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 Title 
 
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 Imprint 
 
 GPO lfi— 7401 
 
State Course of Study 
 
 FOR 
 
 Approved High Schools 
 
 IN THE 
 
 STATE OF MISSOURI 
 
 191 
 
 Revised by 
 
 WM. P. EVANS 
 
 State Supt. Public Schools 
 
 APPENDED: 
 LIST OF LIBRARY BOOKS 
 
\Msft& 
 
 • 
 
 FOREWORD. 
 
 <m 
 
 A- thorough revision of the Course of Study for Approved High Schools 
 will be issued next year, and it is proposed that thereafter the revisions of 
 this Course be issued in the even years. Several reasons support this plan. 
 There does not seem to be any good use in burdening the common school 
 course with so many useless pages, when so few of the schools and teachers 
 need the High School bulletin. If the revision of the two Courses of Study 
 fall in different years the press of work on this Department in the odd years will 
 be relieved. The postponement at this time will give opportunity to mature 
 some plan's in connection with this Course and to bring it more into harmony 
 with the drift of school sentiment in the State. 
 
 In the meantime this partial revision is put forth, and it is hoped that 
 friends of secondary education throughout the State will, by criticism and 
 suggestiqn, aid in making next year's bulletin a creditable resume of their 
 "best thought and experience. Much of the following has been rewritten and 
 some innovations will be found. The book list, with special prices to school 
 districts, has been retained. In general, the needs of the small high school 
 and those that are trying to open courses for the ninth and tenth grades 
 have been kept in mind. The inexperienced will find help in providing library 
 and laboratory equipment. The experienced have no lack of resources from 
 which to draw information. The State University has a helpful bulletin, the 
 North Central Association of College's and Secondary Schools has a bulletin 
 that can be had by applying to H. A. Hollister, Urbana, 111., and the Missouri 
 College Union publishes its minutes. Apply to T. Berry Smith, Fayette. 
 
 It is evident that the people of Missouri are deeply in earnest about their 
 public schools. Some very important measures were enacted in the recent 
 session of the Legislature. In providing for transportation of pupils the door 
 is opened for the consolidation of rural schools. The significance of this fact 
 in this connection lies in its effect upon high schools. When a half dozen 
 district schools combine to form a consolidated school they establish a high 
 school as a part of their scheme, and they insist that the instruction shall be 
 rural as contrasted with urban. Another significant measure before the 
 Legislature was State Aid for Weak High Schools. This bill failed by a nar- 
 tow margin. The State has never definitely acknowledged its obligation to 
 the secondary school, but the time seems near when its duty to provide 
 secondary as well as elementary, collegiate and professional instruction will 
 be admitted to the statutes. Indeed, an implied admission was involved when 
 the General Assembly adopted the requirements for new teachers that they 
 shall have high school training. 
 
 In this unmistakeable manner has the way been pointed out to this De- 
 partment. Two duties, really converging into one, are laid upon it. Con- 
 solidation must be fostered and high schools must be incubated and brooded. 
 
 (1) 
 
 II S— 1 
 
Gladly responding to the will of the people, a great part of the energies of 
 this Department will be turned in this direction. 
 
 A number of County Superintendents and others are already studying 
 consolidation. Their attention is directed to Kern's, Among Rural Schools, 
 Ginn & Co., to Foght's, The Rural School, The Macmillan Co., to bulletin 
 232 of the National Department of Agriculture, and to the bulletin on Con- 
 solidation issued by the State University. 
 
 ' The work of the High School Inspector of this Department will be given 
 chiefly to the schools of the first class and to those struggling to get into it. 
 In order to avoid duplication of effort, to conserve energy, and to cover the 
 field more fully, he and the examiner from the University will divide the 
 field and, so far as possible, will not visit the same schools. Arrangements have 
 also been made by which the first class high schools will be fully accredited, 
 and none will be held in this group that cannot be fully credited. This will 
 avoid apparent conflicts between the two lists, first-class high schools and 
 fully accredited high schools. 
 
 The University reports and the reports of this Department will be ex- 
 changed and full faith and credit will be given by each of these educational 
 agencies to the work of the other. 
 
 WM. P. EVANS, 
 State Superintendent of Public Instruction. 
 
COURSES OF STUDY 
 
 FOR 
 
 APPROVED HIGH SCHOOLS. 
 
 Under the provisions of the Revised Statutes of 1909, the State Superin- 
 tendent of Public Schools is authorized to classify high schools, and to pre- 
 scribe minimum courses of study for each class. The law provides that a first 
 class high school shall maintain a four-year course of standard work in 
 English, mathematics, science and history for a term of at least nine months 
 each year, and that such school shall employ the entire time of at least three ap- 
 proved teachers in high school work; that a second class high school shall main- 
 tain a three-year course, a term of at least nine months, and employ the entire 
 time of two approved teachers in high school work; that a third class high school 
 shall maintain a two-year course, a term of at least eight months, and employ the 
 entire time of at least one approved teacher in high school work. 
 
 The law also provides that all approved work completed in a classified high 
 school shall be given full credit in requirements for entrance to, and classifica- 
 tion in, any educational institution supported in whole or in part by State ap- 
 propriations. 
 
 It is the purpose of the State Superintendent to carry out the intention of 
 the law and to encourage and develop, as much as lies in his power, the high 
 schools of Missouri. Especial attention will be given to the small high school 
 that is struggling to raise its standards. These schools are rendering a great 
 service to the State and need encouragement. 
 
 Every community needs a high school. The boys and girls who are unable 
 to go away from home to attend schools higher than the grammar school 
 should be given as good educational advantages as possible in their own dis- 
 tricts. That high school training is of great value to the pupil cannot be de- 
 nied. The rural boys and girls are as worthy of high school training as the 
 town and city boys and girls. There should be a high school within six miles 
 of every home in the State. The State Superintendent hopes to see some 
 means soon provided by the State for the establishment of such high schools. 
 State Aid for the rural and small high school is one of the great needs in Mis- 
 souri now. These high schools should provide extensive courses in practical 
 agriculture, manual training and domestic science. They should prepare boys 
 and girls to enjoy and make the most of life on the farm, in the store or shop. 
 
 The primary purpose of the high school is not to fit the pupil to enter a 
 higher educational institution, any more than the primary purpose of the ele- 
 mentary school is to prepare him for entrance to the high school. The work 
 of the schools should, nevertheless, be so arranged and developed that every 
 year will give to the pupil something in addition to what he had at the be- 
 ginning of the term that will better fit him for life and for continued work in 
 school. High school work should not be thorough in order that it may be 
 "accepted for entrance to and classification in" the higher educational institu- 
 tions of the State, but it should be accepted by such institutions because it is- 
 
 (3) 
 
thorough and because the pupil graduating from a high school doing such 
 work has had two or more years of training that will be valuable to him under 
 all circumstances. 
 
 The State Superintendent will, therefore, insist upon strict compliance 
 with the conditions prescribed herein. He will also insist that the actual 
 teaching be satisfactory before a high school shall be classified, or continued 
 in its class. 
 
 The following are the required minimum courses of study for the three 
 classes of high schools. If conditions warrant, boards of education may offer 
 more than is prescribed herein for any class. But at least the minimum re- 
 quirements must be met before any school can be classified. It is not neces- 
 sary that every pupil take all the subjects offered in the high school of any 
 class, but every pupil who graduates must complete the minimum number of 
 units required of high schools of the class to which his high school belongs. 
 
 A third class high school must offer eight units; a second class, twelve 
 units; a first class, sixteen. In a first class school every unit that is counted 
 toward graduation in any course must be approved. 
 
 By a unit is meant one year's work in a subject, recited five times a week, 
 for a period of not less than 40 minutes. 
 
 MINIMUM REQUIREMENTS FOR THIRD CLASS (TWO-YEAR) 
 
 HIGH SCHOOLS. 
 
 English 2 units 
 
 Mathematics 2 units 
 
 History I unit 
 
 Science I unit 
 
 Electives 2 units 
 
 The electives may be two in Latin; one additional in science; one addi- 
 tional in history; one in reviews. 
 
