) 
 
 Reading, — 
 
 A few poems from Drake. Halleck, Paine, Woodworth, 
 Morris, Willis. 
 
32 HIGH SCHOOL MANUAL 
 
 Ten poems fom Bryant. 
 
 Poe. Three, from Raven, Bells, Israfel, Haunted Palace, 
 Ulalume ; two from Fall of the House of Usher, Masque of 
 the Red Death, Descent into the Maelstrom, Domain of Arn- 
 heim. 
 
 Short selections from writers of the New England School. 
 
 Emerson. American Scholar and short poems. 
 
 Emerson. Concord Hymn. 
 
 Review of Narration. 
 
 Reading, — 
 
 Hawthorne. Short stories selected. 
 
 Longfellow. Short poems selected. 
 
 Longfellow. Paul Revere or Hymn to the Night. 
 
 Whittier. Tent on the Beach, Barefoot Boy and short 
 poems selected. 
 
 Holmes. Chambered Nautilus, and short poems selected. 
 
 Lowell. Short poems and prose selection. 
 
 Webster. Tw^o from First Bunker Hill Oration, Second 
 Bunker Hill Oration. Adams and Jefferson, Reply to Hayne. 
 
 Taylor. Lars. 
 
 Whitman. O Captain! My Captain! 
 
 Lincoln. Gettysburg Address. 
 
 Aldrich. Baby Bell. 
 
 Warner. My Summer in a Garden. 
 
 Outside Reading, — 
 
 Any four of the following: 
 
 Hawthorne. House of Seven Gables. 
 
 Warner. My Summer in a Garden. 
 
 Thoreau. Succession of Forest Trees, Wild Apples etc. 
 
 Curtis. Prue and I. 
 
 Churchill. Richard Carvel. 
 
 Parkman. LaSalle or Oregon Trail. 
 
 Clemens. Tom Sawyer. 
 
 ENGLISH IV 
 
 One Unit 
 
 The History of English Literature with Collateral Reading. 
 
 Study of History of English Literature as outlined in the 
 syllabus. 
 
 Masterpieces for close, critical study, — 
 
 Shakespeare. Macbeth. 
 
 Milton. Paradise Lost. Books I. and II. 
 
 Burke. Conciliation. 
 
 Palgrave. Golden Treasury, Series I., Part IV. 
 
 Carlyle. Essay on Burns. 
 
 Masterpieces for outside reading, — 
 
 Shakespeare. Julius Caesar. 
 
HIGH SCHOOL MANUAL 33 
 
 Tennyson. Coming of Arthur, Lancelot and Elaine, Guine- 
 vere, The Passing of Arthur. 
 
 Two from the following, — 
 
 Blackmore. Lorna Doone. 
 
 Dickens. Tale of Two Cities. 
 
 Eliot. Silas Marner. 
 
 Mrs. Gaskell. CraAvford. 
 
 Scott. Ivanhoe. 
 
 Thackeray. Henry Esmond. 
 
 Study of rhetorical principles. 
 
 If this course is taken up as third year high school work, 
 the special Avork in rhetoric should be Exposition ; if, however, 
 as recommended, this course is taken up during the fourth 
 year, the special advanced work in rhetoric should be Argu- 
 mentation. 
 
 BIBLE STUDY 
 
 One-half Unit 
 
 This half-unit of credit is allowed on passing state examina- 
 tion and without regard to how preparation was made. A 
 syllabus on this subject may be had by addressing Mr. Wal- 
 ter Snow, Fargo, N. D. 
 
 LATIN 
 
 Pupils should be held strictly to the use of clear idiomatic 
 English in their translations, though they should be led from 
 the start to notice carefully the Latin order of words and to 
 comprehend the thought in that order. 
 
 In the reading of the Latin text the teacher should see not 
 only that each word is correctly pronounced but also that the 
 words are properly grouped. He should strive to teach in- 
 telligent, expressive reading. The Roman method of pro- 
 nunciation should be used. 
 
 LATIN I 
 
 One Unit 
 
 Latin Grammar and Easy Latin Prose 
 
 As the work of this year is fundamental, it is of the utmost 
 importance that it be accurate and thorough. The aim should 
 be the acquisition of a vocabulary of a few hundred words, a 
 thorough mastery of the regular and most common irregular 
 forms, and a firm grasp of the more usual constructions. To 
 accomplish this, constant review, oral and written, is ne- 
 cessary. Therefore, when the declensions, the conjugations 
 and comparisons have been studied, there should be frequent 
 
34 HIGH SCHOOL MANUAL 
 
 practice in the declensions of nouns, pronouns and adjectives, 
 in the conjugation of verbs, and in the comparison of adjec- 
 tives and ad\erbs. Much of this can be done in connection 
 with the work in composition, the pupil being- asked to write 
 a sentence on the board and to decline a noun and pronoun 
 and give a synopsis of a verb in the sentence. All long vowels 
 should be marked in all written work. After the first two or 
 three lessons, translation, oral and written, from Latin into 
 English, and from English info Latin should form an im- 
 portant part of every realaHon. Nor should the teacher re- 
 strict himself to the sentences in the text book; he should 
 compose a large number himself, making repeated use &i 
 those words and constructions which it is most necessary for 
 pupils to know. Word formation should receive some atten- 
 tion. 
 
 LATIN II 
 One Unit 
 
 The reading matter of this year may consist entirely of 
 Caesar's Commentaries, or a somewhat freer and wider course 
 may be given. Tw^o independent examinations are furnished 
 so as to accommodate schools following either plan. The 
 courses are as follows : 
 
 (a) "Caesar." The first four books of Caesar's Gallic War. 
 
 (b) Selections from Caesar equivalent in amount to two 
 books, and selections from Viri Romae and Nepos and. per- 
 haps, other prose equivalent to two more books. 
 
 With either reading course the following suggestions 
 should be carried out : 
 
 1. Reading of Latin aloud, and translations into clear, 
 idiomatic English. 
 
 2. The syntactical relation of each word should be under- 
 stood, and the thought fully comprehended; principal parts 
 of all verbs memorized ; frequent practice in the declension of 
 nouns, pronouns and adjectives, in the conjugation of verbs, 
 and in the comparison of adjectives and verbs. This giam- 
 matical work should receive great emphasis. 
 
 3. The life of Caesar; the geography of the country; the 
 organization of the Roman arm\-. and the Roman art of war; 
 all other subjects necessary for an understanding of the text 
 read. 
 
 4. A careful, thoro re\ic\v of the forms and Avord-formation 
 should be made, and a sA'stematic study of syntax should be 
 begun. 
 
 5- Latin Camp sition at least once a u'ee.^. Sight reading. Me- 
 morizing of noteworthy pasages. 
 
HIGH SCHOOL MANUAL 35 
 
 LATIN III 
 One Unit 
 
 Cicero's orations: In Catilinam. De Imperio Pompei, and 
 Pro Archia, six orations in all. 
 
 I, 2 and 5 OS in the second y^ear. 
 
 3- The life of Cicero ; the history of his time ; Roman ora- 
 tory ; Roman government; all other subjects necessary for an 
 understanding of the text read. 
 
 4. The systematic study of syntax continued. 
 
 6. A careful study of the structure of each oration, but 
 especially of the De Imperio Pompei. 
 
 LATIN IV 
 
 One Unit 
 
 The first six books of Vergil's Aeneid. 
 I, 2 and 5 OS in the second year. 
 
 3. The life of Vergil ; all subjects of a geographical, ar- 
 chaeological, mythological or other nature necessary for an 
 understanding of the text read. 
 
 4. A study of the poetic forms and constructions met in the 
 text. 
 
 6. A study of the structure of the Dactylic Hexameter and 
 careful attention to the correct reading of it. 
 
 FRENCH I AND II 
 
 An outline of the courses in French may be had by making 
 application to the inspector. 
 
 GERMAN I 
 
 One Unit 
 
 The first few weeks of the study of German are critical. 
 Every efifort should therefore be made that the students ac- 
 quire a perfect pronounciation. Drill must be the slogan — 
 ceaseless and untiring drill, individual and in concert. Explain 
 the physiology of sound production. Use phonetic transcrip- 
 tion to keep the teacher's and the pupils' pronounciation up 
 to grade. Assign to pupils no home study without having 
 previously prepared the work thoroly in the class. Insist that 
 the vocabulary be mastered. Insist that the points in the 
 grammar are understood and that the principles can be ap- 
 plied, not onl)'- in paradigms but in complete sentences, — in 
 other words, teach lebendige Grammatik- Use dictation exer- 
 cises, lasting, at the most, ten minutes, at least once each 
 we^k. Sing German songs. Teach pupils to read the German 
 script, even if they are not required to write it. It is part of 
 
36 HIGH SCHOOL MANUAL 
 
 their German equipment. It does its part to create Sprach- 
 gefiihi. Do not teach only the German language but teach 
 also something of the Germans as a great modern nation — - 
 economically, politically, industrially, educationally etc. For 
 this purpose select some simple reader which deals with Ger- 
 man life, rather than some of the many pathetic tales that are 
 frequently read. See to it that readers and grammar are 
 thoroly modern and up to date. Memorize : O Tannenbaum ; 
 Heine's Du bist wie eine Blume, and Die Lorelei; Goethe's 
 Das Heidenroslein. Afaster the essentials of grammar and 
 read one hundred pages of graded prose. Make German the 
 main medium of expression in the class room. Rennember 
 the words of Goethe: Das ^^''gs bedenke, mehr bedenke Wie. 
 
 GERMAN II 
 One Unit 
 
 Review the Grammar thoroly. Read much aloud. Translate 
 only the dif^cult parts of the lessons. Let no faulty pro- 
 nounciation pass uncensured. Read at least one text that 
 deals with German life. (Most of the book companies have 
 recently gotten out some excellent texts of this kind.) It is 
 essential that our students should have a correct notion oi 
 the Germans of to-day. Give composition work once a week. 
 Give dictation exercises of fifteen minutes once a week. Have 
 oral reproduction of short anecdotes and short stories. 
 Memorize : Die Wacht am Rhein ; EichendorfT's Das zer- 
 brochene Ringlein ; Goethe's Der Erlkonig; Uhlands's Das 
 Schlosz am Meer. Sing German songs. Read two hundred 
 pages of grader prose. 
 
 Aside from the text on German life, selection may be made 
 from such text as : Seidel's Aus goldenen Tagen ; Fromnael's 
 Mit Riinzel und Wanderstab ; Wildenbruch's Das edle Blut ; 
 Baumbach's Der Schwiegersohn : Raabe's Else von der 
 Tanne : Haufif's Das kalte Herz. 
 
 ELEMENTARY ALGEBRA 
 
 One Unit 
 
 At the beginning there should be a short treatment of this 
 subject in such a manner as to make its relation to arithmetic 
 as close as possible. Throughout the course it should be shown 
 that_ the definitions and principles of arithmetic with some 
 extension of meaning hold true in algebra. At the outset the 
 pupil should learn that in algebra he is dealing chiefly with 
 number and that each letter or combination of letters C^'g"^" 
 braic expression) represents a number. The first problems 
 should be such as mav be solved as an exercise in either arith- 
 
HIGH SCHOOL MANUAL 37 
 
 metic or algebra and should be solved both ways. Problems 
 that may be solved by the use of a linear, or simple, equations 
 should be placed early in the course. 
 
 After the above preliminaries are completed, the following- 
 topics should be treated. The order in which many of them 
 are taken up is not important : Positive and negative numbers. 
 Axioms. Addition. Subtraction. Signs of aggregation. Mul- 
 tiplication. Division. Special products. Factors. Highest 
 common factor. Lowest common multiple. Fractions in alge- 
 bra. Fractional equations. Simultaneous equations of two 
 and three unknown numbers. Involution. Evolution. The 
 simpler work in negative, literal, fractional and zero expon- 
 ents. The simpler work in radicals, and radical equations. 
 Graphic solutions. Pure quadratics. The simpler work in 
 affected quadratics — solutions by completing the square and 
 by factoring. Problems in simultaneous quadratics — two un- 
 knowns. The simpler Avork in ratio and proportion. 
 
 The following topics are not included in this course : 
 Highest common factor by continued division. Simultaneous 
 equations involving four or more unknown numbers. Inde- 
 terminate equations. Inequalities. The factor theorem. The 
 more involved Avork in radicals, quadratics and ratio and 
 proportion. The theory of exponents. Imaginary numbers. 
 Equations in the quadratic form. Theory of the quadratic 
 equation. Cube root. 
 
 ADVANCED ALGEBRA 
 
 One-half Unit 
 
 This course includes the following topics : General prin- 
 ciples of the fundamental processes. Signs of aggregation. 
 Equations. Factoring. The factor theorem. Highest common 
 factor, including the process by continued division. x\lgebratc 
 fractions. Simultaneous equations. Graphs. Cube root. 
 Inequalities. Indeterminate equations. Theory of exponents. 
 Radical equations. Imaginary numbers. Quadratics. Ratio, 
 proportion and variation. vSeries. P.inominal theorem. Loga- 
 rithms. 
 
 PLANE GEO AT FT RV 
 One Unit 
 
 As presented in the ordinary text books. 
 
 Care should be taken that the pupil gains not merely a 
 superficial readiness in using the form of geometric proof, 
 but also an insight into the underh ing principles of the sub- 
 ject which Avill enable him to apply his knowledge rightl}. 
 
 Varied examples involving numerical computation should 
 
38 HIGH SCHOOL MANUAL 
 
 be given, and occasional brief practice in drawing to scale 
 will perhaps be found helpful. 
 
 Efifort should be made through abundant work in original 
 exercises and otherwise to develop in the pupil a prompt and 
 mdependent facility in geometrical reasoning and proof, in 
 constructions and in computation of problems involving 
 mensuration. 
 
 SOLID GEOMETRY 
 One-half Unit 
 
 The course as given in the usual text books in solid geo- 
 metry. 
 
 The suggestions given above for plane geometry may also 
 be observed in teaching this subject. 
 
 PLANE TRIGNOMETRY 
 
 One-half Unit 
 
 The definitions and relations of the six trignometric lunc- 
 tions as ratios; the use of tables and the elementary theory 
 of logarithms: the solution of right and oblique triangles and 
 considerable practice therein ; the proof of inaportant formulas 
 for the solution of triangles, for the ratios of the sums and 
 difference of angles and for other trigonometric transforma- 
 tions; some practice in such trignometric transformations and 
 verifications of identities as are given in the ordinary text 
 books. 
 
 HISTORY 
 
 General history as a one-year course, and ancient and 
 modern history as a two-year course, are in part duplicate 
 subjects; therefore, a pupil who receives credit in general 
 history shall not receive credit in ancient or modern history, 
 and vice versa. Pupils should pursue general history or both 
 ancient and modern history. 
 
 GENERAL HISTORY T 
 First Semester 
 One-half Unit 
 
 General history is a full-3'ear course beginning with the 
 earliest civilization in the East and extending to the present. 
 The study will cover the same ground as ancient and modern 
 history, but less intensiveh'. The work is divided into two 
 semesters and one-half unit credit is given for each semester's 
 work. 
 
 The first half of the year's study begins with the earliest 
 
HIGH SCHOOL MANUAL 39 
 
 civilization and extends to the rule of Charlemagne, or 8oo 
 A. D. The work should begin with a brief sketch of Egypt, 
 the Mesopotamia Valley, and the kindred peoples, then the 
 larger portion of time is given to a study of Greece and Rome. 
 Some texts devote several preliminary pages to the races of 
 mankind; where this is the case the text should be followed 
 and the races and families fixed in mind. 
 
 The following topics should be treated: The far East, 
 India and China; the races, dynasties, religion, education- 
 literature, writing, and the like. 
 
 Egvpt: the physical features and climate, the dynasties, 
 the people, their religion, social life, and industries, their 
 monuments and contributions to civilation. Som'e up-to-date 
 treatise should be consulted on these topics. 
 
