DucATioNAL Publication No. 98 Division of School Inspection No. 24 High School Reorganization 1925-26 ptjblishbd by The State Superintendent of Public Instruction Raleigh, N. C. of tfte Unibersiitp of Jgortf) Carolina Wbi^ tioolk toajs pregenteti Co SlC,o3.-n?:Xpt ■Bf Educational Publication No. 98 ' Division:of School Inspection No. 24 High School Reorganization 1925-26 published by The State Superintendent of Public Instruction Raleigh, N. C. Digitized by the Internet Arciiive in 2011 witii funding from Ensuring Democracy through Digital Access (NC-LSTA) http://www.archive.org/details/highschoolreorga1925nort TABLE OF CONTENTS PAGE , . -- 5 Introduction „ Reorganization of high schools. -- Suggested curricula for small liigh schools I. Three-teacher high school II. 4-A. Four-teacher high school . (Without Home Economics, Agriculture or Industrial Arts) 1 1 III. 4-B. Four-teacher high school (Including Smith-Hughes Home Economics)-.- 13 IV. 4-C. Four-teacher high school (Including two years Smith-Hughes Agriculture) - . - 16 V. 4-D. Four-teacher high school (Including two years Smith-Hughes Home Economics and two years Smith-Hughes Agriculture) - 18 VI. 5-A. Five-teacher high school (Without Home Economics, Agriculture, or Industrial Arts) 20 VII. 5-B. Five-teacher high school (Including Smith-Hughes Home Economics) : 22 VIII. 5-C. Five-teacher high school (Including four years Smith-Hughes Agriculture) 24 IX. 5-D. Five-teacher high school (Including Smith-Hughes Home Economics and Smith-Hughes Agriculture) - X. 6-A. Six-teacher high school (Without Home Economics, Agriculture, or Industrial Arts) 28 XI. 6-B. Six-teacher high school (With Smith-Hughes Home Economics and Smith-Hughes Agri- culture) XII. 6-C. Six-teacher high school (With Commercial Education) - ^3 Additional standards for accreditment. - - ^^ Training and certification of high school teachers o INTRODUCTION Extensive data, bearing on the high schoo situaUon - ^or^^^a o^^^^ existed in the school year 1923-24, were collected ^^^ tabulated fo. that yea- The^e facts bear on the organization and administration, the course of study tt^^ teachmg nroiam the schedule of recitations and the student activities of 571 high schools rwMch'approxiniately 55,000 pupils were enrolled ^he facts in han^the^ lu wiii>. FF school effort in the State at that time. 'T::^^:::^ii^:^^^^ ^^^^ teachers were called upon to teach in soTany fields that adequate preparation was impossible; that the Prin^^^e « nunn electives had been carried so far that there was a clear lack of contmmty ot work on thlpart of the students; and that the offerings in -arxy schools were so Ttensive and^varied as to make both economical administration and effective work 'Thete lacts were thoroughly studied from many angles and in the light of modem The college executives have been asked to make '^^f'^^^^^jT^^ZT'lv^^^^^^ reouirements and some of them have already made the modifications. All phases of thriil'zation scheme were presented to the College Comerence in Decem- ber 1925 This conference appointed a committee to consider the teacher traimng phases of the scheme. This committee has approved in principle the whole program but with certain reservations as to details Out of this extensive investigation and long «^^!^dy, followed by a series ot con ferences involving practically all the administrative «f^^^*^^2Tare preparing of high school work and all the institutions of higher learnmg that are PJ^eparing hgh school teachers, has been evolved this plan of simplification -d -r^^^^^^^^^^^^ This is not a plan that is suddenly proposed without due consideration, but one that is generally approved by all school officials who have ^o^^^^i^^-^d^J. It is reaUzed that there are still many difficulties m the way. Theie ^«^« doubt however, that if the spirit of co5peration shown so far by all P-^---^^^^^^^^^^^ be continued the.e difficulties can be fairly met and overcome, ^any modifications will doubtless be necessary, but they can be made, from time to t"ne^-^^the ne^^^^ becomes apparent. The general plan holds the promise of far-reachmg results. ItTnvoTves're whole scheme of rural education and an adequate high school op- po tu"^ for all the children of the rural districts. This plan involves the narrowing to some extent of the high school curriculum. When weighing the comparative value of exLsive foreign'language study against the value of home ec^--^^^^^ vocational agriculture, it seemed wise and proper to limit '^^^^^^Zl^ snhSs language offered in order that there might be more room for those other subjects which are so necessary in all rural high schools This simplification scheme also makes possible many ^f.^7^^^;. J', ^'.C^^^^ that the money so saved may be invested in a hif er type of -^trucUon to the end that all high school work will be more thorough and effective. This w dl W^^^^ higher degree of concentration in a few fields rather than a wide range of mdifferent effort. 6 High School Reorganization This bulletin is prepared in the belief that it will be of assistance to county boards of education, to county superintendents and to the high school principals and teachers in the rural high schools in making their schools serve better the purposes for which they were created. There is presented here a program of studies for the small high schools with from three to six teachers. Modified programs are suggested for different types of school within each class. Under the provisions of section 8 of the school code, I hereby approve the program of studies for each several class and type of school as set forth in these outlines. The budget for the vocational work is now made under the authority of sections 38 and 291 of the school law. If certain programs of study are adopted by the county boards of education, making home economics and agri- culture a part of the regular high school course of study, and if the number of teachers is kept within the number allowed by the average attendance for the previous year, the budget for this vocational work can be prepared under the provisions of 176-b. The teaching positions in all these fields are well defined. Teachers now em- ployed in these schools will find their work limited next year to two fields of instruc- tion. If a teacher expects to continue in this work she should at once begin further and definite preparation for the two fields in which she is employed to work. Sup- erintendents should insist that teachers begin at once this definite preparation to the end that they in a few years may be properly prepared to carry on the work as laid out. In employing new teachers, superintendents should insist from the outset that