 The following sciences may be offered in third class high chools: Practi- 
 cal agriculture, one unit; physical geography, one unit; zoology, one unit; 
 botany, one unit; biology, one unit. 
 
 The following history courses may be offered: Ancient history, one unit; 
 medieval and modern history, one unit; general history, one unit; English 
 history, one or one-half unit; American history and government, one or one- 
 half unit. The first year's work must consist of general history or ancient 
 history, preferably general history, followed by American or English history. 
 
 The following courses in mathematics may be offered: Algebra, one, one 
 and one-half, or two units; geometry, one unit; advanced arithmetic, one-half 
 unit. Most two-year high schools should give two units of algebra. The 
 first year's work must be algebra in all cases. 
 
 If Latin is offered at all, two units must be given. 
 
 The unit in reviews may consist of advanced arithmetic and industrial 
 geography, one-half unit in each. Reviews with eighth grade classes will not 
 be credited as high school work. Eighth grade pupils can not do high school 
 work. 
 
MINIMUM REQUIREMENTS FOR SECOND CLASS (THREE-YEAR) 
 
 HIGH SCHOOLS. 
 
 English 3 units 
 
 Mathematics 2 units 
 
 History 2 units 
 
 Science 1 unit 
 
 Electives 4 units 
 
 The electives may be one additional in mathematics; one additional in 
 history; two additional in science; two or three in Latin; two or three in 
 German; one in reviews; one in pedagogy; one in music; one in domestic 
 science; one in manual training; one in bookkeeping. 
 
 If three units are offered in history, the following is a good arrangement: 
 General history, one unit; English history, one unit; American history and 
 government, one unit. See requirement for third-class schools. 
 
 If three units in science are offered, one of them should be physics. 
 
 In mathematics, at least one unit in algebra and one in geometry must be 
 given. 
 
 The unit in reviews is the same as for the third-class high schools, and 
 these reviews must be given during the third year of the course. 
 
 If any foreign language is offered, at least two units must be given. 
 
 While a wide range of electives is suggested, it is advised that each school 
 select a< few subjects and do well whatever is undertaken. A school that em- 
 ploys only two teachers can not do well more than twelve units. 
 
 MINIMUM REQUIREMENTS FOR FIRST CLASS (FOUR-YEAR) 
 
 HIGH SCHOOLS. 
 
 English 3 units 
 
 Mathematics 2 units 
 
 History 2 units 
 
 Science 2 units 
 
 Electives 7 units 
 
 The electives may be two additional in mathematics, two additional in 
 history, two additional in science, one additional in English, three or four in 
 Latin, two or three in German, two or three in French, two or three in Greek, 
 one in bookkeeping, one in pedagogy, two in manual training, two in domestic 
 science, two in drawing, one in music, one-half in advanced arithmetic, one- 
 half in industrial geography, one-half in economics. 
 
 Pedagogy, to be counted as a unit, must be taught by a graduate of the 
 University of Missouri or of a first-class college, or of one of the Missouri 
 State Normal Schools, or of a normal school of equal rank; or such teacher 
 must hold a life State certificate, with credit on the special professional sub- 
 jects. No course in pedagogy will be approved unless the teacher of such 
 course has had several years of successful experience in supervision of schools 
 and in teaching. 
 
 In addition to time devoted to study of the text, and to recitations, ever\f 
 pupil in science must devote at least two (2) double periods a week to labor- 
 atory work. In history and literature at least two (2) periods a week must be 
 devoted to library work, or to the preparation of written reports on work as- 
 signed. 
 
There are forty-four (44) units suggested, and sixteen (16) required in a 
 first-class high school, seven of them being electives. 
 
 Languages, other than English, should not be undertaken for less than 
 two years. Not less than two units in any language will be approved. A 
 course of study containing few subjects has many advantages: (1) It requires 
 fewer teachers or makes a longer course possible; (2) it requires less expensive 
 library and laboratory equipment; (3) it promotes thoroughness. 
 
 The State Superintendent invites the co-operation of the State University, 
 the Normal Schools and the Colleges in the Missouri College Union in the ' 
 work of inspecting and classifying the high schools. 
 
 Before a school can be approved it must be inspected, and meet the fol- 
 lowing standards: (1) The buildings and rooms must be adapted to their 
 respective uses; (2) the library must be adequate for reference and for sup- 
 plementing the class work in literature, 'science and history; (3) the school 
 must have laboratories well equipped for teaching the sciences; (4) no pupil 
 shall be admitted (except conditionally) to the high school unless he has 
 finished the common school course; (5) no pupil shall be graduated until he 
 has completed the minimum requirements; (6) every teacher must be a gradu- 
 ate of a creditable normal school, college or university, or have a State cer- 
 tificate covering the subjects he or she teaches, and, in addition, must have 
 made special preparation for the work assigned; (7) every teacher's work 
 must stand a satisfactory test of inspection along lines of "interest of pupils" 
 and "development of subjects." 
 
 It seems best to approve the work of high schools by subjects; then a 
 school may be given a list of the subjects approved. In this way a com- 
 parison is possible, and every school board will know how to improve condi- 
 tions. In order for a school to be first-claas, all the work given in the school 
 must be approved, hence in the case of such schools the number of units will 
 not be reported. A school that offers 16 approved units is often as good as one 
 that offers 24 units. The quality of the work determines the character of the 
 school. The approval of a subject will depend on the equipment and the 
 teaching. Every change of teachers will make a new inspection necessary and 
 may lead to a reclassification. 
 
 SUGGESTIVE OUTLINES. 
 
 English. 
 
 Four units may be offered. 
 
 First Year. — Recommended for study and practice : Hawthorne's Tales of the 
 White Hills; Lowell's Vision of Sir Launfal; Poe's The Gold Bug; Arnold's 
 Sohrab and Rustum; Stevenson's Treasure Island. 
 
 Suggested for outside reading : Huckleberry Finn ; Mrs. Wiggs of the Cabbage 
 Patch; Poe's Adventures of Hans Pfaal; Rebecca of Sunnybrook Farm; Prince and 
 Pauper; Blackmore's Lorna Doone. 
 
 Composition work should be both oral and written. The written work should 
 be carefully criticised and rewritten. A bi-weekly theme carefully criticised is much 
 better than a weekly theme that the teacher does not read. Attention should be 
 given to letter writing, to correct habits of pronunciation and to spelling. 
 
 In this year grammar should be carefully reviewed and enlarged upon. The 
 pupils should now secure very accurate knowledge of grammatical constructions 
 
and grammatical analysis, because this knowledge is indispensable to right inter- 
 pretation of literature and correct expression of thought. 
 
 In the study of masterpieces as outlined above, those recommended for study 
 should be read carefully, and critically discussed by pupils before recitation in 
 class ; those recommended for outside reading should be reviewed in carefully 
 prepared papers that give evidence of close reading. It may be well sometimes to 
 have portions of the pieces assigned for outside reading studied in class. 
 
 About two-fifths of this year's work should be devoted to literature, two-fifths 
 to grammar and one-fifth to composition. 
 
 Second Year. — Recommended for study and practice: The Merchant of 
 Venice; Ivanhoe; Tennyson's Gareth and Lynette; First Bunker Hill Oration; The 
 Deserted Village. 
 
 Suggested for outside reading: David Copperfield; A Tale of Two Cities; 
 Innocents Abroad ; Leatherstocking Tales ; Captains Courageous. 
 
 Rhetoric and Composition: Half of a good rhetoric text should be thoroughly 
 mastered during this year. The teacher should make the rhetoric practical through 
 illustration and development of principles from classics studied and through care- 
 ful composition work. The pupil may very profitably find for himself in literature 
 illustrations of rhetoric principles. Some of the themes written should be on sub- 
 jects from life and others on subjects from literature. Particular attention should 
 be paid to description and narration. The masterpieces studied and read will 
 afford abundant material for teaching at least viewpoint and plan in description; 
 and for teaching setting, plot, development of character and delineation of char- 
 acter in narration. 
 
 Third Year. — Recommended for study and practice: Sir Roger de Coverley 
 Papers; Julius Caesar; Macaulay's Life of Johnson; Silas Marner. 
 