 The Semitic people: 
 
 a. Early Babylon. The development and union under in- 
 dustrial development, conquests, and decay. 
 
 b. Assyria. Contrast with Babylonia, the people, religion, 
 institutions, and industries. Note also the warlike attitude of 
 the two. Assyria became the first world power: compare her 
 government and rulers with those of Babylonia. Note any 
 scientific contributions to civilization. INIake a careful study 
 of the development of the City State, its origin and develop- 
 ment into a nation. 
 
 c. Later Babylonia. Note all the tribes and people con- 
 cerned in thi< idngdom : the Medes, Persians, Syrians, He- 
 brews. Lvdians. and others. The international relations arc 
 complicated. Babylon is recognized as the greatest kingdom. 
 
 d. The Hebrews. Their early history should be learned: 
 the longing for a land or home free from external influences. 
 A study of their laws and government might profitably be 
 made. Note also their domestic life, religion, and relation to 
 other nations. They developed no art or science; why? Their 
 contribution to civilization was a religion. 
 
 e. The Phoenicians. The position of their country led to 
 a new industry— commerce. Eind some historical associa- 
 tion with their' capital cities. Tyre, Sidon, also the Cedars of 
 Lebanon. Their greatest work and contribution was the 
 colonization of new territories and the development of an 
 alphabet. 
 
 In the above outline of study it is not intended to follow 
 all the warlike expeditions, qaurrels, and international dififi,- 
 culties. These will serve only to form a background. Nor 
 should the class dwell upon individual lives except as they 
 are a part in the great moulding process. Follow carefully 
 the civilizing influences; note the institutions of art, culture, 
 and the various industries. It should be observed that the 
 
40 HIGH SCHOOL MANUAL 
 
 Semitic peoples have contributed to the world their religions, 
 and the contrilnition of the Hebrews — the Christian religion 
 as set forth in the Bible — is the crowning work of all the 
 
 races. 
 
 The Persians. Note their race, government, rulers, rapid 
 development till they have absorbed Asia Minor. Study tlie 
 plan of exjiansion. of the building of roads, houses, etc. An 
 important feature in their life it their religion, due to their 
 contact with Greece. Their military campaigns are of small 
 moment, except, perhaps, against Greece. Contrast their life 
 with that of the Assyrians. Hebrews, etc. 
 
 Grecian History 
 
 The Beginnings of Greece, The Greek people, the different 
 tribes, their early language and traditions. The land, its 
 significance. The legendar)- periods: the Homeric and My- 
 cenian ages : the culture of these periods. 
 
 The Greek City State, 700-500 B. C. The political growth 
 and expansion thru sending out colonies. The typical city 
 states — Athens and Sparta. The growth of Athens as a de- 
 mocracy, a monarchy, an olagarchy, a tyranny-democracy. 
 The growth of Sparta, a monarchy. The social and economic 
 conditions in the two cities. The Graeco-Persian wars, cause 
 and results (details not necessary). 
 
 Struggle for Supremacy in Greece. The Athenian su- 
 premacy; her naval policy — the Delian League. Pericles, his 
 office, work, and influence. Spartan supremacy, cause, re- 
 sult. Theban supremacy. Relation of states, attitude toward 
 democracy. Macedonian supremacy. Political life in Greece, 
 Leaders. 
 
 Union of Greece and the Orient. The Conquest of Alex- 
 ander, his empire. Spread of Greek culture and its influence. 
 Division of his kingdom. 
 
 Greek Architecture, Painting, and Sculpture. Their de- 
 velopment and influence upon the world. Literature, epic 
 and lyric poetry, their development. The drama and its de- 
 velopment. History, oratory, philosophy, the diflFerent 
 schools and leaders. The underlying principles of each 
 Sciences, the Gi'cek' crtntribution to civilization. 
 
 Hellenic and Hellenistic Culture. The social life of the 
 people. Spread to the East. The Achaean League, its origin, 
 constitution, growth, conflict with Sparta. Final decline. 
 
 Little or no emphasis should be placed upon the following 
 topics: The domestic strife and civil wars, except to note that 
 Greece could never unite and hence was destined to be ab- 
 sorbed by a greater power ; the foreign wars and internationa.* 
 affairs, except as other nations came under the influence of 
 
HIGH SCHOOL MANUAL 41 
 
 Greek culture ; the Legendary and pre-historic periods, except 
 as introductory ; the numerous gods, except as inffuencing^ 
 their social life. 
 
 Roman History 
 
 The land: geographical unity, position, and extent. The 
 people: mingled races: Italians. Greeks, Cauls. Etruscans, 
 etc. 
 
 Traditional Origin: how founded, growth, etc. Growth of 
 city of Rome. Patricans and Plebians. Units: Family, 
 clans and gens. tril)es. city state, nation, and empire. 
 
 The Republic, Development of a constitution, class 
 struggle, the patricians, plebian assembly, the political and 
 social fusion. Unification of Italy under Roman rule.. Sub- 
 jects: Latin colonies, praefectures, allies. Bonds of union, 
 patriotism, language, government. Punic Wars: occasion, 
 Carthage a growing power, final struggle, Scipio and Hanni- 
 bal, results. Conquest of East and West Mediterranean lands. 
 World Empire. .Evils: luxury, gladiatorial games, etc. Greek 
 culture and wealth; ])olitical. economic, and social results. 
 
 Transition from Republic to Empire. The Gracchi, at- 
 tempts at reform, Agrarian laws, economic and political re- 
 form, land lavv^s. 
 
 Military Rule, ^^'ar with Jugurtha (senate corrupted). 
 The Cimbri, and Teutons. Marius and Sulla. The social 
 war, massacres and proscriptions. (Details not necessary. 
 Observe the patriotism shown.) 
 
 Growth of Imperialism. Pompey, Caesar, and Crassus, the 
 triumvirate, rise of Caesar, fall of Pompey. Caesar's con- 
 structive work, reform in provinces, clemency, land laws, 
 character of Caesar. 
 
 The Empire. Augustus: Character, rule, w^orld peace, re- 
 sults. The Julians : Character of rule, stability of govern- 
 ment. The Flavians. The Antonines. A World Empire. 
 The later development of art, science, culture, and literature: 
 their worth. Government: municipal, provincial. The Army, 
 its organization provincial and local. 
 
 Education, Universities, grammar schools, and elementary 
 schools. Religion, pagan and Christian ; persecutions under 
 Nero, Diocletian, and Marcus Aurelius. 
 
 The Christian Church. Its organization, growth under 
 Constantine. The division of the kingdom west and east. 
 Struggle with the barbarians. 
 
 The Dissolution of the Roman Empire. The Teutonic in- 
 vasions : East Goths. West Goths, their demands, results; 
 the -Huns; the Vandals: the Frank's. Clovis ar.d his sue- 
 
42 HIGH SCHOOL MANUAL 
 
 cessors. I'he fusion of Teuton and Roman culture. The 
 Mohammedan peril : lieginning, spread, check at Tours. 
 
 The Papacy. Development, temporal powers. The Franks 
 and the popes, Charles Martel, Pippin, Charlemagne's King- 
 dom, expansiim, consolidation. Social and political condi- 
 tions. Charlemagne crowned 800 A. D. 
 
 GENERAL HISTORY II 
 
 Second Semester 
 
 One-half Unit 
 
 In the study of modern history care should be taken to 
 follow institutional and national de^'elopment. in which the 
 germs of our own institutions, government, and society may 
 be found. Place special emphasis upon the following topics : 
 
 A survey of the world in 800 A. D.. Charlemagne's suc- 
 cessors. The Treaty of Verdum, 843 ; division of the king- 
 dom. The new barbarian attack — Slavs, Norsemen, Huns — 
 results. Feudalism, causes, extent, elements: land tenure 
 and military service. Results in Western Europe, commerce, 
 literature, social life. 
 
 France from the Treaty of Verdun to the twelfth century: 
 the organization and development of the kingdom. 
 
 Germany, development, growth, rulers. The Holy Roman 
 Empire, origin, extent, result. The struggle between the em- 
 perors and the pope. Growing jealousy. Hildebrand; Inno- 
 cent III.; Henry IV., etc. 
 
 The Crusades. Conditions in East before crusades. The 
 Mohammedans, their attitude. The Turks, opposed to the 
 Pilgrims. Results of crusades — developed commerce, uni- 
 versities, trade. The rise of towns. The guilds — merchants 
 — trade. The new monarchies, centralized power. England, 
 France, Spain. Germany. Scandinavia. Switzerland. Nether- 
 lands, their struggle, rapid growth, and relation to foreign 
 forces. Note their growth after the crusades. 
 
 The Renaissance. The nature and development of new-old 
 ideas. The new learning, medicine, art, philosophy, literature. 
 Some leaders of the movement: Dante. Petrarch, and others. 
 
 The Protestant Reformation. .Luther, his life and work, 
 his precursors. Counter Reformation in the Catholic Church ; 
 results. A centurv of religious wars, Protestant and Ca- 
 tholic. 
 
 England in the Seventeenth Century. Civil wars, causes 
 and results. The Tudors. character, work, development, etc. 
 The Stuarts, idea of government, religion. Civil war and the 
 
HIGH SCHOOL MANUAL 43 
 
 commonwealth; Cromwell and the Puritans; the Restoration; 
 Revolution; a constitutional monarchy. 
 
 General European Development, Louis XIV. of France. 
 Leadership of France. Social and economic conditions. The 
 extravagant court. Russia: Peter the Great; expansion; in- 
 troduction of Western ideas. Prussia: A military power; 
 expansion and influence over Europe. England: expansion 
 and industrial development ; leaders and inventions. 
 
 The French Revolution. Existing conditions before. Con- 
 stitutional monarchy; Republic, Reign of Terror; the Di- 
 rectory; the Consulate and Empire. Napoleon and his regime: 
 reaction. Congress at Vienna, rearrangement of territory, etc. 
 
 France since 1815. The Divine Monarchy to 1830. Con- 
 stitutional Monarchy, 1848; Republic, 1842-52; Empire, 1870; 
 Republic. 
 
 Central Europe since 1848. General revolution of 1848; 
 cause. Spread of democracy. Unification of Italy ; her 
 leaders; result. Unification of Germany; leaders; circum- 
 stances. Austria-Hungary; struggles and union. 
 
 Growth of Small States in West. Spain, decline in power. 
 Portugal, changing government. Holland, commerce, rival 
 of England. Belgium, government and development. Switzer- 
 land, origin and growth. The Scandnavian Kingdoms — Nor- 
 way. Sweden, Denmark — government, industries, people. 
 
 England's Later Development. Political reforms ; legis- 
 lative and social reforms; union with Ireland and Scotland. 
 The Irish question. Her colonial system and colonies. Con- 
 stitutional development. 
 
 Expansion into Africa and Asia. The partition of Africa. 
 The Boer War. The awakening of the East. The modern 
 problems. Other topics to note and dwell upon are the Magna 
 Charta, the discovery of America, the relation of Europe to the 
 Colonies and to the United States, and the like. 
 
 Little stress should be laid upon w^ars and battles, cam- 
 paigns and domestic strife, except where a national existence 
 is at stake — as in French Revolution. Even then the details 
 are not necessary. Individuals need not be studied except in 
 rare instances. The learning of the rulers of each country is 
 unnecessary. Know something of the great rulers, however. 
 The same holds true with dates. Some eighty or more dates 
 should be known as landmarks. 
 
 REFBRANCE AND SUPPLEMENTARY BOOKS 
 
 L Works covering the whole Period: 
 
 James Bryce, "The Holy Roman Empire". 
 
 E. F. Henderson, "A Short History of Germany", 
 
44 HIGH SCHOOL MANUAL 
 
 J. TT. Rol)inson. "Readinos in European History". 2 vola, 
 
 II. Ancient Period: 
 
 Bulfinch. "Age of Fable, or Beauties of Mythology". 
 
 Church, "vStorv of the Odyssey". 
 
 Church, "Story of the Iliad". 
 
 Gulick, "Life of the Ancient Greeks". 
 
 Pelham. "Outlines of Roman History". 
 
 Ihne, "Early Rome". 
 
 III. Mediaeval Period: 
 
 G. B. Adams. "Civilization During the Middle Ages". 
 Charles Bemont and G. Monod, "Medieval Europe". 
 Emerton, "Mediae\al Europe". 
 Charles Seignobos. "The Feudal Regime". 
 J. .\. Svmonds. "A Short Historv of the Renaissance in 
 Italy". 
 
 IV. Modern Period: 
 
 August Fournier. "Life of Napoleon the First". 
 
 Gustav Freyton. "IVfartin Luther". 
 
 Bertley M. Gardiner. "The French Revolution". 
 
 S. R. Gardiner. "The Thirty Years War" 
 
 Green, "Short Historv of the English People". 
 
 T. B. Macaulv. "Frederick the Great". 
 
 J. L. Molley. '"Peter the Great". 
 
 Frederick Seebohn. "The Era of Protestant Revolution". 
 
 Freeman, "William the Conqueror". 
 
 ENGLISH HISTORY 
 One-half Unit 
 
 The location and physical conditions of England. The effect 
 of the fusing of populations on the formation of English in- 
 stitutions. The growth of political institutions as conditioned 
 by the economic changes and social stratification. The Re- 
 formation in England. The industrial revolution, social 
 letgislation and reform since that time. An interesting book 
 of about 400 pages should be used as a text. 
 
 ANCIENT HISTORY 
 One Unit 
 
 Ths full }^ear course in ancient history should l)e much more 
 comprehensive than that contemplated for the first half of the 
 course in general history. It should begin with a brief sketch 
 of the oriental nations in order to show how our civilization 
 began in the East, and how these peoples affected the larger 
 nations of Europe. The Greek history should be more care- 
 fully studied. The pr'icipal emphasis should be laid first, upon 
 
HIGH SCHOOL MANUAL 45 
 
 the making of the two leading states of Greece — Sparta and 
 Athens ; second, upon the achivements of the Greeks outside 
 their own narrow land, as seen in their great colonizing move- 
 ments, their wars with Persia and the efifort of Athens to 
 build up a world empire ; and third, upon the conquests of 
 Alexander and the period that followed in which Greek ideas 
 dominated the whole eastern world. 
 
 The Roman history should be studied with a view to bring 
 out the dominant elements in the character of the people, their 
 party strife in the evolution of their constitution, the great 
 period of territorial growth and conquest, and last and most 
 important of all, the unification of the world by the Roman 
 roads and bridges, the Roman legions and the Roman law. 
 
 The era of the great migrations; the rise of the Prankish 
 Kingdom ; Charlemagne. To 800 A. D. 
 
 MODERN HISTORY 
 One Unit 
 
 From 800 A. D. to the present time This should be a much 
 more comprehensive course in European history than that 
 comtemplaed for the latter half of the course in General Hi- 
 story. A book of 500 to 700 pages should be used as a text 
 and it should be amply supplemented. 
 
 ADVANCED UNITED STATES HISTORY 
 
 One-half Unit 
 
 For a complete treatment of this subject please see the 
 syllabus compiled by the special committee. This syllabus 
 and a syllabus of a half unit in civil government, compiled by 
 another special committee, may be had by addressing the 
 Examiner, University, N. D., and enclosing 20 cents per copy. 
 The two syllabi have been printed and bound in a single 
 volume and the stock is kept at the examiner's office. 
 
 CIVIL GOVERNMENT 
 
 One-half Unit 
 
 Syllabus: — The State High School board has published a 
 syllabus giving a detailed outline of the work to be covered. 
 Please consult this syllabus.* A general statement of the 
 work is as follows : — 
 
 I. Aim. — The aim of this course is two-fold: d) to stim- 
 
 *Address: Examiner, University, N. Dak., and enclose 20 
 cents per copy. 
 
46 HIGH SCHOOL MANUAL 
 
 ulate the pupil's interest in g-overnment activities; (2) to 
 impart information concerning these activities. The ultimate 
 results of this course, if properly taught, will be the creation 
 of civic intelligence, the application of this civic intelligence 
 to the problems of community welfare, and the assumption by 
 the young citizen of his proper responsibility for understand- 
 ing dif^icuties, locating defects, and aiding in the administra- 
 ton of our government. 
 