these teachers come with the specific preparation demanded by the work which they mean to undertake. I hereby ask the continued cooperation of all people interested in the development of rural high schools until we can offer a universal high school opportunity on a high level of efficiency to the boys and girls of the State. The work in both the Division of Certification and in the Division of Inspection in the State Department of Education is vitally affected by this reorganization. The directors of these two divisions, after many conferences with the representatives of the institutions of higher learning, with county superintendents, high school principals and teachers and others, have prepared this bulletin. State Superintendent Public Instruction. REORGANIZATION OF HIGH SCHOOLS Our public high schools are a development of the last twenty years. During this period high school after high school has been established; the enrollment has mounted year after year, as well as high school expenditures. The mere multiplication of high schools is no longer a primary educational concern of the State. Attention should now be put on increasing the efficiency of our high schools and on keeping their cost at the minimum. This calls for increased attention to internal organiza- tion and to the quality of instruction. If high school instruction is to be improved and high school cost is to be kept at the minimum, three agencies must work together: 1. County Boards of Educa- tion, county superintendents, and high school principals and teachers; 2. the State Department of Education through its Divisions of Certification and In- spection; and, 3. Teacher Training Institutions. 1. The chief responsibility for effecting these desired ends rests on county boards of education, county superintendents and high school principals for the following reasons: The high school program that can be undertaken by a community is determined by the number of high school teachers the community can pay for without sacrificing other educational interests, particularly the elementary school. For example, if a community can pay for only three high school teachers, then the high school curriculum adopted should be such as can be carried by three teachers. Similarly if a community can pay for only four high school teachers, then the cur- riculum adopted should be such as can be carried by four high school teachers. The high school curriculum to be adopted in each instance is thus to be determined by the number of teachers that can be employed. While the Division of Certification has safeguarded high school instruction through requiring coUege preparation of high school teachers, there has been no guarantee that teachers preparing, for example, to teach EngUsh would find places to teach English. However carefully high schools are organized there will always be a few misfits, but if our high schools are to do the work they should do it ought to be possible for teachers to prepare for given kinds of school work and then be able to pursue the work for which they have made preparation. The main responsibiUty for effecting this desired end rests again with the local employing and adminis- trative agencies. When a given curriculum has been adopted it should be continued in force for a considerable period and the teaching work called for should be so organized as to provide reasonable and continuous teaching positions. It follows that the teachers employed should be teachers whose preparation quahfies them to carry forward the work of the several teaching jobs within the given school. 2. The second agency involved in the reorganization of our high schools is the State Department of Education, through its Divisions of Certification and In- spection. The law places the responsibility on the State Superintendent of ap- proving high school curricula. Accordingly the following curricula, approved by the Superintendent of Public Instruction, have been prepared for high schools of different sizes and the adoption of some one of these curricula, varying with the number of high school teachers employed and the needs of the given community, is recommended to the local administrative agencies. In connection with each curriculum a desirable organization of the school is suggested and the teaching jobs in that school are indicated. 8 High School Reorganization The law imposes upon the Division of Certification the certification of high school teachers. It, therefore, devolves on this Division to require hereafter such prepara- tion of high school teachers as will qualify them' to undertake the different types of school work called for by the various high school curricula and types of organization recommended. Accordingly, it is contemplated that teachers will be certified for specific kinds of school work only. By so doing the training of teachers will be related to the actual teaching jobs as these exist in the high schools of the State. 3. The third agency involved in the reorganization of our high schools is our teacher training institutions. With local administrative and supervisory agencies adopting curricula and providing different and continuous teaching positions in our high schools, with the Division of Certification requiring definite preparation for each different type of high school position, the task of our teacher training insti- tutions is clear. It is incumbent on them to offer such training as will qualify teachers to meet the new certification requirements and at the same time to meet the duties of the teaching jobs to be found in the high schools of the State. With these three agencies working together our high schools can be kept at a minimum cost and their efficiency can be increased. The responsibility of each of these three agencies is great and the success of the proposed reorganization of our high schools depends on how each of these agencies meets its responsibility. Director of Division of School Inspection. April 20, 1926. SUGGESTED CURRICULA FOR SMALL HIGH SCHOOLS The following curricula are suggested for high schools ranging from 3 ^o 6 teachers^ These currilula will meet the needs of the great majority of the high schools of the l.te In hSh Tchoo^s having more than six teachers the needs of such schools are S b met bythe adlion of new lines of instruction; ^^r ^^^f'J^r^rX^l into such schools of Smith-Hughes trade work, music, the fine arts and physical education, each calUng for a teacher of high special trammg. I. THREE-TEACHER HIGH SCHOOL (Average Daily Attendance, 45) A. Suggested Four- Year Curriculum First Year English I Mathematics I— Arith- metic and Algebra- - History I — Community Civics Science