 Suggested for outside reading: Midsummer Night's Dream; The Vicar of 
 Wakefield; Master of Ballantrae; Cranford; The Lady of the Lake. 
 
 Rhetoric and Composition: The rhetoric text should be completed. Great 
 progress should be made in analysis, in outlining, in organization of complex ma* 
 terial. Particular attention should be paid to exposition and its elements. Every 
 pupil should be required to write and memorize for public delivery a debate and a 
 short oration. 
 
 Fourth Year. — Recommended for study and practice : Macbeth ; L'allegro and 
 II Pensoroso; Burke's Speech on Conciliation; Gray's Elegy; Sesame and Lilies; 
 The Idyls of the King. 
 
 - Suggested for outside reading: Vanity Fair; Pride and Prejudice; The 
 Scarlet Letter; As You Like It. 
 
 History of literature : It is recommended that a survey of the history of 
 English literature be made. The text studied should not be too long in order that 
 most of the time may be devoted to literature itself instead of the history of it. 
 
 Composition : The interest in composition should be sustained or even in- 
 creased during this year. In order that pride in good work may be encouraged, 
 students should be given every possible opportunity to read and to deliver from 
 memory their original papers. 
 
 Note I. — The rhetoric text should be completed in the second year of a two 
 or three-year high school course. The amount of reading may be proportionately 
 reduced. 
 
 Note II. — In a three-year high school course, the rhetoric text having been 
 completed in the second year, a text on history of English literature should be 
 studied during the third year. 
 
 Note III. — The Department of Education strongly recommends that all four- 
 year high schools require four years work in English. If, however, in some such 
 
high schools it is deemed advisable to require only three years of English, note 
 II holds good. In this event an elective course in English should be offered for 
 the fourth year. 
 
 Below is appended the list of College Entrance Requirements in English. Should 
 more masterpieces either for critical study or for outside reading be needed, they 
 should be chosen from this list. Moreover, the teacher should feel free to sub- 
 stitute pieces from this list for those in the outline above always with the pro- 
 viso that the piece substituted shall be of equal rank and of similar literary quali- 
 ties. 
 
 College Entrace Requirements in English. 
 
 For Reading, 1912. 
 
 I (two to be selected). Shakespeare's As You Like It; Henry V; Julius 
 Caesar; Merchant of Venice; Twelfth Night. 
 
 II (one to be selected). Addison's Sir Roger de Coverley Papers; Bacon's 
 Essays ; Bunyan's Pilgrim's Progress, Part I ; Franklin's Autobiography. . 
 
 III (one to be selected). Chaucer's Prologue; Goldsmith's Deserted Village ; 
 Palgrave's Golden Treasury (first series), books II and III; Pope's Rape of the 
 Lock; Spencer's Faerie Queene Selections. 
 
 IV (two to be selected). Blackmore's Lorna Doone; Dickens's Tale of Two 
 Cities; Eliot's Silas Marner; Mrs. Gaskell's Cranford; Goldsmith's Vicar of Wake- 
 field; Hawthorne's House of the Seven Gables; Scott's Ivanhoe; Scott's Quentin 
 Durward; Thackeray's Henry Esmond. 
 
 V (two to be selected). Carlyle's Heroes and Hero-Worship; DeQuincey's 
 Joan of Arc, and the English Mail-Coach; Emerson's Essays (selected); Irving's 
 Sketch Book, Selected Essays; Lamb's Essays of Elia (selected); Ruskin's 
 Sesame and Lilies. 
 
 VI (two to be selected). Arnold's Sohrab and Rustum; Browning's Se- 
 lected Poems ; Byron's Mazeppa, and Prisoner of Chillon ; Coleridge's Rime of 
 the Ancient Mariner ; Longfellow's Courtship of Miles Standish ; Lowell's Vision 
 of Sir Launfal; Macaulay's Lays of Ancient Rome; Palgrave's Golden Treasury 
 (first series), book IV; Poe's Poems; Scott's Lady of the Lake; Tennyson's 
 Gareth and Lynette, Lancelot and Elaine, The Passing of Arthur, and Princess. 
 
 For Reading, 1913-1915. 
 
 I. The Old Testament; the Odyssey, with the omission, if desired, of Books 
 I-V and XV-XVII ; the Iliad, with the omission, if desired, of Books XI, XIII-XV, 
 XVII, XXI ; the Aeneid. 
 
 II. Shakespeare's Merchant of Venice; Midsummer Night's Dream; As You 
 Like It; Twelfth Night; Henry the Fifth; Julius Caesar. 
 
 III. Defoe's Robinson Crusoe, Part I; Goldsmith's Vicar of Wakefield; either 
 Scott's Ivanhoe or Scott's Quentin Durward; Hawthorne's House of the Seven 
 Gables; either Dickens's David Copperfield or Dickens's Tale of Two Cities; 
 Thackeray's Henry Esmond; Mrs. Gaskell's Cranford; George Eliot's Silas Marner ; 
 Stevenson's Treasure Island. 
 
 IV. Bunyan's Pilgrim's Progress, Part I ; The Sir Roger de Coverley Papers 
 in the Spectator; Franklin's Autobiography (condensed); Irving's Sketch Book; 
 Macaulay's Essays on Lord Clive and Warren Hastings; Thackeray's English 
 Humorists; Selections from Lincoln; Parkman's Oregon Trail; either Thoreau's 
 Walden or Huxley's Autobiography and selections from Lay Sermons ; Stevenson's 
 Inland Voyage and Travels with a Donkey. 
 
 V. Palgrave's Golden Treasury (First Series), Books II and III; Gray's 
 
9 
 
 Elegy in a Country Churchyard and Goldsmith's Deserted Village; Coleridge's 
 Ancient Manner; Lowell's Vision of Sir Launfal; Scott's Lady of the Lake- 
 Byron s Childe Harold, Canto IV, and Prisoner of Chillon; Palgrave's Golden 
 
 I re ^ U 7 w? SerieS) ' B0 ° k IV; P ° e ' S Raven : Longfellow's Courtship of Miles 
 Standish; Whittier's Snow-Bound; Macaulay's Lays of Ancient Rome; Arnold's 
 Sohrab and Rustum; Tennyson's Gareth and Lynette, Lancelot and Elaine, and 
 I he Passing of Arthur; Browning, Selected Poems. 
 
 For Study, 1912. 
 In this group, Tennyson's Gareth and Lynette, Lancelot and Elaine, and The 
 Passing of Arthur are added as an alternative for Milton's Minor Poems. Burke's 
 Speech on Conciliation with America or Washington's Farwell Address and 
 Webster's First Bunker Hill Oration; Macaulay's Life of Johnson or Carlyle's 
 Essay on Burns; Shakespeare's Macbeth. 
 
 For Study, 1913-1915. 
 Shakespeare's Macbeth; Milton's L'Allegro, II Penseroso, and Comus; either 
 Burke's Speech on Conciliation with America or both Washington's Farewell Ad- 
 dress and Webster's First Bunker Hill Oration ; either Macaulay's Life of Johnson 
 or Carlyle's Essay on Burns. 
 
 Mathematics. 
 
 / Four Units May Be Offered. 
 
 Algebra. One and one-half units. Complete elements of Algebra and in ad- 
 dition, solution of simultaneous quadratics, chiefly by graphical processes, of higher 
 equations solved as quadratics, of probfems whose solution depends upon quadratics ■ 
 the formation of equations with given roots; the binomial theorem for positive in- 
 tegral exponents; practical use of logarithms; ratio and proportion and other 
 simple work on variation. For more detailed outline see the report of the com- 
 mittee of the State Teachers' Association, Joplin meeting, 1907. The text should 
 cover the ground in the best algebras, preferably the newer books which contain 
 work on graphs. Books which do not contain all the above mentioned material 
 may be sufficient for the first unit, but not for the unit and a half. 
 
 Algebra. One unit. A few schools prefer to require only one year of algebra 
 Such schools will do slightly less than is outlined above and will be approved for 
 one unit. 
 