 2. Methods Suggested.— (i) Text. (2) Collateral. The 
 text book must form the backbone of the course. Select a 
 proper text, dealing with both our state and nation, and have 
 the pupil master it thoroly. The collateral work is also very 
 important. The following lines of collateral work are sug- 
 gested : Library readings and reports on assigned topics ; 
 debates; current-events discussion once a week; visit to 
 local institutions ; visit to local meetings, such as town meet- 
 ings, city council meeting, county commissioners' meeting, 
 session of court, etc. ; a classified collection (in form of a 
 Scrap Book or some similar permanent form) of printed 
 matter and pictures pertaining to civil government. One 
 newspaper or magazine dealing with good govrnment, should 
 be taken by the school. Devote about half of the time to the 
 study of national government, and half to the study of state 
 and local government. The study of national government 
 should precede the study of state and local government, since 
 the federal government is the general type followed by the 
 state, and, to a certain extent, by some divisions of local 
 government. 
 Reading References. — 
 
 A. On North Dakota: 
 
 1. Boyle. Government of North Dakota, American Book 
 Company. This book covers both state and nation, and 
 is designed especially for North Dakota high schools. 
 
 2. North Dakota Blue Book. Issued biennally by the 
 Secretary of State, Bismarck. This is a good reference 
 book to use with the above text. 
 
 B. General work on civil government. The following six 
 books constitute a model "Ten Dollar Library in Civics", and 
 as such they are worthy of a place in the high school library. 
 
 I. 2. Bryce. The American Commonwealth. 2 vols.. 1910 
 edition. Macmillan. 
 
 3. Hart, Actual Government. Longmans. 
 
 4. Harrison. This Country of Ours. Scribners. 
 
 5. Beard. Readings in American Government. Macmillan. 
 
 6. Willoughby . Rights and Duties of American Citizen- 
 ship. American Book Company. 
 
HIGH SCHOOL MANUAL 47 
 
 C. Newspapers or Magazines : 
 
 1. Among- the general periodicals, these four are recom- 
 mended : — 
 
 Outlook. New York, $3.00. 
 Independent. New York. $3.00. 
 Survey, New York, $3.00 
 Review of Reviews, $3.00. 
 
 2. Among the special periodicals, the following two are re- 
 comended : 
 
 Annals of the American Academy of Political and So- 
 cial Science. Philadelphia, $5.00. 
 National Muncipal Review. Philadelphia, $5.00. 
 
 POIJTICAL ECONOMY 
 One-half Unit 
 
 The objects of this course are two-fold: — (i) It aims to 
 create and stimulate in the pupil an intelligent interest in the 
 economic life of his immediate neighborhood, and his county, 
 state and nation. This is essential, since economic or material 
 prosperity underlies any advance in civilization. (2) It aims 
 to give the pupil the mastery of a few sound economic prin- 
 ciples. The larger part of the time should be devoted to a 
 mastery of underlying economic principles which are now 
 accepted as axiomatic. Great care should be exercised in the 
 study of economic questions. The purpose of the course is 
 to ofifer sound principles illustrated by concrete examples. 
 
 This course should begin with a survey of the industrial 
 stages through which civilized society has passed. This 
 should be followed by some consideration of the industrial 
 history of the United States. The greater portion of the w^ork 
 on the course should be put on : Consumption of wealth ; pro- 
 duction of wealth ; definition and factors : exchange, money, 
 banking and credit, international trade, tariff, distribution- of 
 wealth, rent, interest, profit, wages, review of fundamental 
 concepts, namely : — wealth, capital, value, utility. If time 
 permits, some economic problems, such as public finance and 
 socialism, may be studied. 
 
 A good text should be chosen, and mastered. Collateral 
 work sufficient to illustrate all the principles of the text 
 clearly, should be employed. This can be found in part in the 
 free government publications mentioned below, in part by 
 observing the economic life of the community and reading the 
 public press. 
 
 Reference Library: — 
 
 1. Ely, Outlines of Economics. 
 
 2. Adam Smith. Wealth and Nations. 
 
48 HIGH SCHOOL MANUAL 
 
 3 
 
 McVey, ^lodern Industrialism. 
 
 4. White, Money and Banking. 
 
 5. Moody, The Truth About the Trusts. 
 
 6. Ripley, Trusts. Pools and Corporations. 
 
 7. Adams and Sumner, Labor Problems. 
 
 8. Taussig, Tariff History of the United States. 
 
 9. Coman, Industrial History of the United States. 
 
 10. Dewey, Financial History of the Unied States. 
 
 11. Johnson, American Railway Transportaion. 
 3 2. The World Almanac. 
 
 13. The American Yearbook. 
 Free Publications of the United States Government : — 
 
 1. Statistical Abstract of the United States. Issued annu- 
 ally by the Department of Commerce and Labor, Wash- 
 ington, D. C. 
 
 2. Bulletin of Bureau of Labor. Published at irregular 
 intervals. 
 
 ^. Annual Reports, Bureau of Labor. 
 
 4. Special Reports, Bureau of Labor. 
 
 5. Annual and Special Reports, Commissioner of Corpora- 
 tions. Good material on the "Trust question." 
 
 6. Reports on Good Roads. Division of Good Roads, De- 
 partment of Agriculture. 
 
 PHYSICS 
 One Unit 
 
 The study of physics in the high school should be a study 
 in "natural philosophy" rather than a course in applied ma- 
 thematics. It is a difficult matter for many students to un- 
 derstand the language of mathematics, even in its simplest 
 forms, but all can appreciate and reason about the wonderful 
 phenomena usually studied in the subjects of physics. Often 
 times the zealous teacher gives a course much too technical, 
 forgetting that the mathematical relations involved are 
 alw'ays carefully studied in college in courses of study need- 
 ing such preparation. The high school course is one to de- 
 velop the appreciation of phenomena rather than the ability 
 to apply the theory in practical problems. 
 
 The expression of physical facts in formulae is, in general, 
 not a help to the understanding of the student unless a careful 
 study is made of the application of the formulae. In as much 
 as the opportunity for such study in the high school course is 
 quite limited, it is recommended that the teacher be very 
 careful in the selection of such formulae and in the assign- 
 ment of problems involving their use. The teacher has an 
 ever present problem in the selection of the work and the 
 
HIGH SCHOOL MANUAL 49 
 
 accc'm,pa«ying outlines is prepared to assist in simpyfying 
 this problem. 
 
 Minimum Requirements 
 
 1. The course in physics shall consist of at least 216 periods 
 of forty minutes (in the clear) each of assigned work (i e., 
 six periods per week for 36 Weeks). 
 
 2. The work shall consist of three closely related parts, 
 viz., class work, illustrated experiments in the class room, 
 and laboratory work. 
 
 3. The class work shall include the study of at least one 
 standard text 
 
 The required units are, foot, inch, centimeter, meter, kilo- 
 meter, second, pound (weight), dyne, foot-found, horse- 
 power, gram, gram-weight, gram-centimeter, kilogram, 
 caloire, ampere, volt, ohm, watt, kilowatt. 
 
 One of the most important features of the text book study 
 should be the discussion of practical applications of the vari- 
 ous principles studied. The applications in agriculture, in 
 manufacture, in commerce, in construction, in engineering, 
 and in the various conveniences and necessities of life, should 
 be continnuously kept in mind. In this connection the teacher 
 will find a book entitled "Physics of Agriculture," by F. H. 
 King, to be a very helpful work. 
 
 The accompanying partial list of such applications will be 
 suggestive and will indicate what is expected : 
 
 Uses of guy wires, influence of weight of draft horses. 
 
 Efifect upon hauling of size of wheel, of condition of road, 
 of steep grades. 
 
 Atmospheric pressure and pumping, breathing, milking 
 machines and soil breathing. 
 
 Balloon. 
 
 Laundrv' drier, cream separator, steam engine governor, 
 banking of railway curves, centrifuge. 
 
 Capillary action in lampwick, sponge, in the soil, and in 
 plants. 
 
 Levers ; whippletree, platform scales, two, three and four- 
 horse evener, bones of the body, claw hammer, scissors, 
 crowbar. 
 
 Law of machines ; windlass, bicycle, treadmill, use of belt- 
 ing, gears capstan, horse power sweep. 
 
 Recoil of guns. 
 
 Wedge, jack screw, screw press, bench vise, plow. 
 
 Hydrometer, lactometer. 
 
 Osmose with plant and animal menbranes. 
 
 Pneumatic tire. ^ 
 
 Lubrication, ball bearing, "hot box." ^ 
 
50 HIGH SCHOOL MANUAL 
 
 Metods of heating- and ventilating buildings. 
 
 Heat of vaporization ; cooling effect of perspiration, of 
 sprinkled floors, of evaporating liquids. Ammonia ice plant. 
 
 Use of non-conductors of heat in tea pot handles, pokers, 
 flatirons, etc. 
 
 Clothing. — transference of heat. 
 
 Water and air cooling of gas engines, construction of gas 
 engine radiators. 
 
 Specific heat, hot water bag. foot warmers. 
 
 H'eat of fusion, ice as a refrigerating agent, ice bag. etc. 
 
 Disadvantage of green wood for burning. 
 
 Expansion of rails, fitting of steel wagon tire, regulation of 
 clocks and watches for temperature. 
 
 Principles of sound illustrated in cornet, violin, piano, etc. 
 
 Differences of quality in different instruments. 
 
 Magaphone. 
 
 Phonograph. 
 
 Camera, projection lantern, head light, telescope, micro- 
 scope. 
 
 Use of prism in lighting stores and basements b\ window 
 and pavement construction, and in field glasses. 
 
 Colors of oil films, mother of pearl. tarnishe<l brass, etc. 
 
 Illumination of rooms. 
 
 Electromagnet as a clutch, as a lifting device, as used in 
 sounders and relays in telephony and telegraphy, and in elec- 
 tric bells. 
 
 Electroplating. 
 
 Magneto — in telephony, and in gas engines, high and low 
 tension. 
 
 Induction coil, telephony, transformer, gas engines. 
 
 Lightning conductor construction. 
 
 Danger of wire fence to live stock. 
 
 4. At least two periods per week should be devoted to 
 laboratory work, and these periods should be consecutive. 
 Whether or not two periods are necessary for an experiment 
 depends upon the amoimt of written work required in the 
 laboratory as well as upon the character of the experiment 
 itself. 
 
 5. In the laboratory the student shall perform at least 34 
 individual experiments and keep a careful notebook record of 
 them ; 20 of these experiments should be quantitative. The 
 notebook will be required by the examiner. 
 
 Each of the 20 should illustrate an important physical 
 principle and no two should illustrate the same principle. In 
 no case should an experiment be selected which occupies 
 more than two periods. Emphasis should be laid upon the 
 conclusions to be deri\-ed and the discussion of the important 
 
HIGH SCHOOL MANUAL 51 
 
 features of the experiment. F'rom ii to 13 of the experiments 
 should be in mechanics, and the remainder should be devided 
 in approximately equal numbers among heat, electricit}'^, 
 sound and light. The selection of the experiments should be 
 upon the most important tO])ics. 
 
 Reference and Supplementary Books : 
 
 Cajorie, Florin. History of Physics. 
 
 Carhart and Chute. First Principles of Physics. 
 
 Crew and Tatnall, Laboratory Manual of Physics. 
 
 rXincan, R. K., New Knowledge. 
 
 Hoadl}^ Elements of Physics. 
 
 Mann and TavIss. Physics. 
 
 Millikan and Gale, First Course in Physics. 
 
 Millikan and Gale, A Laboratory Course in Physics. 
 
 Twiss. I.aboratory Exercises in Physics. 
 
 CHEMISTRY 
 One Unit 
 
 The course in general chemistry should extend throughout 
 the year. A very satisfactory weekly program consists of 
 two forty minute periods for class work, two double periods 
 for laboratory work and a third double period (preferably on 
 Friday), one period of which may be used for class work or 
 both periods for labortory work according to the condition of 
 the work at that time. With this flexible arrangement it is 
 easy to keep the class and laboratorv work properlv corre- 
 lated. ' . 
 
 The work comprises (i) Experiments performed and ex- 
 plained by the teacher, (2) Individual laboratory work on the 
 part of the pupil, and (3) Recitations and quizzes covering 
 all phases of the experimental work as well as the supplemen- 
 tary study of text and reference books. 
 
 Naturally the vicAV-point of the teacher Avill influence his 
 selection of the text, and this will determine to a large extent 
 the choise of materials and the sequence of stud}^ There are 
 several excellent high schools texts. Directions for perform- 
 ing experiments are found in some of them, but it is more 
 satisfactory to use a laboratory manual to guide the student 
 in his experiments. 
 
 Neat and accurate records of all expen'ments should be made 
 by the pupil, showing clearly the objects, the methods, the 
 results, and aboA^e all his own observations, inferences and 
 conclusions as to the nature of the phenomena he has pro- 
 duced and the meaning of it all. Pupils must not be per- 
 mitted to infer that mere note book making is the end and 
 aim of scientific study. This they are all too prone to do. On 
 
52 HIGH SCHOOL MANUAL 
 
 the Other hand .slovenly or careless work either in the per- 
 formance of experiments or in recording the results should 
 not be tolerated. 
 
 The examiner reserves the right to require that the note 
 books be sent to him with the students' examination papers. 
 
 Before beginning the detailed study of chemical phenomena 
 it is an excellent practice of many good teachers to indicate to 
 the beginner at the outset something of the tremendotis im- 
 portance of the science in the development of modern civiliza- 
 tion, and to impress upon him the fundamental relation of 
 chemistry to industry as well as in the afifairs of his own daily 
 life. He should realize that Physics and Chemistry are ab- 
 solutely fundamental to a rational knowledge of such sciences 
 as Agriculture, Biology, Physiology, Sanitation, and House- 
 hold Economics. 
 
 It is generally agreed that the study should begin with 
 familiar forms of matter and familiar phenomena, but care 
 must be taken to select phenomena that can be subjected to 
 experiment and properly interpreted by the beginner. It is 
 therefore necessary that the teacher should carefully consider 
 the most natural method of approaching the subject and de- 
 termine definitely the fundamentals which are to be the chief 
 object of the instruction. It is also important that those w^ho 
 prepare examination questions should have clearly in mind 
 these same fundamentals in order that the examination miay 
 fairly test the pupils' real insight and ability to interpret 
 chemical phenomena, rather than his ability to memorize a 
 wide range of facts from his text. 
 
 The essential considerations in the teaching of chemistry 
 are well summed up in the following extract from the report 
 of the committee on chemistry for the Commission on Ac- 
 credited Schools and Colleges of the Association of Colleges 
 and Secondary Schools of the North Central States. 
 
 "(j) Technique of Experimentation. 
 
 Properties of common apparatus in respect to structure and 
 material. 
 
 For example, how to make an apparatus air-tight and why. 
 
 Object of such operations as washing and drying gases, 
 and how the object is attained. 
 
 Physical properties which may be tised for recognition of 
 each substance and for explanation of all observations. 
 
 Judicious use of proportions and materials. 
 
 Influence of conditions (temperature, homogeneous and 
 'heterogeneous mixture, etc.") on chemical change. 
 
 (2) Physical Phenomena, their recognition, description and 
 physical interpretation. 
 
 (3) The more strictly chemical application of the results. 
 
HIGH SCHOOL MANUAL 53 
 
 For example, inference in regard tf> the nature of a chemical 
 change w'hich must have led to the result observed. 
 
 Making the chemical equation from adequate data. 
 
 The material basis for the above may be found for the most 
 part in the employment of a restricted number of elements 
 and a few of their compound'^. Facts should be simplified. 
 and systematized by generalization, and generalizations 
 ("laws") should be illustrated and applied to familiar things. 
 The usual theoretical explanations should be given as facts 
 accumulate. Laws and theories derive their importance from 
 the facts, not visa versa, and none should be given unless and 
 until the corresponding facts have been encountered in la- 
 boratory or class room experiments." 
 
 An equipment for an elementary course in chemistry need 
 not be very costly. A list of apparatus and chemicals needed 
 and directions and drawings for arranging laboratory tables, 
 sinks, water supplies, etc.. where water and gas are not avail- 
 able, have been prepared by Dean F. J. Babcock. College of 
 Mining Engineering of the State University and will be furn- 
 ished by him free, on application. 
 