I— General Periods Credits Second Year Periods Credits Enghshll 5 5 Mathematics II— Alge- bra 5 ^ History II— Modern European ^ ^ Science II— Biology 7 5 22 20 22 20 Third Year Enghsh III Latin I or French I Electives (two): Mathematics III — Plane Geometry Science III— Physical Geography M, ■ Industrial and Com- mercial Geography K History III— Ancient and Medieval Periods Credits Fourth Year English IV Latin II or French II- - History IV— United States History Science IV— Physics. . Periods Credits 20 or 22 20 22 20 B. Suggested Organisation Teacher A English I English II Enghsh III or IV Latin I or French I-- Latin II or French II- Periods Per Week 5 5 5 5 5 Teacher B History I History II History III or IV- Mathematics I — Mathematics II-- 25 Periods Per Weeh 5 5 5 5 5 25 10 High School Reoeganization Teacher C Science I Science II Science III or IV- Mathematics III- Periods Per Week 7 7 7 5 26 One of the teachers employed should have specialized in English and Latin or in English and French; one, in History and a second field. The school may elect to teach either Latin or French, but a high school of this size should not offer both Latin and French. C. Suggested Daily Schedule Pebiods Teacher A Teacher B Teacher C 8:45-9:00 OPENING EXERCISES 9:05-9:50 Latin I or French I History II Science I Recitation, M. W. F. Laboratory, T. T. 9:55-10:40 English III or IV Mathematics II Science I Laboratory, T. T. 10:45-11:30 History I Science III or IV Recitation, M. W. F. Laboratory, T. T. 11:35-12:20 English II Mathematics I Science III or IV Laboratory, T. T. 12:20-1:00 NOON RECESS 1:05-1:50 English I History III or IV Science II Recitation, M. W. F. Laboratory, T. T, 1:55-2:40 Latin II or French II Science If Laboratory, T. T. 2:45-3:30 Mathematics III High School Reorganization 11 Each recitation period must be 50 minutes in length with 45 minutes in the clear, allowing 5 minutes for changing classes. It is necessary to have 45 minutes for actual class work in each recitation period in order that a subject may count a unit, which is 120 clock hours. The hour for opening school is merely suggestive. In some communities it may be desirable to begin the school day at 8:30. In this case, allowing 15 minutes for opening exercises, and providing for 50 minutes in each recitation period with 45 minutes for actual class work and a five minute intermission between class periods, the school day will close at 3:30. It is seen from the above schedule that the first period is from 9-9:50; the second from 9:50-10:40; the third from 10:40-11:30; the fourth from 11:30-12:20; the fifth from 1-1:50; the sixth from 1:50-2:40; the seventh from 2:40-3:30. II. 4 A FOUR- TEACHER HIGH SCHOOL (Average DaUy Attendance 70) A. Suggested Four- Year Curriculum (Without Home Economics, Agriculture, or Industrial Arts) The curriculum suggested for a fomr-teacher high school without home economics, agriculture, or industrial arts is the same as that suggested for the three-teacher high school. The additional teacher is required to care for the additional enroll- ment; hence, the offering can be no larger in a four than in a three-teacher high school. A four-teacher high school following the same curriculum may, however, be organized somewhat differently. First Year Periods Credits Second Year Periods Credits English I 5 5 English II 5 5 Mathematics I — Arith- Mathematics II — Alge- metic and Algebra.. 5 5 bra 5 5 History I — Community History II — Modern Civics 5 5 European 5 5 Science I — General 7 5 Science II — Biology 7 5 22 20 22 20 Third Year Periods Credits Fourth Year Periods Credits Enghsh III 5 5 5 5 EngUsh IV. - - - 5 5 5 Latin I or French I* Latin II or French II. 5 Electives (two): Mathematics III — Plane Geometry Science III — Physical Geography 3^ Industrial and Com- 5 5 History IV— United States History Science IV — Physics .. 5 7 5 5 mercial Geography 3^ History III — Ancient and Medieval 7 5 5 5 20 or 22 20 22 20 *Only one foreign language, either Latin or French, may be offered in four-teacher high schools. 12 High School Reoeganization B. Suggested Organization Periods Per Teacher A Week EngUshIB . 5 English II 5 English III 5 English lY 5 Latin I or French I 5 Latin II or French II 5 Periods Per Teacher B Week History I (2 sections) 10 History II 5 History III 5 History IV 5 English I A 5 Teacher C Mathematics I (2 sections). Mathematics II Mathematics III Science IV 30 Periods Per Week 10 5 5 7 Teacher D Science II Science III Science I (2 sections). 30 Periods Per Week 7 7 14 27 28 High school principals and teachers should assist pupils in every possible way to make wise choice of electives. Electives should be chosen in view of the pupil's career. If the pupil expects to enter college he should elect those subjects that will be needed in meeting college entrance requirements. C. Suggested Daily Schedule Periods Teacher A Teacher B Teacher C Teacher D 8:45-9:00 OPENING EXERCISES 9:05-9:50 English III History II Science IV Laboratory, "M. W. Science I A Recitation, M. W. F. Laboratory, T. T. 9:55-10:40 Latin I or French I History I B Science IV Laboratory, M. W. Recitation, T. T. F. Science I A Laboratory, T. T. 10:45-11:30 English IV History I A Mathematics I B Science II Recitation, T. T. F. Laboratory, M. W. 11:35-12:20 History III Mathematics I A Science II Laboratory, M. W High School Reorganization C. Suggested Daily Schedule-Continued 13 12:20-1:00 NOON RECESS 1:05-1:50 English II History IV Mathematics III Science I B Recitation, M. T. T. Laboratory, W. F. 1:55-2:40 Latin II or French II English I A Mathematics II Science I B Laboratory, W. F. Science III Laboratory, T. T. 2:45-3:30 English I B Science III Laboratory, T. T. Recitation, M. W. F. For suggestions relative to length of recitation periods see daily schedule for three-teacher school. If a longer lunch period or noon recess is desired, the time for beginning the fifth period can be arranged accordingly. III. 4-B FOUR-TEACHER HIGH SCHOOL (Average Daily Attendance 70) A. Suggested Four- Year Curriculum (Including Smith-Hughes Home Economics) First Year Periods Credits Second Year Periods Credits English I 5 5 English II 5 5 Mathematics I — Arith- Mathematics II — Alge- metic and Algebra. _ 5 5 bra 5 5 History I — Community Electives (two): Civics 5 5 History II — Modern Home Economics I 10 5 European 5 5 or Home Economics II 10 5 Science I — General 7 5 Science II— Biology 7 5 22 or 25 20 22-27 20 14 High School Reorganization Third Year Periods Credits Fourth Year Periods Credits EngUshlll - Latin I or French I* 5 5 EngUsh IV 5 5 5 5 Latin II or French II _ 5 5 Electives (two): History IV— United Mathematics III — States History 5 5 Plane Geometry 5 5 Science lV — Physics. . 