 Algebra. Two units. In two year high schools it is usually best to give only 
 algebra and to spend two years on the subject. In such cases a very strong high 
 high school text should be selected and the work of the text should be completed 
 More work than is outlined above can be done in the two years. A more extended 
 study of imaginary quantities, the binomial theorem, and quadratic equations with 
 one and two unknowns can be given. Graphical work on quadratics should be 
 emphasized. Roots of equations and their relations thoroughly mastered. Some 
 work on progressions and variations can be given. Study the function. Make 
 graphs of problems in variation. 
 
 Plane Geometry. One unit. The work in Plane Geometry, in order to be ac- 
 ceptable, must cover a full year in some good text. It is recommended that strong 
 emphasis be placed on a very few of the most important theorems, such as the 
 congruence theorems, the similarity theorems, the Pythagorean theorem, etc., and 
 that the student be led to see that he need not remember many of the lesser 
 theorems provided he knows how to get them whenever he wants them by reference 
 to these larger theorems. The student should thus see that the logic of the subject 
 HS— 2 
 
10 
 
 plays a large part in assisting the memory and in relieving the memory from un- 
 necessary burdens. Original demonstrations should form an important part of the 
 work. It is recommended that informal proofs be accepted for some of the most 
 obvious theorems and that the notion of a strictly logical proof be developed 
 gradually as the student can be led to see the need for such proof. The theory 
 of limits and the proofs for the incommensurable cases may be omitted or only 
 briefly explained by the teacher. It is recommended that part of the year be 
 spent on the applications of Algebra to Geometry and of Geometry to Algebra. 
 
 Arithmetic. One-half unit. This half unit will not be approved unless it is 
 given after the completion of the elementary courses in Algebra and Geometry. 
 An extended variety of topics is by no means so desirable as a careful study of 
 the meaning of the simpler and more fundamental processes of Arithmetic, together 
 with application to problems drawn as widely as possible from Geometry, Physics, 
 Mensuration, and other subjects with which the student is already familiar. 
 Algebraic forms of thinking may well be used where these assist in understanding 
 the subject. In a large number of schools the pupils who take this work in Arith- 
 metic are planning to teach. In such cases quite a little attention may be given to 
 methods in Arithmetic. Such a book as Smith's The Teaching of Arithmetic, will 
 be very helpful. Some advanced text on Arithmetic should be used for this 
 work. A regular eighth grade text will not be satisfactory. 
 
 Algebra. Additional half unit. This half unit will not be approved unless it 
 is given after the completion of the elementary courses in Algebra and Geometry. 
 The spirit of the work offered for this half unit should be the same as that in- 
 dicated in the above outline for Arithmetic. In particular, the close relation of 
 Algebra to Arithmetic and Geometry should be emphasized. All the work sug- 
 gested above under two units should be done in this class. Some text desig- 
 nated "Advanced Algebra" or "Second Course in Algebra" should be used. 
 The same text used in the first and second years will not be satisfactory for 
 this work. 
 
 Solid Geometry. One-half unit. The work in Solid Geometry should cover 
 a full half year's work. The development of the student's space conception is a 
 valuable aim in the work, and it may well be aided by the construction and study 
 of models and by the experimental verification of theorems. 
 
 Trigonometry. One-half unit. This is supposed to cover a half year's work. 
 It should include the elementary notions, logarithms, functions of obtuse angles, 
 solution of right-angled triangles, some work in oblique triangles, and some 
 familiarity with the formulas involving two angles. 
 
 History. 
 
 Four Units May Be Offered. 
 
 The course of study recommended consists of a full year's work, five periods 
 a week of forty minutes each, in each of the four fields of history — Ancient, 
 Medieval and Modern, English, and American. In order to develop in the pupils 
 the sense of historical unity and growth, the course of study should be so planned 
 as to have one period or field succeed another in natural sequence. Accordingly, 
 the course should begin with a year's work in Ancient History and this be followed 
 by a second year devoted to Medieval and Modern History. The third year will, 
 naturally, be devoted to English History, and the fourth to American History and 
 Civil Government. If desired, English History may be given in the second year 
 and Medieval and Modern in the third year, without seriously affecting the con- 
 tinuity or value of the instruction. A reason for such transposition may be found 
 in the relative difficulty of the two courses, both from the teacher's and pupil's 
 standpoints. 
 
11 
 
 For a three years' course of study, Ancient History may be followed in the 
 second year by Medieval and Modern History, with attention to English History 
 as a part of the field, or by English History, with attention given to continental 
 European history, and in the third or fourth year American History, or American 
 History and Civil Government, should be studied. 
 
 A two years' course may comprise a year's work in Ancient History fol- 
 lowed by a year of Medieval and Modern History. Such a brief course, how- 
 ever, is not recommended, and accredited schools offering but two units should 
 make every effort to. add another year's work in history to their programme. 
 See Suggestions on History under second and third class high schools, pp. 
 4 and 5. 
 
 The following brief statements in regard to the several units will serve to 
 indicate the scope of the course and the type of text-books acceptable to the Uni- 
 versity. 
 
 (1) Ancient History. One unit. The completion of a careful and thorough 
 course of study extending over one entire school year in Oriental, Greek, and 
 Roman .history. 
 
 (2) Medieval and Modern History. One unit. A year's study of the history 
 , of the European nations and their development and institutions from the period of 
 
 the Germanic invasions to the close of the nineteenth century. 
 
 (3) English History. One unit. A thorough study of English political, govern- 
 mental, economic and social history extending through one full school year. 
 
 Note. — A half unit in English History will be given for a shorter course of 
 study based on less advanced texts. The half unit course is not recommended, 
 however, and it should be given only when it is impossible to devote a full year 
 to the subject. 
 
 (4) American History. One unit. This course should embrace a year of ad- 
 vanced work in American political, social and institutional history, with special 
 reference to the period since 1763. 
 
 Note. — A half-unit in American History will be given for a briefer, or half 
 year, course of an advanced character but less comprehensive in scope. Such a 
 course is not recommended, however, save in connection with the half-unit in Civil 
 Government. 
 
 Civil Government. 
 
 One-half Unit May Be Offered. 
 
 ' Course of Study. Systematic instruction in Civil Government should be post- 
 poned to the last year of the course of the secondary school. There is a distinct 
 advantage in this plan. If given in the earlier years the work would be largely 
 a review of what had been done in the last year of the elementary school. Still 
 more important is the consideration that the senior in the secondary school is a 
 much better subject for such instruction than are pupils in the first and second 
 years. He will be much more appreciative of the spirit and content of the course. 
 History is so essential to good results in the teaching of government that 
 credit will not be given for work in Civil Government unless it is preceded by 
 at least one-half year's work in American History. 
 
 Latin. 
 
 Four Units May Be Offered. 
 
 The student should acquire such a vocabulary and such a knowledge of in- 
 flections and syntax as to read readily simple Latin prose with accurate quantitative 
 pronunciation of the words. He should be carefully trained in reading Latin 
 
12 
 
 aloud, with proper emphasis and expression, and in rendering Latin into choice, 
 idiomatic English. In connection with the reading, there should be some practice 
 in writing Latin, and in making frequent written translations. Sight reading 
 should be made a frequent exercise. 
 
 The iirst year should be spent in thoroughly mastering the elements of the 
 language as given by such beginners' books as Bennett's, Collar and Daniell's, or 
 Pearson's. 
 
 During the second year, four books of Caesar's Gallic War should be read. 
 
 An equivalent of Nepos, Viri Romae or Eutropius may be substituted for one 
 book of Caesar, if the pupils need some simple Latin as a bridge. This is not 
 recommended. The reading should be accompanied by a careful and systematic 
 review of grammatical forms and by a study of the leading principles of syntax. 
 The latter should be impressed upon the pupil's mind by the translation into Latin 
 of English sentences, based upon the text read. One exercise a week should be 
 given entirely to this composition work, in which the marking of all long vowels 
 should be insisted on. 
 
 During the third year the following orations of Cicero are usually read : four 
 orations against Catiline, the oration for the Manilian Law, the oration for the 
 Poet Archias. Instead of these, an equivalent may be read in Sallust's Cataline or 
 Jugurtha. The grammar and composition work of the preceding year should be 
 continued. 
 