 Chemistry is so fundamental to the industries and activities 
 of daily life and is so essential to a proper understanding ot 
 other sciences that it should be taught in every High School 
 and generally elected by the pupils. 
 
 Reference : — 
 
 Brownlee and others, First Principles of Chemistry. 
 
 Duncan, R. K.. Chemistry of Commerce. 
 
 Duncan, R. K., Some Chemical Problems of Today. 
 
 McPherson and Henderson, Elementary Chemistry. 
 
 Remsen, Ira, College Chemistry. 
 
 Smith, Alexander. General Inorganic Chemistry. 
 
 BOTANY AND ZOOLOGY 
 
 A knowledge of botan}- and zoology forms in part a proper 
 basis for the study of agricuture, domestic science, human 
 physiology, and physical education. Botany and zoology, 
 therefore, should receive attention from all pupils in high 
 school. 
 
 The outlines given below merel}' hint at what is to be 
 done; any good text-book will sugge.-t many necessaiy 
 details. 
 
 These are courses in which there should be laboratory and 
 field work. The examiner, therefore, will require notebooks, 
 as evidence of laboratory work. The chief features of an 
 acc-eptable science laboratory notebook are: (i) drawings 
 And notes made from actual field and laboratory work. — it is 
 practically useless to make copies of the texts and other 
 
54 HIGH SCHOOL MANUAL 
 
 books (2) numerous, large, accurate, well executed, and 
 properly labeled dra\vii«gs; (3") brief, well arranged, descrip- 
 tive and explanatory notes; (4) a list of all laboratory exer- 
 cises and field trips, — see page 20. 
 
 The time required for each of the four courses. — botany I 
 and II and zoology I and II, — is three recitation periods and 
 two double periods or the equivalent for laboratory and field 
 work per week for eighteen or nineteen weeks. 
 
 EOUIPMEXT SriTAia.E FOR THE BOTANY AND 
 ZOOLOGY LABORATORY 
 
 1. Tables at which pupils may sit and look into their micro- 
 scopes and on which they may place their drawing paper 
 They should not be over about 29 inches high and Avhile 
 ■'kitchen" tables will do. they would better be about 4 ft. by 5 
 ft. or 53/< ft. These should be in a well lighted room. 
 
 2. In general there should be one compound microscope for 
 every group of two pupils and a dissecting microscope for 
 each pupil in the class. A school that will usually have a 
 class of six should have three compound and six dissecting, 
 microscopes. Three comjiound microscopes in a small 
 school should be sufficient. Some such instrument as the 
 following are recommended: Bausch and Lomb compound 
 microscope, catalog number BH2, objectives 2-3 and 1-6, 
 eyepiece iVi inch, double circular nosepiece at about JS30.50 
 to .S33.00. The Barnes dissecting microscope Bausch and 
 Lomb's Catalog number Tt.. t in. double lens, at about S2.50 
 to Jt2.75. 
 
 There should be dissecting needles. (These can be made 
 by setting the eye of a common sewing needle into a soft pine 
 stick about the size of a pencil) ; glass slips (slides) ; cover 
 glasses ; pipettes or droppers : a section razor (a common 
 sharp, — but not too thin, — razor is satisfactory) ; dissecting 
 knives; wide mouthed two-oz. or four-oz bottles with stop- 
 pers; evaporating dishes of glass: glass jars; ene or two bell 
 jars ; denatured achohol or formaldehyde ; reagents for test- 
 ing for starch, etc. ; notebook paper, sharp hard pencils, pen 
 and ink, and pair of small forceps. There should be apparatu:^ 
 for germination of seeds. 
 
 3. If the school is not equipped for Chemistry, there 
 should be such chemicals and equipment as are necessary to 
 make tests for the purpose of defining oxygen, hydrogen, 
 nitrogen, carbon dioxide, sidphur, phosphorus, etc. 
 
 4. Plant material should be collected during the summer 
 and preserA'ed in 50 per cent, to 60 per cent, alchohol or dilute 
 formaldehyde. Some material ma\' be had from the L^niver- 
 
HIGH SCHOOL MANUAL 55 
 
 sity, from the Agricultural College or from the Woods Holl 
 Laboratory, Woods Holl, Mass. Mucor, saprolegmia and 
 bacteria must be grown in the laboratory. Lilac—mildew and 
 wheat rust and the smuts can be collected, as can horsetail 
 and many others, if taken in season. Living material should 
 be used whenever possible. 
 
 To be sure to have something at hand to work with it 
 would be well to purchase 2-oz. bottles of fruiting Spirogyra, 
 Nostoc, Vaucheria, Fucus. Callithamnion, Riccia, Marchantia, 
 Mosses. Prothallia of Ferns, the sporophyte of Equisetum, 
 Selaginella. Male and Female cones of white pine at the time 
 of pollination, cones one year old. cones two years old (dry). 
 
 In like manner material should be had for zoology, — living 
 if possible ; but some will necessarily be in a presented state 
 and there should be a variety of such, so that the work may 
 not be stopped when the living material can not be had. Liv- 
 ing amoebae can be had by express, or mail, and much other 
 fresh matrial may be had in that way. 
 
 There should be a few prepared slides (not many) : One on 
 the embryo of the fern, fertilization in White pine, embryo in 
 White Pine, embroyo-sac in the Lily or Iris and embryo in 
 same. One of the cross-section of a leaf. Other material 
 should probably be prepared in laboratory. 
 
 These will make a good beginning, but other things will 
 probably be found to be needed. 
 
 Reference and Supplementary Books: 
 
 1. Andrews. E. F.. Practical Course in Botany. 
 
 2. Atkinson. G. F.. Botany for Schools. 
 
 3. Bailey-Colman. First Course in Biology. 
 
 4. Bergen and Caldwell. Practical Botany. 
 
 5. Chapman, Bird Life. 
 
 6. Clute. W. X.. Laboratory Botany. 
 
 7. Colton. B. P.. Descriptive and Practical Zoology. 
 
 8. Colton, B. P. Descriptive and Practical Zoology, 
 Teacher's Manual. 
 
 9. Conn, H. W., Bacteria. Yeasts, and Molds 
 
 10. Davison, A.. Practical Zoology. 
 
 11. Davenport, E., Domesticated Animals and Plants. 
 
 12. Davenport, E., Principles of Breeding. 
 
 13. Hunter. Geo. W., Essentials of Biology 
 
 14. Jordan. Kellogg and ?Teath, Animal Studies. 
 
 15. Jordan and Price. Animal Structures (Laboratory 
 Manual). 
 
 16. Linville and Kelly, A Text-Book in General Zoology. 
 
 17. Linville and Kelly. A Guide for Laboratory and Field 
 Work in Zoology. 
 
 18. Parker T. J.. Lessons in Elementary Biology. 
 
56 HIGH SCHOOL MANUAL 
 
 19. Sanderson. E. D.. Insects Injonrioiis to Staple Crop;^. 
 
 20. Sharpe. R. W.. Laboratory of Biology. 
 
 21. \\'ee(l. C. M.. Farm Friends and Farm Foes. 
 
 BOTANY I 
 
 One-half Unit 
 
 If this conrse precedes Zoology T., the elementary study of 
 oxygen, nitrogen, etc., should take place here. See Zoology I. 
 
 I. Introductory: — (a) Universality of plants in regions at 
 all favorable to their growth, (b) Relative members of pros- 
 perous plants in deserts and extremely cold regions, (c) 
 Plants upon trees and rocks and in caves, (d) Dependency of 
 man upon plants. — i. for food; 2. Food for domestic animals; 
 3; Clothing; 4, shelter; 5, medicine; 6, paper; 7, fuel; 8, cover- 
 ing of the earth, (e) Plants not primarily to serve man, — 
 timber, fruit, etc., first for their own uses, (f) Plants must 
 work to live, (g) Plants must have materials and structure 
 with which to work. 
 
 II. General Structure and Ph)^siology of Plants: — (a) The 
 cell, — cytoplasm, nucleus, plasmic membrane, sap cavity, 
 wall, (h) Role of water in the plant. — osmose, path of trans- 
 fer, transpiration, turgitity. (c) Photosynthesis. — function of 
 chlorophyll, carbon dioxide, evolution of oxygen, (d) Re- 
 spiration, — necessity of oxygen in growth, evolution of carbon 
 dioxide, (e) Digestion, — digestion of starch with diastase 
 and its role in the translocation of foods. (f)Trritability. (g) 
 Growth, or assimilation. 
 
 Laboratory: Iviving material must be used for the study 
 of this section, (a) The cell,— root hairs, hairs from the base 
 of the leaf of "Wandering Jew." zygnema. spirogyra. (for 
 protoplasm) sai)rolegnia (water mold), epidermis and sec- 
 tions of leaves, (b) Osmose, — spiragyra, mucor, slices of 
 beet or carrot, root hairs, longitudinal sections and cross 
 sections of roots and stems (boxelder and corn), (c) Photo- 
 synthesis. — zygnema, spiragyra. sections of leaves, (d) Re- 
 spiration. — Germinating seeds, (e^ Digestion, — germinating 
 seeds, (f) Irritability. — seedlings, (g) Growth, — spores of 
 mucor. roots of seedlings. Notebook required. — see pp. 20 
 and 53. 
 
 III. General Structure and work of higher plants: — (a) 
 Roots, — structure, growth, kinds, uses, (b) Stems, — structure, 
 growth, kinds, uses, (c) Leaves. — structure, arrangement, 
 kinds, forms, uses, (d) Buds, — structure, kinds, arrangement, 
 (e) Branches, (f) Flowers, — definition, parts use. (g) Polle- 
 nation. (h) Brief treatment of fertilization, (i) Seeds and 
 
HIGH SCHOOL MANUAL 57 
 
 their distribution, (j) Seedlings, (k* Conditions of germina- 
 tion. 
 
 Laboratory: — (a. and b) Study of tissues of the stems of 
 Box Elder and corn. Determine in general the difference be- 
 tween a stem and a root — externally and internally, (c) Ad- 
 ditional study of structure of leaves, (d) Structure of buds, 
 (e) Structure of typical flower, (f) Study pollen grain, (h) 
 Germination of seeds. 
 
 IV. Ecology: — (a) Relation of plants to each other, (b) 
 Relation of plants to water, soil, heat, light, wind. — plant 
 societies. 
 
 V. Some relation of plants to commerce and industry : (a) 
 Forests; i, Construction material; 2, Fuel; 3. Tree planting; 
 4, Forests and climate; 5. Forests provent erosion; (b) Plant 
 breeding. — i, \'ariation : 2, selection, wheat, corn, potatoes, 
 etc. (c) Formation and preservation of soils, (d) Weeds. 
 
 BOTANY II 
 One-half Unit 
 
 I. The Great Divisions of Plants: — Some of the problems 
 of this section are nutrition, reproduction, alternation of 
 generations, theor}- of organic development, general prin- 
 ciples of classification and economic value of plants. Dis- 
 tinguish between a spore and a seed. 
 
 (a) Algae, — i. Blue-green, (i) Nostoc. (2) Oscillacia. 2. 
 Green Algae, (i) Spiragyra. (2) Zygnema. (3) Vaucheria. 3. 
 Brown Algae, (i) Fucus. 4. Red Algae, (i) Callithamnion. 
 
 (h) Fungi. — I. Algae-fungi, (i) mucor, (2) saprolegnia. 2. 
 Sac-fungi, (i) Lilac mildew,— microsphaera. 3. Aecidium- 
 Fungi. d) Wheat Rust. 4. Bacidium-Fungi. (i) Mushrooms, 
 (2) Smuts. 5. Bacteria, (i) Forms, size and structure, mo- 
 bility, reproduction, nutrition, relation to decay, relation to 
 agriculture and gardening and other industries. 
 
 (c) Bryophytes. — i. Riccia. 2. Marchantia, 3. Mosses. 
 
 (d) Pteridophytes. — i. Ferns. 2. Equisetium, 3. Selaginella. 
 
 (e) Gymnosperms.- — i. White Pine. 2. Leading families, 
 rf) Angiosperms. — i. Lily. 2. Leading families. 
 
 The laboratory work of this section is the structure, repro- 
 duction, and, in general, the life history of a typical plant of 
 each subdivision. 
 
 II. Plant tissues: A detailed study of structure and func- 
 tions of root, shoot, and leaf of angiosperms. 
 
 Laboratory: Longitudinal-sections and cross-sections of 
 roots, stems and leaves. 
 
 III. .Angiosperms continued: Seeds, — germination. PvC- 
 
58 HIGH SCHOOL MANUAL 
 
 view physiology of young" plant. Forms of stems rtnd leaves. 
 Flowers. Legumes as nitrogen gatherers. 
 
 Laboratory: — (a) Tests for starch, albumen, irritability, 
 etc. (b) Nodules on roots of clover or alfalfa. 
 
 IV. Reproduction in lower plants and animals and in 
 higher plants, i. Spores, 2, Seeds. 3, "Struggle for existence." 
 Inherited characters. 
 
 V. I. Plant culture, (a) Spraying, (b) Disinfection, (e) 
 Seed treatment, (d") (^rafting. 2. Relation of ]ilants to animals, 
 (a) Food, (a) Diseases of animals caused by plants. 3. Value 
 of^lants to man. 4. Conservation of Forests. 
 
 Laboratory : — Exercise in grafting. 
 
 VL Bacteria, yeasts, molds, rusts, smuts: — i. General 
 notion of bacteria, (a) Those helpful to man, — especially 
 nitrogen gatherers, (b) Those harmful to man, — especially 
 those causing disease, as typhoid and yellow fever and tuber- 
 culosis. 2. Yeasts, (a) Structure and reproduction, (b) 
 Their function in useful industries. 3. Bread and fruit molds. 
 — saprolegnia. 
 
 ZOOLOGY I 
 One-half Unit 
 
 L Very elementary study of oxygen, nitrogen, carbon, 
 carbon dioxide, phosphorus, sodium, sulphur. Give these 
 sufificient attention to secure reasonably clear notions of the 
 substances. 
 
 Laboratory: Use any good manual of chemistry and such 
 chemicals and apparatus as are necessary for testing these 
 substances. Use notebooks, — see pp. 20 and 53. 
 
 n. The lowest animals: — t. Amoeba or paramoecium, (a) 
 Habitat, (b) Structure, (c) Food and methods of securing 
 it. (d) Digestion and assimilation, (e) Reproduction, (f) 
 Diseases caused by protozoans. 
 
 Laboratory: Select a suitable manual. Use compound 
 microscopes. If specimens of the amoeba cannot be found in 
 the vicinity, they may be had by mail or express. Paramoecia 
 are found in one of tlie stages of an efTusian of hay. L^se note- 
 books. 
 
 in. The hydra, or other \ery simple metazoan: For its 
 simple structure and simple life processes, — development of 
 organs and di\ision of labor — a simple form of sexual repro- 
 duction . 
 
 Laboratory: Use uTanual, dissecting and compound micro- 
 scopes, and notebooks. If specimens cannot be found in vi- 
 cinity, they may be had by mail or express. However, if the 
 
HIGH SCHOOL MANUAL 59 
 
 laboratory work in this section is found to Vie too difficult, it 
 may be omitted. 
 
 IV. Worms: i. Karthworm : (a) Habits, (b) General 
 structure, (c) Food, digestion, and assimilation, (d) Repro- 
 duction, (e) \'alue to man. 2. Other worms, especially those 
 causincr disease. 
 
 Laboratory: Do completely the work outlined in some good 
 manual. I'se dissecting pans, scissors, hand lens, etc.. and 
 notebooks. 
 
 Note: Care should be taken to teach throughout this course 
 that animals are entitled to fair and kind treatment. Induce 
 the pupils to read Black Beauty, and another similar work. 
 
 V. Insects: i. The Grasshopper, (a) An injurious insect, 
 (b) Other Orthoptera. 2. JMay-flies and dragon-flies, (a) 
 Metamorphosis of dragon-flies. 3. Bugs, (a) Water-bugs, 
 (b) Cicadas, (c) Aphids, — means of destroying them, (d) 
 Scale insects. 4. Beetles. 5. Butterflies and moths, — metamor- 
 phosis of Sphinx-Moth. 6. Flies, — Carrier of typhoid fever 
 germs. 7. Bees, — economic value. 
 