7 5 Science III — Physical Geography K, Industrial and Com- mercial Geography 3^ 7 5 History III — Anc- ient and Medieval _- 5 5 20-22 20 22 20 B. Suggested Organization Periods Periods Teacher A Per Week Teacher B Per Week English I A . 5 History I (2 sections). 10 English II 5 History II 5 English III . 5 History III 5 EngUsh IV 5 History IV . 5 Latin I and II __ __ 10 English IB . . 5 or French I and II 10 30 30 Periods Teacher C Per Week Mathematics I (2 sections).. 10 Mathematics II 5 Mathematics III 5 Science III 7 Science IV 7 Periods Teacher D Per Week Science I 7 Science II 7 Home Economics I 10 Home Economics II 10 34 34 *A four-teacher school following this curriculum should o ffer oiily one foreign language, either French or Latin. High School Reorganization C. Suggested Daily Schedule 15 Periods Teacher A Teacher B Teacher C Teacher D ::45-9:00 OPENING EXERCISES 9:05-9:50 English II History IV Science III Recitation, M. W. F. Laboratory, T. T. Home Economics I 9:55-10:40 History II Science III Laboratory, T. T. Science IV Laboratory, W. F. Home Economics I 10:45-11:30 English I A English I B Science IV Laboratory, W. F. Recitation, M. T. T. Home Economics II 11:30-12:20 Latin I or French I History I A Mathematics I B Home Economics II 12:20-1:00 NOON RECESS 1:05-1:50 Latin II or French II History III Mathematics II Science I Recitation, M. W. F. Laboratory, T. T. 1:55-2:40 English IV Mathematics III • Science I Laboratory, T. T. Science II Laboratory, M. W. 2:45-3:30 English III History I B Mathematics I A Science II Laboratory, M. W. Recitation, T. T. F. For suggestions relative to length of recitation periods see daily schedule for three-teacher school. 16 High School Reorganization IV. 4-C FOUR-TEACHER HIGH SCHOOL (Average Daily Attendance 70) A. Suggested Four- Year Curriculum (Including Two Years of Smith-Hughes Agriculture) First Year English I 5 Mathematics I — Arith- metic and Algebra _ _ 5 History I — -Com- munity Civics 5 Agriculture I 10 or Science I — General 7 Periods Credits 22 or 25 20 Second Year English II 5 Mathematics II — Alge- bra 5 Electives (two): History II — Modern European 5 Agriculture II 10 Science II — Biology.-.. 7 Periods Credits 22-27 20 Third Year English III Latin I or French I* Electives (two): Mathematics III — Plane Geometry Science III — -Physical Geography }/2, Industrial and Com- mercial Geography 3^ History III — Ancient and Medieval Periods Credits 20 or 22 20 Fourth Year English IV Latin II or French II.. History IV — United States History Science IV — Physics Periods Credits 22 20 B. Suggested Organization Teacher A English I A English II English III EnghshlV Latin I and 11.. or French I and II. Periods Per Week 5 5 5 5 10 10 Teacher B History I (2 sections). History II History III History IV EngUsh IB Periods Per Week 10 30 30 ' A iTosiNteaelMie eebool following this ourriculiuD should offer only one ioreisD language, either French or Lati Hicii School Ricokcanization 17 Periods Teacher C Per Week Mathematics I (2 sections), _ 10 Mathematics II 5 Mathematics III 5 Science III 7 Science IV 7 Teacher D Science I Science II Agriculture I-- Agriculture II- Periods Per Week 7 7 10 10 34 C. Suggested Daily Schedule 34 Periods Teacher A Teacher B Teacher C OPENING exercises 9:05-9:50 English II History IV Science III Recitation, M. W. F. Laboratory, T. T. Agriculture I 9:55-10:40 History II Science III Laboratory T, T. Science IV Laboratory, W. F. Agriculture I 10:45-11:30 English I A English I B Science IV Laboratory, W. F. Recitation, M. T. T. Agriculture II 11:35-12:20 Latin I or French I History I A Mathematics I B Agriculture 11 NOON RECESS 1:05-1:50 Latin II or French II History III Mathematics II Science I Recitation, M. W. F. Laboratory, T. T. 1:55-2:40 English rV Mathematics III Science I Laboratory, T. T. Science II Laboratory, M. W. 2:45-3:30 English ni History I B Mathematics I A Science II Laboratory, M. W. Recitation, T. T. P. For suggestions relative to length of recitation periods see daily schedule for three-teacher school. 18 High School Reorganization V. 4-D FOUR-TEACHER HIGH SCHOOL (Average Daily Attendance 70) A. Suggested Four- Year Curriculum (Including Two Years of Smith-Hughes Home Economics and Two Years of Smith-Hughes Agriculture) First Year English I 5 Mathematics I — Arith- metic and Algebra _ _ 5 History I — Community Civics 5 Home Economics I 10 or Agriculture I 10 Periods Credits Second Year English II 5 Mathema ics II — Alge- bra 5 Science II — Biology 7 Home Economics II 10 or Agriculture II 10 Periods Credits 25 20 27 20 Third Year EngUshlll Mathematics III — Plane Geometry or History III — Ancient and Medieval Latin I or French I*_ _ History II — Modern European Periods Credits Teacher A English I B... English II English III.... English IV Latin I and II- Fourth Year English IV Latin II or French II _ History IV— United States History Science IV — Physics Periods Credits 20 20 22 20 B. Suggested Organisation Periods Per Week 5 5 5 5 10 Teacher B History I (2 sections). History II History III History IV English I A Periods Per Week 10 5 5 5 5 French I and II. 10 30 30 Teacher C Mathematics I (2 sections). Mathematics II Mathematics III Agriculture I or Agriculture II Periods Per Week 10 5 5 10 10 30 Teacher D Science II Science IV Home Economics I. Home Economics II. Periods Per Week 7 7 10 10 34 ' A four-teacher school following this curriculum should offer one foreign language, either Latin or French. High School Reorganization C. Suggested Daily Schedule 19 Periods Teacher A Teacher Teacher C Teacher D 8:45-9:00 opening exercises 9:05-9:50 English III History IV Agriculture I or II Home Economics II 9:55-10:40 English IV History III Agriculture I or II Home Economics II 10:45-11:30 English I B Mathematics III Home Economics I 11:35-12:20 Latin I or French I History I A Mathematics II Home Economics I 12:20-1:00 NOON RECESS 1:05-1:50 Latin II or French I] History I B Mathematics I A Science II Recitation, M. W. F. Laboratory, T. T. 1:55-2:40 English I A Science II Laboratory, T. T. Science IV Laboratory, M. W. 2:45-3:30 English II History II Mathematics I B Science IV Laboratory, M. W. Recitation, T. T. F. For suggestions relative to length of recitation periods see daily schedule for three-teacher school. 