 It is recommended that the fourth year be begun by the reading of about a 
 thousand lines of Ovid's Metamorphoses. This is to be followed by five books of 
 Vergil's Aeneid. If desired the whole year may be devoted to reading six books 
 of the Aeneid. The technique of the Latin hexameter should be taught and its 
 rhythm should be felt as quantitative and not merely translated into an accentual 
 rhythm. 
 
 In connection with the reading of Latin, the mythology of the Greeks and 
 Romans and the life and history of the Roman People should be thoroughly taught. 
 
 Greek. 
 
 Three Units May Be Offered. 
 
 Read the suggestions on Latin. 
 
 The first year should be spent on a standard beginner's book, together with 20 
 or 30 pages of the Anabasis. 
 
 The second year should be based on the Anabasis. 75 or 100 pages of other 
 Attic Prose should be read with this work in the Anabasis, or if preferred, two 
 books of the Iliad may be read the last part of the second year. 
 
 The third year should be spent on the Orations of Lysias, the Apology and 
 Krito of Plato, and 3000 or 4000 lines of Homer. 
 
 German. 
 
 Three Units May Be Offered. 
 (1) The first unit should comprise: (a) Careful drill upon pronunciation, 
 (b) Systematic drill upon the elements of grammar, including the inflection of 
 the articles, the noun, the adjective, the pronoun, the verb, strong and weak; also 
 upon the use of the common prepositions, the simpler use of the modal auxiliaries 
 and elementary rules of syntax and word-order, (c) The reading of from 100 
 to 150 pages of easy texts, chiefly modern prose, with especial stress laid upon 
 acquiring a good working vocabulary, (d) Abundant practice (1) in oral and 
 written reproduction of the text, (2) in the memorizing of colloquial and idiomatic 
 phrases, and (3) in dictation. Thoroughness should be insisted upon rather than 
 quantity. Texts such as the following are recommended: (1) Guerber's Marchen 
 
13 
 
 und Erzdhlungen I, (2) Seeligmann's Altes und Neues, (3) Gluck Auf, (4) the 
 easiest of Grimm's Mdrchen. 
 
 (2) The second unit calls for about 300 pages of moderately difficult reading, 
 chiefly prose, with constant practice in oral and written reproduction of selected 
 portions ; also drill upon the more difficult chapters of grammar such as the passive 
 voice, use of cases with prepositions, verbs, adjectives, uses of tenses and modes 
 (especially the infinitive and subjunctive), likewise upon word-order, and word- 
 formation. Thoroughness should be insisted upon rather than quantity. The fol- 
 lowing texts are among those recommended : (a) For reading, Baumbach's Som- 
 mermdrchen and Waldnovellen, Leander's Trdumereien, Zschokke's Der zerbrochene 
 Krug, Das Wirtshaus zu Cransac, Storm's Immensee, Heyse's L'Arrabiata; (b) for 
 composition, Pope's Composition, Stern's Geschichten vom Rhein, Bacon's Im 
 Vaterland. 
 
 ($) The third unit calls for : (a) The reading of from 400 to 500 pages of 
 good modern prose stories and plays and the ability to use the language effectively 
 as a means of oral and written expression; (b) Abundant practice in the writing 
 of compositions. Among the texts recommended are Benedix' Der Prozess, Die 
 Hochzeitsreise,' Moser's Der Bibliothekar, Manley and Allen's Four German 
 Comedies, Storm's Der S chimmelr eiter , Riehl's Burg Neideck, Sudermann's Frau 
 Sorge, Freytag's Die J ournalisten, Helbig's Komodie auf der Hochschule, Schiller's 
 Wilhelm Tell. 
 
 French. 
 
 / . Three Units May Be Offered. 
 
 If only one modern language can be given, this should be German. In some 
 of the larger schools there may be a demand for French. The three units of 
 French, when offered, should be the equivalent of the three units in German. 
 
 Pedagogy. 
 
 One Unit May Be Offered. 
 Pedagogy should be offered only in such schools as are able to place a very 
 strong, skillful and enthusiastic teacher in charge of the work. A library con- 
 taining at least fifty dollars' worth of modern pedagogical books should be pro- 
 vided before offering the course in pedagogy. 
 
 PEDAGOGY. 
 
 I. Psychology. 
 
 As an introduction to the Course a brief study should be made of the more 
 important phases of consciousness. This study should not be highly technical, but 
 as simple and practical as possible. Among the problems to be considered may be 
 mentioned : 
 
 1. The relation of the nervous system and consciousness. 2. Attention. 3. 
 Sensation. 4. Perception. 5. Imagination. 6. Memory. 7. The organization of 
 experiences into concepts. 8. Judgment and reasoning. 9. The instincts, io.. 
 Emotions. 11. Volition. 12. Habit formation. 
 
 II. Management. 
 
 1. The Rural School, (a) Aim. (b) Equipment, (c) Financial support, 
 (d) The consolidation movement. 
 
 2. The Rural Teacher, (a) Ideal qualifications, (b) Legal requirements for 
 certification, (c) Proper attitude towards the School Board: Social life in the 
 
14 
 
 District; the County Superintendent; teachers' associations and other educational 
 •agencies. 
 
 3. Beginning the School, (a) Classifying pupils, (b) Making the daily pro- 
 gram, (c) Establishing other necessary routine, e. g. monitorial service, method 
 ■of calling classes regular and punctual attendance — applying the law of habit 
 formation. 
 
 4. School Discipline, (a) Prevention of misconduct, (b) Appropriate treat- 
 ment of wrong behavior, (c) School penalties, (d) Pupil self-government: (e) 
 Parallels between school and State government, (f) Moral influence of school 
 discipline. 
 
 5. Progress of Pupils, (a) Getting pupils to work: (1) Passive attention 
 secured by appeal to appropriate instincts; and (2) active attention, by use of 
 proper incentives; (3) Good lesson assignments, (b) Individual differences among 
 pupils: (1) Special problems of the very dull and very bright, (c) Individual 
 help: The Batavia System, (d) Promotion: (1) Bases of judgment; (2) Prob- 
 lem of retardation. 
 
 6. Some Social Relations, (a) Pupils dropping out of school: (1) numbers; 
 (2) causes; (3) remedies, (b) Co-operation of school and home, (c) Public 
 exercises of the school, (d) The school as a social center, (e) The social phases 
 of the recitation. 
 
 7. How to Use the Course of Study, (a) Correlation, (b) Alternation, (c) 
 Use of examination questions, (d) Graduation. 
 
 III. Method. 
 
 1. Kinds of lessons, (a) Inductive lessons, including the steps of preparation, 
 presentation, comparison, abstraction and generalization, and application, (b) De- 
 ductive lessons, including the steps of securing appropriate data, the discovery of 
 general principles involved, inferences and verification, (c) Drill lessons, (d) 
 Study lessons, (e) Recitation lessons, (f) Testing lessons. 
 
 2. School Room Technique, (a) Use of the doctrine of interest, (b) Study 
 of the doctrine of formal discipline, (c) The art of questioning, (d) The use of 
 text-books, (e) The use of the dictionary and library, (f) The study of the im- 
 portant principles in heating and ventilation, (g) Making the school room at- 
 tractive. 
 
 3. Course of Study. The subjects of the elementary school curriculum as 
 outlined in the State Course of Study should be taken up and studied in some 
 detail, using some such topics as the following: (a) History, (b) Values, (c) 
 What should be included, (e) Fundamental principles, (f) Important problems 
 of method peculiar to the subject. 
 
 4. Outdoor Problems. 
 
 1. The Organization of Play. 
 
 2. School Gardens. 
 
 .3. The Water Supply. 
 
 4. Keeping the School Yard in Good Order. 
 
 Note.— When the course is offered in connection with a well organized city 
 -system, it is highly desirable that the student should spend some time in the last 
 two or three weeks of the study in observing some good teaching throughout the 
 different grades in the school. This is especially needed in the matter of primary 
 work, for the reason that primary methods have been changing so rapidly in the 
 last few years. 
 
 Note II.— Schools that give only one-half of the year to pedagogy should con- 
 fine the work to management and methods, with special emphasis on the Missouri 
 Course of Study. Some schools that give one year to the subject may desire to 
 •omit psychology and spend the time on management and methods. 
 