 Laboratory: Study of structure, physiology, reproduction 
 and life history of the grasshopper or locust as type of insects. 
 Field work. 
 
 VI. Amphibians: 1. Study the frog as an introduction to 
 vertebrates and to man as an animal. 2. The toad. 3. The sala- 
 rrhander. 
 
 Laboratory: Do completely the work as outlined in a good 
 manual. Make drawings and notes. This work should in- 
 clude habitat, locomotion, skin, muscular system, nervous 
 system, digestive system, circulatory system, skeleton, repro- 
 duction and metamorphosis. 
 
 VII. Read in class or out of class at least one good text- 
 book of Zoology. In this reading cover the whole subject of 
 Zoolog}^ for the purpose of getting a general view. Do some 
 field work in connection, (no Laboratory work) and make 
 reports in notebooks. 
 
 Read supplementary books on protozoans, hydra, worms, 
 insects and amphibians. 
 
 VIII. General classification of animals, including sub- 
 classes of mammals, with examples of each class and sub- 
 class. Valuable breeds for the farm. 
 
 ZOOLOGY II 
 
 One-half Unk 
 
 I. A Sponge: One or two days should be devoted to 
 sponges. Behavior, habits and envirement. Structure. Eco- 
 nomic interests. 
 
60 HIGH SCHOOL MANUAL 
 
 II. Sea-Urchin or Starfish: Two or three days should be 
 spent on one of these, — the one of which specimens can more 
 easily be secured. Habits; structure. 
 
 III. Crayfish or Lobster: Habits. Environment. Struc- 
 ture. Physiological processes. Man's ecconomic interests. 
 
 Laboratory: Dissection i)ans and instruments. Dissecting" 
 microsco}>es. Use a good laborator}- manual, and notebooks. 
 If livino- specimens cannot be found in the vicinity, they may 
 be had by express or parcel post. Preserved specimens should 
 be amonsf the laboratory supplies ready for use at any time. 
 
 IV. Molluscs: Clam or some other mollusc used as type 
 Locomotion Feeding". Structure. Production of calcarious 
 shell. Physiology. Reproduction. Habitat. Economic in- 
 terests in some of the branch. Fossils of molluscs. 
 
 Laboratory: Use manual and work out the points men- 
 tioned above. Living specimens may be had by express, if 
 they are not in the vicinity. 
 
 V. Fishes: The perch or some other used as a type form. 
 Habitat. Locomotion. Food. Structure. Respiration. Re- 
 production. Divisions of the branch. Economic interests. 
 
 Laboratory: Use manual. Fresh specimens should be had. 
 Secure by parcel post or express, if they are not to be found 
 in the vicinity. 
 
 VI. Reptiles: Pupils should be taught that animals are 
 entitled to fair and kind treatment. The}" should be taught 
 to protect toads and most snakes, as the}' are of economic 
 value as well as entitled to fair treatment. 
 
 If laboratory work is found to be difficult, it may be 
 omitted. Field work can be done. 
 
 General stud}" of reptiles, — classes, harmful reptiles, fossil 
 reptiles. 
 
 VII. Birds: i. Field work, — haliitat. flight, food, socia- 
 bility, nesting, migration, songs, care of feathers, molting, 
 senses, color. Recognition of common birds at sight or on 
 hearing their notes. 
 
 Study of classes of birds, and of aesthetic and economic 
 interests of man in birds. Names of valuable domesticated 
 breeds of birds. 
 
 Laboratory; F,xtei"nal and internal structure of the pigeon, 
 using a good manual as a guide. 
 
 VIII. Mammals: General characters. Detailed study of 
 a typical mammal. — the rabbit, — in field, laboratory and reci- 
 tation room. External and interanl structure. Characters 
 of classes of mammals. Value to man. Most valuable do- 
 mesticated breeds, ^^^^at should be the character of man's 
 treatment of same. 
 
HIGH SCHOOL MANUAL 61 
 
 IX. Geological history of animals. Evolution of animals. 
 The general principles of heredity. 
 
 X. Parasites and diseases caused by same. 
 
 PHYSIOLOGY 
 One-half Unit 
 
 A syllabus on this subject is being compiled by a special 
 committee. It will contain some work on anatomy and 
 physiology, but more on hA'giene, physical education, and 
 play. A limited number of copies of this syllabus is being 
 provided and may be had by addressing the State High School 
 Inspector. A laboratory notebook will be required by the 
 examiner. 
 
 GENERAL SCIENCE 
 
 A committee has been appointed to compile a syllabus on 
 general science. It is not likely, however, that this syllabus 
 will be ready for mailing earlier than July or August, 1914. 
 Whether this subject is to be offered for high school credit, 
 one-half or one unit ; or is to be offered as nature study in the 
 seventh and eight grades in lieu of some of the arithmetic and 
 grammar noAv attempted in those grades, has not been de- 
 cided. Laboratory, notebook required. 
 
 PHYSIOGRAPHY 
 One or One-half Unit 
 
 The aim in physiography is to give training in scientific 
 thinking and a knowledge of the relation and importance of 
 the chief factors of the physical environment to man. 
 
 The outline includes only those facts and principles of 
 physiography most essential for a high school course. Each 
 topic should be so developed as to show the causes of the 
 physiographic facts and their consequence in relation to life. 
 The life effects should be brought in in each topic as treated 
 so that the pupils may see each in its practical significance. 
 Laboratory work should accompany and illustrate the study of 
 the text and the recitation. Some field work should replace 
 laboratory study in each autumn and spring. The student 
 should be taught to apply, both in the laboratory and out-of- 
 doors, the principles developed in the text and class-room. 
 Notebooks containing a carefully written record of all labora- 
 tory work and reports of all field trips are a part of the re- 
 quired work of the course. Conference time for the discussion 
 of these records and reports is advised. Ample equipment is 
 
62 HIGH SCHOOL MANUAL 
 
 essential. This should be as carefully selected for the s|,>ec!al 
 needs of the course as that of any other science. 
 
 Of the sub-topics presented, especial emphasis sliould be 
 placed on the lands, less emphasis on the atmosphere, and the 
 ocean shoidd be treated briefly and from the standpoint of its 
 relation to the land. The physiog^raphy of North Dakota is a 
 brief type study of the state as a region to which the general 
 principles of physiography are applied. The natural features 
 are studied in regard to structure, origin, development, and 
 their influence on the history and economic interests of the 
 people. 
 
 The course in physiography should extend through the 
 year, five days a week ; about two-fifths of the time being- 
 devoted to individual laboratory work. When but one 
 semester can be devoted to the subject, those topics with 
 headings starred in the outline must be omitted and the re- 
 maining treated more briefly than in a full course. This short 
 course, however, is not recommended. 
 
 Outline 
 
 *Introduction : The science of geography, physiography, 
 importance of human geography, relation to other sciences 
 and to history. 
 
 The Earth 
 
 *The earth in space: The Solar System, the planets. 
 
 Form : Proofs, probable cause, consequences. 
 
 Size: Measurements, consequences. 
 
 Rotation. Evidences, day and night, direction, longtitude 
 and time, latitude, navigation and surveying, effects on life. 
 
 Revolution : Evidence, rate, path, direction, effects. 
 
 Inclination of Axis : Change of season, length of day and 
 night, apparent motion of sun, influence in life of man. 
 
 *Magnetism : Compass, magnetic poles, declination. 
 
 Maps : Projections, representaion of relief, scales. 
 
 ^'Globes and Models. 
 
 The Atmosphere 
 
 Composition : Constituents and impurities and their rela- 
 tion to life. 
 
 *Hight of the atmosphere. 
 
 Temperature: Source of heat: thermometers and their 
 use; variation and their causes; isothermal charts of world; 
 temperature distribution and range. 
 
 Pressure: Measurement bv barometers: determination of 
 
 *A11 subjects thus marked are a part of the second half unit. 
 
HIGH SCHOOL JVIANUAL 63 
 
 altitude ; relation to temperature ; isobaric charts ; distribution 
 of pressure. 
 
 Circulation : \\'inds and their cause ; instruments and me- 
 thods of observation ; classification of winds, their eflrects. 
 
 Moisture : Sources : Evaporation ; measurement of hu- 
 midity; fog and clouds and their causes; conditions and forms 
 of precipitation ; rain and snow ; dew and frost ; hail and sleet; 
 measurement of rainfall; rainfall charts; distribution of rain- 
 fall; relation to wind systems; relation of moisture and rain- 
 fall to life. 
 
 Storms; Hurricanes and cyclones; characters; paths and 
 rate ; of North American storms ; relation to general weather 
 conditions; seasonal weather; local storms; protection from 
 storms; weather maps and fore-casting; work of the U. S. 
 Weather Bureau. 
 
 *Climate; Relation of weather to climate; factors of cli- 
 mate ; climatic elements and controls ; characteristic climate 
 of the zones; continental and oceanic climate; desert and 
 mountain climate; changes of climate: relation of climate to 
 life and to human industry. 
 
 The Ocean 
 
 General Characteristics : Divisions ; form and depth of the 
 ocean basins; composition, density and temperature of the 
 ocean waters; topography and sediments of the ocean floor; 
 effects on climate. 
 
 Movements of ocean waters : Waves, their causes and ef- 
 fects ; currents ; courses and rates of movement ; causes and 
 their proofs; influence of currents on climate and life; tides 
 their nature and causes, variation and their causes, effect on 
 navigation and harbors. 
 
 Life relations : A barrier and a high\^'ay ; trade routes : the 
 life of the sea; coral reefs; economic products. 
 
 The Land 
 
 *The Mantle Rock: Origin and importance: weathering; 
 effects of heat and cold: frost action ; wind work: the work of 
 plants and animals ; chemical changes. 
 
 *Soils : Relation to sub-soils and bed rock: fertility: kinds 
 of soils and their origin ; formation and removal of soil ; soil 
 erosion and its prevention ; plant foods and fertilizers ; soil 
 water and temperature ; conservation of the soil. 
 
 *The bed rock: Minerals and rocks; kinds of rocks and 
 their origin : composition and structure of the rocks ; altera- 
 tion of the rocks : mineral products and their uses. 
 
 *The ground n'ater: Occurrence and origin: the water 
 table: moAements of ground water; the work of ground 
 
64 HIGH SCHOOL MANUAL 
 
 water; caverns and cave life; springs and wells; artesian 
 wells ; ground water and health ; dry farming. 
 
 Land forms: The interpretation and use of topographic 
 maps; elevation and depression; the physiographic cycle; 
 classification according to origin and topography ; relation of 
 the primary land forms, plains, plateaus, and mountains; 
 secondary land forms. 
 
 Plains: Kinds of plains; Coastal ]ilains — theAtlantic and 
 Gulf plains, old coastal plains of the eastern interior; glacial 
 plains, the prairies of the Middle West; Lake plains — the Red 
 River Valley; alluvial plains — their formation and import- 
 ance in history, the Mississippi plain ; old plains of erosion — - 
 peneplains of New England and the Piedmont; effects of 
 climate and rock structure on the topography of plains ; rela- 
 tion of life to different forms and climates of plains. 
 
 Plateaus : Stages in the life history of a plateau ; young 
 plateaus; dissected plateaus; old plateaus; broken plateaus; 
 efifect of climate and rock structure on topography of plateaus ; 
 canyons, mesas and buttes ; life condition on plateaus. 
 
 Mountains : Classes of mountains ; block mountains ; folded 
 mountains ; domed mountains ; complex mountains ; life hi- 
 story of mountains ; effects of climate and rock structures on 
 mountain topography ; mountain barriers and passes ; forest 
 reserves ; life conditions in miountains. 
 
 '"Volcanoes : Distribution ; types of volcanoes ; phenomena 
 of eruptions; causes of vulcanism ; history of volcanic cones; 
 influence of volcanoes on topography and life. 
 
 '"Movement of the Earth Crust : Changes of level. — along 
 the coasts, in the interior; earthquakes, frequency and di- 
 stribution, causes, destruction of life and property. 
 
 Rivers and Valleys. River systems and their water supply; 
 life history of rivers; the work of rain and running water; 
 valley development and surface topography ; water falls and 
 rapids ; terraces, flood plains and deltas ; revived rivers ; dis- 
 membered rivers and drowned valleys; importance of rivers 
 and valleys to man — navigation, power, irrigation and drain- 
 age. 
 
 *Lakes : Origin of lake basins and distribution of lakes ; 
 life history of lakes ; relation to rivers ; salt lakes ; swamps ; 
 efif:cts on climate and relation to life. 
 
 Glaciers : Nature of glacial ice ; conditions necessary for 
 glaciers ; types of glaciers ; the work of glaciers ; ancient gla- 
 ciers and ice sheets; contrast of glaciated and non-glaciated 
 regions of North America ; economic importance of glaciation 
 m the United States. 
 
 Shore lines : Shores of oceans and lakes ; types of shore 
 
HIGH SCHOOL MANUAL 65 
 
 lines ; forms of elevation and depression ; modification by 
 waves, currents, tides, and rivers ; harbors and their location ; 
 influence of harbors and coast lines. 
 
 *THE PHYSIOGRAPHY OF NORTH DAKOTA 
 A type study in regional geography. 
 
 ^Location : Boundaries and general relations. 
 
 *Weather and climate. 
 
 *Geological structure and its history. 
 
 *Topographic features: The three plains and their dividing 
 escarpments ; the glaciated and non-glaciated portions. 
 
 ^^The Red River" Valley : Glacial Lake Agassiz ; the Red 
 River of the North ; beach lines and deltas. 
 
 *The Drift Prairie : Glacial features ; the Coteau des Prai- 
 ries, including Pembina "mountains;" Turtle "mount^ns ;" 
 and other residuals ; the Mouse River Valley ; Devils-Stump 
 Lake basin ; the Sheyenne, James and Pembina Valleys. 
 
 *The Great Plains : The Coteau du Missouri ; the Alta- 
 mont moraine and other glacial features ; the "Bad Lands" of 
 the Little Missouri ; the Kildeer "mountains" and other buttes 
 and mesas ; the Missouri River and its valley. 
 
 ^Economic physiography: Soils; lignites; clays; building 
 materials ; ground waters ; streams and lakes. 
 
 *Life Relations : A^egetation ; animal life ; native peoples. 
 
 Geographic influence in settlement and development : Ex- 
 ploration and settlement; the fur trade; farming and ranch- 
 ing; roads and railroads; location of cities and towns; manu- 
 facturing and mining; urban and rural relations; the relation 
 of conservation to development. 
 
 ELEMENTARY GEOLOGY 
 One-half Unit 
 
 This outline includes the larger topics which should be 
 presented in a half year's course in Geology, with five recita- 
 tions a week. Field work should be given in place of several 
 of these recitations in early autumn or late spring. 
 
 It is advised that this subject be not given except in high 
 schools where the teacher is unusually well prepared in the 
 subject and the locality offers special advantages or a suitable 
 museum is provided. Lender ordinary conditions the expan- 
 sion of physical geography to a full year's work is preferred. 
 
 A laboratory notebook is required. 
 
 Outline 
 
 Introduction : Meaning and scope of geology and relation 
 to other sciences, the geologic processes and agents. 
 
66 HIGH SCHOOL MANUAL 
 
 I. Physical Geology 
 
 Composition of Earth : I'he atmosphere, the hydrosphere, 
 the lithosphere. 
 
 Materials of the earth's crust: Minerals; rocks; igneous 
 sedimentary, and metamorphic, mantle rock. 
 
 Original Structure of the Rocks : Igneous. sedimentary- 
 Structure Due to Movements: Warping, folding, jointing, 
 cleavage, unconformity. 
 
 Alternation of the Rocks: Weathering, cementation, me- 
 tamorphism. 
 
 The Works of the Atmosphere : \^' eathering. effects of 
 heat and cold, frost action, work of plants and animals ; me- 
 chanical work; transportation, deposition; chemical work, 
 oxidation, hydration, carbonation. 
 
 The Work of the Ground Waters : The ground waters, 
 movements of ground waters, springs and wells, mechanical 
 work, chemical work. 
 