20 High School Reorganization VI. 5-A FIVE-TEACHER HIGH SCHOOL (Average Daily Attendance 100) A. Suggested Four-Year Curriculum (Without Home Economics, Agriculture, or Industrial Arts) First Year English I Mathematics I — Arith- metic and Algebra. _ History I — Community Civics Science I — General or Latin I Periods Credits 20 or 22 20 Second Year Enghsh II Mathematics II — Alge- bra Science II — Biology History II — Modern European or Latin II Periods Credits 22 20 Third Year Periods Credits English III 6 5 Electives (three): Mathematics III — Plane Geometry 5 5 Science III — Physical Geography J^, Industrial and Com- mercial Geography H 7 5 History III — Ancient and Medieval 5 5 Latin III 5 5 French I* 5 5 20 or 22 20 Fourth Year Periods Credits English IV 5 5 United States History IV 5 5 Electives (two): Science IV — Physics 7 5 Latin IV 5 5 French II 5 5 B. Suggested Organisation Periods Teacher A Per Week EngUshll 5 English III 5 Enghsh IV 5 French I 5 French II 5 20 or 22 20 Periods Teacher B Per Week Latin I 5 Latin II ^ 5 Latin III 5 Latin IV 5 Enghsh I (2 sections) 10 25 30 Periods Teacher C Per Week History 1(2 sections) 10 History II 5 History III 5 History IV 5 25 Periods Teacher D Per Week Mathematics 1 (2 sections)-- 10 Mathematics II 5 Mathematics III 5 20 ' A student not taking Latin in the first and second years must elect French in the third and fourth years. High School Reorganization 21 . Teacher E Science I Science 11, _ Science III_. Science IV-- Periods Per Week 7 7 7 7 28 Principals and teachers should assist pupils in choosing electives. It is increas- ingly necessary in this curriculum since the range of electives is wider than in smaller schools. C. Suggested Daily Schedule Periods Teacher A Teacher B Teacher C Teacher D Teacher E 8:45-9:00 OPENING EXERCISES 9:0.5-9:50 English II 1 Latin IV Mathematics III Science I Recitation, M. W. F. Laboratory, T. T. 9:55-10:40 English III Latin II History IV Science I Laboratory, T.T. 10:45-11:30 Latin I History III Science II Recitation, M.W.F. Laboratory, T. T. 11:35-12:20 EngUsh IV Latin III History I A Mathematics IB Science II Laboratory, T. T . 12:20-1:00 NOON RECESS 1:05-1:50 French II English I A History II Science III Recitation, M.W.F. Laboratory, T. T 1:55-2:40 English I B Mathematics II Science III Laboratory, T. T Science IV Laboratory, M. W. 2:45-3:30 French I History I B Mathematics lA Science IV Laboratory, M. W. Recitation, T. T. F. For suggestions relative to length of recitation periods see daily schedule for three-teacher school. 22 High School Reorganization VII. 5-B FIVE-TEACHER HIGH SCHOOL (Average Daily Attendance 100) A. Suggested Four- Year Curriculum (Including Smith-Hughes Home Economics) First Year Periods Credits Second Year Periods Credits English I 5 5 English II 5 5 Mathematics I— Arith- Mathematics II— Alge- metic and Algebra. _ 5 5 bra 5 5 History I— Community Science II— Biology 7 5 Civics 5 5 History II — Modern Science I— General 7 5 European 5 5 or or Home Economics I 10 5 Home Economics II.-. 10 5 22 or 25 20 Third Year Periods Credits Enghsh III - . - - - 5 5 Latin I or French I* 5 5 Electives (two): Mathematics III — Plane Geometry 5 5 Science III — Physical Geography H, Industrial and Com- mercial Geography }4 7 5 History III — Ancient and Medieval 5 5 22 or 27 20 Fourth Year Periods Credits English IV 5 5 United States History IV 5 d Science IV — Physics 7 5 Latin II or French II*. 5 5 20 or 22 20 B. Suggested Organization 22 20 Teacher A English 1 (2 sections). English II EngUshlV Latin I or French I . . Latin II or French II. Periods Per Week 10 5 5 5 Teacher B Science I Science 11. _, Science HI.. Science IV.. Periods Per Week 7 7 7 7 30 28 Periods Teacher C Per Week History I (2 sections) 10 History II 5 History III 5 History IV 5 English III 5 30 Periods Teacher D Per Week Mathematics I (2 sections). _ 10 Mathematics II 5 Mathematics III 5 20 ' A five-teacher school following this curriculum should offer only one foreign language, either Latin or French. High School Reorganization 23 Teacher E Home Economics I. Home Economics II. Periods Per Week 10 10 20 C. Suggested Daily Schedule Periods Teacher A Teacher B Teacher C Teacher D Teacher E 8:45-9:00 OPENING EXERCISES 9:05-9:50 English IV Science I Recitation M. W. F. Laboratory, T.T. Mathematics III Home Economics II 9:55-10:40 Latin I or French I Science I Laboratory, T.T. History IV Home Economics II 10:45-11:30 Latin II or French II Science II Recitation, M. W. F. Laboratory, T. T. History III Home Economics I 11:35-12:20 Science II Laboratory, T. T. EngHsh III Mathematics lA Home Economics I 12:20-1:00 NOON RECESS 1:05-1:50 English I A Science III Recitation, M. W. F. Laboratory, T. T. History II Mathematics IB 1:55-2:40 English I B Science III Laboratory, T.T. Science IV Laboratory, M.W History I A Mathematics 11 2:45-3:30 English II Science IV Laboratory, M.W Recitation, T. T.F. History I B For suggestions relative to length of recitation periods see daily schedule for three-teacher school. 24 High School Reorganization VIII. 5-C FIVE-TEACHER HIGH SCHOOL (Average Daily Attendance 100) A. Suggested Four- Year Curriculum (Including Four Years of Smith-Hughes Agriculture) First Year English I 5 Mathematics I — Arith- metic and Algebra. . 5 History I — Community Civics 5 Science I — General 7 or Agriculture I 10 Periods Credits Second Year English II 5 Mathematics II — Alge- bra 5 Science II — Biology 7 History II — Modern European . 5 or Agriculture II 10 Periods Credits 22 or 25 20 25 or 27 20 Third Year English III 5 Agriculture III or 10 Latin I or French I* 5 Electives (two): Mathematics III — Plane Geometry 5 Science III — Physical Geography ]4, Industrial and Com- mercial Geography 3^2 7 History III — Ancient and Medieval 5 Periods Credits 5 Fourth Year Periods Credits English IV 5 5 United States History IV 5 5 Science IV — Physics 7 5 Latin II or French II*_ 5 5 or Agriculture IV 10 5 20-27 20 B. Suggested Organization Periods Teacher A English I (2 sections). Enghshll English IV Latin I or French I _ _ Latin II or French II. Per Week 10 5 5 5 Teacher B Science I Science II.. Science III . . Science IV-- 22 or 27 20 Periods Per Week 7 7 7 7 30 28 Periods Teacher C Per Week History I (2 sections) 10 History II 5 History III 5 History IV 5 English III 5 30 Periods Teacher D Per Week Mathematics I (2 sections). . 10 Mathematics II 5 Mathematics III 5 20 ' A five-teacher school following this curriculum should offer only one foreign language, either Latin or French. High School Reorganization 25 Periods Teacher E Per Week Agriculture I and II 10 Agriculture III and IV 10 20 C. Suggested Daily Schedule Periods Teacher A Teacher Teacher C Teacher D Teacher E 8:45-9:00 OPENING EXERCISES 9:00-9:50 English I B Science III Recitation, M.W.F. Laboratory, T. T. Agriculture I and II 9:55-10:40 English IV Science III Laboratory. T. T. History II Mathematics IB Agriculture I and II 10:45-11:30 Latin I or French I Science II Recitation M.W.F. Laboratory, T. T. History I B Mathematics I A Agriculture III and IV 11:35-12:20 Latin II or French II Science II Laboratory, T. T. History I A Agriculture III and IV 12:20-1:00 NOON RECESS 1:05-1:50 English II Science I Recitation M.W.F. Laboratory, T. T. History IV Mathematics III % 1:55-2:40 Science I Laboratory, T. T. Science IV Laboratory M.W. History III Mathematics II 2:45-3:30 English I A Science IV Laboratory, M.W. Recitation T. T. F. English III For suggestions relative to length of recitation periods see daily schedule for thre&-teacher school. 