15 
 
 Physics. 
 
 One Unit May Be Offered. 
 
 The work in physics consists of three very closely related parts ; namely, class 
 work, lecture-demonstration work and student laboratory work. Three periods a 
 week should be devoted to class or lectures-demonstration work, and two double 
 periods (80 minutes) to individual laboratory work by the pupil. The two periods 
 of laboratory work count as one of assigned work. 
 
 It is advisable that the student use a good laboratory manual separate from 
 the text-book. In the laboratory the student shall perform at least thirty in- 
 dividual experiments, and shall keep a careful note-book record of them. At least 
 twenty of these should involve numerical work and the determination of such 
 quantitative relations as may be expressed in whole numbers. Such quantitative 
 work should aim to foster the habit of thinking quantitatively, but should not at- 
 tempt to verify laws with minute accuracy nor to determine known physical con- 
 stants with elaborate apparatus. 
 
 Below is given a syllabus of experiments suggestive for the individual pupil, 
 tho the teacher is not expected to follow the order of topics in the syllabus 
 unless he wishes to do so. The starred topics are considered especially important. 
 The twenty quantitative experiments should not differ widely from those that are 
 starred. 
 
 Syllabus of Required Topics. 
 
 This list of required topics is not intended to include all the material for the 
 year's work. It is purposely made short, in order that each teacher may be free 
 to supplement it in a way that fits his individual environment. 
 *l. Weight, center of gravity. 
 *2. Density. 
 
 *3. Parallelogram of forces. 
 4. Atmospheric pressure; barometer. 
 *S. Boyle's Law; barometers. 
 6. Pressure due to gravity in liquids with a free surface; varying depth, 
 density, and shape of vessel. 
 
 *7. Buoyancy; Archimedes' principle. Specific gravity of bodies heavier 
 and lighter than water. 
 
 *8. Pascal's law; hydraulic press. 
 9. Work as force times distance, and its measurement in foot-pounds and 
 gram-centimeters. 
 
 . 10. Energy measured by work. 
 
 *u. Law of machines: work obtained not greater than work put in; efficiency. 
 *I2. Inclined plane. 
 *I3, Pulleys, wheel and axle. 
 
 13a. Pendulum. 
 *I4. Measurement of moments by the product of force times arm; levers. 
 
 15. Thermometers : Fahrenheit and Centigrade scales. Testing. 
 
 16. Heat quantity and its measurement in gram calories. 
 *I7. Specific heat. Linear expansion. 
 
 *i8. Evaporation; heat of vaporization of water. 
 
 *ip. Dew point; clouds and rain. 
 
 *20. Fusion and solidification; heat of fusion. Boiling point and pressure. 
 
 21. Heat transference by conduction and convection. 
 
 22. Heat transference by radiation. 
 
16 
 
 23. Qualitative description of the transfer of energy by waves. 
 
 24. Wave length and period of waves. 
 
 25. Sound originates at a vibrating body and is transmitted by waves in air. 
 *26. Pitch and period of sound. 
 
 *2"j. Relation between the wave length of a tone and the length of a string 
 
 or organ pipe. 
 
 *28. Resonance. 
 
 29. Beats. Number of vibrations of tuning fork. 
 
 *30. Reflection and its laws ; image in a plane mirror. 
 
 31. Rectilinear propagation of light; pin-hole camera. 
 
 *32. Refraction and its use in lenses; the eye, the camera. 
 
 *33. Prisms and dispersion. 
 
 34. Velocity of light. 
 
 35. Magnetic attractions and repulsions. 
 *36. Field of force about a magnet. 
 
 37. The Earth a magnet; the compass. 
 
 38. Electricity by friction. 
 
 39. Conductors and insulators. 
 
 *40. Simple galvanic cell. Battery grouping. 
 
 *4i. Electrolysis; definition of the Ampere. 
 
 *42. Heating effects; resistance; definition of the Ohm. Wheatstone bridge. 
 
 *43. Ohm's law; definition of the volt. 
 
 *44. Magnetic field about a current; electromagnets. Electric bell. 
 
 *45. Electromagnetic induction. 
 
 *46. Simple alternating current dynamo of one loop. 
 
 *47. Electromagnetic induction by breaking a circuit; primary and secondary. 
 
 48. Conservation of energy. 
 
 Chemistry. 
 
 One Unit May Be Offered. 
 
 Chemistry is an art as well as a science. Acquaintance with its elements in- 
 cludes ability to do certain things intelligently as well as to remember the bare 
 results of chemical changes. 
 
 It is considered more important that chemistry be treated in the high school 
 as an art rather than as a science. The art of chemistry consists in the practical 
 knowledge of the physical properties of all kinds of matter and the utilizing of 
 this knowledge in arranging intelligently the conditions before chemical change, 
 in noting all physical indications during experiment and distinguishing the significant 
 ones, and in interpreting the result of this observation. 
 
 The pupil finally should be taught to observe: 
 
 1. Manipulation — Properties of common apparatus in respect to structure, 
 
 material and condition. 
 
 2. Phenomena — Physical phenomena, their recognition, description, and 
 
 physical interpretation. 
 
 3. Application — The more strictly chemical application of the results. 
 
 A year's work in Chemistry shall consist of five periods a week, of which at 
 least two must be devoted to laboratory work, a laboratory period being under- 
 stood as covering a space of 80 minutes. 
 
 Notes should be made at the desk while the work is in progress and no 
 transcription should be permitted; neatness of the book may be sacrificed in this 
 way, but unless the notes are original records they are of no value as scientific 
 work. All calculations should appear in the note book, as unsatisfactory results 
 are often due to bad arithmetic. 
 
17 
 
 For most satisfactory laboratory instruction the teacher should not have in 
 charge more than sixteen workers at any one time. 
 
 Physical Geography. 
 
 One Unit May Be Offered. 
 
 In most of the better high schools the subject of physical geography is rapidly 
 becoming a laboratory science. This is as it should be, and no recognition or 
 approval will be given where only the text-book is used, and the laboratory is not 
 a most important supplement to the classroom work. 
 
 Some very definite work is required in order to do that which is accepted as 
 a unit in physical geography. The following outline includes only the most 
 essential facts and principles of physical geography: 
 
 I. The Earth as a Globe — Shape of earth; size; rotation; revolution; seasons 
 and their causes; magnetism; map projection explained. 
 
 , II. The Land — Changes in land areas and land forms ; plains ; plateaus ; 
 mountains ; volcanoes ; rivers ; lakes ; glaciers. 
 
 III. The Atmosphere — Temperature; pressure; circulation of atmosphere; 
 moisture; storms. 
 
 IV. The Ocean — Movement of ocean waters, waves, currents, tides; work of 
 ocean. 
 
 In order to study to advantage the above topics under the heading of "The 
 Land," topographic maps are recommended. Order these maps from the United 
 States Geological Survey, Washington, D. C. The topographic maps cost three 
 cents eacfy in lots of one hundred. The following list includes all maps mentioned 
 in the bulletin "A Unit in Physical Geography," published for free distribution by 
 the University of Missouri, Columbia. The maps that are starred are considered 
 essential. The number of copies of each map needed will depend upon the number 
 of pupils in the class and the plan of the work. There should be one map for each 
 two students, whether working in one section or more than one. 
 
 Simple Plain or Plateau. *Thibodeaux, Louisiana; * Fargo, North Dakota; 
 Bowling Green, Ohio; Conde, South Dakota; Chicago, Illinois. 
 
 Simple Mountain Range. *Harrisburg, Pa. ; Delaware Water Gap, New Jersey- 
 Penn. 
 
 Plain with Young Valleys. *Wilson, New York ; Fostoria, O. ; Dublin, O. 
 
 Mountains with Shallow Valleys. *Shasta, Calif. ; *Harpers Ferry, Maryland- 
 Virginia. 
 
 Plains with Well-Defined Valleys. *Palmyra, Mo. ; *Wicomico, Md. ; Olivet, 
 South Dakota. 
 
 Dissected Mountains. *Mt. Marcey, N. Y.; White Mountains, N. H. 
 