 The Work of Streams : Erosion, weathering, transporta- 
 tion, corrosion, deposition; valleys; the cycle of erosion, 
 stream deposits 
 
 The Work of Glaciers : Characteristics of glaciers, snow 
 fields and ice fields, valley glaciers. Piedmont glaciers, ice 
 sheets, ancient glaciers; the work of glacial ice. erosion, trans- 
 portation, deposition: the work of glacial waters; glacial de- 
 posits. 
 
 Land Forms: Plains, plateaus, mountains. 
 
 II. Historical Geology 
 
 The History of the Earth: Geologic and human history; 
 fossils and their uses, divisions of geological time. 
 
 The Origin and Development of the Earth : The solar 
 system; theories of origin, the nebular theory, the planetes- 
 imal theory. 
 
 A survey of historical geology: 
 
 Archean Era. 
 Algonkian Era. 
 Paleozoic Era. 
 
 Cambrian Period. 
 
 Ordovician Period. 
 
 Selurian Period. 
 
 Devonian Period. 
 
 Carboniferous Period. 
 Mesozoic Era. 
 
 Triassic Period. 
 
 Jurassic Period. 
 
 Cretaceous Period. 
 
HIGH SCHOOL MANUAL 67 
 
 Cenozoic Era. 
 
 Tertiary Period. 
 Quaternary Period. 
 
 Glacial Epoch. 
 Recent Epoch. 
 
 BACTERIA. YEASTS AND MOLDS 
 One-half Unit 
 
 This study is introduced into the agricultural and domestic 
 science courses because of its close affiliation with the basic 
 ideas of these subjects. The study of sanitation, prevention 
 of disease, theories of the origin of disease, etc., is of funda- 
 mental importance to all classes of students. 
 
 For the student of domestic economy, the course should 
 include more particularly: 
 
 (i) Microorganism as a whole, their uses as well as their 
 dangers. 
 
 (2) a. Mblds : common types occuring in the household 
 such as Pencillium, Aspergillus. Mucor. Cepalothecium. 
 Simple form and structure (morpholog>' and histology) of 
 these forms. 
 
 b. Occurrence of such molds in the home on such foods as 
 bread, cheese, fruits, etc. Changes, both chemical and physi- 
 cal produced by such molds. 
 
 c. Peservation of such foods from moulding, by canning, 
 cold storage, sulphuring, etc., with examples. 
 
 d. Factors favoring mold growth with practical examples 
 of economic importance (light, heat, moisture, etc.) 
 
 (3) a. Bacteria, form, size, method of motion, growth 
 Physical and chemical factors favoring bacterial growth. 
 
 b. Saprophytic bacteria, disintegration products of fer- 
 mentation, decomposition, ptomaine formation, vinegar manu- 
 facture, cheese and butter "tastes," necessity for garbage 
 disposal, preservation of foods from bacterial action with 
 distinctions from (2c). Preservatives, harmless and poisonous, 
 with examples. 
 
 c. Clean milk. Structural reasons for its early decompo- 
 sition b}- bacteria. Precautions necessary to be observed for 
 the production of a clean product. Pasteurization, its favor- 
 able and unfavorable points. 
 
 d. Parasites, toxin formation, virulence and attenuation. 
 Methods of exit from patient, of transportation from host to 
 host. Methods of channels of infection with examples. Spe- 
 cific carriers of disease, m-ater ,milk, insects, air and dust, 
 "carriers." 
 
68 HIGH SCHOOL MANUAL 
 
 e. Water supplies : Farm springs and wells. Precautions 
 of construction of a well, such as casing, curbing, cover, 
 drainage, etc. City and town water supplies, artesian wells, 
 impounding reservoirs, filters and bacteriological precautions 
 to be observed in each. 
 
 f. Immunity, antitoxin formation, opsonins, vaccines with 
 explanations in simplified language. 
 
 g. Fumigation and use of antiseptics and germicides. 
 Fiffiicient methods of use of the various agents is to be em- 
 phasized. 
 
 (4) a. Yeasts, morphology and structure growth. 
 
 b. Uses, fermenting agent for alcohol production and 
 raising of bread. Action of 3'^east anzymes on carbohydrates, 
 diastatic, inverting and zymatic. 
 
 c. Unfavorable action of yeasts on sugar solutions such as 
 jellies. 
 
 d. Alethod of testing yeast activity and use of pure 
 cultures. 
 
 For agricultural students the course should be supple- 
 mented or altered to fit the class, .\lmost all of the above 
 outline will be useful. The following, however, should be 
 added or substituted in its proper place : 
 
 (i.) Batcriology of soil. The nitrogen cycle with its various 
 activities such as demtrification, humus formation, ammonia 
 formation, nitrification, etc. Legume nodules, soil inocula- 
 tion, its benefits and reasons for failure to act in special types 
 of soil. Zones of depth as regards bacterial growth in soil. 
 Numbers of bacteria in soil. 
 
 The sulphur and carbon activities of soil forms. 
 
 (2.) ]\Iycology of higher plants and soil. Meaning of plant 
 pathology and soil "sickness." Instance of plant diseases 
 such as scab of potatoes, wilt of flax, smuts of wheat. How 
 they tend to increase in the soil thru means of the rubbish of 
 the preceding crops, and thus bring about infection of the 
 growing crop thru the waste materials of the previous crop 
 
 (3.) Pure cultures and methods of making and using them. 
 Some training should be given to the students in the proper 
 preparation of simple culture media, test tube purification, 
 petri dish purification and sterilization of the media. Exer- 
 cises in this work will teach the pupil how difftcult it is to 
 keep ordinary household utensiles and other supplies free 
 from growths of microrganisms. 
 
 It should be especially emphasized also that technical terms 
 are in so far as is practicable, to be substituted by simpler 
 forms of wording for this course. This subject can be made 
 either very dull to this class of pupils by use of strictlv tech- 
 
HIGH SCHOOL MANUAL 69 
 
 nical phrases, or extremely lixe and interestning" by popular 
 language. 
 
 Laboratorx' notebooks rec[uired. 
 Reference, — 
 
 Conn, Agricultural bacteriology. I\ Blakiston tS: Co. 
 
 Conn, Practical Dairy f^>acteriology. Orange, Judd & Co. 
 
 Jordan, Manual of Bacteriologw Saunders & Co. 
 
 Lipman, Bacteria in Relation to Country Life. Macmillan 
 Co. 
 
 Prudden. Dust and Its Dangers. Geo. Putnamfs Sons. 
 
 Prudden. Stor}- of the Bacteria. Geo. Putnam's Sons. 
 
 Prudden, Drinking Water and Ice Supply; Their Relation 
 to Health and Diseases. Geo. Putnam's Sons. 
 
 Marshall et al., Microbiolog}-. P. Blakiston Son & Co. 
 
 Conn. Bacteria. Yeasts and Alolds in the Home. Ginn 6c Co. 
 
 AGRICULTURE 
 One Unit 
 
 The unit course in agriculture has been completely outlined 
 in a syllabus compiled by a special committee. Besides the 
 outline there are a student's laboratory- manual, a list of suit- 
 able equipment, a list of usable text books, and a list of ref- 
 erence and supplementary books and pamphlets. The outline 
 makes special reference to these books and pamphlets. 
 
 The syllabus has been printed and well bound, and may be 
 had by addressing the Examiner. University. X. D.. and en- 
 closing 15 cents per copy. 
 
 Laboratory notebooks required. — see p. 20. 
 
 HORTICULTURE 
 One-half Unit 
 
 Horticulture is related to both l)ontau} and agriculture, but 
 in both science and ])ractice it differs from each. 
 
 As a science, horticulture deals particularly with plants as 
 related to heat, light, moisture and plant food and also with 
 plant improvement through crossing and selection. 
 
 As an art, horticulture deals with the many kinds of plant 
 manipulation, such as, transplanting, pruing and propagating" 
 in its many forms. 
 
 The agriculturist treats his plants as a crop or en masse. 
 
 In horticultural practice, the individual plant generally re- 
 ceives consideration. 
 
 The horticulturist aims to exercise a more perfect control 
 over his plants than is possible in most lines of agriculture. 
 
 Among the things he seeks to attain, are: Size, earliness, 
 
70 HIGH SCHOOL MANUAL 
 
 fniitfulness, quality and ornamental effect. The methods by 
 which these objects are attained should constitute a large part 
 of the instruction in horticulture. 
 
 The work may be done through the means of lectures and 
 text books with a sufficient amount of observation to fix the 
 points well in mind. 
 
 Notebooks required, — see p. 20. 
 
 The following- general topics will receive attention : 
 
 The order in which they should be taken up will depend 
 upon the time of year in which the topic is studied. 
 
 First: Germination. The conditions necessary for germi- 
 nation and the means of obtaining such conditions in garden 
 practice should be illustrated by concrete examples. Note 
 the development of the plantlet as influenced by the amount 
 of heat, light and moisture. 
 
 Second : Roots. Determine by experiment what conditions 
 favo-r the growth of the roots of plants; study the different 
 types of roots with reference to needs of the plants, and to the 
 processes of transjjlanting. 
 
 Third: Leaves. Determine the relation between leaf de- 
 velopment and fruitfulness what factors control leaf develop- 
 ment? 
 
 Fourth : Buds. Note the difference between leaf buds and 
 fruit buds. Note at what season of the 5'ear the fruit buds 
 are formed and what treatment of the plan favors their de- 
 velopment. 
 
 Fifth. Plant Re]:)roduction. Note the different methods by 
 which plants reproduce themselves and the advantages of 
 each. Study all the different processes of artificial plant pro- 
 pagation. Practice grafting, budding, layering, etc. 
 
 Sixth: Plant Improvement, (i) Study the processes of 
 crossing and selecting and their effects, fruitfulness. quality 
 and ornamental eff'ect. 
 
 Seventh : The \\'ork of Plants. Study the relation of 
 plants to heat, light, moisture and plant food. 
 
 Eighth : Plant Culture. Tvearn what fruit and veg'etable 
 crops can be grown in your localit}- and the necessary con- 
 ditions for success. 
 Reference, — 
 
 Railey. AJanual of Gardening. 
 
 Goff, Principles of Plant Culture. 
 
 Green, Vegetable Gardening. 
 
 Green. Fruit Growing. 
 
HIGH SCHOOL MANUAL 71 
 
 MANUAL TRAINING 
 Two Units 
 
 Industrial subjects should be pursued by the pupils of the 
 elementary grades in form of paper cutting, weaving, clay 
 moulding, braiding, basketry, freehand drawing, sewing, 
 sloyd, etc. In the sixth and sevnth grades the girls should do 
 some systematic work in sewing-, and in the eighth grade, a 
 course in cooking. In the sixth, seventh and eighth grades the 
 toys should do bench work, etc. The work in freehand 
 drawing should continue through the grades. 
 
 Definition. — Manual training is defined by the xA.merican 
 Manual Training Association as any form of constructive 
 work that serves to develop the powders of the pupil thru 
 spontaneous and intelligent self-activity. Manual training 
 includes freehand and technical drawing ; working in w^ood 
 and metal; modeling in sand, clay or plaster; casting plaster 
 or metal; domestic science; cooking; dresmaking; patern- 
 making; printing; Swedish sloyd; Russian tool practice; etc. 
 
 Purpose. — Its purpose is to educate the minJ thru the hard 
 
 Grade 7 
 
 '^ime: One hundred minutes a Aveek in two periods. 
 
 Projects: \\"'iodwork. — Simple construction involving the 
 four principal cutting tools — saw. plane, chisel and spoke- 
 shave and the necessary laying out tools. Measuring, squar- 
 ing, gauging, sawing, boring and doweling in making chisel- 
 ing board and game board. Planing (surface and edge cutting 
 board). Vertical chiseling, gouging, paring, sharpening chisel 
 — making rack for brushes, tools or brooms and making pen 
 tiay. Bow sawing, modeling, sandpapering in making coat 
 hanger, etc. ITahing; nailing; finishing in making flower 
 pot stand, bracket shelf, water wheel, etc.. involving some 
 form of grooA-e joint. 
 
 Grade 8 
 
 Time: Two hours a week in two periods. 
 
 Projects: Woodwork. — Construction involving groove 
 joint — towel roller and sleeve board. Exact work in plaining, 
 to make glue joint — bench hook, drawing board. Review of 
 "form work" with more difificult modeling — hammer handle, 
 canoe paddle. Mortice and tenon joint — taboret, plant stand, 
 book slielves. Carving — book rack, ends carved from original 
 designs, form of joint for ends chosen by pupils. 
 
 High School 
 
 Two units of work in manual training are ofYered in the 
 
72 HIGH SCHOOL MANUAL 
 
 high school. A s}illabiis of this work may be obtained by 
 applying to the High School Inspector. 
 
 No pupil shall be eligible for the second credit in manual 
 training without taking at least one-half credit in mechanical 
 drawing. The courses in mechanical drawing are strongly 
 recommended to all students taking any work in manual 
 training. 
 
 No examination in manual training will be offered by the 
 High School Examiner. The instructor in manual traming 
 shall report in full, to the Examiner, what work has been done 
 by each pupil in manual training, his estimate of the quality of 
 such work, the nature of the examination passed by the pupil, 
 and the credit allowed on it.. 
 
 Double periods of 80 to 90 minutes are urged in preference 
 to single periods. In schools where this arrangement it not 
 feasible, single periods will be permitted ; tnd the classes may 
 thus finish one-half unit each year. 
 
 HOUSEHOLD ECONOMY 
 
 (Domestic Science and Art.) 
 
 Four Half Units 
 
 Syllabi of these courses have been compiled by a special 
 committee and a limited number of copies is ready for mailing. 
 Those who have use for these may secure copies by address- 
 ing the state high school inspector. 
 
 The time required for a unit of credit is five double periods 
 per week for thirty-six weeks. It is intended that Course I. 
 in either domestic science or domestic art will be accomplish- 
 ed before Course II. in either is attempted. Domestic Science 
 I. and Domestic Art I. may alternate with each other through 
 a year of thirthy-six weeks, or they may be done separately 
 in succeeding semesters of eighteen weeks each. Domestic 
 Science II. should follow or accompany, if possible, the high 
 school courses in physiology, botany, bacteria, yeasts and 
 molds, and chemestry. Domestic Art II. may be done at any 
 time after domestic Art I. is completed. 
 
 The work outlined under textiles is intended to be given 
 with the sewing and in the same periods. The part dealing 
 with vegetable fibres should be given with Domestic Art I. 
 and that dealing with animal fibres with Domestic Art II. 
 
 In order to save time that will otherwise be lost in beginn- 
 ing and closing, all periods of work in demestic science and 
 art should be double periods. — See Sec. 13. p. 20. 
 
HIGH SCHOOL MANUAL 
 
 73 
 
 MECHANICAL DRAWING I 
 First One-half Unit 
 
 One period a day throughout the year or two periods a day 
 for one-half year. 
 
 The purpose of the course in the first year of the high 
 school is to teach the pupils to make and read working draw- 
 ings and sketches, to give a knowledge of geometric con- 
 struction in its relation to mechanical drawing, to produce 
 skill in the use of instruments by means of drills in the mak- 
 ing of drafting conventions, to train the imagination and the 
 power to visualize by teaching the fundamentals of projec- 
 tion. 
 
 GROUP I 
 
 Free hand and mechanical 
 lettering — Emphasis on plac- 
 ing, form, slant, spacing, tex- 
 ture of line. 
 
 GROUP II 
 
 Geometric construction — Use 
 of T-square, triangles and in- 
 struments in constructing 
 geometrical figures. 
 
 GROUP III 
 
 Conventional lines — Use of 
 T-square, triangles, and in- 
 struments in drawing the dif- 
 ferent lines used in mechan- 
 ical drawing. 
 
 GROUP IV 
 
 Simple mechanical drawing 
 — The different views of 
 objects involving the use of 
 straight lines, circles, and 
 tangents. Free hand mechan- 
 ical drawing. 
 
 GROUP V 
 
 Orthographic projection — 
 Three views of geometrical 
 figures. Revolutions. De- 
 velopments. Intersections. 
 