26 High School Reorganization IX. 5-D FIVE-TEACHER HIGH SCHOOL (Average Daily Attendance 100) A. Suggested Four- Year Curriculum (Including Smith-Hughes Home Economics and Smith-Hughes Agriculture) First Year English I_ Mathematics I — Arith- metic and Algebra- - History II — Modern European Home Economics I Periods Credits 5 10 Agriculture I 10 25 20 Second Year English II Mathematics II — Alge- bra Science II — Biology Home Economics II- _ Periods Credits 5 7 10 Agriculture II 10 25 20 Third Year EngUshlll Latin I or French I* Periods Credits Agriculture III 10 Electives (two): Mathematics III — Plane Geometry 5 Science III — Physical Geography J^, Industrial and Com- mercial Geography J^ 7 History III— Ancient and Medieval 5 20 or 27 20 Fourth Year English IV United States History IV Science IV-Physics Latin or French II* Periods Credits Agriculture IV 10 22 or 27 20 B. Suggested Organization Periods Teacher A Per Week English I A 5 English II 5 Englishlll 5 EngUshlV 5 Latin I or French I 5 Latin II or French II 5 Periods Teacher B Per Week History II (2 sections) 10 History III 5 History IV -. 5 EngUshIB 5 30 25 Periods Teacher C Per Week Mathematics I (2 sections).. 10 Mathematics II (2 sections). 10 Mathematics III 5 Science IV 7 32 Periods Teacher D Per Week Agriculture I and II 10 Agriculture III and IV 10 Science III 7 27 ' A five-teacher high school following this curriculum should offer only one foreign language, either Latin or French. High School Reorganization 27 Periods Teacher E Per Week Home Economics I 10 Home Economics II 10 Science II 7 27 C. Suggested Daily Schedule Periods Teacheb a Teacher B Teacher C Teacher D Teacher E 8:45-9:00 OPENINQ EXERCISES 9:05-9:50 English III History IV Mathematics II A Agriculture I and II Home Economics I 9:55-10:40 English IV Mathematics III Agriculture I and II Home Economics I 10:45-11:30 Latin I or French I English I B Mathematics lA Agriculture III and IV Science II Recitation, M. W. F. Laboratory, T. T. 11:35-12:20 Latin II or French II Mathematics IB Agriculture III and IV Science II Laboratory, T. T. 12:20-1:00 NOOJ I RECESS 1:05-1:50 English lA History II B Mathematics II B Science III Recitation, M. W. F. Laboratory T. T. Home Economics II 1:55-2:40 History II A Science IV Laboratory M.W. Science HI Laboratory T.T. Home Economics II 2:45-3:30 English II History III Science IV Laboratory M.W. Recitation T. T. F. 28 High School Reorganization X. 6-A SIX-TEACHER HIGH SCHOOL (Average Daily Attendance 130) A. Suggested Four- Year Curriculum (Without Home Economics, Agriculture, or Industrial Arts) First Year English I Mathematics I — Arith- metic and Algebra. . History I — Community Civics Science I — General or Latin I Periods Credits 20 or 22 20 Second Year EngUshll Mathematics II — Alge- bra Science II — Biology History II — Modern European or Latin II Periods Credits 22 20 Third Year Periods Credits EngUshlll 5 5 Electives (three): Mathematics III — Plane Geometry 5 5 Science III — Physical Geography }^, In- dustrial and Commer- cial Geography J-^ or 7 5 Science V — Chemistry 'i 5 History III — Ancient and Modern 5 5 Latin III 5 5 French I 5 5 Fourth Year Periods Credits EngUshlV 5 5 History IV- — United States 5 5 Electives (two): Mathematics IV — Solid Geometry and Ad- vanced Algebra 5 5 Science IV — Physics 7 5 Latin IV 5 5 French II 5 5 20 or 22 20 B. Suggested Organization 20 or 22 20 Periods Teacher A Per Week EngUsh 1 (2 sections) 10 English III 5 English IV 5 French I 5 French II 5 Periods Teacher B Per Week English II 5 Latin I 5 Latin II- 5 Latin III 5 Latin IV 5 30 Periods Teacher C Per Week History I (2 sections) 10 History II 5 History III 5 History IV 5 25 Periods Teacher D Per Week Mathematics IB 5 Mathematics II (2 sections). 10 Mathematics III 5 Mathematics IV 5 25 25 High School Reorganization 29 Periods Teacher E Per Week Science I (2 sections) 14 Science III 7 Science IV 7 28 Periods Teacher F Per Week Science II (2 sections) 14 Mathematics I A 5 Science V 7 C. Suggested Daily Schedule 26 Periods Teacher A Teacher B Teacher C Teacher D Teacher E Teacher F 8:45-9:00 OPENING exercises 9:05-9:50 English lA Latin II Mathematics III Science IV Recitation T.T.F. Laboratory, M.W. Science II A Recitation, M.W.F. Laboratory, T.T. 9:55-10:40 Latin I ffistorylll Mathematics II B Science IV Laboratory, M.W. Science II A Laboratory, T.T. 10:45-11:30 English I B Latin III Mathematics IV Science I A Recitation, T. T. F. Laboratory, M.W. Science II B Recitation, M. W. F. Laboratory, T.T. 11:35-12:20 French I Latin IV History I B Mathematics II A Science I A Laboratory M.W. Science II B Laboratory, T.T. NOON recess 1:05-1:50 English III English II History IV Science I B Recitation, M. W. F. Laboratory, T.T. Mathematics lA 1:55-2:40 French II History I A Science I B Laboratory, T.T. *Science III Laboratory, M.W. Science V Laboratory, M.W. 2:45-3:30 English IV History II Mathematics IB Science III Laboratory, M.W. Recitation, T. T. F. Science V Laboratory, M.W. Recitation, T. T. F. * The experiments in each of the sciences appearing in this schedule, except those in Science III, may be performed without a conflict, as indicated below, in a single laboratory room. If only one laboratory is available, it will be neces- sary to care for Science III laboratory work in one of the classrooms. The nature of this course is such that this can be done satisfactorily. 30 High School Reorganization Science Laboratobt Schedule Periods Monday Tuesday Wednesday Thuesday 9:05-9:50 IV II A IV II A 9:55-10:40 IV II A IV II A 10:45-11:30 lA II B lA II B 11:35-12:20 lA II B lA II B 12:20-1:00 NOON RECESS 1:05-1:50 IB IB 1:55-2:40 V IB V IB 2:45-3:30 V V High School Reorganization 31 XI. 6-B SIX-TEACHER HIGH SCHOOL (Average Daily Attendance 130) A. Suggested Four- Year Curriculum (With Smith-Hughes Home Economics and Smith-Hughes Agriculture) Periods Credits Second Year Periods Credits First Year English I Mathematics I — Arith- metic and Algebra. _ History I — Community Civics Electives (one): Science I — General Home Economics I 7 10 Agricultm-e I 10 Second Year English II Mathematics II — Alge- bra Science II — Biology Elective (one): History II — Modern European Home Economics II 5 10 Agriculture II 10 22 or 25 20 Periods Credits Third Year Enghshlll 5 Electives (two): Mathematics III — Plane Geometry 5 Science III — Physical Geography J^, In- dustrial and Commer- cial Geography 3^ or 7 Science V — Chemistry. 