 Dissected Plains. ^Lancaster, Wis.; * Versailles, Mo.; Hazard, Ky. ; Ironton, 
 Ohio-Ky. 
 
 Past Mature Plains. *Clinton, Mo.; *Nevada, Mo.; *0'Fallon, Mo. 
 
 Plains with Hills and Valleys. *Warrenton, Va. ; Frederick, Maryland. 
 
 Plains with Hills. *Eagle, Wis. ; *Baldwinsville, N. Y. ; Oswego, N. Y. 
 
 Plains with Mountain Ridges and Valleys. *Harrisburg, Pennsylvania. 
 
 Maps of Valleys. Map of alluvial valley of the Mississippi river ; *Kansas City, 
 Mo. ; Wheeling, West Va.-Ohio ; *Niagara Falls, N. Y. ; *Harpers Ferry, Va.-Md. ; 
 *Albany, N. Y. ; ^Charleston, W. Va. ; Sullivan, Mo.; Marseilles, 111.; St. Louis, 
 Mo., east and west sheets. 
 
 Ponded Rivers. Norwich, Conn. ; Perch Lake, Mich. 
 
 Drowned Valleys. New London, Conn. ; *Saybrook, Conn. ; Washington, D. C. ; 
 *New York, N. Y. 
 
 H S— 3 
 
18 
 
 River Deposits (flood plains). *Marshall, Mo.; *St. Louis, Mo. -111. ; *Kansas 
 City, Mo. ; *Thibodeaux, La. ; Gibson, La. ; The alluvial valley of the Mississippi 
 river. 
 
 Maps of Recently Drained Lake Bottoms or Recently Uplifted Sea Bottoms. 
 * Fargo, N. D. ; Chicago, 111. ; Fostoria, O. ; Camden, N. J. ; Edenton, N. C. ; Trent 
 River, N. C. 
 
 Wind Deposits. *Kingsley, Kan. ; Brown's Creek and Camp Clarke, Neb. ; 
 *Provincetown, Mass. 
 
 Glacial Deposits. Moraines. *Eagle, Wis.; Charleston, R. I.; *Brooklyn, N. 
 Y. ; Plainfield, N. J. Drumbins. Oswego and *Baldwinsville, N. Y. ; Boston, Mass. ; 
 *Sun Prairie, Wis. ; Sand and Gravel Plains. Jonesville, Wis. ; *Plainfield, N. J. ; 
 Great Egg Harbor and Sandy Hook, N. J. ; Lynn and Boston Bay, Mass. 
 
 The following maps illustrate some of the erosive effects of glaciers, waves of 
 seas and lakes : 
 
 U -Shaped Valleys. Leadville, Colo, (the high valleys) ; Watkins and Ham- 
 mondsport, N. Y. 
 
 Fiords. Methow and Stehekin, Wash. ; Juneau, Alaska. 
 
 Lakes. Webster and Plymouth, Mass. ; Franklin and Paradox Lake, N. J. ; 
 Minneapolis, Minn. 
 
 Shore Cliffs. Sandy Hook, N. J. ; San Francisco, Cal. ; Boston Bay, Mass. 
 
 Volcanic Deposits. Cones; Mt. Shasta and Lassen Peak, Cal.; Mt. Tabor. New 
 Mexico. 
 
 Lava Plains and Plateaus. Modoc Lava Beds, Cal. ; Bisuka, Idaho. 
 
 Laccolite Mountains. San Rafael, Utah ; Henry Mountains, Utah. 
 
 Good Illustrative Maps. Dunlap, 111. ; Chattanooga, Tenn. ; Echo Cliffs, Ariz. ; 
 Disaster, Nev. ; Tooele Valley, Utah ; Hinton, W. Va. ; Pine Grove, Penn. 
 
 Charts: 
 
 Atlantic Ocean. 
 
 i. Sailing Charts, A, B, C, D, each $o . 50 
 
 2. General Charts of the Coast, Nos. 6, 7, 376, 11, 19, 21, each 50 
 
 3. Coast Charts, Nos. 105, 106, 120, 121, each 50 
 
 Pacific Ocean. 
 
 1. Sailing Chart, S 50 
 
 2. General Charts of the Coast, Nos. 550, 6000, 8100, 8200, each.... 50 
 
 3. Harbor chart, No. 5581 50 
 
 One set Tide Tables, Atlantic Coast; U. S. Coast and Geodetic Survey. . . 25 
 One set Tide Tables, Pacific Coast; U. S. Coast and Geodetic Survey. ... 25 
 For daily weather maps write U. S. Weather Bureau, St. Louis, Mo. 
 
 For apparatus necessary for the teaching of physical geography, see "Sug- 
 gestions for the 'equipment of laboratories." 
 
 Physiology. 
 
 One Unit May Be Offered. 
 Physiology should be preceded by a course in general biology or by an intro- 
 ductory course either in Zoology or in Botany. At least' two periods a week should 
 be given to laboratory demonstrations by the instructor and to dissections and ex- 
 periments performed by the student, always under careful supervision. In a high 
 school physiology course, a certain amount of time must be given to the anatomical 
 study of structures which are to be used later for physiological experiment and 
 demonstration. Careful notes and drawings of such structures should be pre- 
 served for use as guides in making physiological preparations. Full notes should 
 be taken of all demonstrations, also, and these notes should indicate the observa- 
 
19 
 
 tions made directly on living tissues and organs, and should show the results of 
 the study of mechanical records of experiments, such as muscular contractions, 
 etc. 
 
 In digestion, secretion, blood clotting and in the composition of tissues, the 
 elementary phases of physiological chemistry should be presented. Laboratory 
 notes, the original notes taken at the time of the experiments, are required. 
 
 Agriculture equipment, see Warren. 
 
 General Biology. 
 
 One Unit May Be Offered. 
 
 This course should be designed to present a general survey of biological 
 science, including the life processes, the activities, the adaptations, as well as the 
 structure of organisms, treated from the standpoint of their general relations. 
 General Biology is the study of the fundamental properties of living things, as 
 illustrated by a carefully selected series of both animal and plant. forms. 
 
 The laboratory work, guided by suitable directions, should precede text-book 
 work in this subject, and the pupil should be required to make careful drawings 
 ■ and notes on all observations. 
 
 Accurate observations of the records of the normal activities of living animals 
 and plants should be made wherever practicable, both in the laboratory and in the 
 field. 
 
 Simple experiments on the behavior of animals are very valuable, and should 
 be made if possible. 
 
 The , following series of forms for study is suggested: 
 
 (i) Amoeba; (2) Paramoecium or Vorticella; (3) Haematococcus ; (4) Yeast 
 Plant; (5) Spirogyra; (6) Hydra; (7) Mucor or Penicillium; (8) Earthworm; 
 (9) Crayfish; (10) Grasshopper; (11) Fern; (12) Fresh Water Clam; (13) Seeds 
 and seedlings; (14) Flowering Plant; (15) Frog, with metamorphosis. 
 
 Botany. 
 
 One Unit May Be Offered, 
 
 It is the desire that the suggestions here made will be ttnderstood as being 
 sufficiently elastic to give adequate recognition to all good courses in high school 
 botany, rather than to present a set line of procedure that must be followed by 
 all. The work that is done should meet the needs of the pupils regardless of 
 whether any work is to be done later in any higher institution of learning. Em- 
 phasis is placed upon both the quantity and quality of the work done, and upon 
 the preparation of the teacher, rather than upon the particular things that are to 
 be done. 
 
 The following topics are suggested : 
 
 I. General Studies with Seed Plants— (1) Morphology of seeds and seedlings, 
 with physiological studies; (2) Absorption and nutrition; (3) Growth — morph- 
 ology and functions of; (4) Roots; (5) Stems; (6) Leaves and buds; (7) Flowers 
 and fruits; (8) Pollination and seed development; (9) Winter conditions of 
 plants. 
 
 II. A Progressive Series of Types — A brief morphological study of (10) an 
 alga; (11) a fungus, (12) a moss, (13) a fern, (14) a conifer, (15) some flowering 
 plant. (16) Classification, or plant families in general. 
 