 PROBLEMS SIT,GESTED 
 
 Gothic alphabets and figures 
 L'pper case and lower case 
 letters. 
 
 Lines, tangents, angles, tri- 
 angles, square, circle, pen- 
 tagon, hexagon, octagon, 
 etc. 
 
 Exercise sheets in lining. Vis- 
 ible edge lines, invisible 
 edge lines, center lines, pro- 
 jection lines, construction 
 lines, dimension lines. 
 
 Rectangular frame, box, try 
 square, flower pot, circular 
 box, face plate, desk tray, 
 link stool, taboret. etc. 
 
 Rectangular prism, hexagonal 
 prism, pentagonal prism, 
 triangular pyramid, penta- 
 gonal pyramid, waste ba- 
 sket, stove pipe section, 
 funnel, etc. 
 
74 
 
 HIGH SCHOOL MANUAL 
 
 MECHANICAL DRAWING II 
 Second One-half Unit 
 
 One period a day ihroughoiit the year, or two periods a day 
 for one-half year. 
 
 The purpose of the course in the second year is to produce 
 better technique in drawing, to develop an appreciation of 
 constructive design, to give the student a working knowledge 
 of the sketching and drawing of machine details, give a drill in 
 tracing and blue printing, and to teach the questions and 
 problems to be considered in the planning of a dwelling. 
 
 PROBLEMS vSUGGESTED 
 
 GROUP I 
 
 Problems for manual train- 
 ing shops involving construc- 
 tive designs. 
 
 GROUP II 
 
 Isometric and cabinet (obli- 
 que) projection. 
 
 GROUP III 
 
 Representation of screw 
 treads, bolts and screws. 
 
 GROUP IV 
 
 Working drawings of ma- 
 chine parts — Detail and as- 
 sembled drawings, tracing, 
 blueprinting. 
 
 GROUP V 
 
 House and barn Drawing — 
 Style of roof, rooms needed, 
 arrangement of rooms, beauty 
 of exterior, tracing and blue- 
 printing. 
 
 Book rack, shelves, stool, 
 chair, table, gavel, box, 
 tray, napkin holder, etc. 
 
 Cube, cylinder, hexagonal 
 prism, pentagonal prism, 
 mortise and tenon joint, 
 stool, saw-horse, cabinet 
 ]irojection of some of the 
 problems under Group I. 
 
 The helix, sharp V thread, U 
 vS. standard thread, square 
 thread, acme thread, bolts, 
 set screws, machine screws. 
 etc. 
 
 Wrench. pulley, coupling, 
 connecting rod, shaft, bear- 
 ing, globe valve, steam 
 pump, etc. 
 
 Cottage and two-story house. 
 Eloor plans, elevations, roof 
 plans, details of cornice, 
 water table, doors win- 
 dows, staircase, fireplace, 
 etc. 
 
 Reference: Problems in Mechanical Drawing, by Charles 
 A. Bennet, The Manual Arts Press, Peoria, Illinois. 
 
 Cource in Mecanical Drawing, Junior, Intermediate and 
 
HIGH SCHOOL MANUAL 75 
 
 Senior, by Thorne. The Williams Brown Earl Co., Philadel- 
 phia. 
 
 Elements of Mechanical Drawing, by Gardner C. Anthony. 
 D. C. Heath .^' Co., Boston, Mass.'' 
 
 Applied Mechanical Drawing, by Franc E. Mathewson and 
 Judson L. Stewart. The Taylor-Holden Co., Springfield, 
 Mass. 
 
 Notes for Mechanical Drawing, by Frank E. Mathewson. 
 Manual Arts Press, Peoria, 111. 
 
 The Essentials of Lettering, by Thomas E. French and 
 Robert Meiklejohn. Manual Arts Press, Peoria, 111. 
 
 Mechanical Drawing and Eemlentary Machine Design, by 
 John S. Reid and David Reid. John Wilev t^ Sons, New 
 York City. 
 
 FREEHAND DRAWING 
 One-half Unit 
 
 One year, forty-five minutes per day, one-half unit of credit. 
 
 The aim is two-fold (i) an understanding of the funda- 
 mental art principles, (2) the acquisition of the ability to 
 express that knowledge thru drawing and painting. 
 
 The work falls under five main heads. 
 
 I. The study of the Principles of Design (balance, rythm, 
 and harmony). Specific problems illustrating each principle 
 should be w^orked out, at least one being applied. The uni- 
 versal application of the principles should be continually 
 pointed out. 
 
 II. The study of the Perspective. The study should in- 
 clude parallel perspective, angular perspective and oblique 
 perspective. 
 
 III. The Representation of Still Life Groups in Pencil and 
 Charcoal. Aims (i) good composition; (2) good character 
 of forms ; (3) a correct representation if values ; (4) good 
 technique. For charcoal work read page 28 "Art Education 
 for High Schools." In pencil drawing aim for a simple 
 rendering of larger values in broad definite strokes which keep 
 the same direction. L^se soft pencil and avoid w^orking over a 
 mass more than once. For illustrations see "Applied Arts 
 Drawing Books," edited by Wilhelmina Seegmiller and "Pro- 
 gessive Lessons in Art Education in High Schools", published 
 by Prang. 
 
 IV. The Painting of Nature Studies. Aims (i) good 
 character in form and color; (2) rendering of light and dark 
 values seen in leaves, stems and flowers; (3) direct water- 
 color handling. In order to secure the last aim lift the color 
 from the cakes and allow them to mix in the brush and on the 
 
76 HIGH SCHOOL MANUAL 
 
 paper {not in the lid of the box) thereby producing a variety 
 of color and brilliancy of effect. Work in mass (never outline 
 first) with the flat side of the brush rather than the point. 
 Never work over a color. 
 
 V. Study of Landscape: Refer to Seegmiller's "Applied 
 Art Drawing Books" and "Art Education for High Schools." 
 The following books are suggested for reference : — 
 
 "xA.rt Education in High Schools'', published by Prang. 
 
 "Applied Art Drawing Books'', edited by Wilhelmina Seeg- 
 miller. 
 
 Batchelder. E. A.: The Principles of Design. 
 Batchelder. E. A.: Design in Theory and Practice. 
 Sanford, F. G. : The Art Crafts for Beginners. 
 Branch, E. A. : Illustrated Exercises in Design 
 French & Mieklejohn : The Essentials of Lettering. 
 
 VOCAL MUSIC 
 One-half Unit 
 
 In presenting the courses for vocal music in the High 
 School, it is assumed that the course of eight years in vocal 
 music in the gardes or its ecjuivalent has been completed. 
 L^nless such preparation has been made, the High School 
 course should not be attempted. (To ofifset this lack of pre- 
 paration a three-year course might be offered in the High 
 School as preliminary to the regular course.) 
 
 The purpose of the Vocal Music Course is to cultivate a 
 better taste for good music by participating in singing the 
 best choral works, to gain greater ability to read music intelli- 
 gently and sing in parts independently. The course should 
 include a thorough review of notation, includning the scale, 
 both major and minor, key signatures, notes and rests of 
 various lengths, intervals, terms as applied to musical expres- 
 sion, exercises in sight singing and writing music from dicta- 
 tion. 
 
 There should be developed a familarity Avith such choruses 
 and composers as : 
 
 Soldier's Chorus (Faust) Gounod 
 
 Pilgrim's Chorus (Tannhauser) Wagner 
 
 Anvil Chorus (II Trovatore) Verdi 
 
 Gypsy Chorus (Bohemian Girl) Balfe 
 
 Hallelujah Chorus (Messiah) Handel 
 
 The Heavens Are Telling (Creation) Hayden 
 
 'Tis Thy XA'^edding Morning (Rose Maiden) Cowen 
 
 Gloria (12th Mass) Mozart 
 
 Serenade Schubert 
 
 Lost Chord Sullivan 
 
HIGH SCHOOL MANUAL 77 
 
 How Lovely are the Messengers (St. Paul) Mendelssohn 
 
 Standard hymns and patriotic songs should be sung with 
 with special attention to phrasing and other means of bring- 
 ing out the thought. « 
 
 PENMANSHIP AND SPELLING 
 
 One-half Unit 
 
 Part of the Sixteenth Unit 
 
 Very little if any writing should be done in copy books in 
 high school. In fact, if an instructor is qualified to put the 
 copies on the blackboard and direct the pupils in their prac- 
 tice, much better results may be obtained by the use of loose 
 practice paper than with the copy book. The forearm, or 
 "muscular" movement, should be cultivated and for this pur- 
 pose the teacher and pupils Avill find a great deal of helpful 
 miateriai in such publications as the Penman's Art Journal, 
 the American Penman, and The Business Educator. 
 
 The words in the exercises in spelling should be those com- 
 monly used in correspondence, in reporting and in business. 
 
 The examination of the high school examiner will require a 
 specimen of the pupil's handwriting and the spelling of diffi- 
 cult words in common use with emphasis on those used in 
 business. 
 
 BOOKKEEPING 
 
 One-half Unit 
 
 This course should include a thorough drill in the elements 
 of bookkeeping and practice in the use of the more common 
 books of accounting, such as day book, journal, cash book, 
 sales book, check book, ledger, bills receivable and bills pay- 
 able book, and trial balance and statement book. Some single 
 entry might be given, but most of the work should be done in 
 double entry. Students should be required to fill out and 
 become familiar with such business forms as invoices, notes, 
 drafts, checks, receipts, statements of account, etc.. and a 
 system of instruction which requires these papers to be made 
 out for the transactions entered in the books of account is to 
 be preferred to one which does not require them. 
 
 One Unit 
 
 The full year course in bookkeeping should include, in 
 addition to the work outlined for the half-year course above, 
 advanced work in bookkeeping and business forms, either by 
 independent individual sets for the pupils or b\^ orgnizing the 
 
78 HIGH SCHOOL MANLTAL 
 
 class into a commiinity for business practice with some suit- 
 able guide for the transactions to be performed and the books 
 t© be kept. In the latter method care should be taken to hold 
 the pupil strictly to the work in hand, and to a high standard 
 in business forms and books of account, lest time be wasted 
 in useless "dickering/" All transactions should be carried out 
 b}' correspondence, thus reducing confusion to the minimum. 
 
 COMMERCIAL hWV 
 One-half Unit 
 
 The following from the report of the Commission of the 
 North Central Association of Colleges and Secondary Schools 
 will serve as a guide : 
 
 Study the legal principles governing business relations, 
 especially contracts, their nature, essentials, and efifects ; 
 further sales, interest and usury, bills and notes, agency, 
 partnership, corporations, real property and mortgages, liens 
 attachments, surety and guarantyship, bailments, common 
 carrier, banking, fire insurance, landlord and tenant. 
 
 Text book, supplemented by some study of cases (by way of 
 illustration), discussions, and practice in drawing legal papers 
 such as a contract, note, bill of exchange, bill of sale, bill of 
 lading, power of attorney, deed, mortgage, lease, notice of 
 protest, etc. 
 
 HIGH SCHOOL GEOGRAPHY 
 One-half Unit 
 
 The object of this course is to give the pupil a practical 
 insight into geograph3\ It should enable him to see the rela- 
 tion existing between the different phases of the subject. This 
 is necessary not only for one who enters into business life, 
 but for one who intends to teach geography. 
 
 Geography in this course should be taught so as to enable 
 the pupil to see the influence the physical features have upon 
 the industries and life of a people. Second, it should be made 
 clear that an equally important matter is the government of 
 a country. This course, therefore contemplates a union of 
 the physical, the politieal, and the economic phases of 
 geography. 
 
 The following outline of work is suggested : 
 
 I. Review of the 7th grade geography — 
 
 Motions of the earth and consequent results; 
 
 Map drawing of the diflFerent continents: 
 
 Brief re\'iew of tides, ocean currents — atmosphere. 
 
HIGH SCHOOL MANUAL 79 
 
 II. Physical features of principal countries — 
 
 Physical features of the chief commercial countries, — 
 those afifecting the life and industries of a people; 
 Formation of soil, coast-lines, river systems ; 
 General topography; 
 
 Detailed study of North Dakota with special attention 
 on the results of glaciation. 
 
 III. Political divisions — 
 
 Brief study of the governtments of thq leading com- 
 mercial nations of the world with map of each ; 
 Characteristics of people ; 
 
 Immigration and m'igrations of people — special refer- 
 ence to the U. S. — and the results. 
 
 IV. Economic Geography — 
 
 A. United States. 
 
 1 . Plant and animal products ; 
 
 2. Natural resources — mineral, water, forests, etc.; 
 
 3. Tendecies towards centralization and concentrations 
 with their causes and results. 
 
 4. Centers of industries, reasons and location. 
 
 5. Transportation. 
 
 Waterways, railroads, merchant marine, canals. opera- 
 tion, communication. 
 
 6. Government. 
 
 How it affects our industries — tariffs, legislative re- 
 gulation, recent economic legislation ; 
 
 7. Commerce — imports, exports, and domestic commerce. 
 
 B. A similar but not extensive treatment should be given 
 to the leading nations of the world. 
 
 C. International rivalries in commerce. 
 List of References: 
 
 High School Geography — Dryer — American Book Com- 
 pany. 
 
 Commercial and Industrial Geography, Keller & Bishop, 
 Ginn & Co. 
 
 Commercial Geography, Brigham. Ginn & Company. 
 History of Cemmerce. Clive Day. Longmans. Green & 
 Company. 
 
 Physical Geography, Davis, Ginn t.^- Company. 
 Consular Reports, \\'^ashington, D. C. 
 Year Book. 
 Statistical abstract. 
 
 SHORTHAND 
 Two Units 
 
 No credit should be given for work in shorthand unless the 
 
80 HIGH SCHOOL MANUAL 
 
 pupil takes typewriting in his course also. It is very desire- 
 able that pupils in shorthand pursue this study for two years. 
 At the end of that time the student should be thoroughly 
 equipped to do any ordinary stenographic work. This is a 
 subject that requires close application and should not be 
 pursued in the hope of finding it a snap course. These units 
 require as much work as others of the high school course. 
 
 For stenographic work the student should pusue a full four- 
 year high school course ; as stenographers are expected to 
 possess broader scholarship than a special preparation in 
 shorthand and typewriting. In fact, it would be better in 
 most cases if the pupil were to pursue these special lines after 
 completing this four years of high school work. 
 
 First Unit 
 
 During the first year of the work in shorthand thorough- 
 ness should be considered more important than speed. The 
 principles of the system taken up should be thoroughly ma- 
 stered and extensively reviewed. Drill on rules and their 
 application. Study word-signs, and abbreviations ; and drill 
 on sight reading. Shorthand plates, read and transcribed. 
 
 Second Unit 
 
 Some advanced dictation course suited to the system of 
 shorthand taught. 
 
 Shorthand penmanship drill. 
 
 Business letters and legal forms, practiced and dictated. 
 
 Shorthand plates, transcribed, practiced and dictated. 
 
 By end of the year, acquire speed on new matter of 85 to 
 100 words per minute. 
 
 TYPEWRITING 
 Two Units 
 
 In typewriting, what is known as the touch method should 
 be taught. By this method the pupil learns to use all fingers 
 in operating the machine and keeps his eyes ofT the keys. 
 Celluloid caps may be fitted over the keys or a shield may 
 cover the keys and operator's hands to assist in acquiring this 
 method. At least two periods of 45 minutes each a day will 
 be required for a period of one year for each unit in this sub- 
 ject. 
 
 Thorough training should be given in the care of the ma- 
 chine, in manifolding and tabulating. 
 
HIGH SCHOOL MANUAL 
 
 First Unit 
 
 Fitiijer exercises. 
 
 The lessons of the text book should he completed. The 
 first object in this work is accuracy. The lessons when com- 
 pleted should be fastened together with a proper title page 
 and should be neat and accurate throughout. 
 
 Machine dictation. 
 
 Transcription of shorthand plates. 
 
 Second Unit 
 
 While maintaining the accuracy required in the first year 
 the pupil should strive to acquire speed throughout the second 
 year's work. 
 
 Transcription of business letters. ne\A' dictation that was 
 dictated at 75 to 100 words per minute. 
 
 Copying, 40 words per minute. 
 