7 History III — Ancient and Medieval 5 Elective (one): Latin I or French I* 5 Agriculture III 10 Fourth Year English IV 5 History IV — United States History 5 Science IV — Physics 7 Elective (one): Latin II or French II*_ 5 Agriculture IV 10 22 or 27 20 Periods Credits 22-27 20 22-27 20 B. Suggested Organization Teacher A Enghsh I (2 sections). EngUsh III EngHshlV Latin I or French I_. Latin II or French II. Periods Per Week 10 5 5 5 Teacher B History I (2 sections). History II History III History IV English II... Periods Per Week 10 5 5 5 30 Periods Teacher C Per Week Mathematics I (2 sections).. 10 Mathematics II 5 Mathematics III 5 Science III 7 Teacher D Science I Science II Science IV... Science V 28 30 Periods Per Week 7 7 7 7 28 ' In a six-teacher high school following this curriculum only one foreign language may be offered. 32 High School Reorganization Periods Teacher E Per Week Home Economics 1 (2 sec- tions) . 20 Home Economics II 10 30 Teacher F Agriculture I and II Agriculture III and IV- Periods Per Week 10 10 20 C. Suggested Daily Schedule Periods Teacher A Teacher B Teacher C Teacher D Teacher E Teacher F 8:45-9:00 0PBNIN8 EXERCISES 9:05-9:50 English III History II Matheriatics Science I Home Eco- Agriculture I lA Recitation, M.W. F. Laboratory, T. T. nomics II and II 9:55-10:40 English IV History Mathematics Science I Home Eco- Agriculture I lA III Laboratory, T. T. nomics II and II 10:45-11:30 Latin I or Mathematics Science II Home Eco- Agriculture III French I IB Recitation, M. W. F. Laboratory, T. T. noJiics I A and IV 11:35-12:20 Latin II or History I B Science II Home Eco- Agriculture III French II Laboratory, T. T. nomics I A and IV 12:20-1:00 NOON RECESS 1:05-1:50 1:55-2:40 English I A History III English II Mathematics II Science III Recitation, M. W. F. Laboratory, T. T. Science IV Recitation, M. W. F. Laboratory, T. T. Science IV Laboratory, T.T. Science V Laboratory, M.W. Home Eco- nomics I B Home Eco- nomics 1 1 2:45-3:30 English I B History IV Science III Laboratory, T.T. Science V Laboratory, M.W. Recitation, T. T. F. For suggestions relative to length of recitation periods see daily schedule for three-teacher schools. High School Reorganization 33 XII. 6-C SIX-TEACHER HIGH SCHOOL (Average Daily Attendance 130) A, Suggested Four- Year Curriculum (With Commercial Education) First Year Periods Credits Second Year Periods Credits EngUshI 5 5 EngHsh II 5 5 Mathematics I — Arith- - Mathematics II— Alge- metic and Algebra-- 5 5 bra 5 5 History I — Community History II — Modern Civics _ 5 5 European 5 5 Science I — General 7 5 Science II — Biology 7 5 22 20 Third Year General Periods Credits English III 5 5 Latin I or French I 5 5 Electives (two): Mathematics III — Plane Geometry 5 5 Science III — Physical Geography J^, Industrial and Com- mercial Geography }4 7 5 History III — Ancient and Medieval 5 5 20 or 22 20 Fourth Year General Periods Credits EngHsh IV-.. 5 5 Latin II or French 11. . 5 5 History IV— United States History 5 5 Science IV — Physics--. 7 5 22 20 Third Year Commercial Periods Credits English III 5 5 Business Arithmetic ^4, Industrial and Com- mercial Geography J^ 5 5 Typewriting I 10 5 Stenography I 5 5 25 20 Fourth Year Commercial Periods Credits English IV 5 5 History IV — United States History 5 5 Stenography II 5 5 Typewriting II 5 2}i Office Practice 5 23^ 22 20 25 20 B. Suggested Organization Periods Teacher A Per Week EngUsh I A 5 EngHsh II 5 EngHsh III 5 EngHsh IV 5 Latin I or French I* 5 Latin II or French II 5 Periods Teacher B Per Week History I (2 sections) 10 History II 5 History III 5 History IV 5 EngHsh I B 5 30 30 34 High School Reorganization Periods Teacher C Per Week Mathematics I (2 sections)— 10 Mathematics II (2 sections). 10 Business Arithmetic 2J^ Periods Teacher D Per Week Science I (2 sections) 14 Mathematics III 5 Science IV 7 Teacher E Science II (2 sections). Science III 22^ Periods Per Week 14 7 26 Periods Teacher F* Per Week Typewriting I 10 Stenography I 5 Stenography II 5 Typewriting 5 Office Practice 5 21 C. Suggested Daily Schedule 35 Periods Teacher A Teacher B Teacher C Teacher D Teacher E 12:20-1:00 NOON recess Teacher F 8:45-9:00 OPENING EXERCISES 9:05-9:50 English IV History IB Science I A Recitation, T. T, F. Laboratory, M. W. Science IIA Recitation, M. W. F. Laboratory, T.T. Typewriting I 9:55-10:40 Latin II or French II History III Mathematics II B Science I A Laboratory, M. W. Science II A Laboratory, T.T. Typewriting I 10:45-11:30 Latin I or French I History I A Mathematics IB Science IV Recitation, T. T. F. Laboratory, M. W. Science II B Recitation, M. W. F. Laboratory, T.T. Office Practice (11th Grade) 11:35-12:20 English III English IB Mathematics II \ Science IV Laboratory, M.W. Science II B Laboratory, T.T. Typewriting II 1:05-1:50 English II Business Arith- metic Science I B Recitation, T. T. F. Laboratory, M.W. Science III Recitation, M.W.F. Laboratory, T.T. 1:55-2:40 English I A History II Science I B Laboratory, M.W. Science III Laboratory, T.T. Stenography II 2:45-3:30 History IV Mathematics lA Mathematics III Stenography I ' Teacher F must be a well trained teacher of commercial education. ADDITIONAL STANDARDS FOR ACCREDITMENT So essential to the improvement of higli school eflBciency is the adoption of a curriculum, adopted in view of the number of teachers available, the organization of the school so as to provide reasonable and continuous teaching positions, and the employment of teachers in view of the requirements of those teaching positions, that it seems advisable to enforce gradually the following additional requirements for accreditment: 1. The high school should, with the consent and approval of the county super- intendent, adopt and follow one of the curricula suggested in this bulletin, the curriculmn adopted depending in each case on the needs of the community which the school serves and the number of high school teachers available. When a given curriculum has been regularly adopted by the school committee on recommendation of the principal and approval by the county superintendent, it should not be changed without a written notice to the State High School Inspector, because such change might involve the rating of the school. 2. The high school should be organized so as to provide reasonable and con- tinuous teaching positions; that is, organized approximately as suggested in con- nection with one of the curricula found in this bulletin. 