 III. Field Studies — (17) The relations of plants to each other and to their 
 environment — plant adaptations; (18) General economic consideration. 
 
20 
 
 Zoology. 
 
 One Unit May Be Offered. 
 
 A high school course in Zoology should have three objects: (i) To acquaint 
 the student with the common animals of his own neighborhood, with the adapta- 
 tions which these animals show to their environment, and with their habits and 
 economic importance. (2) To afford training in critical methods of making and 
 recording observations both by drawing and by writing, both in the laboratory and 
 in the field. (3) To teach enough of the interpretation of the observed facts that 
 the student may understand the current methods of interpretation from the morpho- 
 logical, physiological, and ecological standpoints. 
 
 The same methods of instruction should be followed as suggested for General 
 Biology. The following series of animals , is suggested: 
 
 (1) Protozoa (Amoeba, and Paramoecium or Vorticella) ; (2) Hydra; (3) 
 Starfish; (4) Earthworm; (5) Crayfish; (6) Grasshopper and other insects in 
 comparison; (7) Fresh-water Mussel or Snail; (8) Frog with metamorphosis; 
 (9) A bird, the Pigeon; (10) A Fish; (11) A Mammal, the Cat, or Rabbit. 
 
 Agriculture. 
 
 One Unit May Be Offered. 
 
 The work should consist of two parts, (1) individual laboratory and field 
 work and (2) recitations based upon the laboratory work, the text-book and as- 
 signed readings. Three periods a week should be given to the recitations and two 
 double periods a week to laboratory and field work. As a rule, the laboratory 
 work should precede rather than follow the recitation. Every school should have 
 a small plat of ground, a half acre or more, for a school farm and garden. It is 
 not essential that the topics be studied in the order given below. It is essential, 
 however, that the study of soils precede the study of plants, and that the problems 
 of farm management come last. 
 
 No special list of experiments is required. Each teacher should prepare a list 
 of at least sixty experiments. Practically every topic in the outline may be made 
 the basis of a profitable laboratory or field exercise. The outline here given is an 
 abbreviated statement of the one in the State University Bulletin, entitled A Unit 
 in Agriculture, by Joseph Dolliver Elliff. This circular, A Unit in Agriculture, 
 contains suggestions concerning the course of study, method of teaching and equip- 
 ment of laboratories and libraries, for teaching Agriculture in Accredited Schools. 
 It may be obtained free by addressing the Mailing Clerk, University of Missouri, 
 Columbia, Missouri. Part II of this circular is also published separately as a 
 pupils' laboratory manual in Agriculture, and copies of it may be secured free by 
 writing to the Secretary of the Committee on Accredited Schools, University of 
 Missouri, Columbia, Missouri. 
 
 The outline is as follows : 
 
 Farm Crops. — Corn, wheat, oats, the legumes, the grasses, potatoes, and other 
 crops of importance grown in the vicinity of the school. 
 
 The following topics for the study of corn will suggest the kind and amount 
 of work to be done in the study of any crop: (1) A grain of corn, an ear of corn, 
 a complete plant; (2) the three types and six principal varieties of corn; (3) corn 
 judging, use of score card; (4) how to select, store and test seed corn; (5) methods 
 of cultivation, preparation of soil, planting, cultivating and harvesting; (6) insect 
 enemies of corn and how to fight them; (7) corn, corn products, importance, value 
 and use. 
 
 The Soil. — (1) Origin, formation, composition and kinds of soil; (2) soil 
 
21 
 
 water, soil air, soil temperature, soil drainage; (3) meaning and method of tilling- 
 the soil. 
 
 Plant Propagation. — (1) Propagation by seeds; (2) propagation other than 
 by seeds. 
 
 Plant Growth. — (1) Conditions of plant growth; (2) principal elements of 
 plant food — soil-derived and air-derived. 
 
 Enemies of Plants. — (1) Insects — biting insects, sucking insects; (2) diseases 
 caused by certain bacteria as fire blight; (3) fungus diseases; (4) spraying to- 
 control insects and diseases. 
 
 Animal Husbandry. — (1) Origin, brief history, principal types and breeds of 
 horses, cattle, sheep, swine, poultry; (2) live stock judging, use of score card. 
 
 Feeding. — (1) Composition of foods, function of each constituent; (2) the 
 balanced ration. 
 
 Farm Management. — (1) Choice of farm; (2) the farm house; (3) other 
 farm buildings; (4) maintenance of soil fertility; (5) improvement of farm ani- 
 mals. 
 
 Additional Topics for Special Study. — (These may be selected according to 
 the dominant interests of the community.) (1) Any farm crops, as apples, 
 peaches, strawberries, cotton, tobacco; (2) dairying; (3) fertilizers; (4) farm 
 implements. 
 
 Economics. 
 
 One-half Unit May Be Offered. 
 
 The 'course in Economics should not be given earlier than the fourth year 
 in the high school. The subject-matter should include the leading facts and 
 principles of economics, such as division of labor, the factors of production, the 
 laws of diminishing returns, demand and supply, value and price, wages, interest, 
 rent and profit, credit, taxation, regulation of monopolies, and international trade. 
 One of the better grade of texts in current use such as those by Bullock, Clark, 
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 Written exercises are desirable. 
 
 Commercial Geography. 
 
 One-half Unit May Be Offered. 
 
 The object of this course is to discover the causes of the present territorial 
 distribution of industries and of the location of lines of communication and trans- 
 portation. It should treat in detail with reference to the United States, and in less 
 detail with reference to the outlying possessions of the United States and to the 
 most important commercial countries, the following topics: (1) the effect of 
 surface, soil, climate, etc., that is, the physical factor in commerce; (2) the in- 
 fluence of race, religion, education, commercial policies, etc., that is, the human 
 factor in commerce; (3) the effect of economic forces on production and com- 
 merce; (4) means of transportation and communication. The text-book should 
 be supplemented by map work and assigned readings. The census of manufactures 
 in the United States and other countries would form a valuable reference library, 
 both for the purpose of map work and assigned readings. 
 
 It is desirable that for purposes of illustrations samples of commercial staples, 
 lantern slides, stereopticon pictures, etc., should be freely employed ; and wherever 
 possible, that visits of inspection be made and informal lectures secured by ex- 
 perts in various industries. Commercial Geography should be preceded by Physical 
 Geography, in case both are given. 
 
22 
 
 In case a large number of the pupils taking this subject plan to teach; some 
 attention should be given to the pedagogy of geography. 
 
 For suggestions in library and laboratory equipment consult former editions 
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1 
 
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 1024. HANDBOOK OF UNITED STATES POLITICAL HISTORY. 
 
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 1025. HEROES AND HERO WORSHIP. Carlyle. Houghton. Lit. pp. 
 
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 1030. INSECT LIFE. Comstock. Appleton. Nat. One of the best books 
 
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33 
 
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 and others 1.75 1.32 
 
 1037. MAINE WOODS, THE. Thoreau. Crowell. Lit 35 24 
 
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 1054. Rembrandt. 
 
 1055. Michael Angelo. 
 
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 1060. Titian. 
 
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34: 
 
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 107 7. Stephen A. Douglas. Brown. 
 
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 1082. SHORT INTRODUCTION TO THE LITERATURE OF THE 
 
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 1083. SIDELIGHTS ON AMERICAN HISTORY. Elston. Macmillan. 
 
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 1090. STORIES FROM ENGLISH HISTORY. Warren. Heath. Hist. 
 
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 1091. STORIES FROM SCOTTISH HISTORY. Edgar. Crowell. Hist. 
 
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 1092. STORIES OF THE GREAT WEST. Roosevelt. Century. Lit. 
 
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 1093. STORY OF ART. Whitcomb. Dodd. An instructive story of art 
 
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 1094. STORY OF THE BIRDS. Baskett. Appleton. Sci. pp. 263. 
 
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 1095. STORY OF THE FISHES. Baskett. Appleton. Sci. pp. 297. 
 
 This book by a Missouri naturalist is very fine 75 C2 
 
35 
 
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 1096. STORY OF ROLAND. Baldwin. Scribner. Lit. pp.415 1.50 96 
 
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 Lit. pp. 322. A book very interesting to young people 1.25 82 
 
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