 Note, — This second unit is offered to enable schools to fit 
 students for office work; it is not offered for college entrance. 
 
 PSYCHOLOCxY. ELEMENTARY 
 
 One-half Unit 
 
 This part of the course deals, in an elementary way. with 
 the facts and theories of general psychology. It aim is to 
 introduce the pupil to a study of his own mental states as a 
 preparation for the sympathetic and intelligent observation of 
 the lives of others. 
 
 PEDAGOGY. SCHOOL MANAGEMENT AND SPECL\L 
 
 METHODS 
 
 One-half Unit 
 
 A discussion of the common problems of school manage- 
 ment and rational methods of teaching the various subjects 
 found in elementary school programs. The class should, under 
 the direction of the teacher, make frequent visits to the grade 
 rooms to observe how the m'ethods under discussion are put 
 into actual operation. Pupils should make a full report of 
 such visits. The direction work should be made an important 
 feature during this semester. 
 
 ARITHMETIC— HIGH SCHOOL 
 
 One-half Unit 
 
 The aim in this course is a thorough knowledge of the 
 essentials of arithmetic. This course shold result in accuracy, 
 
82 HIGH SCHOOL MANUAL 
 
 rapidity, neatness, a reason why, and the ability to state that 
 reason in good English. 
 
 One-half of the time should be given to rapid oral work 
 and to the statement of definitions and principles. Each 
 written excercise should be done under a time limit and ac- 
 curate work only should be accepted. 
 
 This course includes notaion by the use of Arabic charac- 
 ters and Roman numerals ; numeration, — the reading of 
 decimal fractions through millionths at sight; a general dis- 
 cussion of reduction ; scale as used in dififerent phases of 
 arithmetic ; the fundamental processes in whole numbers, 
 decimal fractions and in common fractions in which the de- 
 nominator is 2. 3, 4, 6. 8, 12, and i6;the multiplier, abstract, 
 etc. ; aliquot parts and short methods in multiplication and 
 division : statement of fundamental principles and defini- 
 tions ; daily rapid oral work in addition : tests of divisibility ; 
 factors ; multiples ; powers and roots of small numbers : com- 
 mercial statements and commiercial paper: time, circular, 
 linear, square, cubic and capacity measures, avoirdupois 
 weight; board measure; plastering, carpeting, etc.; the more 
 elementary phases of longitude and time; the three cases in 
 percentage, — to find any per cent, of any number. — to find a 
 number w'hen a certain per cent, is given, — and to find what 
 per cent, one number is of another; reduction of any per cent, 
 to a common fracton or decimal fraction ; commercial and 
 bank discount ; taxes : insurance ; interest and interest tables ; 
 square and cube root ; measurement of surfaces and solids, 
 including cones, cylinders and spheres; elem'ents of the metric 
 system ; problems involving purchase by the ton and by the 
 thousand, and problems in measurement and percentage. 
 
 This course does not inlude : addition, subtraction, multi- 
 plication and division of denominate numbers; tables of Eng- 
 lish money and troy and apothecaries' weight ; surveyors' 
 measures; averaging accounts; stock-jobbing; U. S. securi- 
 ties ; gold investments ; compound proportion ; custom house 
 business ; partnership ; duodecimals ; arithmetical and geo- 
 metrical progressions ; alligation. 
 
 This course in arithmetic is designed to take the place of 
 the commercial and senior-review courses ofifered formerly, 
 and only one set of questions for arithmeticdone in the high 
 school is designed to be oflFered. It is believed that the 
 teacher can give the subject the commercial or pedagogical 
 vieA\-point, as local conditions may require. 
 
 SENIOR GRAMMAR 
 One-half Unit 
 
 The aims of senior grammar are similar to those of senior 
 
HIGH SCHOOL MANUAL 83 
 
 arithmetic, viz: Comprehensive and intensive study of the 
 subject for such a mastery as was impossible four years 
 before, and also the phase of the subject needed by the pro- 
 spective teacher in presenting it to his classes. 
 
 If the teacher is masterful and independent of any par- 
 ticular book, it would be profitable to spend the semester on 
 work devised or chosen from various sources, and then, under 
 the direction of the teacher have the pupils investigate the 
 assigned lesson in various texts kept on the shelves or in 
 their own possessions. This would give rise to dififerences of 
 view and, with a skillful teacher, to reconciliation later on. 
 As in arithmetic, every topic of grammar should be investi- 
 gated, but the fundamental principles should not be lost sight 
 of in discussion over minor and merely formal details. Gram- 
 mar should be built up. or developed as other sciences in ac- 
 cordance with inductive procedure — examining and classify- 
 ing materials as in chemistry or botany. It is a thought sub- 
 ject t>ar excellence. The emphasis should, of course, be laid 
 on the sentence analyzed into its various parts, and on the 
 kinds and relations of these parts. 
 
 COMMON SCHOOL SUBJECTS 
 
 The state high school examiner offers examinations in arith- 
 metic ; English grammar and composition ; the history of the 
 United States ; geography ; reading, spelling and penmanship. 
 These examinations are designed for pupils who have com- 
 pleted the eight grades of the common school course and de- 
 sire to enter the high school. The examinations in arithmetic; 
 Etiglish grammar and composition ; history, and geography 
 Avill require no further comment than that they will co\'er the 
 work that is usually done in these subjects in the grammar 
 grades. Reading, spelling and penmanship will be treated in 
 a single paper in accordance with the following plan : 
 
 The examination in reading will be based upon a portion of 
 the literature that is read in the grammar grades of our 
 schools, namely, upon : 
 
 I. Snow Bound. 2. Tom Sawyer. 3. The Hoosier School- 
 master. 4. Rip Van Winckle. 5. Legend of Sleepy Holllow. 
 6. Grandmother's Story of the Battle of Bunker Hill. 7. Na- 
 poleon. The Little Corsican. 8. The Great Stone Face. 9. The 
 Sandpiper. (Thaxter). 10. Breathes Then a Man, (Scott). 
 II. Columbus, (Miller). 12. Recessional. (Kipling). 13. 
 Psalms XIX and XC. 14. Lincoln's Gettysburg Speech. 15. 
 Battle Hymms of the Republic. (Howe). 
 
 The pupil's scholarship mark in spelling will be determined 
 from his answer paper in the subject of reading; provided 
 that the examiner may supplement this test with a list of 
 
84 HIGH SCHOOL MANUAL 
 
 words selected for the purpose from the literature named 
 above, but no rare or unusual words shall be included in such 
 list. 
 
 This answer ])aper will also serve as a specimen of the 
 pupil's penmanshi]) and will determine his tirade in that sub- 
 ject. 
 
 In addition to studying the subject matter of what is read 
 for the purpose of getting the author's meaning, pupils should 
 give careful attention to distinct pronounciation and a pleas- 
 ing and eeffctive oral expression of the thought. This should 
 constitute an important feature of all school work in reading, 
 but in the nature of the case it is impossible to give it proper 
 recognition in a w^ritten examination. It is therefore sug- 
 gested that the superintendent of the school supplement the 
 high school board examination with an oral test that shall 
 show the pupil's skill in reading aloud. 
 
HIGH SCHOOL MAM UAL 85 
 
 Y. GENERAL INDEX 
 
 Pages 
 
 Admission of pupils to high school 7, 17, 18 
 
 Agriculture, outline for unit in 69 
 
 Department of 10, 17 
 
 Algebra, elementary 24, 28, 36 
 
 Advanced 29, 37 
 
 American Literature, English III 18, 24, 28, 31 
 
 Bacteria, Yeasts and Molds 24, 29, 67 
 
 Bible stud}' 25, 29, 33 
 
 Bookkeeping 24. 28. ']'] 
 
 Biotany 1 24, 28, 53, 56 
 
 Botany II 24, 28. 53, 57 
 
 Building 8 
 
 Caesar 24. 28, 34 
 
 Certificates, examiner will issue 19 
 
 Teachers' 12, 15, 19 
 
 Will admit to college etc 19 
 
 Required for promotion 19 
 
 Chemistry 24. 29, 51 
 
 Cicero 25, 28 
 
 Civics 24, 28, 45 
 
 Classification, requirements 7, 13-17 
 
 Application for 13 
 
 Conditions of acceptance for 13 
 
 Commercial law 78 
 
 Conduct of the schools 17-23 
 
 Common school subjects 24, 23. 29, 83 
 
 Constants, required to be offered t8, 28 
 
 List of '28 
 
 Required of pupils for graduation 18, 28 
 
 Courses, elementary school 7, 18. 24. 25, 29, 83 
 
 High school 28. 29, 30-84 
 
 Unit course defined 18 
 
 Curriculum 8, 9, 14. 21, 28. 29 
 
 Local school should adopt. (Section 6) 19 
 
 Department, of Agriculture 7, 9. 10, 17 
 
 Of domiestic science and art 9. 10. 17 
 
 Of manual training 9, 10, 17 
 
 Domestic science and art, required in certain schools 10. 17. 19 
 
 Courses in 72 
 
 Equipment for 14. 17 
 
 Syllabi in 72 
 
 Drawing, freehand required 19, 24, 28, 75 
 
 Mechanical 24, 29. 7V74 
 
86 HIGH SCHOOL MANUAL 
 
 Pages 
 
 Duplicate Subjects. Sec. 9 19 
 
 Economics, general 24, 29, 47 
 
 Eighth grade subjects 18-19, 83 
 
 Examinations in 24, 25, 83 
 
 Electives 28-29 
 
 English 30 
 
 English 1 24. 28. 30 
 
 English II 24, 28, 31 
 
 English III 24, 28, 31 
 
 English literature, English IV 24, 28. 32 
 
 Entrance to state high schools 7. 17-18, 83 
 
 Equipment, for botany 14, 54 
 
 For chemistry 14, 53 
 
 High school aid fund used for 14 
 
 Examiner, his address i. 27 
 
 Duties I r 
 
 Clerical help of it 
 
 Readers of examintion papers, appoints rr 
 
 Report II. 20 
 
 Powers II 
 
 Examinations, appeal from examiner's "mark" 27 
 
 Folding papers 27 
 
 Four-fifths rule regarding credit. Sec 11 20 
 
 Manuscripts to examiner 27 
 
 Marking manuscripts 27 
 
 Program of 24. 25 
 
 Pupils required to write on 19 
 
 Rules for conducting 23 
 
 Time an element in securing credit through 20 
 
 A\'hen they will be offered 2^-21 
 
 Who conducts 26 
 
 Four-year high school, definition of 14 
 
 Four-fifths rule regarding time and credit. Sec. 11 20 
 
 Freehand drawing 24. 2S. 75 
 
 French I and II 24. 28. 35 
 
 Fund, state high school aid. separate account 14 
 
 Clerk of local board must report 14 
 
 How used or expended 14 
 
 General history I and II 24. 28. 38 
 
 General economics 24, 28. 42 
 
 Geology, elementary 24. 29, 65 
 
 Geography, high school 24. 28. 78 
 
 Physical 24. 29. 6t 
 
 German I and II 24. 28. 35-36 
 
 Graduation, number units required. Sec. 4 18 
 
 With honors 20, 23 
 
HIGH SCHOOL MANUAL 87 
 
 Pages 
 
 Grammar, Latin 24, 28, 33 
 
 Senior 24, 29, 82 
 
 Heating school building 8 
 
 High school inspector, provision for 8 
 
 Apppointment of 8 
 
 Dtnties 8, 9 
 
 Expenses of 9 
 
 Report made by 12 
 
 Salary of 8 
 
 High shool diplomas (Teachers' certificates) 12, 19 
 
 High schools, first class 9, 13, 14, 16 
 
 Second class 9, 13, 15, 16 
 
 Third class 9, 13, 15, 17 
 
 With agricultural department 7, 9, 17 
 
 History, Advanced United States 24, 28, 45 
 
 Ancient 24, 28, 44 
 
 Eighth grade 24, 28, 83 
 
 English 24, 29, 44 
 
 General history 1 24, 28, 38 
 
 General history II 24, 28, 42 
 
 Modern 24, 29, 45 
 
 Horticulture 25, 29, 69 
 
 Household economy 25, 28, 72 
 
 Inspector, high school I 
 
 Rural school I 
 
 Laboratory, equipment secured with state aid 9. 14 
 
 Equipment required 16-17 
 
 Notebooks 20, 50, 52, 53, 61, 69, 70, 72 
 
 Period for laboratory work 18 
 
 Land, ten-acre experimental plot 10, 17 
 
 Law. commercial 24, 28, 78 
 
 High school aid 7 
 
 Latin 33 
 
 Latin 1 24, 28. ^^ 
 
 Latin II 24, 28, 34 
 
 Latin III 25, 28, 35 
 
 Latin IV 24, 28.35 
 
 Library 9, 14, 16-17 
 
 Lighting school building 8, 16 
 
 Manual training, courses in 28, 29, 71 
 
 Equipment for 14 
 
 Required in certain schools 17, 19 
 
 Syllabi in 71 
 
 Mechanical drawing 24, 28, 73. 74 
 
 Medical inspection 16 
 
 Music, vocal 16, 19, 24. 28, 76 
 
88 HIGH SCHOOL MANUAL 
 
 Pages 
 
 Non-residcMit pupils 7 
 
 Notebooks 20. 50, 52, 53, 6i, 69, 70, 72 
 
 Penmanship ;ind spelling 24, 28, 'j'j 
 
 Pedagogy 25. 29, 81 
 
 Period for laboratory work 18 
 
 Physics \ 25, 28, 48 
 
 Physical geography 24. 29. 61 
 
 Physiology 25, 29, 81 
 
 Political economy 24, 29, 47 
 
 Program of studies ^^8-29 
 
 Promotion, basis of 19 
 
 Psychology 25. 29. 81 
 
 Recitation, length of period for 18 
 
 Rooms, number required 13. 16-17 
 
 Agricultural 17 
 
 Domestic science 17 
 
 Manual training 17 
 
 Rules and regulations 13 
 
 Sanitation 8. 16 
 
 Schools classified 7. 8. 16 
 
 Science, general 21. 25. 29, 61 
 
 Senior reviews, definition of 
 
 Semester, definition of 20 
 
 Shorthand 24. 28. 79. 80 
 
 Six-and-six plan. (Section i) 21 
 
 Spelling 24. 25. 28. 29. -jj- <^.^) 
 
 State aid. appropriation 9 
 
 Apportionment 9 
 
 IVIay be used for extension work 10 
 
 Must be prorated 10 
 
 To first class high schools 9 
 
 To second class high schools 9 
 
 To third class high schools 9 
 
 To schools having an agricultural department o 
 
 State board of education. Duties 7. 12 
 
 Expenses 11 
 
 Law creating t2 
 
 Meetings t r 
 
 Members I 
 
 Powers II 
 
 Steno2:raphy 24. 28. 79. 80 
 
 Superintendent of city schools. ofHce 14 
 
 Qualifications 14-15 
 
 Superintendent of public instruction I 
 
 Chairman state board of education I 
 
 Report 12 
 
HIGH SCHOOL MANUAL 99 
 
 Pages 
 
 Syllabi. Agriculture 69 
 
 Advanced U. S. History 45 
 
 Bible study 33 
 
 Civics 45 
 
 Domestic science and art 72 
 
 English 30 
 
 General science 61 
 
 Manual training 71 
 
 Physiology 61 
 
 Table of contents IIT 
 
 Teachers. Courses supervised by Supt 20 
 
 Minimum number required 13, 16-17 
 
 Minimum salary of 15-16 
 
 Must have certificates 15 
 
 Qualifications, as to scholarship 14-1 5 
 
 Trigonometry 24, 29, 38 
 
 Typewriting 24. 28, 80 
 
 Tuition 7 
 
 United States history 24. 28. 83 
 
 Unit course of study defined 18 
 
 Ventilation 8, 16 
 
 Vergil 24, 28. 35 
 
 A^ocal music 24. 28. 76 
 
 Writing, (penmanship) 24, 25. 28. 29. 77, 83 
 
 Zoology 1 25, 29, 53, 58 
 
 Zoology IT 25, 29. 53, 59 
 
'■If''!') 
 
1 
 
 LIBRARY OF CONGRESS ||j{