3. The work of each high school teacher should fall within the two fields in which the given teacher holds a certificate to teach, except for such part-time teachers as may be allowed. TRAINING AND CERTIFICATION OF HIGH SCHOOL TEACHERS The reorganization of our high schools calls for changes in the training and cer- tification of high school teachers. In almost all small high schools, that is, high schools having from three to six teachers, practically all teachers should be prepared to teach in two fields. Even Home Economics teachers and teachers of Agriculture, unless they are full-time teachers, should be prepared to teach in at least a second field, although these fields are usually so closely related to the major preparation of these teachers that only minor modifications are required in their usual training. High school teachers should not only be prepared to teach in two high school fields, but these two fields should be such as to permit, in view of the requirements of the curriculum adopted, a rational organization of the school. In view of the requirements of the curricula recommended for high schools of different sizes, and the suggested organization of schools adopting a given curriculum, the teaching combinations and fields are as follows: 1. English and Latin 2. EngUsh and French 3. History and one of the following: EngUsh, Latin, French, Science, Math- ematics 4. Science and Mathematics 5. Home Economics 6. Agriculture 7. Commercial Education This whole scheme contemplates the issuance of high school teachers' certificates based on combinations or groupings of high school subjects as set forth in this bulletin. This will probably become effective as of July 1, 1928. The minimum training to prepare teachers for each of the foregoing combinations and fields of high school instruction, effective after July 1, 1928, should be approxi- mately as follows: 1. English and Latin Teacher* A. General Professional Courses** Semester Hours 1. General Psychology 3 2. Educational Psychology 3 3. Principles of High School Teaching 3 4. Secondary Education 3 12 B. EngUsh 1. Academic Courts — a. Grammar, Oral and Written Speech and Literature 6 b. English Literature 12 c. American Literature 6 24 *For each certificate graduation from an A grade college is assumed. **Common to all certificates. HiOH School Reorganization 37 Semester Hours 2. Sj^ecial Professional Courses — a. Materials and Methods in High School English 3 b. Directed Teaching in High School English (including obser- vation and teaching of not less than 30 class lessons) — ...- 3 6 C. Latin 1. Academic Courses — (Based on two units of entrance credit) *24 2. Special Professional Courses — a. Materials aind Methods in High School Latin 3 b. Directed Teaching in High School Latin (including obser- vation and teaching of not less than 30 class lessons) 3 6 Total required t '^^ D. Academic Electives ^° Grand total 120 II. English and French Teacher Semester Hours A- General Professional 12 B. English (See English-Latin Teacher) 30 C. French 1. Academic Coiu-ses — (Based on two units of entrance) 24 2. Special Professional Courses— a. Materials and Methods in High School French 3 b. Directed Teaching in High School French (including obser- vation and teaching of not less than 30 class lessons) 3 6 Total required — ^^2 D. Academic Electives ■ 48 Grand total 120 HI. Teacher of History and one of the following: English, Latin, French, Science, Mathematics Semester Hours A. General Professional 12 B. History 1. Academic Courses — a. Ancient and Medieval 6 b. Modem European - 6 c. United States History before 1850 6 d. United States History after 1850 6 e. PoKtical Science : 3 f. Economics 3 g. Sociology 6 36 *Additional unit of entrance work reduces requirements by sis hours. 38 High School Reokganization Semester Hours 2. Special Professional Courses — a. Materials and Methods in High School History 3 b. Directed Teaching in High School History (including ob- servation and teaching of not less than 30 class lessons) 3 6 C. Second Field 1. Academic Courses... . 24 to 36 2. Special Professional Courses — a. Materials and Methods in Second Field 3 b. Directed Teaching in Second Field (including observation and teaching of not less than 30 class lessons) 3 6 Total required .. ..84 to 90 D. Academic Electives 30 to 36 Grand total 120 IV. Science and Mathematics Teacher * A. General Professional Courses 12 B. Science 1. Academic Courses — a. Biology 12 b. Physics 12 c. Chemistry 6 d. Physical Industrial and Commercial Geography 6 36 2. Special Professional Courses — a. Materials and Methods in High School Science 3 b. Directed Teaching in High School Science (including obser- vation and teaching of not less than 30 class lessons) 3 C. Mathematics 1. Academic Courses — (Based on two imits of entrance) a. SoUd Geometry and Trigonometry 6 b. College Algebra 6 c. Analytic Geometry 3 15 Special Professional Courses — a. Materials and Methods in High School Mathematics 3 b. Directed Teaching in High School Mathematics (including observation and teaching of not less than 30 class lessons )_.. 3 Total required 75 D. Academic Electives 45 Grand total . 120 High School Reokganization 39 V. Home Econoinics Teacher Semester Hours A. General Professional Courses • 12 B. Home Economics 1. Non-Professional Courses — a. Principles of Art and Design ._ 3 b. Costume Design 3 c. House Fiunishing... 3 d. Foods (Food study, cookery, marketing, sewing, dietetics, and nutrition 12 e. Clothing (study construction and renovation of women's and children's clothing and household fabrics, textiles and mil- linery 9 f. Home management (care of house, housekeeping, including laundering, household accounts, budgets. One month of practical housekeeping is required) 3 g. Home Niu-sing and Child Care and Training 3 36 2. Special Professional Courses — a. Materials and Methods and Practice Teaching (at least 30 lessons of high school grade) 6 6 C. Relat d Academic Work 1. Inorganic Chemistry 6 2. Organic Chemistry 3 3. Household Chemistry 3 4. Bacteriology 3 5. Biology 3 6. Physiology 3 7. Household Physics (would accept General Physics)— 3 • 8. Economics 3 9. Sociology 3 10. EngUsh and Oral Expression 12 42 Total required , 96 D. Academic Electives 24 Grand total __ 120 VI. Teacher of Agriculture (Smith-Hughes) (See new catalogue of North Carohna College of Agriculture and Engineering.) VII. Teacher of Cormnercial Education (SeeEducational Pubhcation No. 88, p. 16.) UNIVERSITY OF N-C. AT CHAPEL HILL 00034026474^_ FOR USE ONLY IN THE NORTH CAROLINA COLLECT n~, OlCiC:^